SAMPLE OR SUGGESTED CURRICULUM ALIGNED TO OUTCOMES-BASED EDUCATION (OBE) FOR BACHELOR OF SCIENCE IN ENTREPRENEURSHIP PROGRAM SPECIFICATIONS

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1 SAMPLE OR SUGGESTED CURRICULUM ALIGNED TO OUTCOMES-BASED EDUCATION (OBE) FOR I. Program Description PROGRAM SPECIFICATIONS 1.1 Degree name: Bachelor of Science in Entrepreneurship (BS Entrep). Entrepreneurship shall not be offered as a major field of any other business education program. 1.2 Nature of the Field of Study Many entrepreneurs have achieved great success without the benefit of formal training. However, for every successful new business that we see, there are many more failed ventures that we never hear about. Through its combination of classroom training and experiential learning, the BS Entrepreneurship program will develop aspiring entrepreneurs acquire the competency in starting up and managing a business 1.3 Program Goals The BS Entrepreneurship program aims to develop highly motivated individuals who are not just able to scan the environment and identify business opportunities, but can mobilize the necessary resources to tap these opportunities on a continuing basis, typically through the creation of a new enterprise. Likewise, it develop individuals with entrepreneurial mindset contribute a significant role in the management and leadership of large (existing) organizations. 1.4 Specific professions/ careers/ occupations After completion of all academic requirements of the program, graduates of BS Entrepreneurship should be able to set up and manage their own business or pursue a career in any type of organization either private or public where basic business and management functions and leadership are involved. 1.5 Allied Fields (Edit)-Science, art and technology courses are also considered allied fields. Entrepreneurship is functionally most closely related to the fields of business administration, management, marketing, operations, human resources management, finance, economics, agribusiness, industrial psychology and hotel and restaurant management. However, entrepreneurs need to develop products 1

2 to sell, and many of these products are science-based. Thus, most fields of science and applied science, especially Computer Science and the different branches of Engineering, can also be considered allied fields. II. Program Outcomes The minimum standards for the BS Entrepreneurship program are expressed in the following minimum set of learning outcomes. 2.1 Common to all programs in all types of schools The graduates have the ability to: a. Discuss the latest developments in the specific field of practice. (PQF level 6 descriptor) b. Communicate effectively using both English and Filipino, orally and in writing c. Work effectively and independently in multi-disciplinary and multicultural teams. (PQF level 6 descriptor) d. Exemplify professional, social, and ethical responsibility e. Preserve and promote Filipino historical and cultural heritage (based on RA 7722) 2.2 Common to the general field of Business and Management A graduate of a business or management degree should be able to: a. Implement the basic functions of management such as planning, organizing, staffing, directing, leading and controlling b. Apply the basic concepts that underlie each of the functional areas of business (marketing, accounting, finance, human resources management, production and operations management, information technology, and strategic management) to business situations c. Use the proper decision tools to critically, analytically, and creatively solve problems and drive results d. Communicate effectively with stakeholders both orally and in writing e. Use information and communication technology (ICT) effectively and efficiently f. Work well with others g. Manage people and offices effectively in the performance of leadership functions h. Demonstrate corporate citizenship and social responsibility i. Exercise high personal moral and ethical standards. 2

3 2.3 Specific to the Entrepreneurship major A graduate of BS Entrepreneurship should be able to: a. Conduct a self-assessment identifying personal entrepreneurial traits and competencies. b. Scan the environment to identify business opportunities c. Identify possible entrepreneurial venture and develop their respective profiles. d. Select the project to be developed into a business and prepare a business Plan. e. Prepare and comply with requirements for business start up. f. Operate and manage the enterprise as good governance and social responsibility are practiced a. Practice good governance b. Demonstrate social responsibility. 2.4 Common to a horizontal type as defined in CMO 46 s 2012 a. Graduates of professional institutions demonstrate a service orientation in their profession, b. Graduates of colleges engage in various types of employment, development activities, and public discourses, particularly in response to the needs of the communities that they serve c. Graduates of universities generate new knowledge using research and development projects Graduates of State Universities and Colleges must, in addition, acquire the competencies to support national, regional and local development plans. (RA 7722) A PHEI, at its option, may adopt mission-related program outcomes that are not included in the minimum set. II. Sample Performance Indicators Performance Indicators are Specific, measurable statements identifying the performance(s) required to meet the outcome, confirmable through evidence. 3

4 Table 1. Sample of Program outcome and Indicators common to all graduates of business or management degree: Program Outcomes Demonstrate corporate and Social responsibility Performance Indicators Propose social responsibility strategies and compliance action plan for a business Implement the basic functions of management such as planning, organizing, staffing, directing, leading and controlling Use information and communication technology (ICT) effectively and efficiently Work well with others Use the proper decision tools to critically, analytically, and creatively solve problems and drive results Prepare Comprehensive strategic business plan Prepare a social media marketing plan. Conduct a planning and problem solving meeting to resolve issues related to a planned business event. Apply appropriate quantitative tool to address a business case problem Table 2. Sample of Program outcome and Indicators for graduates of BS Entrepreneurship Program Outcomes 1. Identify possible entrepreneurial venture and develop their respective profiles Performance Indicators 1.2 Prepare industry or sector analysis and discussion of business opportunities within the industry or sector 1. 3 Prepare location analysis and site mapping 4

5 2. Select the project to be developed into a business and prepare a business plan 3. Operate and manage the enterprise as good governance and social responsibility are practiced 2.1 Prepare marketing plan 2.2 Prepare production and operations plan 2.3 Prepare financial plan, with capital budget, master budget, five-year projections and formal income statements 2.4 Complete detailed business plan 3. Successfully operate a micro-venture for at least one school year, with fully accomplished business registration and detailed business performance review CURRICULUM I. Curriculum Description (a) The curriculum for BS Entrepreneurship is made up of a minimum of 150 units, including the required General Education, or GE curriculum. It covers all major functional areas required in planning, setting up, and running a business. (b) These 150 units are divided into five (5) parts: (1) General Education Courses - 51 units; (2) Basic Business Core Courses- 24 units; (3) Entrepreneurship Core Courses Incubation 19; Non-incubation 33 units; (4) Elective Courses - 9 units; and (5) Others (Physical Education and National Service Training Program) - 14 units (c) HEIs are encouraged to incorporate additional courses into their curriculum on top of these 150 units, to reflect their particular contexts and their respective missions. II. Sample Curriculum NO. OF UNITS Course Lec Lab Total I. General Education Courses 51 A. Humanities Cluster 1. English a. Communication Skills, Part I 3 3 b. Communication Skills, Part II Filipino a. Filipino I 3 3 5

6 b. Filipino II Humanities/Literature a. Philippine Literature 3 3 b. Introduction to Philosophy with Logic & Critical Thinking 3 3 c. Art, Man, and Society 3 3 B. Math/Science Cluster 1. Math a. Business Math 3 3 b. Statistics Natural Science a. Environmental Science 3 3 b. Biology Computer I (Introduction to Information Technology) C. Social Sciences Cluster 1. Philippine History with Politics and Governance Society and Culture with Family Planning General Psychology Basic Economics (with Taxation and Agrarian Reform) 3 3 D. Mandated Course 1. Life and Works of Rizal 3 3 NO. OF UNITS Course Lec Lab Total II. Basic Business Core Courses - These courses cover all the major functional areas of business, and provide the foundational knowledge necessary for 24 business practice. A. Management 1. Principles of Management Human Behavior in Organizations (HBO) 3 3 B. Marketing Principles of Marketing 3 3 C. Accounting Accounting I (Financial Accounting) 3 3 D. Business Communication 3 3 E. Finance Principles of Finance 3 3 F. Computer II (Computer Applications) G. Strategy Strategic Management 3 3 6

7 III. Entrepreneurship Core - The following are the required major courses of the Entrepreneurship curriculum, covering both theory and practice of 52 entrepreneurship. A. Incubation Entrepreneurial Mindset and Behavior Opportunity Seeking Business Plan Preparation Business Plan Implementation I: Product Development and Market Analysis Business Plan Implementation II B. Non-Incubation Market Research and Consumer Behavior Microeconomics Business Law and Taxation, with focus on Laws Affecting Micro, Small and Medium 3 3 Enterprises 4. Financial Mgt.(Financial Analysis for Decision Making ) Management Accounting (partnership and corporations) Cost Accounting (Pricing and Costing) 3 7. Management of Innovation Production and Operations Management Social Entrepreneurship Logistics and Supply Chain Management Entrepreneurial Leadership in an Organization 3 3 IV. Elective Courses - HEIs may enhance the curriculum by providing electives that can allow students to pursue specific fields of interest within the general area of entrepreneurship. This list is not intended to be an exhaustive list of possibilities, and is provided simply to help HEIs envision some of the courses that they could offer as electives. Note: These 9 elective units can also be utilized to develop an area of specialization (a track or a minor) within the major. For instance, an HEI could develop a minor in Tourism Entrepreneurship by offering elective courses such as Hospitality Management, Conventions and Meetings Management, and Medical Tourism. 1. Franchising 3 2. Export Marketing 3 3. Entrepreneurial Marketing Strategies 3 9 7

8 4. Direct Marketing 3 5. Wholesale and Retail Sales Management 3 6. E-commerce 3 7. Agribusiness 3 8. Family Business Management 3 9. Small Business Consulting/ Business 3 Development Services 10. Microfinancing Venture Finance Retailing Managing a Manufacturing Enterprise Managing a Service Enterprise Creativity in Problem Solving Negotiation Events Management Hospitality Management Management of Technology Macroeconomics Business Ethics 3 V. PE/NSTP 14 A. Physical Education 1. Physical Education Physical Education Physical Education Physical Education 4 2 B. National Service Training Program 1. National Service Training Program National Service Training Program 2 3 VI. SUMMARY A. General Education Courses (GE) 51 B. Basic Business Core 24 C. Professional Courses-Entrepreneurship Core Incubation Non-incubation 33 D. Elective Courses 9 E. PE/NSTP 14 TOTAL 150 8

9 III. Sample Program of Study FIRST YEAR Semester 1 Lecture Laboratory Units Communication Skills Part I 3 3 Filipino I 3 3 Mathematics I 3 3 Computer I (Introduction to Information Technology) Principles of Management 3 3 PE 1 (2) (2) NSTP (3) (3) Sub Total Semester 2 Lecture Laboratory Units Communication Skills Part II 3 3 Filipino II 3 3 Mathematics II 3 3 Natural Science I 3 3 Computer II (Computer Application) PE 2 (2) (2) NSTP (3) (3) Sub Total SECOND YEAR Semester 1 Lecture Laboratory Units Social Science I 3 3 Humanities I 3 3 Natural Science II 3 3 Accounting I-Financial Accounting 3 3 Microeconomics 3 3 Principles of Marketing 3 3 PE 3 (2) (2) Sub Total SECOND YEAR Semester 2 Lecture Laboratory Units Social Science II 3 3 Humanities II 3 3 Entrepreneurial Mindset and Behavior 3 3 Market Research and Consumer Behavior 3 3 Management Accounting 3 3 Business Law and Taxation/ Laws 3 3 Affecting Micro, Small and Medium Enterprises PE 3 (2) (2) Sub Total

10 THIRD YEAR Semester 1 Lecture Laboratory Units Social Science III 3 3 Production and Operations Management 3 3 Principles of Finance 3 3 Business Communication 3 3 Opportunity Seeking 3 3 Cost Accounting 3 3 Sub Total THIRD YEAR Semester 2 Lecture Laboratory Units Humanities III 3 3 Business Plan Preparation 3 3 Logistics and Supply Chain Management 3 3 Human Behavior in Organizations 3 3 Management of Innovation 3 3 Financial Analysis for Decision Making 3 3 Sub Total FOURTH YEAR Semester 1 Lecture Laboratory Units Life and Works of Rizal 3 3 Strategic Management 3 3 Business Plan Implementation I: Product Development and Market Analysis Elective Elective Sub Total FOURTH YEAR Semester 2 Lecture Laboratory Units Social Science IV 3 3 Entrepreneurial Leadership in Organization 3 3 Business Plan Implementation II Social Entrepreneurship 3 3 Elective 3 3 Sub Total

11 IV. Sample Curriculum Map 1.Perform self assessment and analyze personal entrepreneurial traits and competencies 2. Scan the environment for business opportunities 3. Identify possible entrepreneurial venture and develop their respective profiles 4. Select the project to be developed into a business and prepare a business plan 5. Prepare and comply requirements for business start up 6.Operate and manage the enterprise as good governance and social responsibility are practiced Courses A. Incubation 1. Entrepreneurial Behavior L O L O O P 2. Business Opportunity 1 P L L P P P 3. Business Opportunity 2 P L P P P P 4. Business Plan Preparation P P P P P P 5. Business Plan Implementation I P P P P P P 6. Business Plan Implementation II P P P P P P B. Non-Incubation 1. Market Research and Consumer Behavior P L P P P P 2. Entrepreneurial Marketing Strategies L L P P P P 3. Microeconomics P P O P P P 4. Business Law and Taxation, with focus on Laws Affecting Micro, Small and Medium P P L P P P Enterprises 5. Financial Mgt. P L P P P P 6. Costing and Pricing P L P P P P Courses Management of Innovation L L L P P P 8. Production and Operations Management P L P P P P 9. Social entrepreneurship P O L P P P 10. Logistics and Supply Chain Management P L P P P P 11. Entrepreneurial Leadership in an Organizations L P P P P P 11

12 Elective Courses - HEIs may enhance the curriculum by providing electives that can allow students to pursue specific fields of interest within the general area of entrepreneurship. This list is not intended to be an exhaustive list of possibilities, and is provided simply to help HEIs envision some of the courses that they could offer as electives. 1. Franchising 2. Export Marketing 3. Direct Marketing 4. Wholesale and Retail Sales Management 5. E-commerce 6.Global business 7. Agribusiness 8. Family Business Management 9. Small Business Consulting/ Business Development Services 10. Microfinancing 11. Venture Finance 12. Retailing 13. Managing a Manufacturing Enterprise 14. Creativity in Problem Solving 15. Negotiation 16. Events Management 17. Hospitality Management 18. Management of Technology 19. Macroeconomics 20. Business Ethics Maps out courses vs. program outcomes Used to validate if there is a match between desired outcomes (competencies) and the content of programs Indicates whether the courses: L Facilitates learning of the competencies (input is provided and competency is evaluated) P Allows student to practice competencies (no input but competency is evaluated) O Opportunity for development (no input or evaluation, but there is opportunity to practice the competencies) 12

13 V. Sample Means of Curriculum Delivery 5.1 Lecture - Presentation segments with embedded interactive experiences such as question and answer sessions. 5.2 Demonstration - Faculty members show how a skill should be performed or students are observed as they perform a learning outcome. 5.3 Discussion - Formal or informal interaction on selected topics, usually primed by leading and/or open-ended questions. a. Class discussion: The faculty member serves as facilitator, prompting and probing to ensure the discussion remains focused and objectives are met. b. Discussion Panel: Students or experts focus on one issue and varying views or aspects are raised. 5.4 Management Games - Competitive activity based on course content. Moderate competition enhances performance. Often used for content reinforcement and skill practice. Can also be used to strengthen critical thinking in games where strategies must be developed to solve problems. 5.5 Collaborative Learning - Students work in small groups to complete a specific task or to work together over time to complete various assignments. The most productive collaborations involve a fair division of labor and relevant and complex projects that cannot be completed by an individual alone. Interdependence is required. 5.6 Literature Review - Students read and reflect on articles in the professional journals in order to become familiar with the current research. 5.7 Student Presentations - Research shows peer teaching is an active learning strategy that results in significant gains in learning. Students practice professional roles and improve communication skills. 5.8 Case Study /Discussion Method - An open ended story or case study provides a vehicle for analysis, criticism, and reaching conclusions. 5.9 Multimedia Instruction - Integrating varying formats such as lecture, text, graphics, audio, video, Web resources, projection devices, and interactive devices in a lesson. Increases motivation, alertness, and can improve the quality of student responses. Simultaneous presentation using multiple formats allows students to learn using multiple senses Problem Solving - Problems common to a discipline are integrated in scenarios to allow students to strengthen creative and critical thinking. 13

14 Problem solving is the most independent of learning methods that empowers the students to initiate their own learning. The learner sequences action steps that will lead to the correct solutions. The teacher therefore must assume the role of the facilitator, and be prepared to provide students with feedback rather than solutions a. Brainstorming - Used most often with groups, brainstorming is a technique for refining the definition of a problem, generating multiple solutions to a problem or multiple designs for developing something new, and to identify possible threats to the solutions and designs. It promotes creative and critical thinking. b. Change the Rules - Rarely do circumstances stay the same for long in the real world. Integrating changes in a problem scenario during the solution timeframe provides necessary experience with responding to new information Simulation a. Computer-based - Interactive: Computerized model or scenario. b. Role Plays - Students assume one of the characters in a simulated situation in order to experience different points of view or positions Role-Playing-Each student takes the role of a person affected by an issue and studies the impacts of the issues on human life and/or the effects of human activities on the world around us from the perspective of that person. More rarely, students take on the roles of some phenomena, such as part of an ecosystem, to demonstrate the lesson in an interesting and immediate manner. The instructor needs to decide the context for the exercise and the role(s) that the students will play. If the students are taking human roles, the context is generally a specific problem such as global warming or dealing with an active volcano Graphic Organizers - Clarify relationships with diagrams or graphs. Clarify processes with flow charts. Implementation Suggestions: a. useful as part of lectures b. useful as a student assignment to verify their understanding of complex learning Immersion Environments - Students are placed within a setting or situation in which they exclude all else from their experiences. If they are immersed in a language, they speak, hear, write, and read only that language. If they are immersed in a work setting and assigned a role there, they become that role and their communications and actions comply with that role Portfolio - Collecting, organizing, reflecting upon and publishing a variety of student work including papers, presentations, videos, and images. eportfolio - Collecting materials (artifacts/evidence) in a digital file. 14

15 5.16 Podcasting a. Audio: Using mp3 compression to make audio files small enough to be broadcast, downloaded, or ed by instructors and students. Files may include lectures or verbal feedback regarding assignments. b. Enhanced: Combining images, such as PowerPoint, and audio, such as instructor voice over, which are compressed and viewable on a computer or photo/video ipod. c. Video: Digital video, such as classroom lectures or interviews with experts, which are compressed and viewable on a computer or video ipod Video-conferencing Point to point or point to multipoint discussions using a digital format Web-based Instruction - Using Web resources to support learning. a. blogs b. building a Website c. discussion boards d. online testing and quizzes e. research f. virtual tours g. web-streaming h. wikis VI. Sample Syllabi for Selected Core Entrepreneurship Courses The teaching and learning activities and assessment tasks should be constructively aligned towards the attainment of the course outcomes. Course outcome refers to what learners are expected to know and be able to do at end of the course. Teaching and learning activity refers to an activity or set of activities that will engage the student in achieving the course outcome. Assessment task refers to a tool that determines how well the student has met the course outcome. The OBE-compliant course syllabus should contain at least the following components: a) General course information (title, description, credit units, prerequisite requirements) b) Course outcomes and their relationship to the program outcomes c) Course coverage that relates the course outcomes to topics covered, teaching and learning activities and assessment methods d) Other information such as learning resources, classroom policies, grading system, etc. 15

16 Sample Outcomes-based Syllabus Course Syllabus in Entrepreneurship Principles and Practices Course Description This course introduces the fundamentals of entrepreneurship that deals with the role of entrepreneurship in economic development. Topics on Filipino entrepreneurial economy, entrepreneurial motivation, government assistance and programs for entrepreneurs, development and growth theories and applications are included. Relevant topics such as business concepts and models, social responsibility, franchising, as well as e-commerce in the Philippine setting shall also be discussed Prerequisite: None Co-requisite: None 16

17 I. DETAILED COURSE OUTLINE PROGRAM OUTCOMES 1.Perform self assessment and analyze entrepreneurial personal traits and competencies PERFORMANCE INDICATOR Practice or exhibits entrepreneurial traits and attitudes in problem solving/case study or simulation activities COURSE OUTCOMES COURSE TOPICS TEACHING LEARNING ACTIVITIES (TLAs) Cognitive 1. Identify the fundamentals and responsibilities of entrepreneurship primarily in the Philippine context with ASEAN and Global perspectives 2. Exemplify one s capabilities in relation to the rigors of successful ventures. Affective 1. Develop an entrepreneurial mindset and competencies 2. Show confidence in public speaking and social relations. Psychomotor 1. Perform tasks which utilize one s strengths as well as develop one s weaknesses to the fulfillment of one s entrepreneurial goals. Wealth Creation, Management and Its Value What is Entrepreneurship Entrepreneurship in the Philippines Entrepreneurial Characteristics and Competencies Entrepreneurial Ventures in the Philippines Business Plan Overview Problem-Solving Strategies Discussion Workshop Game: The Multiplier Research Work Film Showing Case Study Research Interview Plant Visit Problem Solving activities ASSESSMENT METHODS Written and Oral Examinations Reporting, etc Multiplier game assessments: 1. Johari Window 2. Personal Entrepreneurial Competencies (PECs) II. Suggested Learning Resources (e.g. textbooks and references): III. Course Assessment Aside from academic deficiency, other grounds for a failing grade are: 17

18 Grave misconduct and / or cheating during examinations Unexcused absences of more than 20% of required number of meetings per term A failing academic standing and failure to take graded exams 18

19 SAMPLE SYLLABUS COURSE OUTLINE OBE FORMAT Course Title: Entrepreneurship Principles and Practices Course Code: ET 101 Number of Units: Three (3) units Pre-requisite subjects: None Course Description: This course introduces the fundamentals of entrepreneurship that deals with the role of entrepreneurship in economic development. Topics on Filipino entrepreneurial economy, entrepreneurial motivation, government assistance and programs for entrepreneurs, development and growth theories and applications are included. Relevant topics such as business concepts and models, social responsibility, franchising, as well as e-commerce in the Philippine setting shall also be discussed. Course Learning Outcomes (Course Objectives) At the end of the course, the students are expected to: Cognitive 1. Identify the fundamentals and responsibilities of entrepreneurship primarily in the Philippine context with ASEAN and Global perspectives 2. Exemplify one s capabilities in relation to the rigors of successful ventures. Affective 1. Develop an entrepreneurial mindset and competencies 2. Show confidence in public speaking and social relations. Psychomotor 1. Perform tasks which utilize one s strengths as well as develop one s weaknesses to the fulfillment of one s entrepreneurial goals. 19

20 COURSE CONTENT: Week Lesson/Topic Learning Objectives Strategy/ Methodology/ Activities Student Output Evaluation of Learning/ Evaluation Tool 1-3 Wealth Creation, Management and Its Value Discuss the different modes of acquiring wealth and its value. Discussion Workshop Game: The Multiplier Strategy to diversify investments that will yield the most returns with the minimum risk. Students must be able to clearly define how wealth is acquired and its value to one s personal growth and apply all learning during the Multiplier game. 4 What is Entrepreneurship? Discuss the theories of entrepreneurship, types of entrepreneurial ventures, who is an entrepreneur and its value to oneself and the society. Discussion Research Work Film Showing Case Study At least 65 percent correct answers in a quiz. A report or transcript of an interview of an entrepreneur. Get at least 65 percent correct answers in a quiz; Present a report of what your manager-interviewee has shared and cite situations wherein the different management functions were carried out. Note: Should be an entrepreneur 20

21 5-6 Entrepreneurship in the Philippines Recognize the impact and value of entrepreneurship to the Philippine economy Enabling & disabling factors in entrepreneurship Discussion Research Interview Online campaign via social media for an interview of an entrepreneur. Students shall prepare a campaign to be posted in YouTube featuring the different aspects of Entrepreneurship incorporating the interviews conducted by the students. 7-9 Entrepreneurial Characteristics and Competencies Learning from the failures towards a successful entrepreneurial journey Research on: Nature and Challenges Family in Business Couples in Business Teens in Business Women in Business Friends in Business Risk Management Identify and differentiates the different characteristics and competencies of an entrepreneur. Evaluate oneself and plan courses of action to help develop one s entrepreneurial characteristics and competencies. Discussion Workshop 1. Johari Window showing the different regions answering the question, Are You Entrepreneurial? 2. Self-assessment using the Personal Entrepreneurial Competencies selfassessment tool. 3. Reaction paper showing the results of the PECs self-assessment. Students shall accomplish and submit the following assessments: 1. Johari Window 2. Personal Entrepreneurial Competencies (PECs) 3. One-page reaction paper of the results of the PECs. Students in teams shall interview and present a 5- minute presentation of the research and submit a 1-page synthesis written report. Suggest to get an interview MC Entrep Graduates as much as possible as we get to compile them as part of MC Entrep Tracer Study 4. Presentation of the online campaign of an 21

22 entrepreneur posted in social media. 10 Entrepreneurial Ventures in the Philippines Identify different business models of SMEs in the Philippines. Plant Visit One-page reflection paper in relation to the plant visit. Students shall participate in the plant visit and must submit a one-page reflection paper. Models: Traditional: Sole; Partnership; Inc Emerging Tech Start-ups Social Entrepreneruship Angel Investing Others 22

23 11 Prelims Assess the learning during the first half of the semester. Understand and analyze the case study and movie assignments. Paper and pencil test At least 70 percent score in the preliminary exam. Students must get a grade of 70 percent in the preliminary exam. 12 Business Plan Overview Describe the different parts of a business plan. Discussion Integration of business planning with business opportunity identification and selection. Students must apply their learning in their ET-102 end-ofsemester requirement Problem-Solving Strategies Identify the different problemsolving strategies. Formulate strategies that are applicable in the students business ventures. Discussion Workshop Problem Solving activities Application of different problem-solving tools. Students must prepare the different business strategies using the following: 1. SWOT Analysis 2. Ishikawa Diagram 3. Michael Porter s Five Forces Strategies Blue 4. Ocean Strategy 23

24 15-16 Global trends in business - The Supply Chain ASEAN Integration Explain the impact of the ASEAN Integration to the Philippines. Observe the trade system on the neighboring ASEAN countries; International Exposure Trip Participation in the Vietnam-Cambodia exposure trip. Students participate in the Vietnam-Cambodia exposure trip Pre-finals and Finals Stimulate creativity and critical thinking in identifying opportunities and apply innovative approaches in envisioning ones entrepreneurial career Consultation and Discussion 1. Concept paper of product localization 2. SWOT analysis of the product localization 3. Oral presentation of the outputs 4. Peer evaluation of the presentation 5. Course evaluation Students shall prepare the following based on the International Exposure trip experiences and observations: 1.Concept paper of product localization 2. SWOT Analysis of the product localization. 3. Oral presentation 4. Peer Evaluation 5. Course Evaluation INSTRUCTIONAL MATERIALS: 1. PowerPoint 2. Film and videos 24

25 CLASSROOM POLICIES: The student s responsibility is to come to each class prepared. She is also expected to take all examinations on the date scheduled. She should read the assigned problems prior to class. She is expected to attend each class and participate actively in the discussions. ACADEMIC DISHONESTY All CBEA students are expected to be academically honest. Cheating, lying and other forms of immoral and unethical behavior will not be tolerated. Any student found guilty of cheating in examinations or plagiarism in submitted course requirements will (at a minimum) receive an F or failure in the course requirement or in the course. Plagiarism and cheating refer to the use of unauthorized books, notes or otherwise securing help in a test; copying tests, assignments, reports or term papers; representing the work of another person as one s own; collaborating without authority, with another student during an examination or in preparing academic work; signing another student s name on an attendance sheet; or otherwise practicing scholastic dishonesty. POLICY on ABSENCES: The allowed number of absences for 2 nd year students enrolled in a 1 ½ class 6 sessions based on student handbook. Request for excused absences or waiver of absences must be presented upon reporting back to class. Special examinations will be allowed only in special cases, such as prolonged illness. It is the responsibility of the student to monitor her own tardy incidents and absences that might accumulate leading to a grade of FA. It is also her responsibility to consult with the teacher, chair or dean should her case be of special nature. 25

26 GRADING SYSTEM: Components: 70% Class Standing + 30% Final Exam Percentage % Grade % % 1 59% below F F- Failed NE Never Entered W Withdrawn from Course FA Failure due to Absences INC- Incomplete (must be completed within 2 months or grade becomes an F) RUBRICS: Outstanding Very Good Average Poor 26

27 Completeness Complete in all aspects and includes all requirements Complete in most aspects and includes most requirements Incomplete in many aspects and includes few requirements Incomplete and does not include requirements Analysis and Use of Entrepreneurial Concepts and Business Tools Presents an insightful and in-depth analysis of all data; uses many entrepreneurial concepts and business tools learned in the subject Presents an insightful and analysis of most of the data; uses some entrepreneurial concepts and business tools learned in the subject Presents shallow analysis of data; and used limited entrepreneurial concepts and business tools learned in the subject Presents incomplete analysis of data; and failed to use entrepreneurial concepts and business tools learned in the subject Setting of recommendation for future action plans Presents complete, realistic, and applicable recommendations from, and shows how to use it in their future action plans Presents specific, realistic, and applicable recommendations from the data gathered, and shows how to use it in their future action plans Presents some applicable recommendations from the data gathered, and shows how to use it in their future action plans Presents limited, unrealistic recommendation from the data gathered, and failed to show how to use it in their Over-all cohesiveness (includes writing and presentation of paper) The paper has sophisticated clarity, conciseness and correctness. Includes all needed relevant data and analysis. The paper has clarity, conciseness and correctness. Includes some needed relevant data and analysis. The paper lacks clarity, conciseness and correctness. Includes limited relevant data and analysis. The paper is unfocused and contains serious errors. Failed to include relevant data and analysis. Reference: Allen, K.R. (2010). New venture creation. USA: Cengage Learning. Asor, W.B. (2009). Entrepreneurship in the Philippine Setting. 27

28 Manila: Rex Bookstore Inc. Association of Filipino Franchisers Inv. (2008). Introduction to entrepreneurship: success stories of filipino entrepreneurs. Manila: Anvil Publishing. Entrepreneur Philippines. (2012) Success stories. Manila: Summit Publishing Co. Butler, D. (2006). Enterprise planning and development. USA: Elsevier Ltd. Gerber, M.E. (2008) Awakening the entrepreneur within. NY: Harper Collins.! Online References: Medina, R.G. (2010). Entrepreneurship and small business management. Manila: Rex Bookstore Inc. Lapid, D. & P. Sotto. 21 steps on how to start your own business. Manila: Philippine center for entrepreneurship. Philippine center for entrepreneurship foundation, Inc. 50 inspiring stories of entrepreneurs. Manila: Philippine center for entrepreneurship. Philippine center for entrepreneurship foundation, Inc. (2010) 100 inspiring stories of small entrepreneurs. Manila: Philippine center for entrepreneurship. BusinessDictionary.Com: Entrepreneur: Entrepreneurship.Org: Forbes Woman: OnStartups.Com: Under30CEO: CONSULTATION HOURS: Days Time Room WF 3:00-4:00 Faculty Consultation Room 28