Rev - University of Southern California



BUAD 301 - Technology EntrepreneurshipSyllabus - Spring 2018Mondays, 6:00p – 8:30p, JFF 414, 3 unitsProfessor: Pai-Ling YinOffice: JFF 515E-mail: pailingy@marshall.usc.eduOffice Hours: by appointmentCourse DescriptionThis course provides an introduction to the fundamentals of technology entrepreneurship. BUAD 301 helps undergraduate students majoring in science, engineering, or other non-business disciplines to understand key principles of entrepreneurship and the unique challenges of technology company formation from the entrepreneur’s perspective. Major class topics include learning to identify and evaluate innovation opportunities, assessing an industry, validating a market, intellectual property strategies, the founding team, business models, entrepreneurial economics, and funding a new venture.Understanding the process of starting and growing a company is essential for pursuing an entrepreneurial path. It is also a mindset, a way of looking at things that is opportunity-focused and creative. It is about creating a better world. It is about challenge, risk, persistence, and the ability to innovate—to improve on the old or invent the new. It is my hope that this course will not only introduce you to technology entrepreneurship, but will also foster this entrepreneurial spirit in you.NOTE: This course duplicates credit with BAEP 423, BUAD 450, & BUAD 451. This course serves as a pre-requisite for BAEP 452 & BAEP 453Learning ObjectivesGlobal Objective: Understand and apply the fundamental concepts, theories, principles, and practices of technology entrepreneurship and the role that technology entrepreneurship plays in the economy and society.Detailed Objectives:Develop an in-depth understanding of the entrepreneurial process, the activities inherent in the process, and the related challenges and opportunities, including ethical issues.Develop critical thinking, idea generation, and decision-making abilities by analyzing situations and formulating strategies for complex entrepreneurial cases, and by conducting a semester-long startup opportunity project.Develop leadership skills, particularly in the areas of team leadership and entrepreneurial leadership.Develop oral and written communication skills by learning to craft an effective concept statement, develop an in-depth industry analysis, and deliver a persuasive business story.Effectively articulate, critique, defend, question, and reformulate your technology entrepreneurship plans during a discussion with peers.Required MaterialsThere is no textbook for the course. Harvard readings can be purchased at a discount using the following link: . Other readings are free on Blackboard or through USC libraries.Course NotesCourse communication will take place through announcements in class, emails, and on Blackboard (blackboard.usc.edu). Changes will be made to the syllabus throughout the semester, so always check the most current version on Blackboard. Slides will be posted after class on Blackboard. It is imperative that you have a fully operational Blackboard account with a current and correct email address posted. By default, Blackboard uses your USC email address (username@usc.edu) for sending emails; if this is not your primary email account, please make sure to forward your USC email to the account you use. You are responsible for ensuring that messages will not bounce back due to your storage quota being full.Grading PoliciesHistorically, the average grade for this class has been 3.3. (B+). To achieve an A or A- in this class, you will need to go well beyond the minimum requirements as stated in the syllabus in terms of the quality of your work and your involvement in and contribution to the class. An A is a sign of superior work and, much like the efforts of entrepreneurs, reflects the fact that you stood out from the crowd. Your final grade is based on the following components:Class Participation15015%(individual)In-Class Quizzes 3020%(individual)Pre-Class Surveys 2510%(individual)Tech Venture Idea 15 5%(individual)Industry Analysis 25 5%(team)Customer Discovery Report 3010%(team)Pitch Presentation 3010%(team)Pitch Feedback 5010%(team)Feedback Response 50 5%(team)Video Pitch 10 5%(team)Self-Reflection & Peer Evaluation 20 5%(individual) 435100%Class ParticipationStrategic analysis is not accomplished through the routine application of formulas, but rather through reasoned analysis under conditions of limited information and uncertainty. One of the primary goals of this course is to help you develop the ability both to clarify your own position on a technology entrepreneurship question and to be able to articulate and defend it clearly. Sharing your perceptions and ideas with others is crucial for learning and for understanding how the diverse opinions that you are likely to encounter in an organization are debated. You will find yourself presenting and testing new ideas that are not wholly formulated and assisting others in shaping their ideas as well. You should be prepared to take some risks and be supportive of the efforts of others. It is impossible to earn a participation grade if you are not in class. Participation is graded on both quantity and quality, with quality carrying the most weight. Quality is assessed by the following categorizations:Outstanding Contribution: Your contributions reflect considerable preparation; they are substantive and supported by evidence from the case, readings, and logic. Your comments or questions create a springboard for discussion by making a critical insight. You synthesize and build upon what has already been said in the discussion. The class learns from you when you speak; in your absence, the discussions would suffer.Good Contribution. You come prepared with substantiated comments. You demonstrate good insight and clear thinking. You are able to make some connection to what has been said in prior discussion. The class notices when you’re not part of the discussion.Minimal Contribution. You participate but are unprepared. You rarely offer interesting insights into the discussion; it appears that you are not listening to what others are saying during discussion.No Contribution. You say little or nothing in class. If you were not in the class, the discussion would not suffer.I consider the following dimensions when assessing quality:Relevance -- does the comment bear on the subject at hand? Does the comment react in an important way to what someone else has said? Analysis -- is the reasoning employed consistent and logical? Are the logical antecedents or consequences of a particular argument traced out? Comments that push the implications of a fact or idea as far as possible are generally superior.Evidence -- have data from the case, readings, personal experience, or general knowledge been employed to support the assertions made?Importance -- does the contribution further our understanding of the issues at hand? Is a connection made with other cases we have analyzed or courses? Does the speaker sustain a line of argument or point of view through a significant part of the class session, or is it an isolated comment?Clarity -- is the comment succinct and understandable? Does it stick to the subject or does it wander?Risk taking -- Is there a willingness to challenge the ideas that are being expressed? Is there a willingness to test new ideas, play the devil’s advocate?Classroom Conduct: Exhibiting body language that indicates you are an engaged listener will increase your participation grade. Properly acknowledging and crediting other people who have mentioned an idea before you is also rewarded. Activities that disrupt our class discussions will lower your participation grade, e.g., arriving late, leaving early, side conversations in class, leaving and re-entering the classroom during case discussions or lectures. If you need to arrive late or leave early, please let me know in advance. Class preparation: With a reading, you should be able to outline the problem that the article addresses, describe the core points of the reading, and, most importantly, offer your analysis of the strengths and weaknesses of the reading’s central argument. START () is a great guide for analysis of this type of reading. With a case, you should be able to identify the key issues, problems, and opportunities facing the central protagonists, to articulate and evaluate alternative approaches to the problems, and to describe the course of action that you recommend and the reasons for your recommendations. USC-CT () is a great guide for case analysis. I highly recommend the other learning modules at this site: and Grading Detail Further details on each assignment will be provided in class and on Blackboard.In-Class Quizzes: You will be asked 20 multiple choice questions regarding the reading throughout the course. The answers will be discussed in class immediately following the quiz. You get 1 point for making an attempt to answer. A right answer gets an extra half point.Pre-Class Surveys: There will be 10 pre-class surveys. Completing the survey by the due date & time earns you full credit. No credit for late submissions. Tech Venture Idea: Identify a significant problem which interests you and propose a technology solution. Explain the problem and why you care about it. Identify who and how many have the problem. Identify who has tried to solve it thus far and how. Explain how your solution could be better than the competition. 2 pages max, excluding graphics/tables. Industry Analysis Report: Select 1 solution to pursue from those unearthed by your team in the previous assignment. Explain why you chose this solution over the other options. Define the relevant industry, and conduct an industry analysis. Identify the types and list examples of the constituents in each of the 5 forces. Assess the threat posed by the constituents in each of the 5 forces. Explain how you will addresses the challenges identified in your industry analysis. Explain how your solution will make money. 6 pages max, excluding graphics/tables.Customer Discovery Report: Your team will construct a business model canvas (BMC) with hypotheses to test and a customer discovery interview script that tests those hypotheses. The team will then document 10 in-person or phone customer interviews, explaining why you chose to interview that person, a write up of their answers and any new questions you asked, and a summary of the new and interesting things you discovered from the interview, indicating which hypotheses were validated or falsified. Update the BMC, and turn that in with the interview script(s) and 10 interview documents.Pitch Presentation: Your team will give a presentation explaining your tech venture. What is the problem, who and how many have the problem, why should the class care, what are the existing solutions out there, why won’t they work as well as your solution, who is your biggest competition, why is your business defensible, what would it take to execute your plan (e.g., what employees and industry partners would you need), how much would it cost to execute your plan, how would you make money, how much money do you predict you would make, what are the biggest challenges/risks to?your venture, and what you might be able to do to address those challenges and?mitigate those risks? 10 minutes max. Pitch Feedback: Your team will assess the pitches of each of the other teams, summarizing the elements that distinguished better from worse presentations, and providing constructive feedback/suggestions and pointing out questions they need to answer for you to believe that their business to succeed.Feedback Response: Your team will summarize the findings in the feedback you receive from the other teams and provide answers to their questions and explain how you would change your business plan to address their suggestions and concerns.Video Pitch: Your team will produce a video that presents your opportunity and solution and your desired action from a viewer in an inspiring way. 5 minutes max.Self-Reflection & Peer Evaluation: You will write a reflection on what you learned in the course and how your team functioned, including a peer evaluation. 1)?Identify a new action,?question,?or way of framing analysis that you will apply from now on as a result of this class.?What was your original?????approach??How do you hope this will change??How do you hope you will benefit??Please identify which speakers,?readings,?class discussions,?and team discussions led to and reinforced this learning.?2)?Consider the work and effort you put into this course.?What advice would you give a future student to get the most learning out of a) this course and?b) ??team work??What would you like to remind yourself to do to try to get the most out of courses and???team work going forward?(or if you are graduating,?in training and???teams for your job)??You will receive an email reminder with this self-reflection in the fall,?so please include an alternative email if the USC one won’t work in the fall,?and write this in a way that is clear and useful to yourself!?2 pages max. Please also complete the peer evaluation form posted on BB.All written assignments must be typed at minimum in 12 pt font, single-spaced, with 1 inch margins. Do not exceed the page limit requirement for a particular assignment. Additional pages will not be read for grading purposes.All written work must be submitted to the Assignment Page on Blackboard by the time specified in the Course Schedule on the date due. No exceptions. If you will not be in class on the due date, your assignment must still arrive by the time and date it is due. You are certainly encouraged to turn in papers before the deadline. Please keep copies of all your papers and emails until the end of the semester.The assignment must be sent in a single Word/PDF document file labeled as follows: yourlastname/teamname_301_assignment name. You should put your name/team name on the actual assignment document at the top. Assignments that do not follow these rules will be returned and 5% of the total points will be deducted if returned in a timely manner (much like a restocking fee). Since all the assignments are submitted electronically, these requirements are necessary to maintain order and to find files quickly. DO NOT HIT ‘SUBMIT’ IN BLACKBOARD UNTIL YOU HAVE VERIFIED THAT YOU HAVE PROOFREAD YOUR FILE AND ARE UPLOADING THE CORRECT VERSION AND FILE FOR A PARTICULAR ASSIGNMENT. You have one chance to get it right. Those of you who file for grants or file income taxes with the IRS understand the importance of getting it right the first time.Assignments will be accepted after the deadline with the following penalties: Assignments turned in after the required time and within 24 hours of the date and time due will lose 10% of the total points possible. Papers turned in 24 hours after the due-date/time will lose 20% of the total points. No papers will be accepted 48 hours after the date/time due. Any material cited verbatim from its original source should be in quotes and contain a reference to a full citation for that source. Paraphrased work should also contain a reference to the source citation. See section on Academic Conduct below for guidance on plagiarism.University and Marshall PoliciesPlease read the following policies carefully. They are critical to your success in this course.LLOYD GREIF CENTER FOR ENTREPRENEURIAL STUDIES’ CONFIDENTIALITY POLICYThroughout the classes and events of the Lloyd Greif Center for Entrepreneurial Studies (“the Greif Center”), students will be exposed to proprietary information from other students, guest lecturers, and faculty. It is the policy of the Greif Center that all such information be treated as confidential.By enrolling in and taking part in the Greif Center’s classes and activities, students agree not to disclose this information to any third parties without specific written permission from students, guest lecturers or faculty, as applicable. Students further agree not to use any such proprietary information for their own personal commercial advantage or for the commercial advantage of any third party.In addition, students agree that any legal or consulting advice provided without direct fee and in an academic setting will not be relied upon without the enlisted opinion of an outside attorney or consultant without affiliation to the Greif Center.Any breach of this policy may subject a student to academic integrity proceedings as described in the University of Southern California Student Handbook SCampus and to any remedies that may be available at law.The Lloyd Greif Center for Entrepreneurial Studies, the Marshall School of Business, and the University of Southern California disclaim any responsibility for the protection of intellectual property of students, guest lecturers, faculty or staff who are involved in our classes or events. Receipt of this policy and registration in our classes is evidence that you understand this policy and will abide by it.Technology PolicyLaptop and Internet usage are not permitted during academic, professional sessions, or for guest speakers unless otherwise stated by the professor. Use of other personal communication devices such as mobile phones is considered unprofessional and is not permitted during academic or professional sessions. Videotaping faculty lectures or guest speakers is not permitted due to copyright infringement regulations. Audiotaping may be permitted ONLY if approved by the professor. Use of any recorded material is reserved exclusively for USC Marshall students registered in this class.Add/Drop ProcessIn compliance with USC and Marshall’s policies classes are open enrollment (R-clearance) through the first week of class. All classes are closed (switched to D-clearance) at the end of the first week. This policy minimizes the complexity of the registration process for students by standardizing across classes. We can drop you from our class if you don’t attend the first two sessions. Please note: If you decide to drop, or if you choose not to attend the first two sessions and are dropped,?you risk not being able to add yourself to another section this semester. You can only add a class after the first week of classes if you receive approval from the instructor.Academic IntegrityUSC seeks to maintain an optimal learning environment. General principles of academic honesty include the concept of respect for the intellectual property of others, the expectation that individual work will be submitted unless otherwise allowed by an instructor, and the obligations both to protect one’s own academic work from misuse by others as well as to avoid using another’s work as one’s own. All students are expected to understand and abide by the principles discussed in SCampus, the Student Guidebook ( or ).Students will be referred to the Office of Student Judicial Affairs and Community Standards for further review, should there be any suspicion of academic dishonesty. The Review process can be found at: . Failure to adhere to the academic conduct standards set forth by these guidelines and our programs will not be tolerated by the USC Marshall community and can lead to dismissal.Academic ConductPlagiarism – presenting someone else’s ideas as your own, either verbatim or recast in your own words – is a serious academic offense with serious consequences. Please familiarize yourself with the discussion of plagiarism in SCampus in Part B, Section 11, “Behavior Violating University Standards” . Other forms of academic dishonesty are equally unacceptable. See additional information in SCampus and university policies on scientific misconduct, SystemsDiscrimination, sexual assault, and harassment are not tolerated by the university. You are encouraged to report any incidents to the?Office of Equity and Diversity? or to the?Department of Public Safety . This is important for the safety of the whole USC community. Another member of the university community - such as a friend, classmate, advisor, or faculty member - can help initiate the report, or can initiate the report on behalf of another person.?Student Counseling Services (SCS) - (213) 740-7711 – 24/7 on callFree and confidential mental health treatment for students, including short-term psychotherapy, group counseling, stress fitness workshops, and crisis intervention. Suicide Prevention Lifeline -?1-800-273-8255Provides free and confidential emotional support to people in suicidal crisis or emotional distress 24 hours a day, 7 days a week. & Sexual Violence Prevention Services (RSVP) - (213) 740-4900 - 24/7 on callFree and confidential therapy services, workshops, and training for situations related to gender-based harm. Assault Resource CenterFor more information about how to get help or help a survivor, rights, reporting options, and additional resources, visit the website: of Equity and Diversity (OED)/Title IX compliance – (213) 740-5086Works with faculty, staff, visitors, applicants, and students around issues of protected class. Assessment Response and SupportIncidents of bias, hate crimes and microaggressions need to be reported allowing for appropriate investigation and response. Support & Advocacy – (213) 821-4710Assists students and families in resolving complex issues adversely affecting their success as a student EX: personal, financial, and academic. at USC – Tabs for Events, Programs and Training, Task Force (including representatives for each school), Chronology, Participate, Resources for StudentsIMPORTant!!!! Receipt of this Syllabus and registration in this COURSE will serve as evidence that you understand and accept the requirements of THE course.The course schedule begins on the next pageWEEKTOPIC AND ACTIVITYPREPARATION FOR CLASSDELIVERABLE1: Jan 8IntroductionCourse LogisticsImpromptu pitchesNonePost-Class “Survey”: Due 11a, Wed Jan 10. Post one narrative paragraph about yourself on Blackboard in the “Who am I?” discussion board. Include background and interests relative to technology entrepreneurship. Please indicate if you are trying to start a business or a new project inside an established firm!2: Jan 15MARTIN LUTHER KING, JR. DAY3: Jan 22Opportunity IdentificationGuest Speaker:Dan Toomey, President, LoanGiftingQuiz + DiscussionDo an internet search on the guest speaker and firm. Prepare a question to ask him/her.BB: Allen, K. (2010) “Recognizing and Screening Technology Opportunities,” Entrepreneurship for Scientists and Engineers, Chapter 2, Pearson/Prentice Hall.BB: Taleb, N. (2010) “How to Look for Bird Poop,” The Black Swan: The Impact of the Highly Improbable (Random House: New York), pp. 165-171.HBS: Yin, P., “Strategy Reading: Technology Strategy,” Sections 1-2.2.1Pre-Class Survey: See BB for link. Due 11a TODAY4: Jan 29Founding TeamsGuest Speaker:Brian Conyer, CEO, GiblibQuiz + Discussion Do an internet search on the guest speaker and firm. Prepare a question to ask him/her.HBS: Wasserman, N., “Assembling a Startup Team.”Wasserman, N. (Feb 2008) “The Founder’s Dilemmas,” Harvard Business Review, 86:2, pp. 102-109. Available online via USC library.BB: Watch design videoTech Venture Idea: Due 1pm, Wed, Jan 31.Pre-Class Survey: See BB for link. Due 11a TODAY5: Feb 5Industry AnalysisQuiz + DiscussionTeam work timeReview your team’s tech venture ideas, pick the one you think will make the best project for the rest of the semester, and be prepared to articulate your reasons why.Porter, M. (Jan 2008) “The Five Forces that Shape Competitive Strategy,” Harvard Business Review, 86:1, pp. 78-93. Available online via USC library.Suster, M. (2016). “How to Decrease the Odds that Your Startup Fails,” Both Sides of the Table. Survey: See BB for link. Due 11a TODAY 6: Feb 12Customer DiscoveryQuiz + DiscussionTeam work timePrepare hypotheses that your team should test in customer discovery. Blank, S. (May 2013) “Why the Lean Startup Changes Everything,” Harvard Business Review, 91:5, pp. 63-72. Available online via USC library.HBS: Yin, P., “Strategy Reading: Technology Strategy,” Section 2.2.2Pre-Class Survey: See BB for link. Due 11a TODAY 7: Feb 19PRESIDENTS’ DAYIndustry Analysis: Due 1pm, Wed, Feb 218: Feb 26Business ModelsQuiz + DiscussionBB: Gans, J. & Stern, S. (2016). “Choosing Your Entrepreneurial Strategy,” Entrepreneurial Strategy, Chapter 6, mimeo, MIT Sloan School.HBS: Yin, P., “Strategy Reading: Technology Strategy,” Section 2.2.3HBS: Hammermesh, R., Marshall, P., Pirmohamed, T., “Note on Business Model Analysis for the Entrepreneur.”HBS: Early Stage Business VignettesPre-Class Survey: See BB for link. Due 11a TODAY 9: Mar 5Market EntryQuiz + DiscussionHBS: Yin, P., “Strategy Reading: Technology Strategy,” Section 2.2.4Gourville, J. (June 2006) “Eager Sellers and Stony Buyers,” Harvard Business Review, 84:6, pp. 98-106. Available online via USC library. BB: Google Glass vs. Snap SpectaclesPre-Class Survey: See BB for link. Due 11a TODAY SPRING BREAK MARCH 10-1810: Mar 19LeadershipGuest Speaker:Robyn Ward, CEO, FounderForwardQuiz + Discussion Do an internet search on the guest speaker and firm. Prepare a question to ask him/her.BB: Gans, J. & Stern, S. (2016). “Architectural Strategy,” Entrepreneurial Strategy, Chapter 10, mimeo, MIT Sloan School.BB: Gans, J. & Stern, S. (2016). “Disruption Strategy,” Entrepreneurial Strategy, Chapter 8, mimeo, MIT Sloan School.Pre-Class Survey: See BB for link. Due 11a TODAY Customer Discovery Report: Due 3pm, Wed, Mar 21.11: Mar 26StorytellingGuest Speaker:TBAQuiz + Discussion Do an internet search on the guest speaker and firm. Prepare a question to ask him/her.BB: Gans, J. & Stern, S. (2016). “Value Chain Strategy,” Entrepreneurial Strategy, Chapter 9, mimeo, MIT Sloan School.Pre-Class Survey: See BB for link. Due 11a TODAY 12: Apr 2FundingGuest Speaker:TBAQuiz + DiscussionDo an internet search on the guest speaker and firm. Prepare a question to ask him/her.Miller, T. (Feb 3, 2016) “Term Sheets: The Definitive Guide for Entrepreneurs,” Capshare Blog Allis, R. “How to Raise Venture Capital,” The Startup Guide Survey: See BB for link. Due 11a TODAY 13: Apr 9Pitch Presentations Pitch Presentation Slides: Due 11:00a TODAY to pailingy@14: Apr 16Intellectual PropertyGuest Speaker:Julien Adams & Christin Cho, Dovel & Lovel, LLPQuiz + Discussion Do an internet search on the guest speaker and firm. Prepare a question to ask him/her.Intangible Advantage : “Can I Patent That?” “Can I Copyright That?” “Is It Fair Use or Infringement?” “What If Someone Infringes Your Copyright?” “Can I Trademark That?” “Establishing Your Trademark Protection.” “What If Someone Infringes Your Trademark?”BB: Gans, J. & Stern, S. (2016). “Intellectual Property Strategy,” Entrepreneurial Strategy, Chapter 7, mimeo, MIT Sloan School.BB: 2 Patents in “Patents for IP Class” folderHockett, L. & Teplitskiy, V. (2016) “Post-Alice Section 101 Eligibility Roadmap for Software Inventions,” Knobbe Martens Quinn, G. (2014) “The Ramifications of Alice: a Conversation with Mark Lemley,” IPWatchdog Survey: See BB for link. Due 11a TODAY Pitch Feedback: Due 1:00p, Wed, Apr 1815: Apr 23Course Wrap-up Guest Speaker:TBACourse evaluationsDo an internet search on the guest speaker and firm. Prepare a question to ask him/her.Review pitch feedback so you can ask any clarifying questions from classmates.Self-Reflection: Due 11:00a TODAYPre-Class Survey: See BB for link. Due 11a TODAYFINAL: May 7Video Pitch Screening7pm-9pmFeedback Response and Video Pitches: Due 6:00p TODAY to pailingy@Peer Evaluation: Due 11:59p TODAY ................
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