| School/Faculty/Institute |
Faculty of Economics, Administrative and Social Sciences |
| Course Code |
MGMT 332 |
| Course Title in English |
Case Studies in Entrepreneurship |
| Course Title in Turkish |
Girişimcilikte Vaka Çalışmaları |
| Language of Instruction |
EN |
| Type of Course |
Flipped Classroom |
| Level of Course |
Intermediate |
| Semester |
Spring |
| Contact Hours per Week |
| Lecture: 3 |
Recitation: |
Lab: |
Other: |
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| Estimated Student Workload |
122 hours per semester |
| Number of Credits |
5 ECTS |
| Grading Mode |
Standard Letter Grade
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| Pre-requisites |
BUS 101 - Introduction to Business (Decision Making)
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| Co-requisites |
None |
| Expected Prior Knowledge |
Basic concepts of entreprenership
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| Registration Restrictions |
Only Undergraduate Students
|
| Overall Educational Objective |
To acquire a deeper understanding of starting a new business through close-up analyses of successful start-ups. |
| Course Description |
Throughout the course, students will be able to master their skills about writing case studies from real-life success stories, with the mentorship of Endeavor specialists, which can be used by other entrepreneurship education facilities in the future. For achieving learning objectives, the course will entail a set of related videos, readings, lectures, problem-solving activities and creative processes as well as interactions with real life businesses. Thus, you will be able to grasp the key issues of start ups whereas with case studies and discussions, you will find the opportunity to expand your perspectives and apply the theoretical knowledge to real life situations.
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Course Learning Outcomes and Competences
Upon successful completion of the course, the learner is expected to be able to:
1) Analyze the foundation processes of start-ups, starting with opportunity recognition and ending with establishment of the company
2) Conduct structured interviews with start-up founders for collecting case data for the specific best practice
3) Master basic skills about writing cases from best practices, with the mentorship of Endeavor specialists
4) Understand the basic methods of evaluating start-up business models
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| Program Learning Outcomes/Course Learning Outcomes |
1 |
2 |
3 |
4 |
| 1) An ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics |
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| 2) An ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors |
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| 3) An ability to communicate effectively with a range of audiences |
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| 4) An ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts |
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| 5) An ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives |
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| 6) An ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions |
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| 7) An ability to acquire and apply new knowledge as needed, using appropriate learning strategies |
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Relation to Program Outcomes and Competences
| N None |
S Supportive |
H Highly Related |
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Program Outcomes and Competences |
Level |
Assessed by |
| 1) |
An ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics |
N |
|
| 2) |
An ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors |
S |
Participation
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| 3) |
An ability to communicate effectively with a range of audiences |
S |
Participation
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| 4) |
An ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts |
N |
|
| 5) |
An ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives |
S |
Participation
|
| 6) |
An ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions |
N |
|
| 7) |
An ability to acquire and apply new knowledge as needed, using appropriate learning strategies |
S |
Participation
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| Prepared by and Date |
HANDE KARADAĞ , May 2023 |
| Course Coordinator |
CEYHAN MUTLU |
| Semester |
Spring |
| Name of Instructor |
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Course Contents
| Week |
Subject |
| 1) |
Annotated Template and Start up Selection
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| 2) |
Sample Case Analysis 1
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| 3) |
Sample Case Analysis 2
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| 4) |
Interview Techniques Questionnaire
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| 5) |
Case-Writing Techniques
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| 6) |
Presentation of assignments
Business Model Exercise of the companies and their pitches
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| 7) |
Annotated Template and Part 1 & Part 2 (in class study – writing the case)
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| 8) |
Part 3 & 4 (in class study – writing the case)
Assignment: Interview with the entrepreneurs (story of the entrepreneur, case data update study with the entrepreneur)
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| 9) |
Interview insights and materials (videos etc.)Revision of the cases according to interview results
What is a dilemma?
Assignment: Think about the dilemmas
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| 10) |
Potential dilemma in class study
Assignment: Interview with the entrepreneurs about 3 dilemmas
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| 11) |
Entrepreneurs’ Dilemma 1 Analysis and Writing
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| 12) |
Entrepreneurs’ Dilemma 2 Analysis and Writing
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| 13) |
Entrepreneurs’ Dilemma 3 Analysis and Writing
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| 14) |
Project Presentations / Feedbacks & Revisions
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| 15) |
Final Project Presentations
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| 16) |
Final Project Presentations
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| Required/Recommended Readings | While there is no textbook for this course, the following reading materials are suggested:
Writing Cases (Fourth edition), Michiel R Leenders, James A Erskine and Louise A Mauffette-Leenders, Leenders and Associates Inc.
Teaching with Cases (Third edition), James A Erskine, Michiel R Leenders and Louise A Mauffette-Leenders, Leenders and Associates Inc.
Learning with Cases (fourth edition) , Louise A Mauffette-Leenders, James A Erskine and Michiel R Leenders, Leenders and Associates Inc.
Teaching & Writing Cases: A Practical Guide, John Heath, The Case Centre
The Case Writing Workbook, A Self-Guided Workshop, Gina Vega, ME Sharpe (2013). |
| Teaching Methods | Within the course, a mix of various learning methods including case studies, group discussions, interviews with start-up founders, individual and group presentations, case-writing sessions and key-note addresses will be utilized. The students will be working individually or in groups on "how to start a start-up from scratch” best practices by focusing on different entrepreneurial cases and methods, such as creating a business model canvas or another annotated template, learning the techniques for interviewing start-up founders, analyzing real-life cases within the local context and preparing presentations to pitch those selected examples in the classroom environment. As this is an important topic for a broad range of disciplines, is will not be limited to students of Business and Economics only. Instead, the students with the basic knowledge on business model development will be able to attend the course. Co-instructors of this course will supplied by Endeavor, which is one of the most distinguished entrepreneurship associations on the global basis. Therefore, the technical know-how of Endeavor and the detailed information about best practices of Endeavor entrepreneurs will be shared with MEF students, throughout the course.
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| Homework and Projects | Group presentations: You will be making 2 presentations as a group during the course. The groups will be formed and the details of the projects will be announced later by the instructor.
Each group will have maximum 5 members and each team member will present their part individually.
Submission of group projects: Before the presentations, the group projects have to be submitted as a PPT file within a deadline provided by the instructor. Late assignments will not get full points.
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| Laboratory Work | None |
| Computer Use | Personal computer use |
| Other Activities | None |
| Assessment Methods |
| Assessment Tools |
Count |
Weight |
| Attendance |
1 |
% 25 |
| Presentation |
2 |
% 75 |
| TOTAL |
% 100 |
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| Course Administration |
karadagh@mef.edu.tr
In this course, active participation is key to learning and applying. Thus the grading of the class participation will be done based on the quality of active student participation and contribution to in-class activities.
Students are expected to attend all sessions and be in class on time. When they can not attend due to a sickness (which should require a report from a full facility hospital) or an excuse accepted my MEF regulations, they should inform the instructors by mail.
As the feedback and questions are very valuable for making the course a distinctive learning experience, students may visit the instructors during office hours or send e mails, for any course related issues.
Academic dishonesty and plagiarism will be subject to the YÖK disciplinary regulation. |
Information Package / Course Catalogue