The University of Manitoba Asper School of Business Department of Business Administration

The University of Manitoba
Asper School of Business
Department of Business Administration
ENTR 3104 Anatomy of an Entrepreneur
Term:
Winter 2016
Class Time:
11:30-12:45PM
Classroom:
106 Drake Centre
Instructor:
Office:
Phone:
Fax:
Email:
Brock Cordes
668 Drake Centre
(204) 474-9179
(204) 474-7545
[email protected]
Tuesday/Thursday
Office Hours: ½ hour after class, or by appointment
TEXTBOOK:
“Entrepreneurship” 1st Cdn.Ed., Hisrich, Peters et al, McGraw-Hill, 2006
“Confessions of An Entrepreneur” Robson, Pearson, 2010
COURSE OBJECTIVES:
This course is a broad introduction to the mind of the entrepreneur. As such it is only an
overview of a large number of topics. The primary aim of the course is to make students
appreciate and adapt to change in the world of entrepreneurship. Whether you take the
entrepreneurial path or choose to remain a professional manager, as a graduate you will
always find yourself in a supervisory position. As a means of easing you into your future
management and entrepreneurial roles, this course will introduce you the skills and attitudes
you will need to be successful.
As a new entrepreneur you will be called upon to bring about purposeful change within a
complex environment. Early in this course, we will summarize the attitudes and behaviours
that are valuable in both coping with change and more importantly, precipitating meaningful
change. We will then keep these attributes alive while pursuing our next goal: developing a
plan to initiate new ideas as a means to introduce you to the entrepreneurial community.
These skills include the ability to:
 Manage money
 Manage people
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


Direct business operations
Direct sales and marketing operations
Set up an idea as a business
Follow trends and anticipate change
EXPECTATIONS FOR THE STUDENTS
Lecture periods will be used to introduce you to new skills you will need. Classes are
designed to be interactive and all students are expected to participate. Students are also
expected to act as independent learners and have the ability to learn on their own. Students
are responsible for:
1. Mastery of the basic subject matter (as assigned readings) by recalling facts and
principles (knowledge) and through the interpreting and extrapolating of this
knowledge (comprehension);
2. Development of higher cognitive abilities by remembering knowledge or principles
in order to solve a problem (application) and by identifying the elements,
relationships and principles of a situation (analysis);
3. Application of knowledge to real problems by accomplishing a personal task after
devising a plan of action (synthesis).
COLLABORATIVE LEARNING
The instructor of this course views himself as a coach and facilitator as opposed to a sole
provider or interpreter of information. Professional pedagogical (teaching) methods,
focusing on teaching young people, tend to concentrate on the teacher and the content being
taught – the teacher decides what will be taught, how it will be taught, learning objectives
and evaluation methods.
In contrast, andragogical models, focusing on the teaching of adults, concentrating on the
student and the process of learning. The teacher becomes a facilitator of learning who
involves the learners in establishing a learning climate, formulating objectives, creating
learning experiences and evaluating learning outcomes. Collaborative learning provides
opportunities for clarification of material by peers and for application of knowledge to
general problems or issues. The minimum preparation for collaborative learning is the
assigned readings, being aware of current issues, and participating in dialogue with the
instructors and your classmates. The readings are meant to provide content knowledge and
foundation for applying the material within collaborative learning situations. In class case
studies assist students in developing their analytical skills. Students are expected to draw on
past and current work and school experiences as well as their own reactions to their
experiences with discussion partners or a group to make the courses’ content relevant to
their professional and learning goals and needs.
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GRADING & ASSIGNMENTS:
Class Participation/Discussion/Attendance
10%
Case Study #1
10%
Case Study #2
10%
Midterm Examination
15%
Group Project: Paper
15%
Presentation
15%
Final Exam
25%
Total
100%
EXAMS:
All exams will consist of multiple-choice questions. They will cover both the text and any
materials covered in class. The final exam will be comprehensive covering all materials (i.e.
prior to and after the two scheduled midterm exams).
Final Exam will be scheduled by the Registrar’s Office.
EXAM RESCHEDULING AND CLASS RULES
REQUESTS FOR EXAMINATION RESCHEDULING WILL ONLY BE CONSIDERED
PRIOR TO THE SCHEDULED EXAM TIME.
THERE IS A NO ELECTRONICS RULE IN CLASS AND DURING EXAMS.
STUDENTS ARE NOT PERMITTED TO EXIT THE CLASS DURING THE LECTURE
PERIOD.
Date
Class Schedule
Chapter/
Page #
I. The Perspective
Jan-07
Introduction
Jan-12
The Nature and Importance of Entrepreneurs
1
Case 1A Robinson Test Prep Co.
page 90
The Entrepreneurial and Entrepreneurial Mind
2
Case 1B Blake Lock and Security Systems
page 92
Jan-14
3
Jan-19
Jan-21
Jan-26
Jan-28
Feb-02
Feb-04
The Individual Entrepreneur
3
Case 1C Beijing Sammies
page 94
II. Creating and Starting the Venture
page 117
Creativity and the Business Idea
4
Case 1D Mamma Mia! The Little Show That Could!
page 109
Legal Issues for the Entrepreneur
5
Case 2A BizLand Inc.
page 309
The Business Plan: Creating and Starting the Venture
6
Case 2B The Beach Carrier
page 315
The Marketing Plan
7
Case 2C Gourmet Express (INDIVIDUAL WRITTEN CASE
#1)
page 317
The Organizational Plan
8
Case 2D Intervela D.O.O. Koper - Victory Sailmakers
page 324
Feb-09
MIDTERM EXAM (Chapters 1-8)
Feb-11
The Financial Plan
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Case 3A The Winslow Clock Company
page 429
Feb-15
READING WEEK
Feb-17
READING WEEK
Feb-23
Feb-25
III. Financing the Venture
page 333
Financing New and Growing Enterprises
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Case 3B NewMed Technologies
page 438
Franchising, Acquisitions, and Other Start-Up and Growth
Opportunities
11
Case 3C Rug Bug Corporation
page 451
Mar-01
CASE AND GROUP PREPARATION
Mar-03
CASE AND GROUP PREPARATION
Mar-08
Mar-10
IV. Managing, Growing, And Ending the New Venture
page 469
Entrepreneurial Strategy: Generating and Exploiting New
Entries
12
Case 3D Nature Bros. Ltd. (INDIVIDUAL WRITTEN CASE
#2)
page 461
Strategies for Growth and Managing The Implications of
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Growth
Case 4A Data Inc.
page 578
Going Public
14
Case 4B Window Tech Inc.
page 588
Mar-17
Ending the Venture
15
Mar-22
Group Presentation 1, 2
Mar-24
Group Presentation 3, 4
Mar-29
Group Presentation 5, 6
Mar-31
Group Presentation 7, 8
Apr-05
Group Presentation 9, 10
Apr-07
Course Appreciation Day
Mar-15
NOTE: This course outline is subject to change.
CASE ANALYSIS:
1. Each student is required to hand in two case analyses due on Feb 2nd and March 8th,
2016.
2. Case 2C Gourmet Express and Case 3D Nature Bros. Ltd.
3. The case should be analyzed according to the case analysis outline provided below.
4. The analyses will be restricted to a maximum of 4 pages plus appendices where
necessary.
Format for Case Writing
Instructions ***READ INSTRUCTIONS AND FORMAT CAREFULLY.
ALL CASES MUST BE PRESENTED IN THIS FORMAT ***
All cases must be in twelve point type, with 3cm margins on all sides, double-spaced and NO
LONGER than the designated number of pages specified in the course outline excepting the title
page. Cases that are “too long” will be docked by 50% of the case’s worth. For example Case #1 will
be marked out of 50% if it’s too long. However two or three pages would not do justice to a case study
of this nature.
Situation Analysis:


Bold heading
Two or three paragraphs describing the circumstances and background of this case.
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SWOT Analysis:
 Bold heading
 Use 2 columns to list SWOT elements
Strengths:
- Bold this subheading
Weaknesses:
- Single space
- Point form
- Describe the INTERNAL
STRENGTHS
Opportunities: - Bold this subheading
Threats:
- Single space
- Point form
- Describe the EXTERNAL
EXTERNAL OPPORTUNITIES
- Bold this subheading
- Single space
- Point form
- Describe the INTERNAL
WEAKNESSES
- Bold this subheading
- Single space
- Point form
- Describe the
THREATS
Problem Statement:
 Bold heading
 Two or three paragraphs on the problem and/or the situation the organization is facing.
Alternatives:
 Bold heading
 Summarize the alternative in one or two sentences
 List three or four alternatives.
 List more than one ‘pro’ and ‘con’ associated with each alternative.
 Use point form in a vertical format for the pros and cons under each alternative as follows:
Alternative #1: (State alternative #1 here)
Pros: - Use this subheading and bold
- List Pros in VERTICAL point form
- Single space
Alternative #2: (State alternative #2 here)
Pros: - Use this subheading and bold
- List Pros in VERTICAL point form
- Single space
Cons: - Use this subheading and bold
- List Cons in VERTICAL point form
- Single space
Cons: - Use this subheading and bold
- List Cons in VERTICAL point form
- Single space
Recommendation:
 Bold heading
 State the ONE alternative you are recommending in paragraph form
 Avoid “I” statements when writing the case.
 In two or three paragraphs defend why you chose this alternative, how it will assist the
company with its problems and state specific steps that will be taken to implement your
recommendation.
 In addition, explain how you will overcome the cons to this alternative.
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Additional Notes:
 Ensure that there is a cover sheet containing the case name, course name, number and section,
your name, prof’s name, and the date.
 Number the pages
 Conduct a spellcheck
 Spell the professor’s name correctly
 Follow the guidelines set out in the course outline with regards to proper case writing. USE
HEADINGS!!!
MINI CASE SUMMARIES
Mini case summaries are prepared individually and are a summary of your analysis, and should
include four paragraphs with the following headings: Situation Analysis, Problem Statement,
Alternatives, and Recommendation. In order to receive participations points, a Summary must be
handed in at the beginning of the appropriate class. A Summary should normally be one page
(double-spaced) in length.
PROJECT ASSIGNMENT:
Jan 26, 2016 – Projects selected. Students will provide a one –page typed summary of the topics
selected.
Feb 25th, 2016 – Each group will provide a two-page maximum, double-spaced, type-written
progress report on their project.
March 17th, 2016 – Project completed and handed in on group presentation date. Prepare and
present to the class a 20-25 minute presentation based on your report. All group members must
participate equally. The analysis will be restricted to a maximum of six pages plus appendices
where necessary. Aural reading of material solely is not desirable and will be marked
accordingly. Props, transparencies, slides, videos, etc. are encouraged.
April 7th, 2016 – Last projects completed and handed in.
PROJECT AREA NO.1
Search for a franchise opportunity in a business paper such as the Financial Post or Globe and
Mail, or through some other source. Contact the franchiser and obtain details on the opportunity,
their information package for prospective franchisees and a copy of their typical franchise
agreement, if available.
Analyze the opportunity from the perspective of setting up a franchise somewhere in Manitoba
and prepare a report. Is the information you received clearly written and easy to understand?
Does it provide all the required information? Are there clauses in the agreement you would find
unacceptable as a prospective franchisee? Would you invest in the opportunity? Why or why
not?
PROJECT AREA NO.2
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Conduct a journalistic field of study or empirical investigation of some area of small business.
This could involve a number of interviews or observations and discussions with appropriate
individuals in the community. For example, this project might include such topics as:
1. A study of the criteria used by Canadian venture capitalists in assessing new venture
proposals.
2. A study of the growth and development of small business incubators in Canada.
3. A report on the development and evolution of female entrepreneurship in Canada.
4. A formatting and testing of specific hypothesis relating to some aspect of
entrepreneurship and small business.
PROJECT AREA NO.3
Prepare a case study describing and discussing a management problem in a local small business.
The case should describe how the business started and grew to its present status, and provide
some background on the industry and the founder of the company. The case should then focus on
issues or problems facing the business today, and provide an accompanying set of
recommendations for possible implementations.
This project area has three major parts:
1. The case (similar to those outlined in your test).
2. Issues or problem areas facing the business.
3. Provide alternatives to resolve the problem(s) including your final recommendations(s)
and justification for choosing same.
Important Notices
University Email Policy
Effective September 1, 2013, the U of M will only use your university email account for
official communications, including messages from your instructors, department or faculty,
academic advisors, and other administrative offices. If you have not already been doing so,
please send all emails from your UofM email account. Remember to include your full name,
student number and faculty in all correspondence.
For more information visit: http://umanitoba.ca/registrar/e-mail_policy
Deferred Exams
For all students who have been approved by their faculty office to have a deferred exam:
Effective September 2005, the Department of Business Administration has instituted a policy
which provides ONE DATE ONLY for students who have deferred their final exams.
The deferred final exam date has been pre-set for Friday May 6, 2016 at 1:00 p.m. The
room is Drake 104. This does not apply to take home final exams.
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Please refer to University of Manitoba’s Policy 1305 – Exam Regulations
(http://umanitoba.ca/admin/governance/governing_documents/academic/454.htm) or the
Undergraduate Program Office for rules and regulations concerning deferred exams.
Unclaimed Assignments
Pursuant to the FIPPA Review Committee’s approved recommendations as of August 15, 2007,
all unclaimed student assignments will become the property of the faculty and will be subject to
destruction six months after the completion of any given academic term.
Academic Integrity
It is critical to the reputation of the Asper School of Business and of our degrees that
everyone associated with our faculty behave with the highest academic integrity. As the faculty that
helps create business and government leaders, we have a special obligation to ensure that our ethical
standards are beyond reproach. Any dishonesty in our academic transactions violates this trust. The
University of Manitoba General Calendar addresses the issue of academic dishonesty under the
heading “Plagiarism and Cheating.” Specifically, acts of academic dishonesty include, but are not
limited to:
-
using the exact words of a published or unpublished author without quotation marks and
without referencing the source of these words
-
duplicating a table, graph or diagram, in whole or in part, without referencing the source
-
paraphrasing the conceptual framework, research design, interpretation, or any other ideas of
another person, whether written or verbal (e.g., personal communications, ideas from a
verbal presentation) without referencing the source
-
copying the answers of another student in any test, examination, or take-home assignment
-
providing answers to another student in any test, examination, or take-home assignment
-
taking any unauthorized materials into an examination or term test (crib notes)
-
impersonating another student or allowing another person to impersonate oneself for
the purpose of submitting academic work or writing any test or examination
-
stealing or mutilating library materials
-
accessing test prior to the time and date of the sitting
-
changing name or answer(s) on a test after that test has been graded and returned
-
submitting the same paper or portions thereof for more than one assignment, without
discussions with the instructors involved
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Group Projects and Group Work
Many courses in the Asper School of Business require group projects. Students should be
aware that group projects are subject to the same rules regarding academic dishonesty. Because of
the unique nature of group projects, all group members should exercise special care to ensure
that the group project does not violate the policy on Academic Integrity. Should a violation
occur, group members are jointly accountable unless the violation can be attributed to a specific
individual(s).
Some courses, while not requiring group projects, encourage students to work together in
groups (or at least do not prohibit it) before submitting individual assignments. Students are
encouraged to discuss this issue as it relates to academic integrity with their instructor to avoid
violating this policy.
In the Asper School of Business, all suspected cases of academic dishonesty are passed to the
Dean's office in order to ensure consistency of treatment.
AACSB Assurance of Learning Goals and Objectives.
The Asper School of Business is proudly accredited by AACSB. Accreditation
requires a process of continuous improvement of the School and our students. Part of
“student improvement” is ensuring that students graduate with the knowledge and
skills they need to succeed in their careers. To do so, the Asper School has set the
learning goals and objectives listed below for the Undergraduate Program. The
checked goal(s) and objective(s) will be addressed in this course and done so by means
of the items listed next to the checkmark.
Goals and Objective in the Undergraduate Program
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B.
C.
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Determine which quantitative analysis technique is appropriate for
solving a specific problem.
Use the appropriate quantitative method in a technically correct
way to solve a business problem.

Analyze quantitative output and arrive at a conclusion.


Quantitative
analysis in case
assignments
Written Communication
A.
Use correct English grammar and mechanics in their written work.

B.
Communicate in a coherent and logical manner

C.
Present ideas in a clear and organized fashion.

Written case
assignments
Written case
assignments
Written case
assignments
Ethical Thinking
A.
B.
C.
D.
4
Course Item(s)
Relevant to
these Goals
and Objectives
Quantitative Reasoning
A.
2
Goals and
Objectives
Addressed
in this
Course
Identify ethical issues in a problem or case situation
Identify the stakeholders in the situation.
Analyze the consequences of alternatives from an ethical
standpoint.
Discuss the ethical implications of the decision.
Core Business Knowledge
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Case assignments
Case assignments
Lectures
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Lectures
Entire course