Course Outline School: Department: Course Title: Business Graduate Studies Innovation, and Economic Course Code: INTL 711 Course Hours/Credits: 42 Prerequisites: Co-requisites: Eligible for Prior Learning, Assessment and Recognition: Originated by: Yes Julie Nguyen Creation Date: Fall 2014 Current Semester: Summer 2015 Approved by: Chairperson/Dean Students are expected to review and understand all areas of the course outline. Retain this course outline for future transfer credit applications. A fee may be charged for additional copies. This course outline is available in alternative formats upon request.
INTL 711 CENTENNIAL COLLEGE Innovation, and Economic Course Description This course introduces students to the concepts and practices of economic and social entrepreneurship, encompassing creativity and innovation, in order to create value in the global marketplace and in the society, and to contribute to economic development. It gives students a critical understanding of the link between entrepreneurship, innovation and economic development, and the critical factors contributing to their success. Students learn to develop entrepreneurial skills and innovative approaches as they examine the trends in which going global has become an integral part of business strategies for many companies, and social innovation has increasingly been needed to tackle social issues that have not been adequately addressed by the public or private sectors. The course examines practical applications of international entrepreneurship and innovation, including starting one s own global business or non-profit organization, working as a global manager for a small- or medium-sized enterprise (SME) or a multi-national corporation (MNC) in the private sector, or in the nonprofit or government sectors. Program Outcomes Successful completion of this and other courses in the program culminates in the achievement of the Vocational Learning Outcomes (program outcomes) set by the Ministry of Training, Colleges and Universities in the Program Standard. The VLOs express the learning a student must reliably demonstrate before graduation. To ensure a meaningful learning experience and to better understand how this course and program prepare graduates for success, students are encouraged to review the Program Standard by visiting http://www.tcu.gov.on.ca/pepg/audiences/colleges/progstan/. For apprenticeship-based programs, visit http://www.collegeoftrades.ca/training-standards. Course Learning Outcomes The student will reliably demonstrate the ability to: 1. 2. 3. 4. 5. 6. 7. 8. Discuss the main characteristics of Canadian and international entrepreneurship, and Canada s position in global markets Provide an overview of major regional economic cooperation and integration; the political, economic, legal, and cultural environment and current trends in international business; and the sources of entrepreneurial opportunity and new business creation for Canadian companies; Distinguish between social and economic approaches to entrepreneurship, and examine the links to social innovation and social change Examine various types of entrepreneurial organizations; the context, institutions, and framework conditions of different entrepreneurial environments; and organizational learning Assess the roles and functions of higher education institutions in promoting entrepreneurship, and their engagement with entrepreneurship and economic development Critically analyze the evolution and emergence of entrepreneurship policy internationally, and discuss Canadian entrepreneurship policy at the federal, provincial and municipal levels Examine how entrepreneurship and innovation contribute to economic growth, and propose alternative approaches to entrepreneurship Evaluate the new directions of entrepreneurship in today s contexts of economic challenges, environmental degradation, and growing income disparities THIS COURSE ADHERES TO ALL COLLEGE POLICIES (See College Calendar) 2
INTL 711 CENTENNIAL COLLEGE Innovation, and Economic 9. Develop entrepreneurial skills and innovative approaches, and apply them towards professional development, starting a business or NGO, and career building Essential Employability Skills (EES) The student will reliably demonstrate the ability to*: 1. Communicate clearly, concisely and correctly in the written, spoken, and visual form that fulfills the purpose and meets the needs of the audience. 5. Use a variety of thinking skills to anticipate and solve problems. 7. Analyze, evaluate, and apply relevant information from a variety of sources. 9. Interact with others in groups or teams in ways that contribute to effective working relationships and the achievement of goals. *There are 11 Essential Employability Skills outcomes as per the Ministry Program Standard. Of these 11 outcomes, the following will be assessed in this course. Global Citizenship and Equity (GC&E) Outcomes Methods of Instruction s, discussions and on-line materials. Text and other Instructional/Learning Materials Text Book(s): Mitra, Jay (2011)., Innovation and Regional. Routledge. http://www.routledge.com/books/details/9780203813782/ ISBN: 978-0-415-40516-4 Online Resource(s): Keohane, G. L. (2014). Social for the 21st Century: Innovation Across the Nonprofit, Private, and Public Sector. Mc-Graw Hill. http://shop.mheducation.com/mhshop/productdetails?isbn=0071801677 ISBN: 978-0-071-80167-6 Material(s) required for completing this course: Scientific Calculator. Classroom and Equipment Requirements SMART classroom. Evaluation Scheme In-class s (8 x 5%) (Weeks 2, 3, 4, 7, 8, 9, 10, 11): Assignments to be completed in-class only. Individual project (Week 5): The purpose of this is to encourage students to learn more about international business in the Canadian context. Students are asked to watch current events related to international business on television (or on the Internet). THIS COURSE ADHERES TO ALL COLLEGE POLICIES (See College Calendar) 3
INTL 711 CENTENNIAL COLLEGE Innovation, and Economic Test #1 (Week 6): The test will consist of multiple choice questions, short answer questions, and/or a case study. Group Project (Week 12): Students work in groups but submit individual work and receive individual marks. Test #2 (Week 14): The test will consist of multiple choice questions, short answer questions, and/or a case study. Evaluation Name CLO(s) EES GCE Outcome(s) Outcome(s) Weight/100 In-class s (8 x 5%) (Weeks 2, 3, 4, 7, 8, 1, 2, 3, 4, 5, 1, 5 40 9, 10, 11) 6, 7, 8 Individual project (Week 5) 1, 2, 3 1, 7 15 Test #1 (Week 6) 1, 2, 3, 4 1, 5 15 Group Project (Week 12) 6, 7, 8, 9 1, 5, 7, 9 15 Test #2 (Week 14) 5, 6, 7, 8 1, 7 15 Total 100% If students are unable to write a test they should immediately contact their professor or program Chair for advice. In exceptional and well documented circumstances (e.g. unforeseen family problems, serious illness, or death of a close family member), students may be able to write a make-up test. All submitted work may be reviewed for authenticity and originality utilizing Turnitin. Students who do not wish to have their work submitted to Turnitin must, by the end of the second week of class, communicate this in writing to the instructor and make mutually agreeable alternate arrangements. When writing tests, students must be able to produce official College photo identification or they may be refused the right to take the test or test results will be void. Student Accommodation It is College Policy to provide accommodation based on grounds defined in the Ontario Human Rights Code. Accommodation may include modifications to standard practices. Students with disabilities who require academic accommodations must register with the Centre for Students with Disabilities. Students requiring accommodation based on other human rights grounds should talk with their professors as early as possible. Please see the Student Accommodation Policy. Use of Dictionaries Dictionaries may be used in tests and examinations, or in portions of tests and examinations, as long as they are non-electronic (not capable of storing information) and hard copy (reviewed by the invigilator to ensure notes are not incorporated that would affect test or examination integrity). Program or School Policies Course Policies THIS COURSE ADHERES TO ALL COLLEGE POLICIES (See College Calendar) 4
INTL 711 CENTENNIAL COLLEGE Innovation, and Economic College Policies Students should familiarize themselves with all College Policies that cover academic matters and student conduct. All students and employees have the right to study and work in an environment that is free from discrimination and harassment and promotes respect and equity. Centennial policies ensure all incidents of harassment, discrimination, bullying and violence will be addressed and responded to accordingly. Academic honesty is integral to the learning process and a necessary ingredient of academic integrity. Academic dishonesty includes cheating, plagiarism, and impersonation. All of these occur when the work of others is presented by a student as their own and/or without citing sources of information. Breaches of academic honesty may result in a failing grade on the /course, suspension or expulsion from the college. For more information on these and other policies, please visit www.centennialcollege.ca/aboutcentennial/college-overview/college-policies. Students enrolled in a joint or collaborative program are subject to the partner institution's academic policies. PLAR Process This course is eligible for Prior Learning Assessment and Recognition (PLAR). PLAR is a process by which course credit may be granted for past learning acquired through work or other life experiences. The PLAR process involves completing an assessment (portfolio, test,, etc.) that reliably demonstrates achievement of the course learning outcomes. Contact the academic school to obtain information on the PLAR process and the required assessment. This course outline and its associated weekly topical(s) may not be reproduced, in whole or in part, without the prior permission of Centennial College. THIS COURSE ADHERES TO ALL COLLEGE POLICIES (See College Calendar) 5
INTL 711 CENTENNIAL COLLEGE Innovation, and Economic Topical Outline (subject to change): Week Topics Readings/Materials Weekly Learning Outcome(s) Instructional Strategies Evaluation Name 1 Introduction to Chapter 1: Introduction, Innovation and in Canada ARIC 2 Entrepreneurial Opportunity 3 Theories Impact Investing 4 Social Global Monitor (GEM) Canada Report 2013 (Executive Summary) Applied Research and Innovation Centre, Centennial College Chapter 2: Entrepreneurial Opportunity: Conditions and Circumstances for Innovation and New Firm Creation Ontario Ministry of Research and Innovation Enterprise Toronto Dragons Den videos Chapter 3: Theories: The Economic Arguments Handout: Keohane, Social Impact in the Private Sector, pp. 83-100 Chapter 4: The Social Dimensions of Provide an overview of entrepreneurship and innovation in terms of creating economic and social value and the link with economic development Discuss the role of technology, the entrepreneurial organization context, and social entrepreneurship Discuss Canadian entrepreneurial attitudes, activity, aspirations, and demographics Explain the stages of entrepreneurship and the framework conditions for entrepreneurship in Canada Discuss sources of entrepreneurial opportunity and new business creation, and link the sources to theoretical concepts Analyze the relationship between technology-driven opportunities and entrepreneurship Examine how opportunities can be shaped by different stages of a product life cycle Provide an overview of the role of the government in generating entrepreneurial opportunity Discuss the elements, foundations, and limitations of economic theories of entrepreneur-ship, and the differences in assumptions and the approaches to the analysis of these theories Examine the range and depth of economic analysis of entrepreneurship Identify ways in which the theories can help to illuminate and explain the practice of entrepreneurship Define impact investing from the investor perspective Discuss international impact investing, and the barriers and solutions to attracting more commercial capital Provide an overview of the social science perspective of entrepreneurship, and Q&A Instructions for individual project Guest speaker #1 - In-class #2 - In-class #3 - In-class Evaluation Date Week 2 Week 3 Week 4 THIS COURSE ADHERES TO ALL COLLEGE POLICIES (See College Calendar) 6
INTL 711 CENTENNIAL COLLEGE Innovation, and Economic Week Topics Readings/Materials Weekly Learning Outcome(s) Instructional Strategies Evaluation Name Social Innovation Handout: Keohane, What is Social? pp. 9-15 5 The Entrepreneurial Organization 6 Test #1 Group Project 7 The Entrepreneurial Environment 8 and Learning Stanford Social Innovation Review Chapter 5: The Entrepreneurial Organization distinguish between social and economic approaches to entrepreneurship Evaluate the underpinning theories that help to explain entrepreneurship in society Examine key concepts of social capital, networks, social contexts and culture to explain the role of the entrepreneur in society Define social entrepreneurship, analyze the characteristics of social entrepreneurs, and the links to innovation and social change Discuss the meaning, scope, structure and components, and different types of entrepreneurial organizations Assess the relative merits, disadvantages and values of various types of entrepreneurial organizations Examine collaborative forms of innovation that help to define modern entrepreneurial organizations Discuss the changing landscape of innovation and the role of entrepreneurial organizations in a global economy Individual project due (15%) Evaluation Date Week 5 Week 6 Test #1 Instructions for group project Test #1 Test #1 (1.5 hours): 15% Chapter 6: The Discuss key elements of an entrepreneurial #4 - In-class Week 7 Entrepreneurial environment and the underpinning contextual Environment: Context, and situational issues Institutions, Constraints Explain the meaning, purpose and role of and Framework institutions in an entrepreneurial environment Conditions Analyze framework conditions and their applications to different entrepreneurial Review environments Examine key tools with which to develop a framework for entrepreneurial environment appropriate for particular conditions, context and organizations Chapter 7: and Learning Discuss the relationship between the concept and practice of learning and entrepreneurship Analyze components of learning and the learning process Examine the levels and significance of learning and appraise their value #5 - In-class Week 8 THIS COURSE ADHERES TO ALL COLLEGE POLICIES (See College Calendar) 7
INTL 711 CENTENNIAL COLLEGE Innovation, and Economic Week Topics Readings/Materials Weekly Learning Outcome(s) Instructional Strategies Evaluation Name Apply approaches to entrepreneurial decision-making at the levels of firm and region 9 International 10 Education and 11 Policy Chapter 8:, Internationalization and Globalization: Learning, Innovation and in the International Context Chapter 9: Higher Education, Universities and Ontario Ministry of Training, Colleges and Universities Chapter 10: Policy: Its Emergence, Scope and Value Canada s Innovation Strengths and Priorities, DFATD Ontario Ministry of Economic, Provide an overview of the meaning and scope of entrepreneurship and innovation in an international context, and the role of learning in international business and entrepreneurship Examine the internationalization process: traditional models, and new developments in venture creation and innovation Explain the differences between international business and international entrepreneurship, and between internationalization and globalization Examine issues related to new product and service development and new forms of network-centric organizations in an international context Provide an overview of role and function of higher education in promoting entrepreneurship Examine the context in which higher education institutions (HEIs) play a role in advancing entrepreneurship and innovation Identify and evaluate the strategies and mechanism adopted by HEIs to support entrepreneurship and economic development Discuss the evolution of HEIs in terms of their engagement with entrepreneurship and economic development Provide an overview of the meaning, scope and purpose of entrepreneurship Distinguish between SME development policy and entrepreneurship policy Critically analyze the evolution and emergence of entrepreneurship policy Elaborate the development of entrepreneurship policy in different environments #6 - In-class #7 - In-class #8 - In-class Evaluation Date Week 9 Week 10 Week 11 THIS COURSE ADHERES TO ALL COLLEGE POLICIES (See College Calendar) 8
INTL 711 CENTENNIAL COLLEGE Innovation, and Economic Week Topics Readings/Materials Weekly Learning Outcome(s) Instructional Strategies Evaluation Name Employment and Infrastructure 12, Chapter 11: Examine the relationship between and discussion Group project Innovation and, entrepreneurship and economic development due (15%) Economic Innovation and Propose alternative approaches to Economic entrepreneurship and its role in economic development Examine how entrepreneurship and innovation contribute to regional economic growth Discuss how entrepreneurial opportunities are created in globally connected regions Propose policies for economic development based on entrepreneurship and ideas for growing new businesses 13 The Future of Chapter 12: Future Directions and the Romance of Review the concept and scope of entrepreneurship beyond the small firm to cover economic, social and cultural contexts of creativity, opportunity creation and realization Evaluate the new directions, variables and connections of entrepreneurship as related to the current economic crisis, environmental degradation, and growing income disparities and discussion Review of Test #2 Evaluation Date Week 12 14 Test #2 Test #2 Test #2 (15%) Test #2 Test #2 (15%) Week 14 THIS COURSE ADHERES TO ALL COLLEGE POLICIES (See College Calendar) 9