2023/2024 BA-BHAAV2260U Entrepreneurial Strategy
English Title | |
Entrepreneurial Strategy |
Course information |
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Language | English |
Course ECTS | 7.5 ECTS |
Type | Elective |
Level | Bachelor |
Duration | One Quarter |
Start time of the course | First Quarter |
Timetable | Course schedule will be posted at calendar.cbs.dk |
Study board |
Study Board for BSc in Economics and Business
Administration
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Course coordinator | |
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Main academic disciplines | |
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Teaching methods | |
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Last updated on 08-02-2023 |
Relevant links |
Learning objectives | ||||||||||||||||||||||||||
To achieve the grade 12, students should meet the
following learning objectives with no or only minor mistakes or
errors:
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Course prerequisites | ||||||||||||||||||||||||||
The course is offered to bachelor students in the
5th semester as an elective regardless of study line. It can be
chosen as a stand-alone elective or as part of the three course
Minor in Entrepreneurship consisting of Entrepreneurial Finance,
Entrepreneurial Strategy and Entrepreneurial Business Planning and
Development.
The course builds on the principles of strategy adapted to the entrepreneurial setting. It is complementary to the other courses in the minor. |
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Examination | ||||||||||||||||||||||||||
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Course content, structure and pedagogical approach | ||||||||||||||||||||||||||
Course Description: High tech entrepreneurs face a number of choices from the very beginning of their new business endeavors. Making these choices in the blind may lead to inefficiencies and incoherent behavior even within a relatively narrow scope of activities which can have major implications for the startups overall performance. Determining and understanding the decision landscape as well as making coherent and consistent choices is at the very heart of starting and running a business. As a potential investor in start-ups, it is also of the outmost importance to assess whether a newly established firm is pursuing a strategy that is sensible and coherent with the identified goals. Like established firms, startups benefit greatly from forming a strategy. But the strategizing for small firms differs somewhat from that of the more established firms. Fundamentally the course presents the perspectives that a subset of key choices cannotbe left to happenstance.
This course provides an actionable framework for aspiring and already active entrepreneurs, which can help them make better and the right coherent choices with regard to establishing and growing their business.
Course Contents: The course starts by addressing why entrepreneurs really need a strategy and identifying the dimensions of an entrepreneurial strategy.
The course will highlight four dimensions, which should be addressed in an entrepreneurial strategy: 1) identifying the right customers from the beginning, 2) choosing the appropriate technology, 3) choosing the organization, and 4) forming the entrepreneurial strategy by chosing the competition or choosing not to compete. The approach also covers a set of four archetype strategies which may be used as a guidance for undersstaindg the start-up's positioning and early choices. INdeed, it wil be argued that most high-tech startups may be established in various ways with the aim of converting value creation into value capture. Furthermore, the course includes a section which discusses how entrepreneurial firms can be lead in various ways and how various forms of leadership in small teams may produce different (dis)advantages. |
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Description of the teaching methods | ||||||||||||||||||||||||||
The pedagogical method is a combination of lectures and cases. A satisfactory high outcome of the exercises requires an active participation with basis in the literature and the lectures. The homework assignment is an integrated part of the learning process and not only a part of the exam. Case discussion is central and plays a large role in the course. The course will in fact seek to depart from case material and from that draw theoretical and managerial implications. | ||||||||||||||||||||||||||
Feedback during the teaching period | ||||||||||||||||||||||||||
Office hours for feedback and time reserved in each lecture for questions and answers | ||||||||||||||||||||||||||
Student workload | ||||||||||||||||||||||||||
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