EN
IT
MASSIMILIANO PELLEGRINI
Programma
Prima parte (a cura di Rocco Palumbo - 3 CFU = 18 ore; 2 ore per ciascuna sessione):
1. Introduzione e concettualizzazione di comportamento imprenditoriale (Hisrich et al. 2020: p. 2-31);
2. Identificazione delle opportunità: strumenti e tecniche per l'identificazione (Hisrich et al. 2020: p. 56-82);
3. La motivazione all'imprenditorialità: tradurre un'opportunità in comportamento imprenditoriale (Hisrich et al. 2020: p. 84-111);
4. I fattori che influenzano il comportamento imprenditoriale (Hisrich et al. 2020: p. 2-31);
5. Contesto interno e contesto esterno: l'importanza delle relazioni nelle dinamiche imprenditoriali (Hisrich et al. 2020: p. 116-152);
6. La concretizzazione dell'idea imprenditoriale (Hisrich et al. 2020: p. 180-265);
7. La gestione strategica dell'impresa (parte 1) (Hisrich et al. 2020: p. 356-381);
8. La gestione strategica dell'impresa (parte 2) (Hisrich et al. 2020: p. 356-381);
9. La corporate entrepreneurship (Hisrich et al. 2020: p. 32-55).
Seconda parte (2 ore per ciascuna sessione)
1. Confronto tra teorie di imprenditorialità per l’avvio di un modello di business
Slides Pack 1; Letture: Shane & Venkataraman (2000), Sarasvathy (2001), Alvarez & Barney (2007)
2. Tecniche di creatività
Slides Pack 2
3. Seminario: Costruire un’idea di business
4. Creare un Business Model Canvas
Slides Pack 3; Osterwalder & Pigneur (2010), Cap. 1
5. Approfondire il Canvas: l’analisi delle Value Propositions
Slides Pack 4
6. Seminario: Sperimentare il modello Canvas
7. Strategie per i modelli di business
Slides Pack 5; Osterwalder & Pigneur (2010), Cap. 4
8. Finanza imprenditoriale
Slides Pack 6
9. Seminario: Lanciare una campagna di crowdfunding
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
Testi Adottati
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.
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.
Bibliografia
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
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
Modalità di svolgimento
Le attività saranno svolte in presenza e saranno improntate al coinvolgimento attivo dei discenti. Oltre all'impiego di casi di studio e di sessioni di role playing, si prevede la costituzione di gruppi e il coinvolgimento di questi ultimi in attività di project work. I lavori possono comunque essere svolti anche in autonomia
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.
Regolamento Esame
L'esame si svolgerà in forma scritta (prima sessione di esame) o in forma orale (sessioni successive alla prima). Esso consisterà in domande a risposta aperta e basate su scenari. La valutazione degli studenti si baserà sulla loro capacità di ragionamento critico e di riflessione, nonché sulla capacità di dimostrare una conoscenza approfondita degli argomenti trattati durante il corso e di applicare tali conoscenze in modo efficace a casi reali.
Ai fini della valutazione, si utilizzerà lo schema che segue:
Non sufficiente (<18): Lo studente non è in grado di rispondere adeguatamente alle domande di esame. Si riscontra una limitata conoscenza delle lenti teoriche presenti all'interno del libro di testo. Lo studente non è in grado di giustificare le proprie argomentazioni con esempi pratici.
Sufficiente (18/22): Lo studente possiede le nozioni di base per fornire una risposta sufficiente alle domande di esame. Una conoscenza di base delle lenti teoriche presenti nel libro di testo ispira le risposte alle domande si esame. Il ricorso a esempi pratici e scarno e non adeguatamente argomentato.
Mediocre (23/25): Lo studente spiega con sufficienza le nozioni che gli consentono di fornire risposta alle domande. Le basi teoriche discusse nel libro di testo sono adeguatamente usate per argomentare le proprie considerazioni. Si forniscono buoni spunti argomentativi attraverso esempi pratici espressi con un approccio descrittivo.
Buono (26/28): Lo studente argomenta in maniera convinta e approfondita le tematiche oggetto di esame. Il ricorso a lenti teoriche e concettuali per discutere criticamente le domande di esame è sufficiente. Si fa ricordo a esempi pratici per poter meglio argomentare le proprie considerazioni.
Eccellente (29/30): Lo studente è in grado di rispondere in maniera completa e approfondita alle domande di esame. Nel fornire riscontro alle domande, lo studente utilizza un'ampia gamma di strumenti e approcci concettuali. Lo studente è in grado di far ricorso a esempi pratici, che sono discussi criticamente per fornire una prospettiva a tutto tondo sulle domande oggetto di esame.
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.
Modalità di frequenza
A causa della struttura del modulo e dell'approccio all'apprendimento, la frequenza è importante. Senza di essa i benefici dell’approccio di apprendimento esperienziale potrebbe essere ridotto. Inoltre, la frequenza del modulo può facilitare le tre valutazioni in itinere. Ciononostante, tutto il materiale, compresi gli esercizi e le relative istruzioni, sono inclusi nel materiale didattico e sono fruibili anche da studenti non frequentanti.
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
Programma
Prima parte (a cura di Rocco Palumbo - 3 CFU = 18 ore; 2 ore per ciascuna sessione):
1. Introduzione e concettualizzazione di comportamento imprenditoriale (Hisrich et al. 2020: p. 2-31);
2. Identificazione delle opportunità: strumenti e tecniche per l'identificazione (Hisrich et al. 2020: p. 56-82);
3. La motivazione all'imprenditorialità: tradurre un'opportunità in comportamento imprenditoriale (Hisrich et al. 2020: p. 84-111);
4. I fattori che influenzano il comportamento imprenditoriale (Hisrich et al. 2020: p. 2-31);
5. Contesto interno e contesto esterno: l'importanza delle relazioni nelle dinamiche imprenditoriali (Hisrich et al. 2020: p. 116-152);
6. La concretizzazione dell'idea imprenditoriale (Hisrich et al. 2020: p. 180-265);
7. La gestione strategica dell'impresa (parte 1) (Hisrich et al. 2020: p. 356-381);
8. La gestione strategica dell'impresa (parte 2) (Hisrich et al. 2020: p. 356-381);
9. La corporate entrepreneurship (Hisrich et al. 2020: p. 32-55).
Seconda parte (2 ore per ciascuna sessione)
1. Confronto tra teorie di imprenditorialità per l’avvio di un modello di business
Slides Pack 1; Letture: Shane & Venkataraman (2000), Sarasvathy (2001), Alvarez & Barney (2007)
2. Tecniche di creatività
Slides Pack 2
3. Seminario: Costruire un’idea di business
4. Creare un Business Model Canvas
Slides Pack 3; Osterwalder & Pigneur (2010), Cap. 1
5. Approfondire il Canvas: l’analisi delle Value Propositions
Slides Pack 4
6. Seminario: Sperimentare il modello Canvas
7. Strategie per i modelli di business
Slides Pack 5; Osterwalder & Pigneur (2010), Cap. 4
8. Finanza imprenditoriale
Slides Pack 6
9. Seminario: Lanciare una campagna di crowdfunding
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.
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.
Prof.ssa Lucia Leonelli
