| Learning objectives |
- Prove evidence of a comprehensive knowledge of the concepts and
theories used in the course
- Prove evidence of a thorough understanding of both research-
and case-based knowledge regarding the different topics covered in
the course
- Be able to actively discuss real business settings, by applying
the theoretical knowledge and empirical research findings to
interpret them, and critically evaluate the validity of
entrepreneurial strategies. More in particular (see the next three
points):
- Critically analyze a business case and assess the pros and cons
of different tactics and entrepreneurial strategies based on
theoretical and empirical insights
- Find and evaluate relevant literature and empirical evidence to
support the analysis of specific topics covered by the course
- Critically assess the validity of statements based on empirical
research and use this critical thinking to evaluate the strength of
the conclusions that can be drawn from specific empirical studies
and business cases
|
| Examination |
|
Entrepreneurship: Theory and Evidence:
|
| Exam
ECTS |
7,5 |
| Examination form |
Home assignment - written product |
| Individual or group exam |
Group exam
Please note the rules in the Programme Regulations about
identification of individual contributions. |
| Number of people in the group |
2-3 |
| Size of written product |
Max. 20 pages |
|
Groups of 2 students must submit max. 15 pages.
Groups of 3 students must submit max. 20 pages. |
| Assignment type |
Written assignment |
| Duration |
7 days to prepare |
| Grading scale |
7-point grading scale |
| Examiner(s) |
One internal examiner |
| Exam period |
Autumn |
| Make-up exam/re-exam |
Same examination form as the ordinary exam
|
Description of the exam
procedure
In the final assignment, the students will have to submit a
written assignment with two parts:
- In the first part, they should answer a group of questions
related to the topics of the course, based on a new business case
provided by the instructor. Students will be given a list of
possible questions and each student in the group must answer 2
questions individually (in a maximum of 5 pages). Groups of 2
students will then answer 4 questions in total (in 10 pages), while
groups of 3 will answer 6 questions in total (in 15 pages).
The students in the group must decide how to allocate the selected
questions between themselves.
- In the second part, the group, altogether, must select a
start-up of their choice, describe their main business, and choose
a theoretical framework from the course and analyze that start-up
from a particular angle. The voluntary assignment nr. 2 can be used
as a good opportunity to identify a start-up firm that can be used
in this second part of the exam (maximum 5 pages).
The submitted assignment must then include a maximum of 20 pages
for groups of 3, and 15 pages for groups of 2 (excluding
references, cover page, and any eventual
appendices).
|
|
| Course content, structure and pedagogical
approach |
|
The course intends to cover the several elements of the
entrepreneurial process – the individual entrepreneur, the idea
generation and implementation processes, the main challenges faced
by the founder (or founding team), and their importance for the
success of the new venture. The content of the course will
therefore be organized around the following topics:
- Entrepreneurship and Career Dynamics
- Founding Team Formation
- Entrepreneurial Strategy
- Business Model Design and Testing; Business Model Types
- Entrepreneurial Finance
- Growth Paths; Scaling Challenge; Founder Exit and
Succession
Each of these topics will be discussed in two lectures in which
the following parts will be usually included:
- a theoretical part, based on short videos covering the key
theoretical frameworks, which students should complement with the
suggested references (textbooks, academic papers, and/or more
applied articles);
- an evidence-based part, based on the discussion and analysis of
cases, short articles and real life examples;
- a part in which theoretical insights and empirical evidence are
related to the entrepreneurial practice, by applying theories and
research findings to the analyses of business cases. This
integration will be complemented by guest speakers and real life
examples prepared by the students in voluntary assignments and/or
discussed in class.
The order in which these parts are covered may be adjusted in
some topics, if relevant.
The participation of students is crucial in all three parts of
each topic.
Students are expected to prepare the cases and a set of
questions to be discussed in specified classes, and to gather
information about a specific topic, research question, or a
particular firm, to be debated in certain sessions.
This preparatory work can be done either individually or in
groups. The theoretical component of the course will also require
preparatory readings of academic and applied articles.
At the end of each topic, we will connect the empirical evidence
and entrepreneurial practices discussed in class to the theoretical
framework, summarizing key takeaways, practical implications, and
new avenues for research (whenever
relevant).
|
|
| Description of the teaching methods |
| This course is taught using a combination of
cases, lectures based on textbooks, and academic papers, and guest
speakers and pre-recorded /videos, with an emphasis on case
discussions in the classroom. High quality case discussions require
an active participation and preparation of the students. Moreover,
the application of theoretical knowledge and insights based on
readings and cases to practical examples will form an important
element of most classes. |
| Feedback during the teaching period |
The course will include two voluntary assignments
that give the students the chance to get detailed feedback on their
progress.
Assignment 1:
Group assignment with peer feedback and general feedback from the
instructor.
Home assignment in groups of 2-5 students. The students are
presented with a new business case and a set of questions. The
students must write a short and well-structured assignment, using
theory from the course, research-based evidence, and case-based
evidence to answer the questions (maximum 2 standard pages per
assignment/group). The goal is to prepare the students for the
final exam and give them feedback on their performance and
understanding of the learning objectives of the course.
This home assignment will be set up on the platform Peergrade,
where each group will be assigned to three other groups, whom they
should give feedback to. Clear criteria for peer feedback will be
given, and students will be encouraged to justify their feedback.
Each group will automatically receive a final score based on the
quality of their submission (graded by others) and the quality of
the feedback they give to others. The instructor will analyze all
the submissions and give general feedback to the students (in class
or via Canvas).
Assignment 2:
Group assignment applying a theoretical framework from the course
to a startup of your choice
In groups of 2-3, students must choose a start-up to analyze one of
the topics from the course (e.g., founding team formation, startup
financing, entrepreneurial strategy) and apply it to a real startup
setting. They can choose a startup featured on a documentary or
podcast, or they can analyze a founder/founding team they get to
know via their own network or Copenhagen School of
Entrepreneurship. The students must briefly describe the startup
and their business (or business idea), pick a topic/framework from
the course (e.g., the 3R model for team formation, the
entrepreneurial strategy compass, financing choices) and apply it
to the startup of their choice. The students may hand-in their
analysis via a short slide deck (max. 5 slides) or a short video
presenting their analysis (max. 2 minutes). General feedback will
be provided through Canvas, and individual feedback will be
provided to the students participating in this assignment (via
email or during office hours).
Besides these two voluntary assignments, all students will receive
continuous feedback in class in connection with case discussions.
|
| Student workload |
| Teaching |
36 hours |
| Preparation |
100 hours |
| Exam |
70 hours |
|
| Expected literature |
|
Wasserman, N. (2013), "The founder's dilemmas:
Anticipating and avoiding the pitfalls that can sink a
startup", Princeton University Press.
A list of more detailed literature and cases will be
provided in a compendium before the beginning of the course. Some
cases must be downloaded from the Harvard Business Publishing
Education homepage and paid for.
|
Permalink