Preview Workflow

Viewing: MBA 572 : Venture Opportunity Analysis Analytics

Last approved: Fri, 12 Jan 2018 09:03:35 GMT

Last edit: Thu, 11 Jan 2018 20:14:15 GMT

Catalog Pages referencing this course
Change Type
Major
MBA (Business Administration)
572
032549
Dual-Level Course
No
Cross-listed Course
No
Venture Opportunity Analysis Analytics
Vent Oppor Analysis Analytics
Poole College of Management
Business Management (20BUS)
Term Offering
Fall and Spring
Offered Every Year
Spring 2018
Previously taught as Special Topics?
Yes
1
 
Course Prefix/NumberSemester/Term OfferedEnrollment
MBA 590Fall 20176
MBA 590Spring 201815
Course Delivery
Face-to-Face (On Campus)

Grading Method
Graded/Audit
3
16
Contact Hours
(Per Week)
Component TypeContact Hours
Lecture3
Course Attribute(s)


If your course includes any of the following competencies, check all that apply.
University Competencies

Course Is Repeatable for Credit
No
 
 
Steve Barr
Professor of Management, Innovation and Entrepreneurship
assoc

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Enrollment ComponentPer SemesterPer SectionMultiple Sections?Comments
Lecture2020Non.a.
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote


Is the course required or an elective for a Curriculum?
No
Application of the process-based model for new business startups to multiple clients. Emphasis is placed on data gathering, data analysis and data interpretation in the context of evaluating opportunities for new business. Students work in teams on a variety of projects with technology commercialization clients such as Wolfpack Investment Network and Office of Technology Commercialization and New Ventures.

The MBA curriculum has been significantly revised, placing more emphasis on concentration/depth courses. This new course provides advanced training and experience for our MBA students interested in entrepreneurship through working directly with our Technology, Entrepreneurship and Commercialization (TEC) clients to assist in assessing technology commercialization feasibility/developing new business startups in a wide range of applications. This course is part of the new Entrepreneurship concentration and depth area courses in the revised MBA program. It is a practicum course with self-directed teams under the supervision of 1-2 of our technology commercialization faculty.


No

Is this a GEP Course?
GEP Categories

Humanities Open when gep_category = HUM
Each course in the Humanities category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Mathematical Sciences Open when gep_category = MATH
Each course in the Mathematial Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Natural Sciences Open when gep_category = NATSCI
Each course in the Natural Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Social Sciences Open when gep_category = SOCSCI
Each course in the Social Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Interdisciplinary Perspectives Open when gep_category = INTERDISC
Each course in the Interdisciplinary Perspectives category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Visual & Performing Arts Open when gep_category = VPA
Each course in the Visual and Performing Arts category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Health and Exercise Studies Open when gep_category = HES
Each course in the Health and Exercise Studies category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
&
 

 
 

 
 

 
 

Global Knowledge Open when gep_category = GLOBAL
Each course in the Global Knowledge category of the General Education Program will provide instruction and guidance that help students to achieve objective #1 plus at least one of objectives 2, 3, and 4:
 
 

 
 

 
Please complete at least 1 of the following student objectives.
 

 
 

 
 

 
 

 
 

 
 

US Diversity Open when gep_category = USDIV
Each course in the US Diversity category of the General Education Program will provide instruction and guidance that help students to achieve at least 2 of the following objectives:
Please complete at least 2 of the following student objectives.
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Requisites and Scheduling
 
a. If seats are restricted, describe the restrictions being applied.
 

 
b. Is this restriction listed in the course catalog description for the course?
 

 
List all course pre-requisites, co-requisites, and restrictive statements (ex: Jr standing; Chemistry majors only). If none, state none.
 

 
List any discipline specific background or skills that a student is expected to have prior to taking this course. If none, state none. (ex: ability to analyze historical text; prepare a lesson plan)
 

Additional Information
Complete the following 3 questions or attach a syllabus that includes this information. If a 400-level or dual level course, a syllabus is required.
 
Title and author of any required text or publications.
 

 
Major topics to be covered and required readings including laboratory and studio topics.
 

 
List any required field trips, out of class activities, and/or guest speakers.
 

No new resources are required. Projects before fall 2017 were conducted as independent studies.

The primary objective of MBA 572 is to provide students the opportunity to apply the process based model for new business startups developed in other MBA entrepreneurship courses  to multiple clients with potential new business startups.  Emphasis is placed on data gathering, data analysis and data interpretation in the context of evaluating opportunities for new business startup.


Students work in teams on a variety of projects with technology commercialization clients, including the Wolfpack Investment Network (WIN), NC State’s Office of Technology Commercialization and New Ventures (OTCNV), NC State Entrepreneurship Clinic, NC State Chancellor’s Innovation Fund (CIF)  and NC State centers and faculty seeking new or continued funding that requires an assessment of technology commercialization as part of the grant process.


Throughout this course we maintain a consistent pedagogical focus: the best way to learn and apply entrepreneurship is to engage in entrepreneurship in various applications.  The overarching commitment of the course is therefore to assist others to identify and exploit real entrepreneurial opportunities, primarily through the mechanism of evaluating technology commercialization to assist in creating new businesses. We encourage student participation in start-up businesses in a manner that is appropriate for both the student and the business.


We welcome non-business graduate STEM students, who provide valuable technical knowledge and support for our projects that require expertise in various science, engineering and technology areas


Student Learning Outcomes

1.    Gather, analyze and interpret information into a business plan using appropriate analytics. This requires multiple levels of information (industry level, market level, supply chain level, customer level), multiple information gathering techniques (primary, secondary) and both qualitative and quantitative data analysis skills (such as protocol analysis for qualitative data or regression base techniques for quantitative data).


2.    Assess and prioritize multiple product ideas for commercialization viability.


3.    Develop a competitive advantage commercialization strategy for  new ventures in multiple situations


4.    Succinctly and persuasively present business, product, financial, and operational plans to clients and those who are potentially interested in supporting your efforts. This includes both oral summaries/pitches and short written reports.


5.    Become actively involved in the local and regional entrepreneurship ecosystems


Evaluation MethodWeighting/Points for EachDetails
Project40This evaluation by the instructors assesses how well the entire organization functions in terms of meeting all client project scopes and timelines and internal objectives. Factors to be evaluated include status presentations/reports and overall firm decision making. All student consultants in the class will receive the same grade for being a part of the firm.
Project30The business unit refers to individual project teams working for a specific client. Evaluation of student consultants in a business unit will include an assessment of client satisfaction with the each project, peer evaluation, and instructor evaluation. If student consultants contribute to more than one project, they will be evaluated separately for each, and the Business Unit grade will represent an average of those assessments.
Written Assignment20Weekly journals
Participation10Peer assessment
TopicTime Devoted to Each TopicActivity
Business plan assessment16 weeksStudents examine a variety of technology commercialization applications for clients. These applications due diligence assessments for potential angel and venture capital investors, assessment of technology commercialization for technologies at various stages of development, and business plan assistance for early stage new business startups.

Work is conducted in teams, students may work on multiple teams on different projects during the semester. The nature of the projects will change each semester. Our model is much like that of a ‘teaching hospital’, where our students are the ‘interns’ serving under supervision of the faculty serving as ‘doctors’ in the hospital.
mlnosbis 4/19/2017:
1) Semester length is 16 weeks. Week 16 is the final exam.
2) If there are no textbooks for the course, describe the course material. Are readings posted to the Moodle site? Are there presenters who deliver the course content?
3) There must be a course schedule on the syllabus showing the breakdown by week. You don't have to duplicate the schedule on the CIM Form, but it must be on the syllabus.

pjharrie 5/19/2017 - the course objectives could use some increased detail. What is actually meant by 'creating value'? What sort of value? In the outcomes, shouldn't it be 'regression-based' not just 'base'? Given the learning objectives, I'm a bit surprised that there isn't a grade component for oral presentations/pitches - if that's a critical outcome why isn't it being assessed? Seems like a word or two are missing the description of the 'Business plan assessment', it currently reads 'These applications due diligence assessments'. I wish the syllabus had a fuller explanation of the expectations of the team reports - it's also not at all clear to me whether students work on a single

ABGS Reviewer Comments 9/12/2017:
-Discrepancy between the syllabus and CIM on student evaluation: The grading items are different and the weights for each grading item are also different between the syllabus and the description in CIM. CORRECTED
-This action remains quite a mess. It takes some effort to figure out that the grading systems described in CIM and in the syllabus are the same. It is unclear how the grading approach actually evaluates the course objectives and learning outcomes.
-I really don’t understand what will be happening in this course based on the descriptions and syllabus. “Work the Project” provides no useful information at all.
-I am concerned about the fairness of the proposed grading, with 70% of a student’s grade shared by the entire class (40%) or team (30%). There is no useful information provided to the students as to specific elements that will lead to positive or negative influence on those grades, and no mention of a system to deal with team members who fail to deliver their part of the project work I have no idea what a final exam for the course might look like, and thus the students probably won’t either.
-I’m surprised to see no pre- or co-requisites for the course. A number of the previous comments from you and Peter remain unaddressed.
sgallen (Fri, 01 Sep 2017 18:02:50 GMT): Responses to reviewers comments mlnosbis 4/19/2017: 1) Semester length is 16 weeks. Week 16 is the final exam. The complete syllabus is now included noting each week’s assignments and evaluation points. 2) If there are no textbooks for the course, describe the course material. Are readings posted to the Moodle site? Are there presenters who deliver the course content? The material is the Technology Entrepreneurship and Commercialization (TEC) algorithm, developed and refined over the past 20 years with National Science Foundation and Kenan Institute for Engineering, Technology and Science funding. The instructor, Lisa Chang, will be presenting each week’s material, which is also available on the course web site. This material is adapted by the student teams depending on the portfolio and needs of their specific clients. 3) There must be a course schedule on the syllabus showing the breakdown by week. You don't have to duplicate the schedule on the CIM Form, but it must be on the syllabus. The complete syllabus is now included noting each week’s assignments and evaluation points. pjharrie 5/19/2017 - the course objectives could use some increased detail. What is actually meant by 'creating value'? What sort of value? In the outcomes, shouldn't it be 'regression-based' not just 'base'? Given the learning objectives, I'm a bit surprised that there isn't a grade component for oral presentations/pitches - if that's a critical outcome why isn't it being assessed? Seems like a word or two are missing the description of the 'Business plan assessment', it currently reads 'These applications due diligence assessments'. I wish the syllabus had a fuller explanation of the expectations of the team reports - it's also not at all clear to me whether students work on a single We have modified both the description and included a syllabus for your review. This should provide the detail that you noted was missing. We use the term ‘creating value’ as representing that any organization must provide value add for their customers, in terms of providing a product and/or service that satisfies a critical need. This can be in a business to business relationship or a business to end user/customer relationship. There are multiple check/assessment points where the student teams are evaluated on their progress to date. These assessments are by the instructor(s) and the ‘senior partners’ of the firm (we run this like a consulting firm, the students are junior partners, the instructor is the managing partner and we have 2-3 senior partners (other experienced faculty and successful entrepreneurs). These are noted in the syllabus. In addition, we have each team’s final written report and oral presentation assessed by their clients in terms of ‘creating/adding value’ for that client. We have revised the proposal and syllabus to reflect the variety of client projects that may come into the course. Examples of projects include requests from the NC State Office of Technology Commercialization and New Ventures (OTCNV), the NC State Wolfpack Investment Network (WIN) and the NC State Entrepreneurship Clinic located at HQ Raleigh in downtown Raleigh. Students in this classwork in multiple teams, each team working with a client. Sone of these projects will be short term (2-3 weeks), others may take a full semester. Each student will work on projects for multiple clients. We expect the teams to manage themselves. The scheduled written report and oral presentation dates will let us periodically evaluate their progress and make any changes needed.
sgallen (Tue, 12 Sep 2017 14:25:34 GMT): I just aligned the student evaluation methods with those in the syllabus. Cut and paste error on my part!
sgallen (Mon, 18 Dec 2017 20:37:28 GMT): The class environment is that of a consulting firm providing assistance to potential or existing new business startups. Our ‘clients’ include the Wolfpack Investment Network (WIN), NC State Office of Technology Commercialization and New Ventures (OTCNV), the NC State Clinic (an entrepreneurship clinic located in downtown Raleigh at HQ Raleigh, NC State research centers and faculty requiring assessment of technology commercialization feasibility for securing new grants or continuation grants and independent new business startups at various stages of development. The range of ‘projects’ is extensive and requires a group effort of multiple backgrounds to solve. Some are quick. Some may take the semester. Depending on each project’s needs, we provide subject matter experts/mentors to guide the team. This class is conducted as an advanced consulting/analytics class for new business startups. The class/students choose who is on each project, scopes the project manages the portfolio of projects.IN other words, the class manages the project portfolio, just like in a consulting organization. It takes a team of 3-5 to be able to appropriately address A) the scope of each project B) Develop a data gathering and analysis plan C) Interpret the results and D) Incorporate these results into specific recommendations for our clients. Thus, the majority of the student grade must be team based (as is the grade in our earlier MBA 576 and 577 courses). Grades are based on team deliverables (oral presentations and written reports) as assessed by the instructors and clients. In addition, we do have peer evaluations for each project. Students participate on multiple projects and teams during the semester. Given our students and the requirements of the course for managing diverse projects, we find that students not pulling their fair share are asked by the student teams to leave. There is no ‘final exam’. The project oral presentations and written reports are the ‘deliverables’. During finals week, we have each team provide an overview of their ‘results’ as well as ‘lessons learned’ to improve their processes in the future. Usually, we require MBA/MSE 576 or MBA 570 as a course prerequisite. However, we often have needs for expertise in areas like supply chain management or strategic risk management and we do solicit second year MBA students in those areas. We also solicit graduate STEM students in disciplines that represent our client/project needs who may not have taken MBA/MSE 576 or MBA 570
Key: 15847