| Learning objectives |
To achieve the grade 12, the student should meet
the following learning objectives with no or only minor mistakes or
errors:
- understand and explain key concepts of entrepreneurship.
- relate and apply relevant perspectives, theories, and concepts
of entrepreneurship and innovation to service contexts.
- identify and critically reflect upon your own approach to
entrepreneurship and innovation in service contexts.
- identify a suitable case for your 2nd year project and draw
upon relevant theories to analyze the case.
|
| Examination |
|
Entrepreneurship & Service Innovation, 2nd Year
Project:
|
| Exam
ECTS |
7,5 |
| Examination form |
Oral exam based on written product
In order to participate in the oral exam, the written product
must be handed in before the oral exam; by the set deadline. The
grade is based on an overall assessment of the written product and
the individual oral performance, see also the rules about
examination forms in the programme regulations. |
| Individual or group exam |
Individual oral exam based on written group
product |
| Number of people in the group |
3-4 |
| Size of written product |
Please see text below |
|
The number of pages depends on the number of
students:
3 students: 20 pages
4 students: 25 pages |
| Assignment type |
Project |
| Release of assignment |
Subject chosen by students themselves, see
guidelines if any |
| Duration |
Written product to be submitted on specified date and
time.
20 min. per student, including examiners' discussion of grade,
and informing plus explaining the grade |
| Grading scale |
7-point grading scale |
| Examiner(s) |
Internal examiner and external examiner |
| Exam period |
Summer |
| Make-up exam/re-exam |
Same examination form as the ordinary exam
If the student has participated in
the written group project for the ordinary exam, but didn't
attend the oral exam, the re-examination is conducted on the basis
of the group project that has already been handed in.
However, a copy of the project for the ordinary exam MUST be handed
in for the re-exam within a specified time.
If the student has participated in the written group project for
the ordinary exam, but not passed the oral exam, the re-exam is
normally conducted on the basis of a revised version of the project
that has already been handed in. However, the student may choose to
hand in a new, individual project within a specified time.
NB! The student must clearly state at the frontpage of the project,
if the project has been REVISED, or if the student has chosen to
hand in a NEW PROJECT.
If the student has not participated in the written group project,
the student may participate in the oral re-examination, if the
student hands in an individual project within a specified time.
The student cannot claim supervision hours in connection with the
retake/ reexam.
|
Description of the exam
procedure
The final exam is a 2nd year project group exam, based on a
written group project and an individual oral exam. The project is
based on theoretical perspectives, concepts, and methods covered in
this course, as well as relevant method courses in the
programme.
You will work with a research question related to
entrepreneurship & service innovation. As a group, you are
expected to identify and refine your research question. The project
will be evaluated in terms of academic content, structure and
presentation (academic writing skills). The use of Generative AI
tools or apps is not allowed for this exam.
After submitting the written group project, each student will
take an individual oral exam. The oral exam will focus on your
group project and your ability to relate it to relevant theories
and models from the course.
Your final grade will be based on a combined assessment of the
group project and your individual performance in the oral
exam.
|
|
| Course content, structure and pedagogical
approach |
|
Entrepreneurship involves starting and managing new ventures and
is essential to our economy and society. Simple as it may
sound, entrepreneurial journeys are fragile, as entrepreneurs face
numerous challenges when trying to create new markets for their
products and services during technological, managerial and
demographic transitions. To succeed, entrepreneurs must build
effective organizations that are capable of meeting customers’
needs and of anticipating and responding to emergent demands. The
course provides students with conceptual frameworks and practical
knowledge to reflect critically on conditions for entrepreneurial
success with specific emphasis on the leadership dimension of
service innovation. The course combines theoretical knowledge and
case studies that can be used as inspiration and provide tools to
be applied in developing entrepreneurial business plans. The course
will end with the 2nd year project, where students are expected to
develop and present entrepreneurial plans around ideas for service
development and provide arguments for their business
relevance.
|
| Research-based teaching |
|
CBS’ programmes and teaching are research-based. The following
types of research-based knowledge and research-like activities are
included in this course:
Research-based knowledge
Research-like activities
- Development of research questions
- Data collection
- Analysis
- Discussion, critical reflection, modelling
- Activities that contribute to new or existing research
projects
- Students conduct independent research-like activities under
supervision
|
| Description of the teaching methods |
| The course is based on lectures and integrated
interactive exercises, which include text work, case discussions,
group work, and brief student presentations. Students are expected
to be well prepared for class. This will include reading book
chapters and articles and engaging with online materials. |
| Feedback during the teaching period |
| Teachers provide continuous feedback during
lectures and interactive exercises. Students receive collective
feedback during class and individual feedback on assignments
(usually via Canvas). Feedback is given partly based on evaluation
criteria similar to those you are assessed by in the final
exam-presentation. It is the student´s responsibility to book time
for this type of feedback with your teacher. |
| Student workload |
| Programme-wide lectures on entrepreneurship |
9 hours |
| Profile-specific lectures and interactive exercises |
29 hours |
| Preparing for classes (2.25h per 1h teaching) |
85 hours |
| Writing the 2nd year project and examination |
83 hours |
|
| Expected literature |
- Aldrich, H. E., & Ruef, M. (2020). Scholars should study
everyday entrepreneurs, not gazelles. Entrepreneur & Innovation
Exchange.
- Aulet, B. (2013), Disciplined Entrepreneurship: 24 Steps to a
Successful Startup, John Wiley & Sons, pp. 57-67.
- Hatch, M. J. (2018). Organization theory: Modern, symbolic, and
postmodern perspectives. Oxford university press.
- Hoang, H., & Gimeno, J. (2010). Becoming a founder: How
founder role identity affects entrepreneurial transitions and
persistence in founding. Journal of business venturing, 25(1),
41-53.
- Lubinski, C., & Tucker, H. K. (2025). Entrepreneurialism:
conceptual exploration of an ideology. Entrepreneurship &
Regional Development, 1-17.
- Selznick, P. (1957). Leadership in administration: A
sociological interpretation. Harper & Row. Read pp. 74-82.
- Valaskivi, K. (2020). The contemporary faith of innovationism.
In Spirituality, Organization and Neoliberalism (pp. 171-193).
Edward Elgar Publishing.
- Wasserman, N. (2012). The Founder's Dilemmas: Anticipating
and Avoiding the Pitfalls That Can Sink a Startup. Princeton, N.J.:
Princeton University Press.
- Whittington, R., Angwin, D., Regnér, P., Johnson, G., &
Scholes, K. 2023. Exploring Strategy. Text and Cases. 13th Edition.
Harlow: Pearson.
- Plus selected cases.
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