| School/Faculty/Institute |
Faculty of Engineering |
| Course Code |
ENTR 400 |
| Course Title in English |
Business Skills and Entrepreneurship |
| Course Title in Turkish |
İşletme Becerileri ve Girişimcilik |
| Language of Instruction |
EN |
| Type of Course |
Flipped Classroom |
| Level of Course |
Introductory |
| Semester |
Fall |
| Contact Hours per Week |
| Lecture: 3 |
Recitation: None |
Lab: None |
Other: None |
|
| Estimated Student Workload |
124 hours per semester |
| Number of Credits |
5 ECTS |
| Grading Mode |
Standard Letter Grade
|
| Pre-requisites |
None |
| Expected Prior Knowledge |
None |
| Co-requisites |
None |
| Registration Restrictions |
Only Undergraduate Students |
| Overall Educational Objective |
To learn the main topics related with entrepreneurship, to form a knowledge base about founding a new venture, to think about, discuss and present one’s own start-up ideas in the classroom environment. |
| Course Description |
The course mainly focuses on introducing the students with the experience of creating and growing new ventures as well as finding creative ways to start ups’ challenges, by analyzing real life examples and meeting with start-up founders in person. Throughout the course, the students will be working individually or in groups on "how to start a start-up from scratch” by focusing on their own ideas of a new product, service or process and will learn to present their start up ideas by using a business model canvas. At the end of the semester, they will make presentations for pitching those ideas in the classroom. As entrepreneurship is a career opportunity for students coming from a broad range of disciplines, the course will not be limited to students of Business and Economics only. Instead, the students with the basic knowledge on business related concepts will be able to attend the course. |
| Course Description in Turkish |
Bu ders esas olarak öğrencilerin yeni girişim yaratma ve büyütme deneyimlerine odaklı olarak tasarlanmıştır. Ayrıca, ders içeriğinde yeni girişimlerin hayatta kalma ve büyüme yolunda karşılaştıkları problemler de gerçek hayattaki örnekler ışığında detaylı olarak incelenecektir. Dönem boyunca öğrenciler, “Bir girişim fikri ilk adımından itibaren nasıl bulunur ve geliştirilir?” sorusuna, kendi ürün, hizmet veya süreç yaratımı ile ilgili yeni girişim fikirlerini mercek altına alınarak yanıt arayacaklardır. Bu noktada, öğrenciler tarafından bulunacak yaratıcı girişim fikirleri, iş modeli kanvası kullanılarak sınıfta sunulacaktır. Girişimcilik kariyerine özellikle son yıllarda artan oranlarda her disiplinden öğrencinin ilgi göstermesinden dolayı, sadece işletme veya ekonomi alanindan değil, genel işletme kavramlarına hakim olan farklı disiplinlerden öğrenciler de katılabileceklerdir. |
Course Learning Outcomes and Competences
Upon successful completion of the course, the learner is expected to be able to:
1) Explain an organization’s business model from market
2) Apply fundamental business concepts to analyze a company
3) Apply principles of customer development to startup ideas
4) Design a prototype from scratch using relevant tools in communicating vision/value proposition to customers and investors
5) Organize and deliver effective written and verbal communications
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| Program Learning Outcomes/Course Learning Outcomes |
1 |
2 |
3 |
4 |
5 |
| 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 |
N |
|
| 3) |
An ability to communicate effectively with a range of audiences |
S |
Presentation
|
| 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 |
H |
Exam,HW,Participation,Project
|
| 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 |
N |
Exam,HW,Project
|
| 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. |
N |
|
| Prepared by and Date |
BERK KÜÇÜKALTAN , May 2018 |
| Course Coordinator |
MEHMET FEVZİ ÜNAL |
| Semester |
Fall |
| Name of Instructor |
Assoc. Prof. Dr. BERK KÜÇÜKALTAN |
Course Contents
| Week |
Subject |
| 1) |
Lecture: Introduction to the course
Workshop: New Business Model Generation
|
| 2) |
Workshop: Ideation |
| 3) |
Workshop: Primary Market Research
|
| 4) |
Project Presentation : Problem Validation
Lecture: Product Development - Use Case definition
|
| 5) |
Lecture: Experiment Design
Workshop: Product Development - High Level Product Specification
|
| 6) |
Workshop: Competitive Strategy Development |
| 7) |
Lecture: Sales and Distribution
Guest Speakers (Founder)
|
| 8) |
Lecture: Revenue Models and pricing
Lecture: Finance for Entrepreneurs
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| 9) |
Lecture: Finance for Entrepreneurs
Guest Speaker (Founder)
|
| 10) |
Midterm |
| 11) |
Project Presentation: Solution Validation
Lecture: Fundraising For Startups
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| 12) |
Lecture: Investor Pitch Deck
Guest Speakers (Angel Investor and Venture Capitalist)
|
| 13) |
Lecture: Metrics for Startups
Guest Speaker (Founder
|
| 14) |
Lecture: Managing Startup |
| 15) |
Presentation period |
| 16) |
Presentation Period |
| Required/Recommended Readings | The reading materials (notes, files, etc.) for each session will be uploaded to
blackboard. The information about accessing materials with copyrights will be provided by the instructor.
Main Sources (used- to a large extent):
Bruce R. Barringer and R. Duane Ireland (2019). Entrepreneurship: Successfully
Launching New Ventures, Global Edition, 6th Edition: Pearson
David, F.R. & David, F. D. (2017). Strategic Management: A Competitive
Advantage Approach, Concepts and Cases. (16th Edition). Pearson.
Hitt, M.A., Ireland, R.D., & Hoskisson, R.E. (2017). Strategic Management:
Competitiveness & Globalization: Concepts and Cases. (12E). Cengage
Learning.
Rothaermel, F. T. (2017). Strategic Management. (3e). McGraw-Hill Education.
Bettina Fuhrmann (2019). Introduction to Business and Economics. WU
Bachelor Program Business and Economics – Study Material for the Entrance
Exam.
Additional recommended readings:
Lawrance J. Gitman, Carl McDaniel, Amit Shah, Monique Reece, Linda Koffel,
Bethann Talsma, James C. Hyatt (2018). Introduction to Business. Rice
University, Texas: OpenStax
Wheelen, T. L., Hunger, J. D., Hoffman, A. N., & Bamford, C. E. (2018).
Strategic Management and Business Policy: Globalisation, Innovation and
Sustainability. (15th Edition). Pearson.
Osterwalder, A., & Pigneur, Y. (2011). Aligning profit and purpose through
business model innovation. Responsible management practices for the 21st
century, 61-75.
Antonia Arahova (2016). “Library leader: a lonely rider or a team inspirator?
The X factor”
Simon Stockley. Is your idea an opportunity? Cambridge Judge Business
School. Lecture Notes
http://download.nos.org/srsec319new/319EL9.pdf
https://www.dynamicbusinessplan.com/entrepreneurship-power-point-slides
https://www.hofstede-insights.com/product/compare-countries/
https://www.slideshare.net/qilaroslan1/profit-impact-of-market-strategiespims
https://www.jbs.cam.ac.uk/fileadmin/user_upload/research/centres/accelerat
e-cambridge/downloads/evaluating-and-developing-your-business-model.pdf |
| Teaching Methods | As in all MEF courses, teaching methods and strategies are selected to create a democratic learning community in which you will learn from one another, from inquiry, research and practice. Every member of the class is expected to freely share her/his knowledge, ideas and questions with the group without any concern. Throughout the course, experiential, constructivist, research-based and reflective teaching strategies are used. In all kinds of teaching and learning activities, student participation, active learning and learning by doing are essential.
In this course, practical learning methods and strategies will be dominant in shapes of interactive studies, discussions, individual or group presentations and key-note speaker lectures in order to enhance the understanding and application of the entrepreneurial activities.
|
| Homework and Projects | Midterm will be on interpreting terms of business & management and characteristics of entrepreneurs, formulating the feasibility analysis and a business model, comprehending the culture, exploring external and internal environment, designing vision and mission statements, understanding innovation types and the concept of competitiveness.
In the midterm, 1 homework (individual) will be assessed based on the students’
efforts and/or submissions and 1 quiz will be conducted. Final will consist of their contributions to class activities/discussions, their attendance scores, their business plans regarding established businesses. |
| Laboratory Work | None |
| Computer Use | Personal Laptops |
| Other Activities | Visiting industry fairs or events where potential customers talk about their problems. |
| Assessment Methods |
| Assessment Tools |
Count |
Weight |
| Attendance |
1 |
% 10 |
| Application |
1 |
% 10 |
| Homework Assignments |
1 |
% 0 |
| Presentation |
1 |
% 10 |
| Project |
1 |
% 40 |
| Midterm(s) |
1 |
% 30 |
| Final Examination |
1 |
% 0 |
| TOTAL |
% 100 |
|
| Course Administration |
kucukaltanb@mef.edu.tr
Instructor’s e-mail: berkkucukaltan@trakya.edu.tr
Instructor’s office: Only online meetings with prior confirmation.
Active participation: In this course, while participation is not required, active
participation is key to learning and applying, as for a topic like entrepreneurship, new ideas can be generated through questioning, brain storming and discussion. Most of the classes will be in a workshop style (like startup teams). As final outputs of your workshops are your homework class active student participation and their reflection to their startup idea is key for your learning.
The students are all expected to attend all sessions and be in class on time. When they cannot attend due to a sickness (which should require a report from a full facility hospital), they will inform the instructor by mail. Before the presentations, the group projects have to be submitted as a pdf file (other formats will be announced by the instructor, if required) within a deadline provided by the instructor. Late assignments, missing points from the essential criteria, and bad formats will not get full points.
Student feedback and questions are welcome anytime for making the course a highly valuable learning experience. For any course related issues, students are encouraged to visit the instructor during office hours or send e mails.
Academic dishonesty and plagiarism: YOK Disciplinary Regulation
|
Information Package / Course Catalogue