STMG524-18A (HAM)

Entrepreneurship, Theory and Practice

30 Points

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Waikato Management School
Te Raupapa
School of Management and Marketing

Staff

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Convenor(s)

Lecturer(s)

Administrator(s)

: sade.lomas@waikato.ac.nz
: lori.jervis@waikato.ac.nz
: helena.wang@waikato.ac.nz

Placement Coordinator(s)

Tutor(s)

Student Representative(s)

Lab Technician(s)

Librarian(s)

: clive.wilkinson@waikato.ac.nz

You can contact staff by:

  • Calling +64 7 838 4466 select option 1, then enter the extension.
  • Extensions starting with 4, 5 or 9 can also be direct dialled:
    • For extensions starting with 4: dial +64 7 838 extension.
    • For extensions starting with 5: dial +64 7 858 extension.
    • For extensions starting with 9: dial +64 7 837 extension.
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Paper Description

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Entrepreneurship and new venture creation provide a major impetus for economic growth and development. This paper introduces the key issues and questions relating to the theoretical perspectives on entrepreneurship. The latest research on entrepreneurship will be discussed and critically evaluated. The course sessions will combine interactive lecturer and student facilitated seminars, incorporating discussion and debate, participative inquiry, experiential learning and reflection. There will be several guest speaker entrepreneurs brought in to provide a strong industry-research nexus.

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Paper Structure

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The sessions for this class will be held in MS4 G.01. Full online facilities will be available in this class.
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Learning Outcomes

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Students who successfully complete the course should be able to:

  • Learning Outcomes

    1. Lead a critical discussion on a topic within entrepreneurship.

    2. Demonstrate an understanding and competence in several theoretical areas within entrepreneurship

    3. Synthesize theoretical concepts on entrepreneurship with field data to write a report

    4. Demonstrate the ability to work as a team to achieve assigned in-class and written requirements of this paper

    5. Demonstrate the ability to think laterally and creatively in class discussion

    Linked to the following assessments:
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Assessment

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A+ The student’s work is outstanding in every respect showing an excellent ability to define the problem, analyse the problem using sophisticated analytical techniques and draw conclusions that are wholly located in the literature showing contributions to the literature and/or management practice. The number of references used will display ability to search the literature. Grammar and text structure is excellent and proper referencing is adopted with the provision of clear examples where appropriate. In cases of projects this implies that a potential exists for a student to be a sole author of a conference or journal paper. The conceptualisations go significantly beyond those discussed in class and are innovative in nature and strongly argued.

A The student’s work is of an excellent standard but minor errors of a typographical or referencing nature are found. The student will have shown an excellent ability to define the problem, analyse the problem using sophisticated analytical techniques and draw conclusions that are wholly located in the literature showing contributions to the literature. Grammar is excellent and proper referencing is adopted. The number of references used will display ability to search the literature. In cases of projects this implies that a potential exists for a student to be a sole author of a conference or journal paper. Conceptualisation goes beyond that discussed in class and new ideas are introduced and strongly argued.

A- The work is significantly above average in standard, showing an above average ability to define the problem, analyse the problem using sophisticated analytical techniques and draw conclusions that are wholly located in the literature showing contributions to the literature. There may be minor typographical and referencing errors. The candidates provide evidence of being able to develop conceptualisation beyond that done in class.

B+ The work is of a good to above average standard showing good understanding of concepts, issues and literature beyond the obvious, thereby showing good evidence of additional learning. It is conscientious, well presented but possibly has not fully integrated concepts into a whole. Answers may be serial in nature without fully attempting a holistic assessment of the response to a problem. The work will draw upon an appropriate number of references but there may be some omissions in the literature. There may be a small number of typographical errors. There are clear, logical arguments identifying some of the clear critical issues for analysis with a clear thesis/hypothesis statement.

B The work is of average standard showing a clear understanding of the concepts and issues that is to be expected of a student at a given standard of work. There may be a few factual errors, but these are not sufficient in number or significant in nature to generally detract from the main thrust of the argument. The main hypotheses are clearly stated, but some nuances may be left unattended. Writing is still clear with few errors of grammar and syntax.

B- The work is of an average to slightly below average standard. It is generally conscientious and the number of references used will be acceptable in number but do not provide evidence of detailed search for information/authorities. The analysis is acceptable but shows little innovative thinking being generally conventional and dependent upon a comparatively small number of authorities. The work will be generally properly displayed and contain a conclusion and bibliography but may contain omission of expected authorities and typographical errors of a minor nature. Arguments may be partial and not fully developed.

C+ The work displays understandings of the concepts and issues being discussed and an ability to correctly frame argument and draw conclusions. It contains errors of fact and/or interpretation that are sufficient to partially nullify the answer being provided. It may draw upon very few references, contain a significant number of typographical errors and be incorrectly referenced. Nonetheless it will be conscientious in that it shows basic levels of understanding and awareness to permit a pass grade. It identifies the main issues, even if incomplete in nature. The text is still readable and sound.

C The work is of below average level but sufficient to obtain a pass standard. It shows evidence of some understanding of the subject matter; ability to develop solutions to simple problems; benefitting from his/her university experience. Grammar and editing errors are present.

C- This is work of a bare pass standard. The student has shown an awareness of the nature of the issue, but such understanding, while not wholly incorrect, is relatively unsophisticated. The work will contain errors that are of some significance but on balance are not quite sufficient to cause the student to fail. There may be a minimal number or references.

Fail Grades

  • These will be characterized a number of faults that may include:
    Poor research skills demonstrated by inappropriate or few references.
    Poor standards of grammar and syntax.
    Inadequate referencing.
    Misunderstanding the nature of the task given and the means appropriate to completing the task.
    A failure to focus on the main concepts/arguments/issues set in the task
    Misunderstandings about the content of references used.
    Undue brevity.
    An inability to develop an argument in a logical and rational manner
    – the argument may be disjointed and be irrelevant to the task in hand.
    Misunderstandings of the nature of the task set, the problems posed and the solutions required.
    A failure to provide evidence to support contentions.
    Non-performance in that work is not submitted in the time required with no valid reason being provided
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Assessment Components

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The internal assessment/exam ratio (as stated in the University Calendar) is 100:0. There is no final exam. The final exam makes up 0% of the overall mark.

The internal assessment/exam ratio (as stated in the University Calendar) is 100:0 or 0:0, whichever is more favourable for the student. The final exam makes up either 0% or 0% of the overall mark.

Component DescriptionDue Date TimePercentage of overall markSubmission MethodCompulsory
1. Literature Review
1 May 2018
1:00 PM
35
  • Online: Submit through Moodle
2. My Entrepreneurial Path (Journal)
8 May 2018
1:00 PM
15
  • Online: Submit through Moodle
3. Team Report
8 Jun 2018
1:00 PM
30
  • Online: Submit through Moodle
4. Seminar Presentation
20
  • In Class: In Lecture
Assessment Total:     100    
Failing to complete a compulsory assessment component of a paper will result in an IC grade
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Required and Recommended Readings

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Required Readings

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Lecture 1 (Tuesday 27 February 2018)

Introduction and Overview -Entrepreneurship and the Entrepreneurial Mind-Set

Required Readings

Shepherd, D. (2015). Party On! A call for entrepreneurship research that is more interactive, activity based, cognitively hot, compassionate, and prosocial. Journal of Business Venturing, 30 pp.489–507

Alverez, S., Audretsh, D., & Link, A. (2016). Advancing our understanding of theory in entrepreneurship. Strategic Entrepreneurship Journal, March.

Hisrich, R.D., Peters, M. P., & Shepherd, D.A. (2013). Entrepreneurship & the Entrepreneurial Mind-Set. Entrepreneurship (9th Edition) Chapter 1. pp. 1-31. McGraw-Hill Irwin; New York.

Optional Readings

Spinelli S., & Adams R.J. (2012). The Entrepreneurial Mind: Crafting a Personal Entrepreneurial Strategy. Chapter 2. pp. 35-77. New Venture Creation McGraw-Hill Irwin; New York.

Haynie, J.M. Shepherd, D., Mosakowski, E., & Earley, P.C. (2010). A situated metacognitive model of the entrepreneurial mindset. Journal of Business Venturing, 25 217-229.

Busenitz, L.W., Plummer, L.A., Klot., Shahzad, A., & Rhoads, K. (2014). Entrepreneneurship research (1985-2009) and the emergence of opportunities, Entrepreneurship Theory & Practice, 1-14.

Lumpkin, G.T. (2011). From Legitimacy to impact: Moving the field foward by asking how entrepreneurship informs life. Strategic Entrepreneurship Journal, 5(1), 3-9.

Lumpkin, G.T., & Dess, G.G. (1996). Clarifying the entrepreneurial orientation construct and linking it to performance. Academy of Management Review 21(1): 135–172.

Shane S., & Venkataraman, S. (2000). The promise of entrepreneurship as a field of research. Academy of Management Review 25(1): 217–226.

Stevenson, H.H., & Jarillo, J.C. (1990). A paradigm of entrepreneurship: entrepreneurial management. Strategic Management Journal 11 (Summer Special Issue): 17–27

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Lecture 2 (Tuesday 6 March 2018)

Entrepreneurial Opportunity - Creation and Discovery

Required Readings

Alvarez, S. A., Barney, J. B., & Anderson, P. (2013). Forming and Exploiting Opportunities: The Implications of Discovery and Creation Processes for Entrepreneurial and Organizational Research.Organization Science, 24(1), pp.301-317.

Davidisson, P. (2015). Entrepreneurial opportunities and the entrepreneurship nexus: A re-conceptualization. Journal of Business Venturing 30 pp.674–695

George, N., Parida, V., Lahti, T., & Wincent, J. (2014). A systematic literature review of entrepreneurial opportunity recognition: insights on influencing factors. International Entrepreneurship and Management Journal, pp.1-42.

Hmieleski K, Carr, J & Baron, R. (2016). Integrating Discovery & Creation Persepctives in Entrepreneurial Action: The Relative Roles of founding CEO Human Capital, Social Capital and Psychological Capital in contexts of risk versus uncertainty. Strategic Entrepreneurship Journal pp. 289-312

Optional Readings

Suddaby, R., Bruton, D, & Steven X. (2015). Entrepreneurship through a qualitative lens: Insights on the construction and/or discovery of entrepreneurial opportunity. Journal of Business Venturing 30, pp.1–10.

Alvarez, S.A., & Barney, J.B. (2007). Discovery and Creation: Alternative Theories of Entrepreneurial Action. Strategic Entrepreneurship Journal, 1, 11-26

Alvarez S.A., & Barney, J.B. (2008). Opportunities, organizations, and entrepreneurship. Strategic Entrepreneurship Journal 2(3): 171–173

Shane S. (2000). Prior knowledge and the discovery of entrepreneurial opportunities. Organization Science 11(4): 448–470.

Ardichvili A., & Cardozo, R.N. (2000). A model of the entrepreneurial opportunity recognition process. Journal of Enterprising Culture, 8(2): 103-119

Kirzner, I.M. (1997). Entrepreneurial discovery and the competitive market process: an Austrian approach. Journal of Economic Literature 35(1): 60–85.

Klein, P. (2008). Opportunity Discovery, Entrepreneurial Action and economic organization. Strategic Entrepreneurship Journal

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Lecture 3 (Tuesday 13 March 2018)

Entrepreneurial Goal Process, Incremental vs Analytical

Required Readings

Kuechie, G Boulu-Reshef, B., & Carr, S. D. (2016). Prediction and control based strategies in Entrepreneurship: The role of information. Strategic Entrepreneurship Journal, pp. 43-64.

Blank, S. G. (2013). Entrepreneurship: Why the Lean Startup changes everything. Harvard Business Review(May), 64-72.

Gielnik, M., Barabas, S., Frese, M, Namatovu-Dawa, R.,Scholz, R., Metzger, J., & Walter, T. (2014). A temporal analysis of how entrepreneurial goal intentions, positive fantasies, and action planning affect starting a new venture and when the effects wear off. Journal of Business Venturing 29 , pp.755–77

Optional Readings

Ries, E. (2011). The lean startup: How today's entrepreneurs use continuous innovation to create radically successful businesses. . New York, NY: Crown Publishing

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Lecture 4 (Tuesday 20 March 2018)

Entrepreneurial Cognition

Required Readings

Prye, X., Webb, J., Ireland, D., & Ketchen, D (2016). Toward an integration of the behavioral and cognitive influences on the entepreneuship process. Strategic Entrepreneurship Journal, pp. 21-42

Baron, R.A., (1998). Cognitive mechanisms in entrepreneurship: why and when entrepreneurs think differently than other people. Journal of Business Venturing 13(4): 275–294.

Krueger, N.F. (2003). The Cognitive Pscychology of Entrepreneurship, Chapter 6. Handbook of Entrepreneurship Researc, Kluwer Law: Great Britain

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Lecture 5 (Tuesday 27 March 2018)

Entrepreneurial Cognition & Decision Making

Required Readings

Fayolle A., & Linan, F. (2013). The future of research on entrepreneurial intentions, Journal of Business Research 67(1) 663-666.

Kannadhasan, C Aramvalarthan, S., & Kumar, B.P. (2014). Relationship among cognitive biases, risk perceptions and individual's decision to start a new venture. Decision,41(1), pp.87-98.

Baron, R.A. (2006). Opportunity recognition as pattern recognition: how entrepreneurs ‘connect the dots’ to identify new business opportunities. Academy of Management Perspectives 20(1): 104–119.

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Optional Readings

Baron, R.A. & Ensley, M.D. (2006). Opportunity recognition as the detection of meaningful patterns: evidence from comparisons of Novice and Experienced Entrepreneurs 52(9) pp 1331-1334

Baron R.A.,& Ward, T.B. (2004). Expanding entrepreneurial cognition’s toolbox: potential contributions from the field of cognitive science. Entrepreneurship Theory and Practice 28(6): 553–574.

Baron, R.A. (2007). Behavioral and cognitive factors in entrepreneurship: entrepreneurs as the active element in new venture creation. Strategic Entrepreneurship Journal 1(1): 167–182.

Baron, R.A. (2009). Effectual versus predictive logics in entrepreneurial decision making: differences between experts and novices: does experience in starting new ventures change the way entrepreneurs think? Perhaps, but for now, ‘caution’ is essential. Journal of Business Venturing 24(4): 310–315

Shepherd, D.A., & Haynie, J.M., (2011). Venture failure, stigma and impression management: A self-verification, self-determination view. 5(2) Strategic Entrepreneurship Journal, 178-197.

Baron, R.A. (2007). Behavioral and cognitive factors in entrepreneurship: entrepreneurs as the active element in new venture creation. Strategic Entrepreneurship Journal 1(1): 167–182.

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NO LECTURE 3 APRIL (EASTER BREAK)

Lecture 6 (Tuesday 10 April 2018)

Visit SodaInc

TEACHING RECESS (16-27 April 2018)

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Lecture 7 (Tuesday 1 May 2018)

Guest Presenter - Graeme Milne

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Lecture 8 (Tuesday 8 May 2018)

Student Seminar Presentation: Lean Start-up & Bricolage

Student Seminar Presentation: Design Thinking

Lecture 9 (Tuesday 15 May 2018)

Student Seminar Presentation: Serial Entrepreneurship

Spivack, A.J., & McKelview, A., & Haynie, J. M. (2014). Habitual Entrepreneurs: Possible cases of entrepreneurship addiction? Journal of Business Venturing, 29. 651-667.

Student Seminar Presentations -Eco-Entrepreneurship

Lecture 10 (Tuesday 22 May 2018)

Student Seminar Presentations - Intrapreneurship

Student Seminar Presentations - Social Entrepreneurship

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Lecture 11 (Tuesday 29 May 2018)

Student Seminar Presentations - Leadership & Entrepreneurship

Wrap Up

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Online Support

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Students will be able to download required readings from the online library resource
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Workload

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It is anticipated that a student will spend 150 hours on this paper.
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