ENTREPRENEURIAL BEHAVIOR
Syllabus
EN
IT
MASSIMILIANO PELLEGRINI
Prerequisites
None
Program
First Section (2 hours per lesson):
1. Introduction to entrepreneurial behaviors (Hisrich et al. 2020: p. 2-31);
2. Spotting opportunities: tools and techniques (Hisrich et al. 2020: p. 56-82);
3. Motivation to be an enterpreneur: crafting an opportunity (Hisrich et al. 2020: p. 84-111);
4. The antecedents of effective entrepreneurship (Hisrich et al. 2020: p. 2-31);
5. The internal and external contexts of entrepreneurship (Hisrich et al. 2020: p. 116-152);
6. Translating an opportunity into a venture (Hisrich et al. 2020: p. 180-265);
7. Strategic management of the venture (part 1) (Hisrich et al. 2020: p. 356-381);
8. Strategic management of the venture (part 2) (Hisrich et al. 2020: p. 356-381);
9. Corporate Entrepreneurship (Hisrich et al. 2020: p. 32-55).
Second section (2 hours per lesson)
1. Comparison of Entrepreneurship Theories for Starting a Business Model
Slides Pack 1; Readings: Shane & Venkataraman (2000), Sarasvathy (2001), Alvarez & Barney (2007)
2. Creativity Techniques
Slides Pack 2
3. Seminar: Building a Business Idea
4. Creating a Business Model Canvas
Slides Pack 3; Osterwalder & Pigneur (2010), Ch. 1
5. Deepening the Canvas: Value Proposition Analysis
Slides Pack 4
6. Seminar: Experimenting with the Canvas Model
7. Strategies for Business Models
Slides Pack 5; Osterwalder & Pigneur (2010), Ch. 4
8. Entrepreneurial Finance
Slides Pack 6
9. Seminar: Launching a Crowdfunding campaign
1. Introduction to entrepreneurial behaviors (Hisrich et al. 2020: p. 2-31);
2. Spotting opportunities: tools and techniques (Hisrich et al. 2020: p. 56-82);
3. Motivation to be an enterpreneur: crafting an opportunity (Hisrich et al. 2020: p. 84-111);
4. The antecedents of effective entrepreneurship (Hisrich et al. 2020: p. 2-31);
5. The internal and external contexts of entrepreneurship (Hisrich et al. 2020: p. 116-152);
6. Translating an opportunity into a venture (Hisrich et al. 2020: p. 180-265);
7. Strategic management of the venture (part 1) (Hisrich et al. 2020: p. 356-381);
8. Strategic management of the venture (part 2) (Hisrich et al. 2020: p. 356-381);
9. Corporate Entrepreneurship (Hisrich et al. 2020: p. 32-55).
Second section (2 hours per lesson)
1. Comparison of Entrepreneurship Theories for Starting a Business Model
Slides Pack 1; Readings: Shane & Venkataraman (2000), Sarasvathy (2001), Alvarez & Barney (2007)
2. Creativity Techniques
Slides Pack 2
3. Seminar: Building a Business Idea
4. Creating a Business Model Canvas
Slides Pack 3; Osterwalder & Pigneur (2010), Ch. 1
5. Deepening the Canvas: Value Proposition Analysis
Slides Pack 4
6. Seminar: Experimenting with the Canvas Model
7. Strategies for Business Models
Slides Pack 5; Osterwalder & Pigneur (2010), Ch. 4
8. Entrepreneurial Finance
Slides Pack 6
9. Seminar: Launching a Crowdfunding campaign
Books
Hisrich, R., Peters, M., e Shepherd, D. (2020), Entrepreneurship, 11th Edition. McGraw Hill. ISBN13: 9781260913507
OSTERWALDER A., & PIGNEUR Y. (2010), Business Model Generation: A Handbook for Visionaries, Game Changers, and Challengers, Hoboken (NJ), Wiley & Sons Inc.
Other materials (slides, readings, etc.) could be provided during the course and posted on the webpage of the course.
OSTERWALDER A., & PIGNEUR Y. (2010), Business Model Generation: A Handbook for Visionaries, Game Changers, and Challengers, Hoboken (NJ), Wiley & Sons Inc.
Other materials (slides, readings, etc.) could be provided during the course and posted on the webpage of the course.
Bibliography
Foss, Nicolai J. and Klein, P. G. (2012) Organizing entrepreneurial judgment. A new approach to the firm. Cambridge University Press. ISBN: 9781139021173
Lianne, T. (2017) The Entrepreneurial Paradox. Examining the Interplay between Entrepreneurial and Management Thinking. Palgrave MacMillan. ISBN 978-1-137-56949-3
Lianne, T. (2017) The Entrepreneurial Paradox. Examining the Interplay between Entrepreneurial and Management Thinking. Palgrave MacMillan. ISBN 978-1-137-56949-3
Teaching methods
Teaching activities will be delivered face to face. An active learning approach will be used. Alongside case studies, case experiences and role playing, students will be encouraged to build team and to participate in project work activities. The project can be also done in autonomy.
Exam Rules
The examination will take either the form of a written test (first exam session) or an oral interview (other exam sessions) consisting of open-ended or scenario-based questions. Student performance will be assessed on the basis of their capacity for critical reasoning and reflective thinking, as well as their ability to demonstrate an in-depth understanding of the topics addressed during the course and to apply such knowledge effectively to real-world cases.
The following criteria will be used for assessing students' performance:
0 point: The student is unable to effectively discuss the main issues reported in the questions. Theoretical knowledge is not adequately exploited to articulate convincing propositions and arguments. No insights are provided drawing on examples which may enhance the understanding of the topics dealt with in the question.
Not sufficient (<18): The student provides fragmented notions which allows her/him to address some superficial issues touched by the questions. Theoretical knowledge is poorly exploited to articulate convincing propositions and arguments. Limited insights are provided drawing on examples which may enhance the understanding of the topics dealt with in the question.
Sufficient (18/22): The student provides some notions which allows her/him to address the key issues dealt with in the questions. Theoretical knowledge is adequately exploited to articulate convincing propositions and arguments. Some insights are provided drawing on examples which may enhance the understanding of the topics dealt with in the question.
Adequate (23/25): The student provides adequate notions which allows her/him to address most of the issues dealt with in the questions. Theoretical knowledge is effectively used to articulate convincing propositions and arguments. Good insights are argued drawing on examples which enhance the understanding of the topics dealt with in the question.
Good (26/28): The student completely addresses the issues contemplated in the question. The student is proficient in using theoretical knowledge to critically frame the answer and are able to draw insights from connecting different topics discussed in the textbook. Fitting insights are provided drawing on adequately developed practical examples.
Excellent (29/30): The student completely addresses the issues contemplated in the question. The student uses a wide array of conceptual tools to investigate the teaching topics. Practical examples are discussed in a critical way to provide multifaceted perspectives to comprehensively address the issues touched by the question.
The following criteria will be used for assessing students' performance:
0 point: The student is unable to effectively discuss the main issues reported in the questions. Theoretical knowledge is not adequately exploited to articulate convincing propositions and arguments. No insights are provided drawing on examples which may enhance the understanding of the topics dealt with in the question.
Not sufficient (<18): The student provides fragmented notions which allows her/him to address some superficial issues touched by the questions. Theoretical knowledge is poorly exploited to articulate convincing propositions and arguments. Limited insights are provided drawing on examples which may enhance the understanding of the topics dealt with in the question.
Sufficient (18/22): The student provides some notions which allows her/him to address the key issues dealt with in the questions. Theoretical knowledge is adequately exploited to articulate convincing propositions and arguments. Some insights are provided drawing on examples which may enhance the understanding of the topics dealt with in the question.
Adequate (23/25): The student provides adequate notions which allows her/him to address most of the issues dealt with in the questions. Theoretical knowledge is effectively used to articulate convincing propositions and arguments. Good insights are argued drawing on examples which enhance the understanding of the topics dealt with in the question.
Good (26/28): The student completely addresses the issues contemplated in the question. The student is proficient in using theoretical knowledge to critically frame the answer and are able to draw insights from connecting different topics discussed in the textbook. Fitting insights are provided drawing on adequately developed practical examples.
Excellent (29/30): The student completely addresses the issues contemplated in the question. The student uses a wide array of conceptual tools to investigate the teaching topics. Practical examples are discussed in a critical way to provide multifaceted perspectives to comprehensively address the issues touched by the question.
Attendance Rules
Due to the module design and the learning approach, attendance is prominent. Without that the benefits of the experiential learning approach will be reduce. In addition, attending the module may facilitate the three mid-term evaluations. Nonetheless, the whole material, including the exercise and their instructions are included in the teaching material and are usable also from students that are not able to attend.
ROCCO PALUMBO
Books
Hisrich, R., Peters, M., e Shepherd, D. (2020), Entrepreneurship, 11a Edizione. McGraw Hill. ISBN13: 9781260913507
OSTERWALDER A., & PIGNEUR Y. (2010), Business Model Generation: A Handbook for Visionaries, Game Changers, and Challengers, Hoboken (NJ), Wiley & Sons Inc.
Altri materiali (slides letture, ecc.) potranno essere suggeriti durante il corso e pubblicati sulla pagina web del corso.
OSTERWALDER A., & PIGNEUR Y. (2010), Business Model Generation: A Handbook for Visionaries, Game Changers, and Challengers, Hoboken (NJ), Wiley & Sons Inc.
Altri materiali (slides letture, ecc.) potranno essere suggeriti durante il corso e pubblicati sulla pagina web del corso.
Exam Rules
The examination will take either the form of a written test (first exam session) or an oral interview (other exam sessions) consisting of open-ended or scenario-based questions. Student performance will be assessed on the basis of their capacity for critical reasoning and reflective thinking, as well as their ability to demonstrate an in-depth understanding of the topics addressed during the course and to apply such knowledge effectively to real-world cases.
The following criteria will be used for assessing students' performance:
0 point: The student is unable to effectively discuss the main issues reported in the questions. Theoretical knowledge is not adequately exploited to articulate convincing propositions and arguments. No insights are provided drawing on examples which may enhance the understanding of the topics dealt with in the question.
Not sufficient (<18): The student provides fragmented notions which allows her/him to address some superficial issues touched by the questions. Theoretical knowledge is poorly exploited to articulate convincing propositions and arguments. Limited insights are provided drawing on examples which may enhance the understanding of the topics dealt with in the question.
Sufficient (18/22): The student provides some notions which allows her/him to address the key issues dealt with in the questions. Theoretical knowledge is adequately exploited to articulate convincing propositions and arguments. Some insights are provided drawing on examples which may enhance the understanding of the topics dealt with in the question.
Adequate (23/25): The student provides adequate notions which allows her/him to address most of the issues dealt with in the questions. Theoretical knowledge is effectively used to articulate convincing propositions and arguments. Good insights are argued drawing on examples which enhance the understanding of the topics dealt with in the question.
Good (26/28): The student completely addresses the issues contemplated in the question. The student is proficient in using theoretical knowledge to critically frame the answer and are able to draw insights from connecting different topics discussed in the textbook. Fitting insights are provided drawing on adequately developed practical examples.
Excellent (29/30): The student completely addresses the issues contemplated in the question. The student uses a wide array of conceptual tools to investigate the teaching topics. Practical examples are discussed in a critical way to provide multifaceted perspectives to comprehensively address the issues touched by the question.
The following criteria will be used for assessing students' performance:
0 point: The student is unable to effectively discuss the main issues reported in the questions. Theoretical knowledge is not adequately exploited to articulate convincing propositions and arguments. No insights are provided drawing on examples which may enhance the understanding of the topics dealt with in the question.
Not sufficient (<18): The student provides fragmented notions which allows her/him to address some superficial issues touched by the questions. Theoretical knowledge is poorly exploited to articulate convincing propositions and arguments. Limited insights are provided drawing on examples which may enhance the understanding of the topics dealt with in the question.
Sufficient (18/22): The student provides some notions which allows her/him to address the key issues dealt with in the questions. Theoretical knowledge is adequately exploited to articulate convincing propositions and arguments. Some insights are provided drawing on examples which may enhance the understanding of the topics dealt with in the question.
Adequate (23/25): The student provides adequate notions which allows her/him to address most of the issues dealt with in the questions. Theoretical knowledge is effectively used to articulate convincing propositions and arguments. Good insights are argued drawing on examples which enhance the understanding of the topics dealt with in the question.
Good (26/28): The student completely addresses the issues contemplated in the question. The student is proficient in using theoretical knowledge to critically frame the answer and are able to draw insights from connecting different topics discussed in the textbook. Fitting insights are provided drawing on adequately developed practical examples.
Excellent (29/30): The student completely addresses the issues contemplated in the question. The student uses a wide array of conceptual tools to investigate the teaching topics. Practical examples are discussed in a critical way to provide multifaceted perspectives to comprehensively address the issues touched by the question.