Entrepreneurship 101 Business Foundations

Fall 2016 Course Syllabus

Entrepreneurship creates value within existing or new organizations, as well
as the global community in which we live. The entrepreneurial process
begins with understanding the landscape, brainstorming and assessing ideas
leading to recommendations that solve the identified problem. This iterative
process allows you to understand and mitigate risk.
Entrepreneurship 101 is a boot camp where you will detect opportunities
while designing solutions to solving business problems. Your journey includes
introducing the tools you will need for success, including basic knowledge in
accounting, entrepreneurship, finance, global business, information systems,
management, and marketing. You, and your team, will make a credible,
persuasive, and supported strategic presentation to a group of external
alumni and community executives.

Instructor Information
Instructor: George Kokoros
Email:
gckokoros@suffolk.edu
Office:
By appointment
Phone:
617-320-3487
Office Hours:

Course Information
Section: ENT-101-J
Location: Beacon 103
Day/Time: T/TH 8:00 a.m.-9:15 a.m.
Prerequisites:
None
Credit Hours:
3 credits

Catalog Description: This course introduces students to foundational concepts in

business, including functional areas, the life cycle, competition, stakeholders and
ethical considerations. Students develop critical thinking by learning and using a
problem-solving process through a business situation analysis model to analyze
various situations that confront managers and founders of small, medium, and large
organizations. Students will gain an understanding of creativity, innovation, and
opportunity recognition techniques to identify, assess, and articulate feasible
business opportunities. Students will also develop tools for analysis, allowing them
to critically view business in a new and thoughtful way. The class culminates with
student teams presenting a detailed analysis and recommendations to a panel of
executives and persuading them that the recommended strategy is not only
feasible, but also practical for the stakeholders involved.
Suffolk University follows the Federal Governments Credit Hour definition: As an
amount of work represented in intended learning outcomes and verified by
evidence of student achievement that is an institutional established equivalence
that reasonably approximates no less than: One hour of classroom or direct faculty
instruction and a minimum of two hours of student work out of the classroom each
week for approximately fifteen weeks for one semester hour of credit. Therefore, to
maximize your success in this course, we expect six hours of preparation time spent
outside of the classroom to make the three hours of class time more valuable, per
week.

Instructors Additional Course Description

Entrepreneurship 101 is designed for your success in foundational business
terminology, opportunity recognition within existing or new organizations,
proficiency in Excel, utilization of a Business Situation Analysis Model (BSAM) and
S.W.O.T. techniques used for problem-solving, culminating in an end-of-semester,
high-stakes presentation to external alumni and community executives. However,
success is based on your individual commitment to this course as evidenced by
your preparation and performance in course deliverables.

Textbook & Course Materials

Required Text: Foundations of Business, by Pride, Hughes and Kapoor. Published
by Cengage, ISBN: 978-1305511064
A few copies of the textbook will be on 2-hour reserve (first-come, first served) at
the library but know that there are over 500 students taking the course this fall so it
may not always be available at the times you want it. Suffolk has negotiated
reasonable rental and purchase options through the bookstore. Please make
arrangements to have access to the book prior to the first day of class so that you
dont fall behind.

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Course Goals & Learning Objectives

The learning goals of this course are embedded in the four quadrants of the
undergraduate BSBA curriculum. While the focus of this course is around business
foundations, problem-solving techniques, opportunity recognition, and internal and
external presentations, this course may secondarily support other goals.
BSBA Learning Goal: Harness and Implement an Innovative Mindset
Upon graduation from Suffolk, successful students will recognize and foster creative
vision, meet and respond to ambiguity and risk in a variety of contexts, and cultivate
the knowledge and skills necessary to engage in innovation and collaboration across
disciplines.
Upon successful
Upon successful completion of
How the student will
completion of this
this course, students will be
be assessed on
course, students will: able to:
learning outcomes
LO1 - Know creative
Define innovation and creativity
vision around the
Opportunity
and how they are interrelated to
relationship between
recognition and
various business situations and
innovation and
assessment exercise.
market opportunities
creativity.
LO2 - Know,
Distinguish between creative ideas Opportunity
comprehend and apply
and opportunities.
recognition process
an opportunity
assignment.
assessment technique.
Understand opportunity
recognition as a process (idea to
Opportunity
opportunity).
recognition process
assignment.
Employ opportunity recognition
techniques.
Internal case analyses
and external alumni
and community
executive
presentations.
BSBA Learning Goal: Identify, Assess, and Solve Critical Situations
Upon graduation from Suffolk, successful students will develop core skills in critical
thinking and logical analysis.
Upon successful
Upon successful completion of
How the student will
completion of this
this course, students will be
be assessed on
course, students will: able to:
learning outcomes
L03 - Know and
Recall and recognize a tool and
BSAM or S.W.O.T.
comprehend an
technique for analytical reasoning. Analysis process
analytical reasoning and
embedded in internal
decision making tool.
Describe the relevance and the
case analyses and
assumptions of a tool and
external alumni and
technique of analytical reasoning
community executive
for problem-solving and decisionpresentations.
making.

LO4 - Know a tool for

Apply the tool and technique of

analytical reasoning for problemsolving and decision-making;
Interpret the analytical results for
decision-making.
Apply the use of BSAM, SWOT, and

Internal case analyses

and external executive
presentations.
Financial model

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processing and
organizing data

Microsoft Excel to support

decision-making.

included in each case

analysis using Excel.

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BSBA Learning Goal: Establish and Leverage Professional DNA

Upon graduation from Suffolk, successful students will be able to communicate
effectively in diverse contexts, put their education into practice, and engage in lifelong
learning. This includes essential interpersonal skills needed for effective leadership and
teamwork (planning, listening, negotiating, collaborating, etc.). It also involves
professional preparation such as early career planning, understanding and abiding by
ethical codes and professional standards, and career management knowledge and
skills.
Upon successful
Upon successful completion of
How the student will
completion of this
this course, students will be
be assessed on
course, students will: able to:
learning outcomes
LO5 - Know how to
Recognize the variety of contexts
Internal case analyses
communicate effectively in which communications occurs in and external alumni
across diverse contexts.
internal and external audiences.
and community
executive
presentations.
Entrepreneurial
Experience
Peer evaluations.

Integration with SBS-100

SBS-100 careerSTART is tightly integrated with ENT-101 in the areas of making
credible, persuasive, and supported team presentations. Presentations represent a
substantial component of your course grade (see rubric). The tools you learn in SBS100 are utilized as follows:
Step 1 - Team Formation using StrengthsQuest:
Team formation is a crucial process in your academic and professional career. While
there are circumstances where you may or may not control the team formation
process, understanding successful criteria for selecting team members will make
your experience more productive and enjoyable. Therefore, you will utilize
information obtained in your StrengthsQuest assessment, and its results, against
criteria you define in creating teams for each of your three case presentations. I will
provide you with additional information throughout the semester. For students who
did not take the Strengths Finder assessment, arrangements will be made for you to
take the assessment.
Step 2 - Research and Library Skills:
Credible and supported recommendations and conclusions are the result of extensive
research, not opinions. Therefore, you will utilize research skills taught by library
personnel to maximize identify key information necessary to support every aspect of
your presentation. Developing these skills throughout the semester will help you in Q
& A sessions after each presentation.
Step 3 - Presentation Skills:
Persuasiveness leverages credible and supported research and is critical to
convincing your audience that your recommendation makes sense. You will utilize
techniques learned in SBS-100, in addition to information and strategies I provide
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you to prepare for your three case presentations (including your executive
presentation at the end of the semester).

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Course Deliverables
You will be evaluated in the following areas:
Attendance (28 * .75 = 21 Points):
Your success in this course starts with coming to class on time and being prepared.
Each class session is as follows:
Timely attendance
Late (15 minutes or less)
Absent (or more than 15-minutes late)

0.75 points
0.25 points
0.00 points

IMPORTANT: IF YOU ARE ABSENT FROM MORE THAN FIVE CLASS SESSIONS,
YOU FAIL THIS COURSE.
If you have extenuating circumstances where you are going to miss class,
be late or leave early, please email me in advance. I dont differentiate
between excused and unexcused absences as this is a matter of your individual
privacy. Therefore, do not provide doctor notes, or other related information. If you
have a serious personal matter that will result in missing consecutive classes, please
discuss with me and the Dean of Students so we can assess the impact on this
course and develop a plan for success. Always communicate in advance, not after
the fact. I view advance communication and you taking control of your
responsibilities in a positive manner, and the contrary is true.
Class Preparation and Post-Chapter Tests (10 * 2 = 20 Points):
Being prepared for every class session is a critical requirement for your success in
this course. To assist you with your preparation, we utilize Post-Chapter Tests on
Blackboard to guide you through the preparation process. Each chapter test must be
completed the night before it is discussed in class. Specific chapter and case
assignments, as well as related due dates and times, are included in the course
schedule at the end of the syllabus. In addition, we use videos, simulations, and
other learning tools to reinforce your required reading. Timely completion of
assignments is the best way of being prepared for class, as well as achieving a
successful grade. Obviously, the contrary is true.
Entrepreneurial Experience (2 * 2.5 = 5 Points):
Entrepreneurial thinking allows you to see your professional aspirations in a more
creative and innovative way. The Center for Entrepreneurship has created an
executive speaker seminar series, along with skill-based workshops. These seminars
and workshops will help bring some clarity to your academic and professional
interests, as well as start building your network. You will be required to attend one
seminar and one workshop as scheduled throughout the semester. To reserve your
seat (seating is limited), visit entrepreneurship.suffolk.edu. While there will be
enough seats for all ENT-101 students to attend one of each, I recommend
scheduling your events sooner than later to avoid not having a seat later in the
semester. Unavailable seats will not be a reason for completing this requirement. A
ticket and your student ID is required for admission to each event. Walk-ins are not
permitted.
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Business Concept Exams (3 * 5 = 15 Points):

During the semester, there are three business concept exams conducted in class
based on topics as specified in the course schedule. In addition to using the
materials at the end of the chapter to study, three exam study guides will be posted
on Blackboard to assist you in your preparation.
Business Situation Analysis Model (BSAM) and SWOT (Case 1 = 5 Points,
Case 2 = 9 Points, Total = 14 Points):
Included in a separate handout, we will use the Business Situation Analysis Model
(BSAM) and SWOT to analyze all cases during the semester. The purpose of case
analysis is to give you practice (on two cases) in preparation of your final executive
presentations. There is a rubric on Blackboard that will assist you with expectations
related to each case presentation.
Final Executive Presentations using BSAM (25 Points):
Later in the semester, you and your team will prepare a final presentation before a
group of alumni and community executives around a business case to be
determined. The final executive presentations are the final validation of your
learning in the course and an opportunity to begin developing your network and
business reputation. There is a rubric on Blackboard that will assist you with
expectations related to the analysis and final presentation.

Grading / Evaluation
You will be evaluated and your grade computed using the following weighted
grading system:
Attendance (28 class sessions * .75 points)
Class Preparation (10 tests * 2 points)
Entrepreneurial Experience (2 events * 2.5 points)
Business Concept Exams (3 exams * 5 points)

21 points
20 points
5 points
15

points
Case Analysis #1
Case Analysis #2
Executive Presentation
Total

5 points
9 points
25 points
100 points

61% of your grade will be based on your individual performance, while 39% will be
based on your teams performance.
The above total will be reduced by any affect from the Use of Technology policy,
Academic Integrity policy, and the five-absence limit under Attendance. More than
five absences will result in a grade of F for this course.
Your final grade will be issued using the scale below based on your total points
(percent of total points earned from the assignments above divided by possible total
points):
Grading Scale
B+ (87 89 points)

A (93 points)
B (83 86 points)

A- (90 92 points)
B- (80 82 points)
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C+ (77 79 points)
D+ (67 69 points)

C (73 76 points)
D (63 66 points)

C- (70 72 points)
F (62 or fewer
points)

As a courtesy, I use a learning management system (Blackboard) to provide you

with timely grading and a running weighted average. However, I reserve the right to
make changes that are necessary to make sure that your final grades are indicative
of the weights assigned to your assignments (software upgrades have been known
to create calculation errors from time to time). If you see anything that looks
unusual, please alert me as soon as possible .
Late Work:
Given the importance of class preparation and related assignments, all assignments
must be submitted by the due date and late work is not accepted.
Extra Credit:
Given the commitment and preparation by the Entrepreneurship 101 team to make
sure that the depth and volume of assignments are adequate to evaluate your
grade as it relates to the learning goals and objectives for this course, extra credit is
not offered.
Use of Technology:
Given that all course documents are on Blackboard, there are some limited times
when use of technology is encouraged in the classroom. When advised, students
may use technology for opening assignments or other class materials, researching
topics that will enhance class discussion, or to work on group assignments.
However, using cell phones or technology for any other purpose will result in a
reduction in your final course grade as follows:
1st occurrence
2nd occurrence
(5 pts.)
3rd occurrence
(10 pts.)
4th occurrence
(20 pts.)

Warning
1/2 letter grade reduction
1 letter grade reduction
2 letter grade reduction

Course Policies
This course abides by University policies that can be found at
www.suffolk.edu/syllabus. This link will provide you with information and services
related to:

Academic Honesty, Cheating and Plagiarism

All Student Resources

Professionalism:

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In order to support an interactive environment in class, distractive and

unprofessional behavior will not be allowed. Please note that if your classroom or
written behavior is deemed inappropriate and/or unprofessional, you will receive a
warning. If this inappropriate behavior continues, you will receive a reduction of
at least one letter grade from your overall course grade. If you are unsure of
what behaviors the professor and the University deem appropriate/inappropriate
please see the list of professionalism standards at the end of the syllabus and the
Community Standards and Student Conduct section of the student handbook at:
http://www.suffolk.edu/studenthandbook/17765.php.
Disability Accommodations:
Statement on Accommodations for Students with Disabilities
If you determine that you need formal, disability-related accommodations, it is very
important that you register with the Office of Disability Services (located at 73
Tremont Street, 7th floor, 617.994.6820, disabilityservices@suffolk.edu) and notify
me of your eligibility for reasonable accommodations. We can then plan how best to
implement your accommodations. For more information, visit
www.suffolk.edu/disability.
Canceled Classes:
I will always try to stay on schedule when class is canceled. Cancellations do not
result is pushing the schedule back and all deliverables will be due on the same due
dates as indicated in the syllabus unless I send out notice otherwise. If I cancel
class, I will do so by communicating via your Suffolk email account.
If a class is cancelled for any reason, we will follow the course schedule and all
deliverables will be due on the same due dates as indicated in the syllabus. We will
hold the make-up class on the first designated make-up day after the cancelled
class. Again, be sure to check your email and Blackboard for any course specific
announcements.
Email Communication:
For email purposes, I will use ONLY your Suffolk email address.
Course Schedule:
Please refer to the course schedule for readings, assignments, and deliverables.

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Professionalism Standards
Professionalism
Factor
Team Work (Civic
Behavior)

Integrity

Coordinating/
Leading Others

Interpersonal

Flexibility/
Adaptability

Tact

Managing
Conflict, Stress
and Setbacks

Civil Behavior

Assessment Criteria

Builds team spirit and motivates team.

Carefully balances interests of the team and personal interests.
Able to compromise in order to reach agreement to benefit the goal of the group.
Willing and able to work with others toward a common goal.
Pitches in to help the group and maintains contributions to the team throughout
the entire project.
Respects team members personal situations and conflicts.
Honors commitments.
Keeps information confidential when appropriate.
Carries out tasks and responsibilities in an ethical and honest manner.
Knows when to be discreet.
Commands respect and attention.
Influences the opinions, attitudes and actions of others.
Inspires others to achieve greater performance.
Motivates and influences others to achieve a common goal.
Understands the tasks at hand and ensures that everyone is on the same page.
Open and considerate of needs and views of others.
Sensitive and responsive to others and their opinions.
Achieves results working in a positive, supportive and co-operative manner.
Speaking in a language that everyone listening can understand.
Shifts priorities when appropriate.
Adapts well to ambiguity and stress.
Copes with unforeseen circumstances.
Responds to suggestions and comments from others.
Acts respectful and politely when dealing with others.
Maintains keen sense of what to do or what to say; diffuses potential conflicts.
Deals with students and faculty in a sensitive and responsible way.
Understands what to say or not to say in order to avoid offending others.
Handles others effectively in trying situations.
Avoids escalating conflict by keeping focused on priorities and accommodating
different perspectives.
Openly encourages co-operative solutions in conflict situations.
Seeks to prevent personal differences from exacerbating conflicts.
Recognizes and faces problems or stresses that test coping skills.
Responds gracefully to failures and setbacks.
Avoids disruptive or discourteous behaviors in classroom and at school events.
Sets a good example, when appropriate.
Treats classmates with dignity and respect.

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