Sample Curricula Bachelor of Science in Entrepreneurship

SAMPLE OR SUGGESTED CURRICULUM ALIGNED TO OUTCOMES-BASED
EDUCATION (OBE) FOR BACHELOR OF SCIENCE IN ENTREPRENEURSHIP
PROGRAM SPECIFICATIONS
I. Program Description
1.1 Degree name:

Bachelor of Science in Entrepreneurship (BS Entrep). Entrepreneurship
shall not be offered as a major field of any other business education
program.
1.2 Nature of the Field of Study
Many entrepreneurs have achieved great success without the benefit of formal
training. However, for every successful new business that we see, there are
many more failed ventures that we never hear about. Through its combination
of classroom training and experiential learning, the BS Entrepreneurship
program will develop aspiring entrepreneurs acquire the competency in starting
up and managing a business
1.3 Program Goals
The BS Entrepreneurship program aims to develop highly motivated individuals

who are not just able to scan the environment and identify business
opportunities, but can mobilize the necessary resources to tap these
opportunities on a continuing basis, typically through the creation of a new
enterprise. Likewise, it develop individuals with entrepreneurial mindset
contribute a significant role in the management and leadership of large
(existing) organizations.
1.4 Specific professions/ careers/ occupations
After completion of all academic requirements of the program, graduates of BS

Entrepreneurship should be able to set up and manage their own business or
pursue a career in any type of organization either private or public where basic
business and management functions and leadership are involved.
1.5 Allied Fields

(Edit)-Science, art and technology courses are also considered allied
fields.
Entrepreneurship is functionally most closely related to the fields of business
administration, management, marketing, operations, human resources
management, finance, economics, agribusiness, industrial psychology and hotel
and restaurant management. However, entrepreneurs need to develop products
SAMPLE OR SUGGESTED CURRICULUM ALIGNED TO OUTCOMES-BASED EDUCATION (OBE) FOR 1
BACHELOR OF SCIENCE IN ENTREPRENEURSHIP
to sell, and many of these products are science-based. Thus, most fields of
science and applied science, especially Computer Science and the different
branches of Engineering, can also be considered allied fields.
II. Program Outcomes
The minimum standards for the BS Entrepreneurship program are expressed in

the following minimum set of learning outcomes.
2.1 Common to all programs in all types of schools
The graduates have the ability to:
a. Discuss the latest developments in the specific field of practice.

(PQF level 6 descriptor)
b. Communicate effectively using both English and Filipino, orally and
in writing
c. Work effectively and independently in multi-disciplinary and multi-
cultural teams. (PQF level 6 descriptor)
d. Exemplify professional, social, and ethical responsibility
e. Preserve and promote “Filipino historical and cultural heritage”
(based on RA 7722)
2.2 Common to the general field of Business and Management
A graduate of a business or management degree should be able to:
a. Implement the basic functions of management such as planning,

organizing, staffing, directing, leading and controlling
b. Apply the basic concepts that underlie each of the functional areas of
business (marketing, accounting, finance, human resources
management, production and operations management, information
technology, and strategic management) to business situations
c. Use the proper decision tools to critically, analytically, and creatively
solve problems and drive results
d. Communicate effectively with stakeholders both orally and in writing
e. Use information and communication technology (ICT) effectively and
efficiently
f. Work well with others
g. Manage people and offices effectively in the performance of
leadership functions
h. Demonstrate corporate citizenship and social responsibility
i. Exercise high personal moral and ethical standards.

2.3 Specific to the Entrepreneurship major
A graduate of BS Entrepreneurship should be able to:
a. Conduct a self-assessment identifying personal entrepreneurial traits

and competencies.
b. Scan the environment to identify business opportunities
c. Identify possible entrepreneurial venture and develop their respective
profiles.
d. Select the project to be developed into a business and prepare a
business Plan.
e. Prepare and comply with requirements for business start up.
f. Operate and manage the enterprise as good governance and social
responsibility are practiced
a. Practice good governance
b. Demonstrate social responsibility.
2.4 Common to a horizontal type as defined in CMO 46 s 2012

a. Graduates of professional institutions demonstrate a service
orientation in their profession,
b. Graduates of colleges engage in various types of employment,
development activities, and public discourses, particularly in
response to the needs of the communities that they serve
c. Graduates of universities generate new knowledge using research
and development projects
Graduates of State Universities and Colleges must, in addition, acquire

the competencies to support “national, regional and local development
plans.” (RA 7722)
A PHEI, at its option, may adopt mission-related program outcomes that

are not included in the minimum set.
II. Sample Performance Indicators
Performance Indicators are Specific, measurable statements identifying the

performance(s) required to meet the outcome, confirmable through evidence.

Table 1. Sample of Program outcome and Indicators common to all graduates of
business or management degree:
Program Outcomes Performance Indicators
Demonstrate corporate and Social Propose social responsibility strategies and

responsibility compliance action plan for a business
Implement the basic functions Prepare Comprehensive strategic business

of management such as plan
planning, organizing, staffing,
directing, leading and
controlling
Use information and Prepare a social media marketing plan.
communication technology
(ICT) effectively and efficiently
Work well with others Conduct a planning and problem solving
meeting to resolve issues related to a
planned business event.
Use the proper decision tools Apply appropriate quantitative tool to address
to critically, analytically, and a business case problem
creatively solve problems and
drive results
Table 2. Sample of Program outcome and Indicators for graduates of BS

Entrepreneurship
Program Outcomes Performance Indicators
1. Identify possible 1.2 Prepare industry or sector analysis and

entrepreneurial venture and discussion of business opportunities
develop their respective profiles within the industry or sector
1. 3 Prepare location analysis and site
mapping

2. Select the project to be 2.1 Prepare marketing plan
developed into a business and 2.2 Prepare production and operations plan
prepare a business plan 2.3 Prepare financial plan, with capital
budget, master budget, five-year
projections and formal income statements
2.4 Complete detailed business plan
3. Operate and manage the 3. Successfully operate a micro-venture for

enterprise as good governance at least one school year, with fully
and social responsibility are accomplished business registration and
practiced detailed business performance review
CURRICULUM
I. Curriculum Description
(a) The curriculum for BS Entrepreneurship is made up of a minimum of 150

units, including the required General Education, or GE curriculum. It covers
all major functional areas required in planning, setting up, and running a
business.
(b) These 150 units are divided into five (5) parts: (1) General Education Courses
- 51 units; (2) Basic Business Core Courses- 24 units; (3) Entrepreneurship
Core Courses –Incubation 19; Non-incubation 33 units; (4) Elective Courses -
9 units; and (5) Others (Physical Education and National Service Training
Program) - 14 units
(c) HEIs are encouraged to incorporate additional courses into their curriculum
on top of these 150 units, to reflect their particular contexts and their
respective missions.
II. Sample Curriculum
NO. OF UNITS
Course Lec Lab Total
I. General Education Courses 51
A. Humanities Cluster
1. English
a. Communication Skills, Part I 3 3
b. Communication Skills, Part II 3 3
2. Filipino
a. Filipino I 3 3
b. Filipino II 3 3
3. Humanities/Literature
a. Philippine Literature 3 3
b. Introduction to Philosophy with Logic &
3 3
Critical Thinking
c. Art, Man, and Society 3 3
B. Math/Science Cluster
1. Math
a. Business Math 3 3
b. Statistics 3 3
2. Natural Science
a. Environmental Science 3 3
b. Biology 3 3
3. Computer I (Introduction to Information
2 1 3
Technology)
C. Social Sciences Cluster
1. Philippine History with Politics and
3 3
Governance
2. Society and Culture with Family Planning 3 3
3. General Psychology 3 3
4. Basic Economics (with Taxation and Agrarian
3 3
Reform)
D. Mandated Course
1. Life and Works of Rizal 3 3
NO. OF UNITS
Course Lec Lab Total
II. Basic Business Core Courses - These courses
cover all the major functional areas of business, and
24
provide the foundational knowledge necessary for
business practice.
A. Management
1. Principles of Management 3 3
2. Human Behavior in Organizations (HBO) 3 3
B. Marketing
Principles of Marketing 3 3
C. Accounting
Accounting I (Financial Accounting) 3 3
D. Business Communication 3 3
E. Finance
Principles of Finance 3 3
F.Computer II (Computer Applications) 2 1 3
G. Strategy
Strategic Management 3 3

III. Entrepreneurship Core - The following are the
required major courses of the Entrepreneurship
52
curriculum, covering both theory and practice of
entrepreneurship.
A. Incubation 19
1. Entrepreneurial Mindset and Behavior 3 3
2. Opportunity Seeking 3 3
3. Business Plan Preparation 3 3
4. Business Plan Implementation I: Product
2 3 5
Development and Market Analysis
5. Business Plan Implementation II 2 3 5
B. Non-Incubation 33
1. Market Research and Consumer Behavior 3 3
2. Microeconomics 3 3
3. Business Law and Taxation, with focus on
Laws Affecting Micro, Small and Medium 3 3
Enterprises
4. Financial Mgt.(Financial Analysis for Decision
3 3
Making )
5. Management Accounting (partnership and
3 3
corporations)
6. Cost Accounting (Pricing and Costing) 3
7. Management of Innovation 3 3
8. Production and Operations Management 3 3
9. Social Entrepreneurship 3 3
10. Logistics and Supply Chain Management 3 3
11. Entrepreneurial Leadership in an Organization 3 3
IV. Elective Courses - HEIs may enhance the

curriculum by providing electives that can allow students
to pursue specific fields of interest within the general
area of entrepreneurship. This list is not intended to be
an exhaustive list of possibilities, and is provided simply
to help HEIs envision some of the courses that they
could offer as electives.
9
Note: These 9 elective units can also be utilized to
develop an area of specialization (a track or a minor)
within the major. For instance, an HEI could develop a
minor in Tourism Entrepreneurship by offering elective
courses such as Hospitality Management, Conventions
and Meetings Management, and Medical Tourism.
1. Franchising 3
2. Export Marketing 3
3. Entrepreneurial Marketing Strategies 3

4. Direct Marketing 3
5. Wholesale and Retail Sales Management 3
6. E-commerce 3
7. Agribusiness 3
8. Family Business Management 3
9. Small Business Consulting/ Business 3
Development Services
10. Microfinancing 3
11. Venture Finance 3
12. Retailing 3
13. Managing a Manufacturing Enterprise 3
14. Managing a Service Enterprise 3
15. Creativity in Problem Solving 3
16. Negotiation 3
17. Events Management 3
18. Hospitality Management 3
19. Management of Technology 3
20. Macroeconomics 3
20. Business Ethics 3
V. PE/NSTP 14
A. Physical Education
1. Physical Education 1 2
B. National Service Training Program
1. National Service Training Program 1 3
2. National Service Training Program 2 3
VI.SUMMARY
A. General Education Courses (GE) 51
B. Basic Business Core 24
C. Professional Courses-Entrepreneurship Core 52
1. Incubation 19
2. Non-incubation 33
D. Elective Courses 9
E. PE/NSTP 14
TOTAL 150

III. Sample Program of Study
FIRST YEAR
Semester 1 Lecture Laboratory Units
Communication Skills – Part I 3 3
Filipino I 3 3
Mathematics I 3 3
Computer I (Introduction to Information 2 1 3
Technology)
Principles of Management 3 3
PE 1 (2) (2)
NSTP (3) (3)
Sub Total 18 20
Communication Skills – Part II 3 3
Filipino II 3 3
Mathematics II 3 3
Natural Science I 3 3
Computer II (Computer Application) 2 1 3
PE 2 (2) (2)
NSTP (3) (3)
Sub Total 18 20
SECOND YEAR
Social Science I 3 3
Humanities I 3 3
Natural Science II 3 3
Accounting I-Financial Accounting 3 3
Microeconomics 3 3
Principles of Marketing 3 3
PE 3 (2) (2)
Sub Total 18 20
SECOND YEAR
Social Science II 3 3
Humanities II 3 3
Entrepreneurial Mindset and Behavior 3 3
Market Research and Consumer Behavior 3 3
Management Accounting 3 3
Business Law and Taxation/ Laws 3 3
Affecting Micro, Small and Medium
Enterprises
PE 3 (2) (2)
Sub Total 20 20

THIRD YEAR
Social Science III 3 3
Production and Operations Management 3 3
Principles of Finance 3 3
Business Communication 3 3
Opportunity Seeking 3 3
Cost Accounting 3 3
Sub Total 18 20
THIRD YEAR
Humanities III 3 3
Business Plan Preparation 3 3
Logistics and Supply Chain Management 3 3
Human Behavior in Organizations 3 3
Management of Innovation 3 3
Financial Analysis for Decision Making 3 3
Sub Total 18 20
FOURTH YEAR
Life and Works of Rizal 3 3
Strategic Management 3 3
Business Plan Implementation I: Product 2 3 5
Development and Market Analysis
Elective 1 3 3
Elective 2 3 3
Sub Total 18 3 17
FOURTH YEAR
Social Science IV 3 3
Entrepreneurial Leadership in Organization 3 3
Business Plan Implementation II 2 3 5
Social Entrepreneurship 3 3
Elective 3 3
Sub Total 14 3 17

IV. Sample Curriculum Map
1.Perform self assessment and analyze personal entrepreneurial traits and

competencies
2. Scan the environment for business opportunities
3. Identify possible entrepreneurial venture and develop their respective profiles
4. Select the project to be developed into a business and prepare a business plan
5. Prepare and comply requirements for business start up
6.Operate and manage the enterprise as good governance and social
responsibility are practiced
Courses 1 2 3 4 5 6
A. Incubation
1. Entrepreneurial Behavior L O L O O P
2. Business Opportunity 1 P L L P P P
3. Business Opportunity 2 P L P P P P
4. Business Plan Preparation P P P P P P
5. Business Plan Implementation I P P P P P P
6. Business Plan Implementation II P P P P P P
B. Non-Incubation
1. Market Research and Consumer Behavior P L P P P P
2. Entrepreneurial Marketing Strategies L L P P P P
3. Microeconomics P P O P P P
4. Business Law and Taxation, with focus on
Laws Affecting Micro, Small and Medium P P L P P P
Enterprises
5. Financial Mgt. P L P P P P
6. Costing and Pricing P L P P P P
Courses 1 2 3 4 5 6
7. Management of Innovation L L L P P P
8. Production and Operations Management P L P P P P
9. Social entrepreneurship P O L P P P
10. Logistics and Supply Chain Management P L P P P P
11. Entrepreneurial Leadership in an L P P P P P
Organizations

Elective Courses - HEIs may enhance the curriculum by providing electives that
can allow students to pursue specific fields of interest within the general area of
entrepreneurship. This list is not intended to be an exhaustive list of possibilities,
and is provided simply to help HEIs envision some of the courses that they could
offer as electives.
1. Franchising
2. Export Marketing
3. Direct Marketing
4. Wholesale and Retail Sales Management
5. E-commerce
6 .Global business
7. Agribusiness
8. Family Business Management
9. Small Business Consulting/ Business
Development Services
10. Microfinancing
11. Venture Finance
12. Retailing
13. Managing a Manufacturing Enterprise
14. Creativity in Problem Solving
15. Negotiation
16. Events Management
17. Hospitality Management
18. Management of Technology
19. Macroeconomics
20. Business Ethics
• Maps out courses vs. program outcomes

• Used to validate if there is a match between desired outcomes (competencies)
and the content of programs
• Indicates whether the courses:
• L – Facilitates learning of the competencies (input is provided and
competency is evaluated)
• P – Allows student to practice competencies (no input but competency is
evaluated)
• O – Opportunity for development (no input or evaluation, but there is
opportunity to practice the competencies)

V. Sample Means of Curriculum Delivery
5.1 Lecture - Presentation segments with embedded interactive experiences

such as question and answer sessions.
5.2 Demonstration - Faculty members show how a skill should be performed or

students are observed as they perform a learning outcome.
5.3 Discussion - Formal or informal interaction on selected topics, usually

primed by leading and/or open-ended questions.
a. Class discussion: The faculty member serves as facilitator, prompting and
probing to ensure the discussion remains focused and objectives are
met.
b. Discussion Panel: Students or experts focus on one issue and varying
views or aspects are raised.
5.4 Management Games - Competitive activity based on course content.

Moderate competition enhances performance. Often used for content
reinforcement and skill practice. Can also be used to strengthen critical
thinking in games where strategies must be developed to solve problems.
5.5 Collaborative Learning - Students work in small groups to complete a specific

task or to work together over time to complete various assignments. The most
productive collaborations involve a fair division of labor and relevant and
complex projects that cannot be completed by an individual alone.
Interdependence is required.
5.6 Literature Review - Students read and reflect on articles in the professional
journals in order to become familiar with the current research.
5.7 Student Presentations - Research shows peer teaching is an active learning

strategy that results in significant gains in learning. Students practice
professional roles and improve communication skills.
5.8 Case Study /Discussion Method - An open ended story or case study
provides a vehicle for analysis, criticism, and reaching conclusions.
5.9 Multimedia Instruction - Integrating varying formats such as lecture, text,

graphics, audio, video, Web resources, projection devices, and interactive
devices in a lesson. Increases motivation, alertness, and can improve the
quality of student responses. Simultaneous presentation using multiple
formats allows students to learn using multiple senses.
5.10 Problem Solving - Problems common to a discipline are integrated in

scenarios to allow students to strengthen creative and critical thinking.

Problem solving is the most independent of learning methods that empowers
the students to initiate their own learning. The learner sequences action
steps that will lead to the correct solutions. The teacher therefore must
assume the role of the facilitator, and be prepared to provide students with
feedback rather than solutions
a. Brainstorming - Used most often with groups, brainstorming is a
technique for refining the definition of a problem, generating multiple
solutions to a problem or multiple designs for developing something
new, and to identify possible threats to the solutions and designs. It
promotes creative and critical thinking.
b. Change the Rules - Rarely do circumstances stay the same for long in
the real world. Integrating changes in a problem scenario during the
solution timeframe provides necessary experience with responding to
new information.
5.11 Simulation
a. Computer-based - Interactive: Computerized model or scenario.
b. Role Plays - Students assume one of the characters in a simulated
situation in order to experience different points of view or positions.
5.12 Role-Playing-Each student takes the role of a person affected by an issue

and studies the impacts of the issues on human life and/or the effects of
human activities on the world around us from the perspective of that person.
More rarely, students take on the roles of some phenomena, such as part of
an ecosystem, to demonstrate the lesson in an interesting and immediate
manner. The instructor needs to decide the context for the exercise and the
role(s) that the students will play. If the students are taking human roles, the
context is generally a specific problem such as global warming or dealing with
an active volcano.
5.13 Graphic Organizers - Clarify relationships with diagrams or graphs. Clarify

processes with flow charts. Implementation Suggestions:
a. useful as part of lectures
b. useful as a student assignment to verify their understanding of
complex learning.
5.14 Immersion Environments - Students are placed within a setting or situation

in which they exclude all else from their experiences. If they are immersed in
a language, they speak, hear, write, and read only that language. If they are
immersed in a work setting and assigned a role there, they become that role
and their communications and actions comply with that role.
5.15 Portfolio - Collecting, organizing, reflecting upon and publishing a variety of

student work including papers, presentations, videos, and images.
ePortfolio - Collecting materials (artifacts/evidence) in a digital file.

5.16 Podcasting
a. Audio: Using mp3 compression to make audio files small enough to be
broadcast, downloaded, or emailed by instructors and students. Files
may include lectures or verbal feedback regarding assignments.
b. Enhanced: Combining images, such as PowerPoint, and audio, such
as instructor voice over, which are compressed and viewable on a
computer or photo/video iPod.
c. Video: Digital video, such as classroom lectures or interviews with
experts, which are compressed and viewable on a computer or video
iPod.
5.17 Video-conferencing – Point to point or point to multipoint discussions using

a digital format.
5.18 Web-based Instruction - Using Web resources to support learning.

a. blogs
b. building a Website
c. discussion boards
d. online testing and quizzes
e. research
f. virtual tours
g. web-streaming
h. wikis
VI. Sample Syllabi for Selected Core Entrepreneurship Courses
The teaching and learning activities and assessment tasks should be

constructively aligned towards the attainment of the course outcomes. Course
outcome refers to what learners are expected to know and be able to do at end
of the course. Teaching and learning activity refers to an activity or set of
activities that will engage the student in achieving the course outcome.
Assessment task refers to a tool that determines how well the student has met
the course outcome.
The OBE-compliant course syllabus should contain at least the following

components:
a) General course information (title, description, credit units, prerequisite

requirements)
b) Course outcomes and their relationship to the program outcomes
c) Course coverage that relates the course outcomes to topics covered,
teaching and learning activities and assessment methods
d) Other information such as learning resources, classroom policies, grading
system, etc.

Sample Outcomes-based Syllabus

Course Syllabus in Entrepreneurship Principles and Practices
Course Description
This course introduces the fundamentals of entrepreneurship that deals with the role of
entrepreneurship in economic development. Topics on Filipino entrepreneurial
economy, entrepreneurial motivation, government assistance and programs for
entrepreneurs, development and growth theories and applications are included.
Relevant topics such as business concepts and models, social responsibility,

franchising, as well as e-commerce in the Philippine setting shall also be discussed
Prerequisite: None
Co-requisite: None

I. DETAILED COURSE OUTLINE
PROGRAM PERFORMANCE COURSE OUTCOMES COURSE TOPICS TEACHING ASSESSMENT

OUTCOMES INDICATOR LEARNING METHODS
ACTIVITIES (TLAs)
1.Perform self Cognitive Wealth Creation, Discussion Written and Oral
assessment and Practice or 1. Identify the fundamentals Management and Its Workshop Examinations
analyze exhibits and responsibilities of Value Game: The Multiplier Reporting, etc
entrepreneurial entrepreneurial entrepreneurship primarily What is Entrepreneurship Research Work Multiplier game
personal traits traits and in the Philippine context Entrepreneurship in the Film Showing assessments:
and attitudes in with ASEAN and Global Philippines Case Study 1. Johari Window
competencies problem perspectives Entrepreneurial Research 2. Personal
solving/case 2. Exemplify one’s Characteristics and Entrepreneurial
Interview
study or capabilities in relation to Competencies Competencies
Plant Visit
simulation the rigors of successful Entrepreneurial Ventures (PECs)
activities ventures. Problem Solving
in the Philippines activities
Affective Business Plan Overview
1. Develop an Problem-Solving
entrepreneurial mindset Strategies
and competencies
2. Show confidence in public
speaking and social
relations.
Psychomotor
1. Perform tasks which
utilize one’s strengths as
well as develop one’s
weaknesses to the
fulfillment of one’s
entrepreneurial goals.
II. Suggested Learning Resources (e.g. textbooks and references):
III. Course Assessment

Aside from academic deficiency, other grounds for a failing grade are:

Grave misconduct and / or cheating during examinations
Unexcused absences of more than 20% of required number of meetings per term
A failing academic standing and failure to take graded exams

SAMPLE SYLLABUS COURSE OUTLINE
OBE FORMAT
Course Title: Entrepreneurship Principles and Practices
Course Code: ET 101
Number of Units: Three (3) units
Pre-requisite subjects: None
Course Description:
This course introduces the fundamentals of entrepreneurship that deals with the role of entrepreneurship in economic development. Topics on
Filipino entrepreneurial economy, entrepreneurial motivation, government assistance and programs for entrepreneurs, development and
growth theories and applications are included.
Relevant topics such as business concepts and models, social responsibility, franchising, as well as e-commerce in the Philippine setting shall also
be discussed.
Course Learning Outcomes (Course Objectives)

At the end of the course, the students are expected to:
Cognitive
1. Identify the fundamentals and responsibilities of entrepreneurship primarily in the Philippine context with ASEAN and Global perspectives
2. Exemplify one’s capabilities in relation to the rigors of successful ventures.
Affective
1. Develop an entrepreneurial mindset and competencies
2. Show confidence in public speaking and social relations.
Psychomotor
1. Perform tasks which utilize one’s strengths as well as develop one’s weaknesses to the fulfillment of one’s entrepreneurial goals.

COURSE CONTENT:
Week Lesson/Topic Learning Objectives Strategy/ Student Evaluation of Learning/
Methodology/ Output Evaluation
Activities Tool
1-3 Wealth Creation, Discuss the different Discussion Strategy to diversify Students must be able to clearly
Management and modes of acquiring investments that will yield define how wealth is acquired
Its Value wealth and its value. Workshop the most returns with the and its value to one’s personal
minimum risk. growth and apply all learning
Game: The Multiplier during the Multiplier game.
What is Discuss the theories Discussion At least 65 percent correct Get at least 65 percent correct
4 Entrepreneurship? of answers in a quiz. answers in a quiz;
entrepreneurship, Research Work
types of Present a report of what your
entrepreneurial Film Showing manager-interviewee has shared
ventures, who is an A report or transcript of and cite situations wherein the
entrepreneur and its Case Study an interview of an different management functions
value to oneself and entrepreneur. were carried out. Note: Should
the society. be an entrepreneur

Entrepreneurship in Recognize the Online campaign via social Students shall prepare a
5-6 the Philippines impact and value of Discussion media for an interview of campaign to be posted in
entrepreneurship to an entrepreneur. YouTube featuring the different
the Philippine Research aspects of Entrepreneurship
economy incorporating the interviews
Interview conducted by the students.
Enabling & disabling
factors in
entrepreneurship
Entrepreneurial Identify and Discussion 1. Johari Window showing Students shall accomplish and
7-9 Characteristics and differentiates the the different regions submit the following
Competencies different answering the question, assessments:
characteristics and 1. Johari Window
Are You Entrepreneurial?
Learning from the competencies of an Workshop 2. Personal Entrepreneurial
failures towards a entrepreneur. Competencies (PECs)
successful 3. One-page reaction paper of
entrepreneurial Evaluate oneself 2. Self-assessment using the results of the PECs.
journey and plan courses of the Personal Students in teams shall
action to help interview and present a 5-
Entrepreneurial
Research on: develop one’s minute presentation of the
Nature and entrepreneurial Competencies self- research and submit a 1-page
Challenges Family in characteristics and assessment tool. synthesis written report.
Business Couples in competencies. Suggest to get an interview MC
Business Teens in Entrep Graduates as much as
Business Women in possible – as we get to compile
Business Friends in 3. Reaction paper showing them as part of MC Entrep
Business Risk the results of the PECs Tracer Study
Management self-assessment.
4. Presentation of the
online campaign of an

entrepreneur posted in
social media.
10 Entrepreneurial Identify different Plant Visit One-page reflection paper Students shall participate in the
Ventures in the business models of in relation to the plant plant visit and must submit a
Philippines SMEs in the visit. one-page reflection paper.
Philippines.
Models: Traditional:
Sole; Partnership;
Inc Emerging Tech
Start-ups Social
Entrepreneruship
Angel Investing
Others

Prelims Assess the learning Paper and pencil test At least 70 percent score Students must get a grade of 70
11 during the first half in the preliminary exam. percent in the preliminary exam.
of the semester.
Understand and
analyze the case
study and movie
assignments.
Business Plan Describe the Discussion Integration of business Students must apply their
12 Overview different parts of a planning with business learning in their ET-102 end-of-
business plan. opportunity identification semester requirement.
and selection.
13-14 Problem-Solving Identify the Discussion Application of different Students must prepare the
Strategies different problem- problem-solving tools. different business strategies
solving strategies. Workshop using the following:
Formulate strategies
that are applicable Problem Solving activities 1. SWOT Analysis
in the students’ 2. Ishikawa Diagram
business ventures. 3. Michael Porter’s Five Forces
Strategies Blue
4. Ocean Strategy

15-16 Global trends in Explain the impact International Exposure Trip Participation in the Students participate in the
business - The of the ASEAN Vietnam-Cambodia Vietnam-Cambodia exposure
Supply Chain Integration to the exposure trip. trip.
Philippines.
ASEAN Integration
Observe the trade
system on the
neighboring ASEAN
countries;
Pre-finals and Finals Stimulate creativity Consultation and Discussion 1. Concept paper of Students shall prepare the
and critical thinking product localization following based on the
17-18 in identifying 2. SWOT analysis of the International Exposure trip
opportunities and product localization experiences and observations:
apply innovative 3. Oral presentation of 1.Concept paper of product
approaches in the outputs localization
envisioning ones 4. Peer evaluation of the 2. SWOT Analysis of the product
entrepreneurial presentation localization. 3. Oral presentation
career 5. Course evaluation 4. Peer Evaluation
5. Course Evaluation
INSTRUCTIONAL MATERIALS:
1. PowerPoint
2. Film and videos

CLASSROOM POLICIES:
The student’s responsibility is to come to each class prepared. She is also expected to take all examinations on the date scheduled. She
should read the assigned problems prior to class. She is expected to attend each class and participate actively in the discussions.
ACADEMIC DISHONESTY
All CBEA students are expected to be academically honest. Cheating, lying and other forms of immoral and unethical behavior will not be
tolerated. Any student found guilty of cheating in examinations or plagiarism in submitted course requirements will (at a minimum)
receive an F or failure in the course requirement or in the course. Plagiarism and cheating refer to the use of unauthorized books, notes
or otherwise securing help in a test; copying tests, assignments, reports or term papers; representing the work of another person as
one’s own; collaborating without authority, with another student during an examination or in preparing academic work; signing another
student’s name on an attendance sheet; or otherwise practicing scholastic dishonesty.
POLICY on ABSENCES:
The allowed number of absences for 2nd year students enrolled in a– 1 ½ class 6 sessions – based on student handbook. Request for
excused absences or waiver of absences must be presented upon reporting back to class. Special examinations will be allowed only in
special cases, such as prolonged illness. It is the responsibility of the student to monitor her own tardy incidents and absences that
might accumulate leading to a grade of “FA.” It is also her responsibility to consult with the teacher, chair or dean should her case be of
special nature.

GRADING SYSTEM:
Components: 70% Class Standing + 30% Final Exam
Percentage % Grade
96-100 5.0
91-95 4.5
86-90 4
81-85 3.5
76-80 3
71-75 2.5
66-70 2
61-65% 1.5
60% 1
59% below F
F- Failed
NE – Never Entered
W – Withdrawn from Course
FA – Failure due to Absences
INC- Incomplete (must be completed within 2 months or grade becomes an F)
RUBRICS:
Outstanding Very Good Average Poor

5.0-4.5 4.0-3.0 2.5-1.5 1
Completeness Complete in all aspects Complete in most aspects Incomplete in many Incomplete and does not
and includes all and includes most aspects and includes few include requirements
requirements requirements requirements
Analysis and Use of Presents an insightful and Presents an insightful and Presents shallow analysis Presents incomplete
Entrepreneurial Concepts in-depth analysis of all analysis of most of the of data; and used limited analysis of data; and failed
and Business Tools data; uses many data; uses some entrepreneurial concepts to use entrepreneurial
entrepreneurial concepts entrepreneurial concepts and business tools learned concepts and business
and business tools learned and business tools learned in the subject tools learned in the
in the subject in the subject subject
Setting of Presents complete, Presents specific, realistic, Presents some applicable Presents limited,
recommendation for realistic, and applicable and applicable recommendations from unrealistic
future action plans recommendations from, recommendations from the data gathered, and recommendation from the
and shows how to use it in the data gathered, and shows how to use it in data gathered, and failed
their future action plans shows how to use it in their future action plans to show how to use it in
their future action plans their
Over-all cohesiveness The paper has The paper has clarity, The paper lacks clarity, The paper is unfocused
(includes writing and sophisticated clarity, conciseness and conciseness and and contains serious
presentation of paper) conciseness and correctness. Includes some correctness. Includes errors. Failed to include
correctness. Includes all needed relevant data and limited relevant data and relevant data and analysis.
needed relevant data and analysis. analysis.
analysis.
Reference:
Allen, K.R. (2010). New venture creation. USA: Cengage Learning. Asor, W.B. (2009). Entrepreneurship in the Philippine Setting.

Manila: Rex Bookstore Inc. Association of Filipino Franchisers Inv. (2008). Introduction to entrepreneurship: success stories of
filipino entrepreneurs. Manila: Anvil Publishing. Entrepreneur Philippines. (2012) Success stories. Manila: Summit Publishing Co.
Butler, D. (2006). Enterprise planning and development. USA: Elsevier Ltd. Gerber, M.E. (2008) Awakening the entrepreneur within.
NY: Harper Collins.!
Online References:
Medina, R.G. (2010). Entrepreneurship and small business management. Manila: Rex Bookstore Inc. Lapid, D. & P. Sotto. 21 steps
on how to start your own business. Manila: Philippine center for entrepreneurship. Philippine center for entrepreneurship
foundation, Inc. 50 inspiring stories of entrepreneurs. Manila: Philippine center for entrepreneurship. Philippine center for
entrepreneurship foundation, Inc. (2010) 100 inspiring stories of small entrepreneurs. Manila: Philippine center for
entrepreneurship.
BusinessDictionary.Com: http://www.businessdictionary.com Entrepreneur: http://www.entrepreneur.com
Entrepreneurship.Org: http://www.entrepreneurship.org Forbes Woman: http://www.forbes.com/forbeswoman
OnStartups.Com: http://www.onstartups.com/default.aspx Under30CEO: http://www.under30ceo.com
CONSULTATION HOURS:
Days Time Room
WF 3:00-4:00 Faculty Consultation Room


Sample Curricula Bachelor of Science in Entrepreneurship

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Sample Curricula Bachelor of Science in Entrepreneurship

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SAMPLE OR SUGGESTED CURRICULUM ALIGNED TO OUTCOMES-BASED

EDUCATION (OBE) FOR BACHELOR OF SCIENCE IN ENTREPRENEURSHIP

1.1 Degree name:

1.2 Nature of the Field of Study

1.3 Program Goals

The BS Entrepreneurship program aims to develop highly motivated individuals

1.4 Specific professions/ careers/ occupations

After completion of all academic requirements of the program, graduates of BS

1.5 Allied Fields

II. Program Outcomes

The minimum standards for the BS Entrepreneurship program are expressed in

2.1 Common to all programs in all types of schools

The graduates have the ability to:

a. Discuss the latest developments in the specific field of practice.

2.2 Common to the general field of Business and Management

A graduate of a business or management degree should be able to:

a. Implement the basic functions of management such as planning,

SAMPLE OR SUGGESTED CURRICULUM ALIGNED TO OUTCOMES-BASED EDUCATION (OBE) FOR 2

A graduate of BS Entrepreneurship should be able to:

a. Conduct a self-assessment identifying personal entrepreneurial traits

2.4 Common to a horizontal type as defined in CMO 46 s 2012

Graduates of State Universities and Colleges must, in addition, acquire

A PHEI, at its option, may adopt mission-related program outcomes that

II. Sample Performance Indicators

Performance Indicators are Specific, measurable statements identifying the

SAMPLE OR SUGGESTED CURRICULUM ALIGNED TO OUTCOMES-BASED EDUCATION (OBE) FOR 3

Program Outcomes Performance Indicators

Demonstrate corporate and Social Propose social responsibility strategies and

Implement the basic functions Prepare Comprehensive strategic business

Table 2. Sample of Program outcome and Indicators for graduates of BS

Program Outcomes Performance Indicators

1. Identify possible 1.2 Prepare industry or sector analysis and

SAMPLE OR SUGGESTED CURRICULUM ALIGNED TO OUTCOMES-BASED EDUCATION (OBE) FOR 4

3. Operate and manage the 3. Successfully operate a micro-venture for

(a) The curriculum for BS Entrepreneurship is made up of a minimum of 150

II. Sample Curriculum

SAMPLE OR SUGGESTED CURRICULUM ALIGNED TO OUTCOMES-BASED EDUCATION (OBE) FOR 6

IV. Elective Courses - HEIs may enhance the

SAMPLE OR SUGGESTED CURRICULUM ALIGNED TO OUTCOMES-BASED EDUCATION (OBE) FOR 7

SAMPLE OR SUGGESTED CURRICULUM ALIGNED TO OUTCOMES-BASED EDUCATION (OBE) FOR 8

SAMPLE OR SUGGESTED CURRICULUM ALIGNED TO OUTCOMES-BASED EDUCATION (OBE) FOR 9

SAMPLE OR SUGGESTED CURRICULUM ALIGNED TO OUTCOMES-BASED EDUCATION (OBE) FOR 10

1.Perform self assessment and analyze personal entrepreneurial traits and

SAMPLE OR SUGGESTED CURRICULUM ALIGNED TO OUTCOMES-BASED EDUCATION (OBE) FOR 11

• Maps out courses vs. program outcomes

SAMPLE OR SUGGESTED CURRICULUM ALIGNED TO OUTCOMES-BASED EDUCATION (OBE) FOR 12

5.1 Lecture - Presentation segments with embedded interactive experiences

5.2 Demonstration - Faculty members show how a skill should be performed or

5.3 Discussion - Formal or informal interaction on selected topics, usually

5.4 Management Games - Competitive activity based on course content.

5.5 Collaborative Learning - Students work in small groups to complete a specific

5.7 Student Presentations - Research shows peer teaching is an active learning

5.9 Multimedia Instruction - Integrating varying formats such as lecture, text,

5.10 Problem Solving - Problems common to a discipline are integrated in

SAMPLE OR SUGGESTED CURRICULUM ALIGNED TO OUTCOMES-BASED EDUCATION (OBE) FOR 13

5.12 Role-Playing-Each student takes the role of a person affected by an issue

5.13 Graphic Organizers - Clarify relationships with diagrams or graphs. Clarify

5.14 Immersion Environments - Students are placed within a setting or situation

5.15 Portfolio - Collecting, organizing, reflecting upon and publishing a variety of

ePortfolio - Collecting materials (artifacts/evidence) in a digital file.

SAMPLE OR SUGGESTED CURRICULUM ALIGNED TO OUTCOMES-BASED EDUCATION (OBE) FOR 14

5.17 Video-conferencing – Point to point or point to multipoint discussions using

5.18 Web-based Instruction - Using Web resources to support learning.