• Course title: Basic Finance principles
• Number of ECTS: 5
• Course code: MEI-92
• Module(s): Entrepreneurship & Professional Skills
• Language: EN
• Mandatory: Yes

On completion of the course, successful students will be able to, prepare financial statements, make budgets and financial forecasts, understand

why a business needs external financing in the early stages of its life, how it can obtain financing, and how firms interact with their financiers.

In this course we study the financial aspects of new and existing businesses. It is an introductory course on Corporate Finance adapted to the Master in Entrepreneurship and Innovation. We will start learning the language of finance, with an introduction to financial statements and excel. We will also study the time value of money, and learn how to gauge whether a project is worth wile undertaking from a financial point of view. We will see that most start-up companies require significant outside financing before they can return cashflows to their financiers. We will then give an overview of Venture Capital and Private Equity, bank financing and eventually the stock and bond markets. We will also address the capital structure, corporate governance, and dividend policy.Upon successful completion of this course students will be able to: • Interpret and analyze financial statements• Understand how firms make investment decisions.• Describe and discuss the basic sources of finance, and companies’ interactions with financial markets.• Confidently discuss the main ideas and concepts of Corporate Finance in professional business English, which is the working language of the course.

50% Written exam30% Homework assignments 20% Class participation

Litterature :

 Brealey, A.R., Myers C.S., Marcus, J.A. (2020) Fundamentals of Corporate Finance. 10th edition, McGraw Hill.The library has the 8th edition available as e-book. This edition can also be used to follow the course. 

• Course title: Entrepreneurial Game
• Number of ECTS: 5
• Course code: MEI-83
• Module(s): Entrepreneurship & Professional Skills
• Language: EN
• Mandatory: Yes

By the end of this course students will be able to:

u 

Experience thinking like a co-founder;

u 

Experiment with creating an unknown future.

u 

Design and defend a set of decisions in an uncertain environment;

u 

Engage in shared problem solving.

u 

Demonstrate creativity and (shared) idea development.

u 

Appraise your strengths and weaknesses when working in a team;

u 

Motivate and encourage ‘buy in’ from team members.

u 

Give, receive, and assimilate feedback.

u 

Work towards shared goals.

u 

Assemble responses, ideas decisions to input to on-line game.

u 

Document and record your (apprentice) experience of learning.

Introduction to experiential learningEntrepreneurial GameFinding your passion; profiling your talents and valuesWorking in teamsEffectuation and entrepreneurial decision-makingThe Business Model CanvasThe Lean StartupThe Killer PitchPitch communication of group work on game

50% Group Participation in Entrepreneurial Game50% Individual Reflective Learning Log

LITERATURE

Drucker, P. (1985). Innovation and entrepreneurship, New York: Harper Row.Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development (Vol. 1). Englewood Cliffs, NJ: Prentice-Hall.Morris, M., Pryor, C., Schindehutte, M. (2012). Entrepreneurship as experience, Cheltenham, Glos: Edward Elgar. (pages 1-22)Neck,H., Greene, P, Brush, C. (2014). Teaching Entrepreneurship: a practice based approach, Cheltehnham, Glos: Edward Elgar Publishing.Spinelli, S. & Adams, J. (2016). New Venture Creation for the 21st Century, New York: McGraw Hill).

• Course title: Entrepreneurial Business Models, Processes and Planning
• Number of ECTS: 5
• Course code: MEI-84
• Module(s): Entrepreneurship & Professional Skills
• Language: EN
• Mandatory: Yes

On completion of the course unit successful students will be able to:1.Engage in an action-based methodology involving experimentation, play, creativity, empathy and reflection. 2.Extend their skill set and practices related to developing business concepts.3.Interact with stakeholders to turn ideas into opportunities.4.Experience using the business model canvas on the Compellio software to design and test their business ideas.5.Pitch the progress and development of their idea.6.Test 5 hypotheses about their business concept.7.Synthesise their data, market research and value proposition into an exportable business plan in Compellio. 8.Build an MVP and test it with potential users, customers, and partners.9.Analyse and synthesize feedback & insights from experiments.

ObjectivesTo advance an action based pedagogical method for entrepreneurial learning that is rooted in a specific set of practices. To advance an action based pedagogical method for entrepreneurial learning that is rooted in a specific set of experimental practices. To provide a learning environment in which students can practice: experimentation, creativity, empathy and reflection. To facilitate group interactions in the development of business models for market opportunities. To provide practical tools (and business model canvas mechanisms) for evaluating the feasibility of business ideas and models. TopicsIdeationTeam formationWhy start-ups failTurning business ideas into market opportunitiesWhat is a business model (definitions, types, different models – sustainable, block chain, market place etc)The Business Canvas model (its segments, interrelationships, mechanisms)The Value Proposition/pyramid of value creationResource acquisition, effectuation, bricolage.The lean start up methodologyHypothesis-driven entrepreneurshipMVP creationIteration & PivotingLegitimising a business and gaining supportPitchingCompellio coaching

☒Written Exam  40%

☒Presentation   30%☒     Group work, individual work        30%

LITERATURE 

Osterwalder, A.  & Pigneur, Y. (2013) Business Model Generation: a handbook for visionaries, game changers and challengers, Wiley.Ries, E. (2011). The Lean Start Up: how today’s entrepreneurs use continuous innovation to create radically successful businesses, New York, Crown Publishing Group.Ries, E. (2017). The Start Up Way, New York, Crown Publishing Group.Plus additional readings placed on Moodle.

• Course title: Entrepreneurial culture & behaviour
• Number of ECTS: 3
• Course code: MEI-85
• Module(s): Entrepreneurship & Professional Skills
• Language: EN
• Mandatory: Yes

On the completion of the course, students are expected to be able to:1.Communicate self-reflections;2.Perceive the various roles and actors within entrepreneurship;3.Analyse behaviours that lead to and are associated with entrepreneurship;4.Develop an entrepreneurial learning plan based on a reflective self-assessment; and5.Build sensitivity towards the cultural aspects of behaviours in a global context.

In this course, students are invited to enter the horizon of entrepreneurial behaviours and embark on the journey on three levels:1. Me and my entrepreneurial self. Personality traits and entrepreneurial behaviours. Students will consider and evaluate the role of personality traits in their entrepreneurial intentions and actions.2. Me and my entrepreneurial development. Students will explore their transitions from apprenticeship into an entrepreneurial vocation, undertake a critical appraisal of their competence gaps, and devise an individual learning plan that will help them achieve their objectives.3. Me and my entrepreneurial role in contexts. Students will reflect on their potential role in the entrepreneurial ecosystem and critically analyse the reciprocal (and changing) relationship between the socio-cultural contexts in which they are situated and their own roles and identities.

Deliverable 1  35%Entrepreneurial behaviours through the lensDeliverable 2  35%Interview and reflection on individual entrepreneurial journey Deliverable 3  30%Entrepreneurship and emotional intelligence

LITERATURE

Endres, A. M., Woods, C. R. (2006). Modern theories of entrepreneurial behaviour: A comparison and appraisal. Small Business Economics, 26, 189-202.

Gartner, W. B. (1988). “Who is an entrepreneur?” is the wrong question. Entrepreneurship Theory and Practice. 13(4), 47-68.

Løwe Nielsen, S., & Gartner, W. B. (2017).

Am I a student and/or entrepreneur? Multiple identities in student entrepreneurship. Education + Training, 59(2), 135-154.

Man, T. W. Y. (2006). Exploring the behavioural patterns of entrepreneurial learning: A competency approach. Education + Training, 48(5), 309-321.

Mitchelmore, S., & Rowley, J. (2010). Entrepreneurial competencies: A literature review and development agenda. International Journal of Entrepreneurial Behavior & Research, 16(2), 92-111.

Sarasvathy, S (2001). Causation and effectuation: Toward a theoretical shifting from economic inevitability to entrepreneurial contingency. Academy of Management Review, 26(2), 243-263.

Scheiner, C. W. (2009). Fundamental determinants of entrepreneurial behaviour.

Wlesbaden: Gabler GWV Fachverlage GmbH.

Sheriff, M., & Muffatto, M. (2015). The present state of entrepreneurship ecosystems in selected countries in Africa. African Journal of Economic and Management Studies, 6(1), 17-54.

Welter, F. (2011). Contextualizing entrepreneurship­ – Conceptual challenges and ways forward. Entrepreneurship Theory and Practice, 35(1), 165-184.

Zahra, S. A., Wright, M., & Abdelgawad, S. G. (2014). Contextualization and the advancement of entrepreneurship research. International Small Business Journal, 32(5), 479-500.

 

Other references:

http://www.itaaworld.org/

http://www.eatanews.org/

https://psychcentral.com/quizzes/personality/start.php

 

For the two full-day sessions:

Goleman, D. (1998). What Makes a Leader. Harvard Business Review (Best of 1998)

Langer, E., interviewed by Beard, A. (2014). Mindfulness in the Age of Complexity. Harvard Business Review (March,

2014)

 

• Course title: Franchising in a global environment
• Number of ECTS: 2
• Course code: MEI-86
• Module(s): Entrepreneurial Marketing
• Language: EN
• Mandatory: Yes

• Have a systematic and complete insight of franchising as one of the fastest business expansion opportunities in the development of an entrepreneurial venture;• Recognize the potential of companies to expand through franchising;• Present franchise business model as a growth strategy • Have specific skills as their basic competitive advantage in the labor market, for employment in the franchise companies, that are constantly on the rise;• Chose a safer way of entering into entrepreneurship;• Have a complete insight into all aspects of franchise business to be able to choose a quality franchise offers for themselves or for someone else.The main objective of this dynamic and interactive course is to develop skills students need to be successful franchise managers, franchisees or future franchisors of their business venture but also to obtain specific knowledge that will give them a competitive advantage on the labor market

Franchising is one of the greatest drivers of economic growth and an important source of job creation in the private sector, at the world’s level. During years of recession and despite it, the franchise sector register growth and so rightly bears a name “recession-proof”. The reason for this lies in the fact that in every crisis there is a surplus of labor that, with certain severance pay would like to invest in their self-employment. But they are looking for risk-sharing, safer and more sustainable way to start the business and franchising is offering that with the mentor. This is the very core of the franchise business. On the other hand, second very important aspect of franchising is that it is the fastest and safest way to expand the business, relying on the local expertise of the partners – franchisees. Those are two main aspects of franchising. Today there are more than 24 500 franchise concepts/brands present in the world that employ more than 25 million people and have created more than 3 million enterprises worldwide. Every few minutes’ new franchise point of sale is launched and each of us are in contact with 5-6 franchises every day, even though we are not aware of it. Franchising is a business alliance of two entrepreneurs for the development of the same business concept. It significantly contributes to the development of private enterprises, national economies, and globalization by spreading new ideas, innovations and employment. Due to all that it is important to spread awareness of its strengths and weakness and prepare the pool of young talents to work in the franchise industry because it will be constantly increasing need for franchise experts and specific knowledge, as a competitive advantage on the labor market.Besides all that, franchising is a more secure method of starting up a new venture, especially for individuals willing to do so but without original, own idea or the ones who would like to work for themselves but would like to share risk with more experienced entrepreneur-franchisor. Franchising is the solution for that too. The course is designed to provide a broad view of important issues related to franchising: Its global presence and power, specificity and legality, history, pro, and cons looking in it’s both aspects: Course content includes the following modules:FRANCHISING IN A GLOBAL ENVIROMENT POWER AND IMPACT OF FRANCHISING ON ECONOMICSGLOBAL DEVELOPMENT OF FRANCHISE INDUSTRYBASIC PRINCIPLES OF FRANCHISING STRENGTHS, WEAKNESSES AND RISKS OF FRANCHISINGFRANCHISE ECO SYSTEM SOCIAL AND MICRO FRANCHISINGWOMEN AND MINORITY IN FRANCHISINGLEGAL ASPECTS OF franchisingWHY, WHERE, WHAT AND WHO SELF REGULATION EUROPEAN CODE OF ETHICS FOR FRANCHISINGFRANCHISE CONTRACTSFranchising AS A GROWTH STRATEGY Assessing OF FRANCHISIBILITY OF THE BUSINESSDEVELOPMENT OF THE FRANCHISE BUSINESS MODELKEY FACTORS OF FRANCHISE SUCCESSBASIC DOCUMENTS designing and conducting training in franchisingDESIGN OF THE FRANCHISE OFFERCONTROL SYSTEMS AND FOLLOW-UPSYSTEMS CONSTANT SUPPORT AND COUNSELLINGFranchising AS A START UP STRATEGY SUSTAINABILITY MAIN FRANCHISE STRENGHT ROADMAP TO SELECT A FRANCHISEFRANCHISOR – FRANCHISEE RELATIONSHIP

30% Written Exam40% Seminar paper10% Presentation20% In class engagement

Attendance is critical, especially with the short time frame and due to the fact that class participation will be important part of the grade

LITERATURE

Compulsory

The IFA Educational Foundation, (2010), An introduction to franchising,

The IFA Educational Foundation (2014), Economic impact of franchised business

Boroian D.D., Boroian P.J.(1987), The Franchise Advantage, make it work for you, eBook version, Francorp inc.

Australian Competition and Consumer Commission (2007), The franchisee manual

Recommended

Shane, S.A. (2005). From Ice Cream to the Internet: Using Franchising to Drive the Growth and Profits of Your Company: Pearson education Inc.

Keup, E.J. (2004). Franchise Bible, Ep Entrepreneur Press, 5th edition

Sugars, B. J. (2006). Successful Franchising: Mc Graw Hill, N.Y.

Teixeira E, (2005), Franchising from the inside out, Xlibris Corporation

Timmons, J. A., & Spinelli, S. (2003.)

New Venture Creation

, 6th, Franchising, Mc Graw Hill, N.Y.

Additional literature

A collection of articles from various specialized websites of certain franchise association or federation and / or consulting firms and websites that will be needed for homework and / or seminar papers 

• Course title: Marketing for Start-ups (1)
• Number of ECTS: 5
• Course code: MEI-87
• Module(s): Entrepreneurial Marketing
• Language: EN
• Mandatory: Yes

By the end of this course, students should be able to:

Create a marketing plan for a start-up company.

Have a good knowledge of the basics of marketing strategy definition.

Understand consumer behaviour and how little changes in a marketing strategy can strongly influence sales.

Be able use classic marketing mix tools.

Take into account the importance of digital communication and understand its advantages, disadvantages and risks.

Sell themselves and their ideas in presentations to potential investors and customers.

Communicate clearly about their product and service.

Define a sales strategy for their business, prospect potential markets and identify target buyers.

Understand the various sales techniques and adapt their use to their interlocutor.

Develop an effective sales organization and manage a sales team.

While covering classic marketing issues such as consumer behaviour, marketing strategy (segmenting, targeting, and positioning), and marketing mix, this course emphasizes the specificities of start-up marketing.The objective of the course is to provide students with an up-to-date, modern view of marketing, including a different view on consumer behaviour with behavioural economics as well as a strong focus on digital communication tools and techniques.The course will end with sales management. After a general overview of the evolution of sales, the course explains communication skills, describes the selling process, and continues with more specific sales techniques. A final section of the course will be devoted to sales organization.

50%   Written Exam50%   Presentation – Case study 20% + marketing plan 30%

LITERATURE

Main textbooks: Crane, F.G. (2013), Marketing for Entrepreneurs: Concepts and Applications for New Ventures, 2nd edition, SageKotler, P.; Keller, K.L. (2014), Marketing Management, 15th edition, Pearson

• Course title: Intellectual property Rights Management
• Number of ECTS: 3
• Course code: MEI-89
• Module(s): Innovation Management
• Language: EN
• Mandatory: Yes

•Equip students with state-of-the-art knowledge and best practices needed to successfully design and implement intellectual property (IP) strategies in entrepreneurial and established technology-driven corporate contexts;•Understand the different types of IP, such as patents, copyrights, trademarks and design rights, as well as how firms choose between formal IP rights, and alternative protection methods such as trade secrets and defensive publications; •Design defensive and offensive IP strategies to ensure freedom-to-operate and to maximize value appropriation from your innovations;•Familiarize with effective IP strategies taking into account technology life cycle dynamics and differences in IPR environments, and illustrate patent searching as a tool of competitive intelligence;•Discuss collaborative and open intellectual property strategies.

This course provides a helicopter tour of the economics and management of intellectual property rights and patenting. The objective of the course is to offer students an overview and understanding of some of the most topical and relevant (from a business and policy perspective) topics surrounding innovation and intellectual property. The course covers in particular recent events related to intellectual property, such as the debates on software patents, gene patenting, patent litigation, and standard essential patents. It also introduces students to other intellectual property rights, including trademarks, copyright, and design rights. The course material varies substantially across topics; it is both theoretical and empirical and cuts across a number of disciplines, including management, economics and law.

50%   Presentation50%   Permanent evaluation: class participation

LITERATURE 

•Yoffie, D. 2005. Intellectual Property and Strategy. Note.•Grandstrand, O. (1999). Chapter 7.4: Intellectual property policies and strategies. In: The Economics and Management of Intellectual Property: Towards Intellectual•Capitalism. Edward Elgar Publishers, pages 209-226.•Peters, T., Thiel, J., and Tucci C. (2013). Protecting growth options in dynamic markets: The role of strategic disclosure in integrated intellectual property strategies. California Management Review, 55(4), 121-142.•Teng, B.S. 2007. Managing intellectual property in R&D alliances. International, Journal of Technology Management, 38(1-2), 160-177.•Belderbos, R., Cassiman, B., Faems, D., Leten, B. and Van Looy B. (2014). Coownership of intellectual property: Exploring the value-appropriation and valuecreation implications of co-patenting with different partners. Research Policy, 43, 841-852.•Leten, B., Vanhaverbeke, W., Roijakkers, N., Clerix A. and Van Helleputte J., (2013). IP models to orchestrate innovation ecosystems: IMEC, a public research institute in nano-electronics. California Management Review, 55(4), 51-64.•Chesbrough, H. (2006). Chapter 4: The impact of stronger IP on the business model. In: Open Business Models. Harvard Business School Press, pages 81-105.•Den Uijl S., Bekkers R. and De Vries H. (2013). Managing intellectual property using patent pools: Lessons from three generations of pools in the optical disk industry. California Management Review, 55(4), 31-50.•Rivette, K. and Kline, D. 2000. Discovering new value in intellectual property.Harvard Business Review, Jan-Feb, 54-66.•Henkel J. and Reitzig M. (2008). Patent sharks. Harvard Business Review, June, 129-133.•Park W. (2008). International patent protection: 1960-2005. Research Policy, 37, 761-766.…

• Course title: Introduction to innovation
• Number of ECTS: 2
• Course code: MEI-90
• Module(s): Innovation Management
• Language: EN
• Mandatory: Yes

On completion of the course unit successful students will be able to:•Understand the process of an idea to an innovative product/process or service•Know the ingredients and obstacles to a successful innovation process•Know the most important concepts in the academic innovation literature.•Apply concepts to real world cases•Experience in designing and executing a consultancy assignment•Develop skills in research using a variety of data collection methods•Gain experience in analysis, integration and presentation of a report which is of practical value to the client but draws on relevant literature and concepts around innovation management

The innovation module focuses on the concepts and managerial theories behind the creation of new ideas, their implementation and transfer into new products. The management of the innovative process within start-up and established companies will be discussed thoroughly. Students learn about the ingredients of a successful innovation strategy as well as the possible obstacles. The first year innovation course will make students familiar with the most important concepts and theories in the academic innovation literature which will be illustrated by a number of examples and cases. As such it will lay the foundation for the second year of the innovation module.

100% Written ExamAssessment criteria will include:•Project design and execution, including management of the client relationship •Analysis of data and synthesis into a concise report which relates research findings to the theory and underlying concepts of innovation management •Development of recommendations of practical relevance to the client•Presentation and elaboration of the report to the client

• Course title: Entrepreneurial Business Models, Processes and Planning
• Number of ECTS: 5
• Course code: MEI-98
• Module(s): Entrepreneurship & Professional Skills
• Language: EN
• Mandatory: Yes

(i)    

Analyze and synthesize information regarding entrepreneurial solutions and business models that are transforming societal, economic and business structures.

(ii)  

Understand the importance of sustainable and ethical practices.

(iii) 

Effectively map and/or deconstruct the business model of an emergent business or start-up firm.

(iv) 

Define criteria that signal the strengths and weaknesses of a transformative business model (using the Canvas Model, the Sustainable Business Canvas and Compell.io software).

(v)   

Gather and evaluate relevant data to assess the transformative potential of a business model proposal.

(vi) 

Build the content and communication of a pitch for a business model innovation proposal (that involves block chain, sustainability, market place or social economy principles).

ObjectivesTo develop thematic-specific knowledge and critical analysis of the most transformative business models and sustainable entrepreneurial practices in startup operations. To advance understanding about the transformative role of entrepreneurship in the economy and society.To extend critical and ethical entrepreneurial skills in relation to business model analysis and development. To provide practical and critical reasoning tools for designing and evaluating (sustainable) business models.To strengthen communication, presentation and business logic skills.  TopicsEntrepreneurship as transformative and sustainable practice (The Circular Economy)Entrepreneurship and alternative forms of organizing (Market places)Entrepreneurship and sustainability (The Social Economy)Entrepreneurship and digitalization (Blockchain).Entrepreneurship and the Gig economy.Entrepreneurship and sustainable finance.

End of Semester 2:

 

50% Start-up Case Study

During the semester, students will work individually on the Compellio platform to design, develop and/or analyse the business model of a startup in one of the four sectors discussed in class.

 

20% -Individual Pitch of Start-up Case Study

During the final course of the semester, students will individually pitch their start-up case, present findings of their analysis and suggest strategies for business model innovation. After the pitch of the case study (see below) students are expected to incorporate feedback and suggestions before their final submission of the case study.

 

30% – Individual blog assignment

During each class, students will work on a thematic area in order to produce an extensive essay. Students are motivated to develop a multi-disciplinary understanding of each topic and showcase a high-level of analysis/synthesis of the information found in the suggested readings.

LITERATURE 

Osterwalder, A.  & Pigneur, Y. (2013) Business Model Generation: a handbook for visionaries, game changers and challengers, Wiley.

Ries, E. (2011). The Lean Start Up: how today’s entrepreneurs use continuous innovation to create radically successful businesses, New York, Crown Publishing Group.

Ries, E. (2017). The Start Up Way, New York, Crown Publishing Group

.

• Course title: Start-up project
• Number of ECTS: 5
• Course code: MEI-99
• Module(s): Entrepreneurship & Professional Skills
• Language: EN
• Mandatory: Yes

Be aware of the entrepreneurial environment. This goes beyond just understanding theoretical concepts and focuses on applying these concepts in real-life situations. Furthermore it is expected from the students to reflect on their experiences – both from the class room and their field work in order to trigger a continuous learning process. This is also reflected in the assessment grid which puts a major focus on reflection.

The course attempts to best prepare the students for a successful working experience in an innovative and entrepreneurial environment. For this it combines a structured working approach with a set of soft skills that prove valuable in the field of start-ups. This includes structured problem solving, presentation and communication skills as well as feedback and coaching. Throughout the course, each student is pushed towards self-reflection in order to benefit as much as possible from both classroom and field experiences.   Detailed overview of sessions and contents –    Course set-up (1-hour session)Presentation of the course concept and agendaSharing of expectations, grading approach, etc.Presentation of “home work” for next session (“pitch yourself”)–    “Pitch yourself” (1-day classroom session)Short theory part on how to project “presence”Two rounds of 2-minute presentations by each student on how to present her/himself in front of a start-up company, incl. Feedback by faculty and peers –    Structured working approach: How working in a structured way helps to survive in an environment that might seem chaotic (3-day class room session)Structured problem solving-     Understanding the problem that we are working on-     Structuring the problem and working with hypotheses-     Planning analyses and prioritization-     Developing a thorough synthesis based on the results from the analysesEffective communication-     Transposing our synthesis into a compelling story-     Understanding how to use slides to support argumentsFeedback & Coaching-     Giving and receiving constructive feedback in different professional settings; discussing strength-based feedback-     Understanding how formal and informal coaching helps to further grow personally and professionally –    Field work: 6 weeks of full-fledged collaboration in a start-up company–    Mid-way check-point (3-4 hour session)Addressing common questions by studentsPeer-coaching/learning set coaching sessionRefreshing certain parts of the theory addressed in 3-day class-room session–    Final presentationsLinking theory to practical work: 15-minute presentation by each student on how she/he used one of the theoretical frameworks seen in class in field work. In addition to the final presentation each student has to hand in a one-pager (max. 300 words) on what she/he learned from received feedback. As feedback and coaching are an essential element of the overall experience, this helps the student to learn working with feedback, process it and develop based on it

☒Seminar paper  10%Short synthesis (max. 400 words) on what was learned from the feedback received during field work☒Presentation     50%15-minute presentation in front of class, linking one of the theoretical concepts to experience in field work☒Other               10%    Short pitch to apply for 4-week working experience in start-up                          30%   Participation in class/peer-coaching

• Course title: Taxation issues for business start-ups
• Number of ECTS: 2
• Course code: MEI-100
• Module(s): Entrepreneurship & Professional Skills
• Language: EN
• Mandatory: Yes

Specific learning objective: to understand the business taxation issues in Luxembourg

Generic learning outcome: to evaluate the components of a business plan and assess different business and financial models as well as constructing a financial and marketing plan

1. Corporate taxesCorporate Income Tax (CIT)Municipal Business Tax (MBT)Net Wealth Tax (NWT)Withholding taxes2. Understanding VATGeneral principles of VATSupply of services and goodsVAT on e-commerce “offline” and “online”3. Employment taxesDifference between employees and IndependentSocial security contributionsWithholding tax on salaries4. Tax complianceTax return filingAdvance paymentsVAT5. Other tax regimesIP tax regimeThe parent-subsidiary regime6. Corporate – Tax credits and incentivesR&D incentivesTax credit on investmentsOther incentives

Project with the tax comparator template

LITERATURE 

https://impotsdirects.public.lu/fr/az/t/tarif_collect.htmlhttp://www.aed.public.lu/tva/loi/Loi-TVA-2017.pdf#page=109https://guichet.public.lu/en/entreprises/fiscalite/tva/notions/prestations-services.htmlhttps://guichet.public.lu/en/entreprises/fiscalite/tva/notions/livraisons-biens.html

• Course title: The art of Negociation
• Number of ECTS: 3
• Course code: MEI-101
• Module(s): Entrepreneurship & Professional Skills
• Language: EN
• Mandatory: Yes

•Analyse your own experience of negotiation, in your specific professional environment; •Build a negotiation strategy;•Detect and avoid the usual traps;•Know how to prepare for any negotiation;•Understand the motivations of your business partners (empathy), and make clear your own (assertiveness);•Build an negotiation sequence, and do first things first;•Manage the distributive aspects of negotiation, and counter the usual bargaining techniques;•Know the typical reasons why so many negotiations fail, and how to address them;•Cope efficiently with the usual psychological biases in negotiation;

Negotiation constitutes a strategic skill for executives and managers. Be it internally (with colleagues, team members, or hierarchy), or externally (with customers, suppliers, banks and business angels, other business partners), negotiation makes a difference. Effective negotiation is based on methods, techniques, and tools which can be learned. Building on your own experience, this workshop will help you do “first things first” for more effective negotiations.

The marks will be given as follows:

50% classroom participation

50% final home assignment

LITERATURE 

The First Move, A Negotiator’s Companion (Wiley, 2010), by Alain Pekar Lempereur & Aurélien Colson.

• Course title: Marketing for Start-ups (2)
• Number of ECTS: 5
• Course code: MEI-107
• Module(s): Entrepreneurial Marketing
• Language: EN
• Mandatory: Yes

•Understand the concepts of brand, brand equity, corporate identity and corporate image.•Describe the various types of branding options.•Build a brand by defining a brand strategy, identity and positioning.•Select a brand name for a start-up venture.•Understand the concept of brand relevance.•Manage a single brand or a brand portfolio over time.•Define a brands architecture and plan brand extensions.•Manage a brand turnaround and brand name changes.•Formulate the research questions inherent to a strategic marketing problem.•Have a good knowledge of the various steps of a marketing research project.•Understand marketing research methods and implement them for small-scale research projects. Be able to select the adapted research method for a specific type of problem.•Identify potential data sources and marketing research tools in their professional lives.•Display the necessary analytical skills to correctly interpret the results of a marketing research project and use them in their marketing decision-making.•Understand the biases and limitations of marketing research.•Take into account human psychological biases into their analysis and strategic considerations

This class starts by describing the basics of brand development and management as found in various marketing and branding textbooks. The relation between branding, corporate identity, corporate and brand image will be explained and the various concepts and tools such as brand strategy, brand positioning, brand relevance and brand architecture will be analyzed.  We will stress specific branding issues concerning start-ups. We will also look at recent and probable future developments of brand management induced by new technologies and changing consumer behavior. This course describes marketing research, starting at problem definition, and explaining all the steps up to a finished research report and conclusions. Students will be provided with an understanding of the various options and techniques that can be used for marketing research, their advantages and disadvantages, their pitfalls, and their limitations. They will be introduced to the mathematical and statistical methods of analysis, and the potential errors and biases inherent to each methodology. The course’s main objective is to enable students to implement and evaluate marketing research during their professional careers

☒Written Exam  50%☒Presentation    50%Case study

LITERATURE

Aaker, D. (1996), Building strong brands, The Free PressAaker, D. (2014), Aaker on Branding: 20 Principles That Drive Success, MorganJamesIacobucci, D. and Churchill G. (2015), Marketing research: Methodological foundations, 11th Ed., CreateSpace Independent Publishing PlatformKapferer, J.N. (2008), Strategic Brand Management, 4th edition, Kogan PageKotler, P.; Keller, K.L. (2014), Marketing Management, 15th edition, Pearson

• Course title: Introduction to Artificial Intelligence for the citizen
• Number of ECTS: 2
• Course code: MEI-119
• Module(s): Entrepreneurial Marketing
• Language: EN
• Mandatory: Yes

 The objectives of this training are:•    to understand the Artificial Intelligence landscape and the position of deep learning within it•    to play with some accessible artificial intelligence experimenting the various techniques in different application domains: Text generation (e.g. ChatGPT), Object recognition in images or videos, Handwriting recognition, Generation of images from text, Automatic translation of text in all languages, Speech recognition, Speech synthesis.•    to understand and practice the social and ethical dimensions of artificial intelligence•    to understand and practice the impact of AI on society and on the job market•    to understand through practice all the important notions which constitute the basis of the field of deep learning (neural network, weight, activation function, batch, bias, cost function, dropout, epoch, forward/backward propagation, gradient descent, hidden layer, parameters, hyper-parameters, input, output, learning rate, dataset, data augmentation, training, validation, test datasets, architecture, ANN, CNN, RNN, GAN, Transformers) 

Discovering AI through practice

Understanding the basic concepts of deep learning in AI

Understand different approaches to deep learning (code MAPPRO)

Understanding how societies can organize themselves to live with AI (code MVIVRA)

Written exam 100%

• Course title: The management of innovation
• Number of ECTS: 4
• Course code: MEI-73
• Module(s): Innovation Management
• Language: EN
• Mandatory: Yes

Understand the process of taking an idea to an innovative product/process or service

Know the ingredients and obstacles to a successful innovation process

Know the most important advanced concepts of the innovation management literature

This course is designed to equip students with state-of-the-art knowledge (concepts, models) and best practices needed to successfully design and implement innovation strategies at the firm level. The course discusses the topics of ideation, co-creation, social innovation, corporate entrepreneurship, open innovation and business model innovation.The course will be accompanied by a R&D management simulation game.

☒Oral Exam  60% : This is an individual task, closed book☒Homework 40% : This is a group assignment

LITERATURE 

The course outline, slides and background readings will be uploaded on Moodle before the sessions.Students are expected to come prepared to class.

• Course title: Start-up internship
• Number of ECTS: 4
• Course code: MEI-108
• Module(s): Innovation Management
• Language: EN
• Mandatory: Yes

-Apply theoretical concepts related to Innovation in professional context-Interact with people about innovative matters in professional context-Develop their current network and create new ties.-Write an internship report 

This course is a 3 hours seminar about:- Searching for internships- Networking- Preparing the internship report 

100%Internship report

• Course title: Sustainable Entrepreneurship
• Number of ECTS: 2
• Course code: MEI-40
• Module(s): Module 1-Entrepreneurship in context
• Language: EN
• Mandatory: Yes

–       

Distinguish the theoretical concepts and key dimensions of social entrepreneurship (Critical reasoning & application of theories).

–       

Evaluate the role that social entrepreneurs play in society and the key challenges that they face (Critical reasoning & application of theories).

–       

Detect the multiple actors of social entrepreneurship and identify the ways to build partnerships with them (Inter-organisational skills).

–       

Apply business strategies and tools in the social entrepreneurship context, in order to empower people and to enable markets to achieve social benefits (Leadership and Management process skills).

–       

Integrate lessons and experiences from real-life social organizations for the development of a social business model (Management process skills).

Social entrepreneurship is growing rapidly, and captures an increasing attention from the political, economic and academic spheres. Drawing upon business techniques, social entrepreneurs aim at developing innovative solutions to existing social, societal and environmental challenges, in order to drive social transformation. This course will offer insights into the world of social entrepreneurship, exploring the societal trends supporting or limiting the development of social enterprises and the key actors of social venture creation. It will also provide students with the necessary knowledge and skills to develop a social business model, to run a social venture and to create social change. The course divides into two parts: the context of social entrepreneurship (why, what, who) and the social entrepreneurial process (tools and strategies, social business model creation and development). I. The context of social entrepreneurship –        What is social entrepreneurship : definition and nature, key dimensions (mission, governance, value), and interrelations between business and social ends, means and impacts. –        Societal trends : economic, social and environmental factors, citizens’ well-being and empowerment, development of a competitive economy based on knowledge, open and collaborative entrepreneurship… –        Key actors : social entrepreneurs, traditional entrepreneurs being ‘social’, incubators of social entrepreneurship, clients / customers / citizens, funding intermediaries, public-private partnerships. II. The process of social entrepreneurship: creating and developing a social enterprise –        Barriers and strategies : what inhibits social entrepreneurs from innovating and becoming successful and what available strategies and tools exist to generate social change. –        The development of a social business model : identify a social business opportunity, select an organizational form, and create a business model with a social value proposition. –        The management of a social business : attract investors, measure social impact, and develop communication strategies.

☒ Paper   30%

☒ Presentation   20%

☒ Class participation   50%  

LITERATURE 

Required:http://journals.sagepub.com/eprint/hfvBZey8i86DVG8SRqSp/fullhttp://www.socialbusinessmodelcanvas.comOptional:Abu-Saifan, S. (2012). Social Entrepreneurship: Definition and Boundaries, Technology Innovation Management Review, February 2012, 22-27.Boschee, J., & McClurg, J. (2003). Toward a better understanding of social entrepreneurship: Some important distinctions, in Social Enterprise Alliance [Short Paper], http://www.caledonia.org.uk/papers/Social-Entrepreneurship.doc.Iakovleva T., Kolvereid L., & Stephan U. (2011). Entrepreneurial intentions in developing and developed countries, Education + Training, 53(5), 353-370.Mair, J., & Marti, I. (2006). Social entrepreneurship research: A course of explanation, prediction, and delight, Journal of World Business, 41, 36-44.Martin, R. L., & Osberg, S. (2007), Social entrepreneurship: the case for definition, Stanford Social Innovation Review, Stanford University, Spring 2007, 27-39.Peredo, A. M., & McLean M. (2006). Social entrepreneurship: A critical review of the concept, Journal of World Business, 41, 56-65.Ruebottom, T. (2011). Counting social change: Outcome measures for social enterprise, Social Enterprise Journal, 7(2), 173-182.Tuan, M. T. (2008). Measuring and/or Estimating Social Value Creation: Insights Into Eight Cost Approaches, Impact Planning and Improvement, Bill & Melinda Gates Foundation.Weerawardena, J., & Mort, G. S. (2006). Investigating social entrepreneurship: A multidimensional model, Journal of World Business, 41, 21-35.Further resources:https://www.youtube.com/watch?v=uTc8i4S_Wu8Stanford Social Innovation Review (SSIR) www.impactgarden.org  (powered by TIIME)https://www.lmdf.lu/en/private-investors/more-information/impact-ecosystem-event-2018/https://group.bnpparibas/tempsforts/entrepreneuriat-social/act-for-impact

• Course title: Artificial Intelligence for Entrepreneurship and Innovation
• Number of ECTS: 4
• Course code: MEI-118
• Module(s): Module 1-Entrepreneurship in context
• Language: EN
• Mandatory: Yes

• Course title: Entrepreneurship Systems/ Incubators/ Science Parks
• Number of ECTS: 2
• Course code: MEI-43
• Module(s): Module 1-Entrepreneurship in context
• Language: EN
• Mandatory: Yes

Course objectives:•Clarify what are the different entrepreneurial systems•Co-create the Luxembourgish innovation system•Understand which incubator suits to student’s project•Prepare student’s start-up creation efficiently•Optimize student’s networking

On completion of the course unit successful students will be able to:Learning outcomes :•Management process skills: students will review how owner managers strategically grow, innovate, harvest and exit their businesses.•Inter-organisational skills: students will be able to identify how to access, negotiate resources and navigate the entrepreneurship ecosystem and innovation networks.•Innovation skills: students will be able to develop creative ideas and transform them into marketable goods and/or services.

The Entrepreneurial Ecosystem ConceptIntroduction and DefinitionThe Entrepreneurial Ecosystem Model + Empirical FindingsKey Principles to Develop Successful EcosystemsEntrepreneurial Ecosystem LifecycleActors in the Entrepreneurial Ecosystem and Their RolesEntrepreneurial Finance: Financing sources, business angels and venture capitalistsIncubators and Accelerators: Phases of the incubation process, Incubation Mechanism Model (IMM), Historic evolution of incubators, Incubator best practicesActors in the Luxemburgish ecosystem (workshop)Why is it important to understand the local eco-system (peer built)What is the local ecosystem? Keywords, search criteria etcHow to assess an incubator or accelerator? Building an ecosystem map together – software to be used? Google Site, Airtable? Other ideas?Implementation including keywords, criteria in software within teamsIf time permits: Main takeaways, what is missing in the ecosystem, wizard and showcasing the offering

☒ Seminar paper   70%☒ Presence, participation and involvement    30%

LITERATURE 

 

Main literature:

Cantner, U., Cunningham, J. A., Lehmann, E. E., & Menter, M. (2021). Entrepreneurial ecosystems: a dynamic lifecycle model. Small Business Economics, 57(1), 407-423.

Isenberg, D. J. (2010). How to start an entrepreneurial revolution. Harvard Business Review, 88(6), 40-50.

Leendertse, J., Schrijvers, M., & Stam, E. (2021).

Measure twice, cut once: Entrepreneurial ecosystem metrics. Research Policy, 104336.

Mian, S. A. (2016). Business incubation and incubator mechanisms. In P. H. Phan, S. A. Mian, & W. Lamine (Eds.): Technology Entrepreneurship and Business Incubation.

Imperial College Press, Singapore

.

Further reading:

Acs, Z. J., Autio, E., & Szerb, L. (2014). National systems of entrepreneurship: Measurement issues and policy implications. Research policy, 43(3), 476-494.

Pitchbook (2021). European Venture Report Q2 2021.

Link

Spigel, B. (2017). The relational organization of entrepreneurial ecosystems. Entrepreneurship Theory and Practice, 41(1), 49-72.

Stam, E. (2015). Entrepreneurial ecosystems and regional policy: a sympathetic critique. European Planning Studies, 23(9), 1759-1769.

Stam, E., & Van de Ven, A. (2021).

Entrepreneurial ecosystem elements. Small Business Economics, 56(2), 809-832.

Startup Genome LLC (2020). The Global Startup Ecosystem Report GSER 2020:

Link

 

WEBSITE

•http://www2.nbia.org/about_nbia/ 

• Course title: Digitalization & industrial revolution
• Number of ECTS: 3
• Course code: MEI-105
• Module(s): Module 2-Advanced innovation
• Language: EN
• Mandatory: Yes

•Equip students with state-of-the-art knowledge and best practices needed to successfully design and implement digital innovation strategies in entrepreneurial and established technology-driven corporate contexts;•Understand the different ways of how digital innovations disrupt established industries and create new markets, the role of positive and negative network effects, platforms, and winner takes all markets•Understand why data is so important for digitalization and how firms monetize data   •Design defensive and offensive digital strategies to maximize market shares and generate successful digital platforms

The focus is on digital innovations that disrupt established industries. We will do an opening module that highlights the fundamental change that all economies and almost every industry are going through. We will talk about new concepts of competition, platforms, artificial intelligence, cloud computing, Internet of Things and 3D-Printing. We will discuss Google, Amazon, Spotify, TripAdvisor and other business cases. In the process of these discussions, we will learn about disruptive digital innovations, why data is considered the new oil, scalability, network effects, technology strategy, and why intelligent digital assistants like Siri, Alexa and co might be predecessors of another industrial revolution.

☒ Presentation   50%☒ Class participation   50%

Recommended Reading

• Parker, van Alstyne, and Choudary, Platform Revolution, Norton, 2016.• Brynjolfsson, Erik and Andrew McAfee, The Second Machine Age: Work, Progress, and Prosperity in a Time of Brilliant Technologies, Norton, 2016.• McAfee, Andrew, and Erik Brynjolfsson, Machine, Platform, Crowd: Harnessing Our Digital Future, Norton, 2017.

• Course title: Innovation consultancy project
• Number of ECTS: 5
• Course code: MEI-44
• Module(s): Module 2-Advanced innovation
• Language: EN
• Mandatory: Yes

–        apply their theoretical knowledge to recent real world problems

–        understand and interpret real world innovation management problems

–        link real world innovation management problems to theories and concepts of innovation management

–        independently conduct a consulting project with a business partner

–        manage the relationship to company partners

–        write company reports

The students will gather practical knowledge about the topic of innovation management and get the chance to apply and deepen the more theoretical innovation management knowledge of the first year of the MEI by conducting an “innovation consulting project”. The specific topics of the audit projects will be defined together with the business partners as the students should work on real management problems of the company. Examples from the past years include topics such as:-        How to improve our new product development process?-        How to organize our new building to optimize knowledge flows between workers?-        How to/ Should we diversify our business for an unrelated innovative product idea?

30% seminar paper

70% presentation

LITERATURE 

The literature will be determined once the specific audit topics are defined together with the partner companies.The book “Strategic Management of Technological Innovation” by Melissa Schilling serves as a reference for the basic concepts.

• Course title: Financing Entrepreneurial Ventures
• Number of ECTS: 3
• Course code: MEI-109
• Module(s): Module 3-Strategic management & Development
• Language: EN
• Mandatory: Yes

Upon successful completion of this course students will be able to: •Understand the key concerns of current and potential investors.•Estimate the value of a business, using different methods and metrics.•Confidently present your business as an investment opportunity to potential investors.•Communicate with financial intermediaries, such as investment banks or private equity funds

In this course we will review and then continue where we left of in Financing Entrepreneurial Ventures I. Now that we are familiar with financial accounting, financial planning, assessing profitability and liquidity, capital budgeting, the cost of capital, and the tradeoff between debt and equity financing, we will focus in on capital raising and interacting with investors (such as banks and shareholders) and other stakeholders. They will all be interested in the value of the company. Enterprise Valuation will be a central theme in this course, as is communication (verbal and written).To convince investors and stakeholders, much convincing, idea-selling and negotiation is needed. In this course we will practice this through several interactive case studies.

☒ Written Exam  30%☒ Presentation  20%☒ Homework assignments  30%☒ Class participation  20%

Literature :

Brealey, A.R., Myers C.S., Marcus, J.A. (2020) Fundamentals of Corporate Finance. 10th edition, McGraw Hill.

The library has the 8th edition available as e-book. This edition can also be used to follow the course.

• Course title: Strategy development and execution
• Number of ECTS: 3
• Course code: MEI-45
• Module(s): Module 3-Strategic management & Development
• Language: EN
• Mandatory: Yes

On completion of the course unit successful students will be able to:•Gain an overview of what strategic management is about;•Develop the ability to think strategically about a business organization, its strategic position, and how it can gain sustainable competitive advantage;•Build skills in conducting strategic analysis in a variety of competitive situations and provide an understanding of the competitive challenges of firms;•Generate insights into the organizational processes by which strategies are formulated and executed.

The question of how firms manage to gain a competitive advantage and thus superior financial performance relative to their industry peers lies at the heart of strategic management research. The course discusses the different building blocks (e.g., a firm’s competitive positioning, its resource and capability base etc.) which may help a firm to generate a competitive advantage. The course also familiarizes you with various tools, concepts, and analytical frameworks which are meant to enhance your ability to define and analyse strategic problems and to identify sources of competitive advantage from both an industry and firm-level perspective.

40% Written Exam50% Presentations and/or Reports10% Class Participation 

Compulsory Course Readings

Strategy Analysis: Company Analysis

Prahalad, CK & Hamel, G. (1990). The Core Competence of the Corporation. Harvard Business Review, 68(3): 79-91.

Ulrich, D. & Smallwood, N.(2004). Capitalizing on capabilities. Harvard Business Review, 82(6):119-127

.

Topic Area

Cases/Articles

Strategy Analysis: Industry Analysis

Collis, D. (2016). Lean strategy. Harvard Business Review, March: 63-68.

Hambrick, D. & Fredrickson, J.W. (2001). Are you sure you have a strategy? Academy of Management Executive, 19(4): 51-62.

McGrath, R. (2013). Transient Advantage. Harvard Business Review, June: 62-70.

Porter, M.E.(2008). The five competitive forces that shape strategy. Harvard Business Review, 86(1): 78-93.

 

 

Strategy Analysis: Normative Frame

Porter, M. & Kramer, M.R. (2006).

Strategy & society. Harvard Business Review, 84(12):78-92.

Strategy Implementation

Neilson, G.L, Martin, K.L. & Powers, E. (2008). The Secrets to Successful Strategy Execution. Harvard Business Review, 86(6): 60-70.

Brauer, M. & Müller-Stewens, G. (2010).

Turning the conglomerate discount into a premium. Performance, 3(1): 76-81.

Mankins, M. C., Harding, D., & Weddigen, R. M. (2008). How the best divest. Harvard Business Review,(October): 92-99.

 

Recommended Reading

Contemporary Strategy Analysis, by Robert M. Grant, Sixth Edition (Blackwell Publishing)

• Course title: Entrepreneurial leadership
• Number of ECTS: 3
• Course code: MEI-96
• Module(s): Module 3-Strategic management & Development
• Language: EN
• Mandatory: Yes

•  Understand what leadership means in one’s personal life and in business. •  Show and explain that leadership is not a phenomenon in itself, but always ‘in 
context’ •  Explain why leadership is a necessary element in business practice and is strongly 
related to strategy and change management •  Integrate leadership issues in business case studies dealing with strategy and 
change in industries and business companies; •  Contribute to leadership issues (business and/or personal related) as presented 
and discussed in class •  Understand that leadership is part of a relationship between people where feelings 
of fear and trust play a role •  Become aware of the role of ethics in business •  Participate in dialogues in order to investigate problems with an open mind •  Connect leadership to personal awareness and growth •  Become aware of the role of leadership towards People, Profit and Planet in a 
global world. •  Define the current business model by using the Business Model Generation of 
Osterwalder •  Understand how to create, deliver and capture value •  Create new business models for current businesses •  Understand Corporate Social Responsibility •  Understand the impact of Corporate Social Responsibility as a strategy to increase 
value for an organization •  Understand Value Proposition Design: How to Create Products and Services 
Customers Want 

Course philosophyA successful change initiative in the context of an organization can be defined as bringing the organization from position A to position B in the fulfillment of a dream/vision or the implementation of a strategy. The key of a successful change lies in how you bring your people with you, so that the envisaged benefits of the vision and strategy are actually realized. At root, it is about process and people. But even process is just about people doing things…., so ultimately it is all about people, and processes that work for people.Change has an impact at two levels:1. Organizationalchange:inthesensethatnewprocesses,proceduresandstructures are created to realize the change.2. Personaltransition:emotionalandpsychologicalchangeprocessesofthepeople involved in the change process.Leading people through a personal transition is as important, as managing the change process itself (in terms of formal processes, procedures and structures to be adjusted). Leadership requires high levels of emotional intelligence. Your level of emotional awareness – and the extent to which you embrace and harness the emotional dimension of your organization – is linked positively to the chance of change success and organizational performance. In our view change management, strategy and leadership is about processes AND people.In this course, we recognize the emotional dimension and what it takes to lead the people impacted by the change through the stages of personal transition – noting that the more strategic (bigger!) the change the greater the need to address this dimension.Entrepreneurship:The scale and speed at which innovative business models are transforming industry landscapes today is unprecedented. For entrepreneurs and executives it is time to understand and to methodically address the challenge of business model innovation. It is about creating value, for companies, customers, and society.In this course we will look in to these issues, guided by The new psychology of leadership, A. Haslam (ISBN 978-1-84169-610-2) and The 7 habits of highly effective people, S. Covey (ISBN 978-1-4767-4005-8).It will be an interactive course and it will give tools how to rewrite a business model by breaking down patterns and routines.

2 seminar papers (1 personal and 1 in group)

2 presentations (1 personal and 1 in group)

Attendance and participation

LITERATURE 

 

Books to read:

1. The new psychology of leadership, A. Haslam (ISBN 978-1-84169-610-2) 2. The 7 habits of highly effective people, S. Covey (ISBN 978-1-4767-4005-8).

 

• Course title: Research Design, Quantitative and Qualitative Methods
• Number of ECTS: 5
• Course code: MEI-110
• Module(s): Module 4-Research skills and methods
• Language: EN
• Mandatory: Yes

• Define the objectives of a research project, including the identification and diagnosis of problems;• Design a valid and practical plan to meet these objectives, including strategies for gaining access to organizations and people;• Design and apply appropriate research methods, with an understanding of the dimensions of both quantitative and qualitative research and a capacity to evaluate different research designs and methodologies;• Analyze the collected material/data systematically, and draw interpretations;• Write a clearly structured, adequately expressed research report;• Present written work within tight time constraints.• Write a script file.• Import native-type data sets and several other types of data sets.• Explore your data.• Run basic statistical tests.• Run OLS regressions.• Create graphs and plots.

 This course provides students with knowledge and understanding of a range of research methods, techniques and skills and how they have been used to address particular research questions in management and business settings. Students learn the contrasting perspectives that underpin management and business research. Students have the option of writing a research report in the form of a thesis, highlight their motives, conduct research to gather data, consult relevant literature, and follow a structured methodology in order to reach a conclusion that serves as a prescription or solution for the problem. They can also write a business plan.This course is designed to provide students with the basic tools to work with data using the open source package gretl.For more details, see the syllabus of the course (available on moodle).

Written exam for the quantitative seminar

Assignment for the quantitative seminarAssignment for the qualitative seminar

Oral exam for the qualitative seminar

Presentation for the qualitative seminar

LITERATURE

 

•Fischer, C. (2010), Researching and writing a dissertation, FT Prentice Hall, 3rd edition.•Saunders, M., Lewis, P. and A. Thornhill (2007), Research Methods for Business Students, FT Prentice Hall, 4th edition.

• Course title: Individual business plan or thesis
• Number of ECTS: 30
• Course code: MEI-82
• Module(s): Individual business plan or thesis
• Language: EN
• Mandatory: Yes

Develop an ability:

To formulate and undertake a piece of original research, which has relevance to contemporary management issues and problems

OR

2. To write a business plan.

Integrate and inter relate concepts, techniques and skills acquired in the course of the programme

Acquire an appreciation of existing research and relevant theoretical perspective, which have a direct bearing on the report topic.

 

During semester 4, students prepare a business plan or a thesis that aim at refining their professional projects. Both works rely on the ability of students to use and apply research methods on a specific topic (for the thesis) or on the business creation (for the business plan).

Supervision of the thesis or the business plan.

Written Exam  50% : Thesis or Business planOral Exam  50% : Presentation of the thesis or the business plan.