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Stevens Institute of Technology & g-MEO

United States Summer Boot Camp

Innovation and Entrepreneurship

July 12 – August 2, 2017

This three-week study tour will focus on Innovation and Entrepreneurship. The tour will consist

of a two-week intensive academic and cultural experience based at Stevens Institute of

Technology in Hoboken, New Jersey. Located just 10 minutes outside of New York City, this

program will provide students with the opportunity to learn about innovation and

entrepreneurship in the largest city in the U.S. and the hub of American culture. The trip will

conclude with a five-day guided tour of Washington, D.C., which will include cultural and

historic site visits, as well as tours of top-tier universities.

Program Highlights

Interactive projects and activities that foster innovative and entrepreneurial spirit

Enhancement of academic, professional, and business skills

Visits to global and local businesses, prestigious universities, and cultural sites

Cultural immersion in the New York City and Washington DC area

Certificate of Program Completion provided by Stevens Institute of Technology and g-

MEO upon successful completion of the program1

1 This is a cultural immersion program and does not carry, nor can be translated to, US college credit.

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Program Goals

Through this program, students will:

Improve their English language communication skills (writing, speaking, and listening)

Gain a thorough understanding of American academic culture

Learn about Innovation and Entrepreneurship in the U.S.

Be exposed to the American professional culture

Become acquainted with programs of graduate study in the U.S.

Improving English Language Skills

Throughout their study tour, students will be asked to communicate in English consistently in

the classroom, around NYC, and with each other. They will have the opportunity to learn useful

academic skills that will prove beneficial for their academic studies and professional careers.

They will be expected to make presentations in class, actively participate throughout the

program, and submit written work when required. Regardless of what career or education path

the student decides to pursue, they will gain valuable English language skills applicable to a

wide variety of subject areas.

Understanding American Academic Culture

Students will be fully immersed in the experience of university life in America. They will live

either in Stevens residence halls among other American students, will be instructed by Stevens’

faculty members, and will be held to the same standards as American students (for example,

academic integrity).

Learning about Innovation/Entrepreneurship and Professional Culture of the U.S.

Students will be exposed to the professional culture and learn about innovation and

entrepreneurship in real-world settings. They will have the opportunity to visit Fortune 500

companies and mid-/small-sized start-ups during their study tour.

Becoming Acquainted with Graduate Studies in the U.S

Through several campus visits and their stay at Stevens, students will learn about the

opportunities for continuing their education at the graduate level in the United States. They will

learn about requirements, standards, and the application process.

Who Should Participate

This is an ideal program for students who:

Are interested in learning more about innovation and entrepreneurship

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Are interested in pursuing a graduate degree in the United States or other Western

countries

Wish to improve their professional, academic, and English language skills and to have an

authentic experience of American culture, and as such, stand out in the job market

Program Overview

Week 1

The first week of the program will primarily focus on providing students with an introduction to

the fundamentals of innovation and entrepreneurship. Students will learn about the elements

of entrepreneurship as well how to conduct market research through customer interviews, the

basics of product development, and how to structure and deliver business presentations. These

foundational concepts will help students as they begin to develop their own product in groups,

which are formed on the first day of class. Students will also receive an orientation to the

Stevens campus and surrounding area. During the first week, students will have several guided

site visits to companies and cultural sites in NYC.

Week 2

The second week of the program will be a continuation of the first week, but will also focus on

how to move a product to market, including marketing and communication strategies and how

to pitch to prospective investors or clients. Students will learn how to finance entrepreneurial

ventures, and develop their team’s own finance and operations strategy. In the final class,

students will present, as a group, their final product. Students will continue to have scheduled

guided site visits to companies and cultural sites in the area.

Week 3

For the final week of this study tour, students will travel to Washington, D.C., the capital of the

U.S. They will have the opportunity to visit the White House and Capitol Hill, where U.S.

lawmakers create policies that affect millions of people. Later, students will go to places that

commemorate the strength and courage of the nation's Founding Fathers and greatest

presidents, like the Washington Monument, Jefferson Memorial and Lincoln Memorial. Finally,

students will get a chance to go back in time and see the wonders of the past through the

fascinating exhibits of the Smithsonian Museums.

Application Process

To apply to participate in this program, students must:

1) Complete g-MEO’s online application before March 31st, 2017

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2) Have approval of their home department OR a minimum GPA of 2.5 (or international

equivalent)

3) Provide proof of English language proficiency. Proof of English proficiency: CET score

(and TOFEL or IELTS if applicable)

4) Sign on Summer Study Tour Agreement. The deadline for program application and

program fee payment is April 30th, 2017.

Program Fee

US $5,500 per student (based on the exchange rate of April 1st 2017 if pay in RMB), including:

1. Education sessions, program management, teaching materials, and fees

2. One Stevens Institute of Technology’s official Certificate for the Program

3. Housing and meal plans, U.S. domestic (DC, NJ, and NYC) transportations

4. International Insurance (including medical, accident, and disaster evacuation)

5. Others (admission tickets, tours and visits, activities that listed on the schedule)

6. Chaperones and professional guide

7. Administration fee

Remark:

Students will be accommodated either in standard double room in Stevens resident hall,

and chaperones in double or single room (depending on the choice and payment).

There might be three lunches not included in the program fee depending on the location of

accommodation

Bus transportation includes the airports pick-up and drop off, and excursions.

The program fee does not includes international airfare, U.S. visa, and other cost that

generated as results of students’ own activities.

Refund Policy

1. Students who are denied a U.S. visa and have paid the full program fee will receive a 100%

refund (minus the RMB200 program application fee).

2. Students who have obtained a U.S. visa and paid the full program fee but withdraw from

the program more than 30 days prior to the program departure date will receive a refund of

50% of the program fee; if 15 -30 days prior to the program departure date, 30% of the

program fee will be refunded; if less than 15 days prior to the program departure date, 20%

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of the program fees will be refunded (the amount refunded will less the non-refundable

RMB200 program application fee).

Contact

Ms. Jingyu Wang, Director, Chengdu American Center for Study Abroad, g-MEO

Email: Jingyu.Wang@g-meo.com; Phone: 186-2838-8329 (China)

Or info@g-meo.com; Phone: +1 646 216 2186 (U.S.A.)

Program Partner Introduction

Stevens Institute of Technology

Stevens Institute of Technology is located in Hoboken, New Jersey, just minutes from New York City. Founded in 1870 by America's First Family of Inventors — who patented steam ferries and the modern form of railroad track, among many other inventions — technological innovation has remained the hallmark of Stevens’ education and research programs ever since.

Today, within the university’s three schools and one college, 6,600 undergraduate and graduate students collaborate with more than 290 faculty members in an interdisciplinary, student-centric, entrepreneurial environment to advance the frontiers of science and leverage technology to confront global challenges.

U.S. News & World Report rankings of higher education institutions have recognized Stevens as one of the nation's top universities since 2011. Stevens is home to three National Centers of Excellence, as well as dozens of joint research programs, facilities and centers focused on critical industries such as cyber security, defense, energy, finance, healthcare, homeland and maritime security, STEM education and urban and coastal resilience. Stevens also maintains extensive professional networks and relationships with leading universities, government agencies and industry.

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Global Maximum Education Opportunities (g-MEO)

Global Maximum Educational Opportunities Inc., a social enterprise dedicated to promote the development of international education, was founded by well-known Chinese American educator Dr. David Chang in 2011 in the United States. g-MEO aims to provide a world class service in international education through partnerships with accredited educational institutions in the United States and abroad. Partnership, innovation, integrity and transparency are both our operational principles as well as the hallmarks of our spiritual pursuits.

Since the founding of the Company, g-MEO, under the leadership of David Chang, has established the Chengdu American Center for Study Abroad and the Suzhou Sino-American Center, as well as partnerships with well reputed universities in Greater China. The company has also established close relationships at various levels with more than 20 universities in the United States, enabling us to promote our study abroad programs among these schools. The Chengdu American Center for Study Abroad, a joint project with the Chengdu Municipal Government and well know Chinese universities, is a project in which we take special pride. It has attracted five American universities, including American University in Washington D.C., as its principle partners. It has not only pioneered an experiment in Sino-American educational cooperation but has also helped the Company develop extensive educational resources both in the United States and China.

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Appendix I: Sample Schedule for July 12-August 2

SCHEDULE FOR INNOVATION & ENTREPRENEURSHIP BOOTCAMP SUMMER 2017

JULY 12-AUGUST 2, 2017

Day 9am-12pm 12pm-5pm 5pm & On

Wed

7/12 Travel to JFK Travel to Accommodations Orientation to New York City

Thur

7/13

Orientation to Stevens

Institute of Technology

Class Meeting 1:

Introduction & Course

Overview

Team Scavenger Hunt of

Hoboken/Jersey City+

Fri

7/14

Class Meeting 2:

Leadership Reaction Course

Oral Presentation Module &

Customer Interviews Sightseeing in NYC+

Sat

7/15

Trip to Ellis Island &

the Statue of Liberty*

Trip to Ellis Island &

the Statue of Liberty* Free Time+

Sun

7/16 Free Time* Free Time* Group Dinner

Mon

7/17

Class Meeting 3:

Prototypes & Planning

Customer Interviews

Marketing Module &

Customer Interviews

Pizza & Bowling Night

with Stevens Students

Tue

7/18

Class Meeting 4:

Team Presentations:

Project I

Video Story Module &

Customer Interviews Hudson River Dinner Cruise

Wed

7/19

Class Meeting 5:

Team Presentations:

Project I

Team Meeting: Start-Up

Presentations Free Time+

Thur

7/20

Class Meeting 6:

Start-Up Presentations Stevens Venture Center:

Entrepreneur Panel Discussion

Practice Exam & Financial &

Operations Modules+

Fri

7/21

Class Meeting 7:

Simulation & Solo Exam Guided Tour of Bloomberg Free Time+

Sat

7/22

Guided Visit to

Columbia University* Guided Visit to NYU Free Time+

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Sun

7/23

Visit to the

Cooper Hewitt Design

Museum*

Free Time* Group Dinner

Mon

7/24

Class Meeting 8:

Marketing, Finance &

Operations Case Reviews

Guided Tour of Federal Reserve Team Meeting:

Finance & Operations Strategy+

Tue

7/25

Class Meeting 9:

Solo Exam 2 & Intro to TedX

Hoboken Start-Ups:

Meet the CEOs

Team Meeting:

Plan Business Presentations+

Wed

7/26

Team Meeting:

Finalize Business

Presentations

Team Meeting:

Finalize Business Presentations Free Time+

Thur

7/27

Class Meeting 10:

Final Business Development

Presentations

Guided Visit to German Center

for Research and Innovation Certificate Dinner

Fri

7/28 Travel to Philadelphia

Philadelphia Liberty Bell and

Independence Hall Visit Philadelphia to Washington, D.C

Sat

7/29 Museum of Natural History American University Visit Talent Show

Sun

7/30

Day scavenger hunt (in

groups) Day scavenger hunt (in groups) Free Time

Mon

7/31

Washington Landmark Tour

(Supreme Court, US Capitol,

Washington Monument,

Jefferson Memorial)

Washington Landmark Tour

(FDR Memorial, Lincoln

Memorial, Vietnam War

Veterans Memorial, White

House)

Farewell Dinner

Tue

8/1 Check-Out Depart for Airport Travel Home

Wed

8/2 Arrive in China Arrive in China Arrive in China

Breakfast and Lunch will be covered by Duckbills (a prepaid card which can use at the university’s nearby 45+ restaurants. It is students’ responsibility to manage their duckbills)

+ Dinners will be covered by Duckbills (it is students' responsibility to manage their duckbills).

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Appendix II: Sample Certificate

Appendix II: Instructor Bio

Peter Koen is an Associate Professor in the Wesley J. Howe School of Technology Management. He is

also currently the director of the Consortium for Corporate Entrepreneurship (CCE), which he founded in

1998, whose mission is to significantly increase the number, speed and success probability of highly

profitable products and services at the “Front End of Innovation” (www.frontendinnovation.com).

Current consortium members include 3M, ExxonMobil, Goodyear, Nike, Intel, P&G and WL Gore. Peter

has also extensively published articles on the front end and founded the popular practitioner front end

conference – which is now in its 15th year in the US and coined the term FEI. He has 19 years of industrial

experience. His academic background includes a BS and MS in Mechanical Engineering from NYU and a

Ph.D. in Biomedical Engineering from Drexel University. peter.koen@stevens.edu.

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Appendix III: Course Overview

The Innovation and Entrepreneurship Summer Bootcamp Course is a two-week intensive academic

cultural experience based at Stevens Institute of Technology in Hoboken, New Jersey. Over the course of

the two weeks, there will be ten class meetings, each designed to actively engage students with the

course content.

The first week of the program will primarily focus on providing students with an introduction to the

fundamentals of innovation and entrepreneurship. Students will learn about the elements of

entrepreneurship such as how to conduct market research through customer interviews, the basics of

product development, and how to structure and deliver business presentations. These foundational

concepts will help students as they begin to develop their own product in groups, the core component

of the course.

The second week of the program will be a continuation of the first week, but will also focus on how to

move a product to market, including marketing and communication strategies and how to pitch to

prospective investors or clients. Students will learn how to finance entrepreneurial ventures, and

develop their team’s own finance and operations strategy. In the final class, students will present, as a

group, their final product.

In addition to in-class learning, students will have the opportunity to tour and visit several companies in

the New York and New Jersey area, from large companies such as Bloomberg to smaller start-ups based

in Hoboken. Throughout the course, students will be expected to: complete all homework by the

assigned deadlines during afternoons, evenings or weekends; complete each exam or quiz; contribute as

an engaged member of their group; and actively participate in all class activities.

The overall objective of this course is to:

1) Provide students with a new way of problem solving – entrepreneurial thinking - that is a process for discovering and pursuing new opportunities while not being constrained by current dogma. Steve Jobs best explained the problems of being trapped by dogma:

“…which is living the results of other people’s thinking. Don’t let the noise of

others drown out your inner voice. And more important, have the courage to

follow your own heart and intuition. They already know…”

2) Provide enough basic material in a highly interactive format so students understand

the world of entrepreneurship.

3) Create a superb student experience by teaching the course in interactive, immersive

and experiential flipped classroom format.

The specific learning outcomes for the course include:

1. Being able to understand the unmet and unarticulated needs of the customer, being able to formulate a business model and determine how the unmet customer needs will affect all elements of the model.

2. Able to set up a team, choose a leader and manage conflict in order to achieve an effective and creative team.

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3. Apply the fundamentals of how to give an effective oral presentation. 4. Understand basic financial accounting terms and be able to apply them. 5. Understanding the concepts of cost goods sold, gross margin and a bill of materials and be able

to apply them. 6. Integrate course content to be able to understand both product start-up and development. 7. The key aspects of marketing (i.e. the 4P’s and targeting) and how to apply them. 8. Have a fundamental knowledge and an appreciation of the technology and business processes

necessary to nurture new technologies from concept to commercialization.

Course Specifics

The two-week Innovation and Entrepreneurship Boot Camp is an active learning experience that requires students to be engaged and proactive. Over the course of the two-week boot camp at Stevens, students will work in teams to design, develop and present a product of their own creation. Students will be responsible for interviewing potential customers on and around the Stevens campus in their groups. This course component is intended to build the students’ English language skills and provide customer insight to inform the design and purpose of their product.

Students will be expected to complete all homework by the assigned deadlines. All homework is mandatory and accessible online; students are provided time in the afternoon to meet with their groups and/or complete homework assignments independently. There will be two exams during the boot camp; these exams are designed to allow students to demonstrate their understanding of course content and provide an opportunity for the instructor to provide feedback with students.

Cultural and professional site visits will be structured to provide students a genuine and substantial experience. Site visits may include panel discussions, information sessions, or tours. All extra-curricular activities are intentionally planned to engage students with different aspects of American and New York City culture—academic, cultural, or professional.

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Appendix IV:

Innovation and Entrepreneurship Bootcamp

Syllabus –Summer 2017

Course Director

Peter A. Koen

pkoen@stevens.edu

Overview

The overall objective of this course is to:

Provide students with a new way of problem solving – entrepreneurial thinking - that is a process for discovering and pursuing new opportunities while not being constrained by current dogma. Steve Jobs best explained the problems of being trapped by dogma:

“…which is living the results of other people’s thinking. Don’t let the noise of

others drown out your inner voice. And more important, have the courage to

follow your own heart and intuition. They already know…”

Provide enough basic material in a highly interactive format so students understand the world of entrepreneurship.

Create a superb student experience by teaching the course in interactive, immersive and experiential flipped classroom format.

What is Entrepreneurial Thinking?

What is entrepreneurial thinking and how is this initial course on Innovation and Entrepreneurship

different from a traditional course on entrepreneurship? Entrepreneurship teaches students to start

and grow a new business. This course on the other hand focuses on discovering new opportunities and

innovations, finding solutions by working from the perspective of an entrepreneur who looks at

problems from a holistic perspective: What are the customer needs? What business models are

needed? How much money is needed? Is the team functioning correctly? Entrepreneurial thinking is

the ability to view the world and the surroundings as a marketplace and to find ways to exploit

opportunities. At its core it a way of thinking. Thinking and solving problems using the same techniques

that an entrepreneur would use. Entrepreneurial thinking is also different from traditional business

education. While traditional business education provides the skills to work in established companies

and provide value in supporting sustaining businesses, entrepreneurial thinking focuses on creating

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new things and requires skills in creativity, innovation, and business model development.

Learning Goals and Outcomes

Specific learning outcomes for the course include:

9. Being able to understand the unmet and unarticulated needs of the customer, being able to formulate a business model and determine how the unmet customer needs will affect all elements of the model.

10. Able to set up a team, choose a leader and manage conflict in order to achieve an effective and creative team.

11. Apply the fundamentals of how to give an effective oral presentation. 12. Understand basic financial accounting terms and be able to apply them. 13. Understanding the concepts of cost goods sold, gross margin and a bill of materials and be able

to apply them. 14. Integrate course content to be able to understand both product start-up and development. 15. The key aspects of marketing (i.e. the 4P’s and targeting) and how to apply them. 16. Have a fundamental knowledge and an appreciation of the technology and business processes

necessary to nurture new technologies from concept to commercialization.

Pedagogy

The course embraces a business model perspective in the context of a flipped classroom in order to

enable students to learn what entrepreneurial thinking is. We rejected the notion of a business plan, as

business plans are typically full of untested assumptions “that rarely survives first contact with

customers.” Business plans are fine when there are few unknowns, for instance when dealing with

incremental innovations in large, ongoing businesses. Entrepreneurial thinking is about learning from

failure to failure and pivoting to new solutions based on continual feedback from customers.

This class is not about book learning. The flipped classroom focuses on experiential learning

combined with constant feedback from the instructor, classmates, customers, and the simulation, in

order to provide active guidance. Class time is devoted to active learning. Concepts and theories are

taught in 7 choreographed asynchronous course modules (ACMs), which the students complete on

their own.

The course is divided into two sections: Start-Up, and Development. Start-up focuses on the

discovery portion of the innovation process, while the last part is focused on development.

The overall pedagogy for the start-up part of the course is indicated in the exhibit below. The

students work on completing their business models during the first six days of the course. Prior to the

first class, the students listen to the first ACM, on how to find an opportunity. They then come to the

first class prepared to pitch their ideas. The students then form self-selected teams of four students

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around ideas they like. The routine for classes 3, 4, and 5 is the same. The students present what they

have learned from customer visits carried out between classes and refine their business models. In

class 5, the teams construct storyboards for their Kickstarter style video. In class 6 the students present

their videos and give a PowerPoint presentation on the lessons learned.

Pedagogy of start-up portion of class Overall flow of start-up portion of class

The final section of the course is devoted to developing a business. This portion is taught using a

business simulation, which teaches finance, marketing, operations, and business vocabulary while

having students practice team and decision-making skills by running a manufacturing plant that makes

two products. The overall pedagogy is shown in the exhibit on the next page where teams make 30

decisions in each simulation quarter. Marketing, operations and financial understanding are further

enhanced by having the students read and discuss financial, marketing and operations in Harvard

Business Review cases in classes 8 and 9. In the final class the students present a story telling

presentation, similar to a TEDx presentation and present a PowerPoint presentation on the lessons

they learned through the entire course.

Pedagogy for development portion of the course Overall flow of start-up portion of class

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Required Course Material (All of the material will be supplied to the student at

no additional cost)

1. Maurya, Ash (2012) Running Lean, O’Reilly, Sebastopol, CA. ISBN-10: 1449305172; ISBN-

13: 978-1449305178

2. License to use Mogul simulation. All students will be provided access.

3. Harvard business review cases. All students will be provided access via canvas.

3. Response Technologies clickers (Response Card NXT) will be used in the class. They will need to be

returned at the end of the class.

Teaching Modules

0. Finding Opportunities: The objective of this module is to provide students an understanding of

where to look for great ideas which can be used to develop into a winning business. The module

discusses the different methods for coming up with an idea and suggests the best strategy to be used.

1. Maurya Reading Assignment: The lean startup canvas, which is a representation of the business

model, is used to capture 9 elements of the start-up business: the problem, customer segments, the

value proposition, the solution, channels, revenue streams, cost structure, key metrics and competitive

advantage. The key learning goal is to understand the key elements of a start-up business model and

how they are interconnected. Students use the canvas to describe the start-up product idea during the

initial phase of the course.

2. Customer Visit Module. The objective of this module is to learn how to do an effective customer

interview. Both right and wrong ways of doing them are indicated in the module. The key learning goal

is to be able to do an effective customer interview and learn the true insights of the customer.

3. Oral Presentation Module: The objective of this module is to provide basic skills for delivering

effective oral presentations. The module provides examples of what both an effective and ineffective

presentation looks like. And provides guidance to the student of how to give an effective presentation.

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The module begins by discussing verbal communication skills, non–verbal communications skills (i.e.

eye contact, hand gestures, movement and professional image) and how to organize and present with

visuals. The key learning goal for this module is to provide the student with the fundamentals of how to

give an effective oral presentation.

4. Marketing Module: The objective of this module is to provide an introduction to marketing and

discuss the key aspects of marketing and apply marketing concepts to the simulation game. The

module discusses the 4 P’s of marketing: product, price, promotion and place as well as targeting.

Ways to segment the market, evaluate competitors, achieve competitive advantage and positioning

are also discussed. The key learning goals from this module is for the student to learn the key aspects

of marketing (i.e. the 4P’s and targeting) and how to apply them.

5. Video Story Board Module: The objective of this module is to provide students with the principles of

creating an inspiring video story and basic tools that they can use to develop a video. Key elements of

how to create a video story and then turning it into a compelling video are discussed. Basic camera

techniques are also discussed so that the student can accomplish this goal. The key learning goal for

this module is to provide the students with enough material so they will be able to develop an

Indiegogo video.

6. Finance Module: The objective of this module is to introduce key financial accounting terms,

definitions and concepts and review the financial decisions that are required in the simulation. The

terms and definitions which are discussed are key accounting terms (i.e. assets, liabilities, equity), the

accounting equation and balance sheet, income, expenses and depreciation of assets, the length of the

accounting period, the accrual principle and financial statements (i.e. income statement, balance sheet

and cash flow statement). How these are used in the simulation is also discussed in the module. The

key learning goal for this module is for student to understand basic financial accounting terms and be

able to apply these terms in order to make financial decisions in the simulation.

7. Operations Module: The objective of the operations module is to teach the students basic

operations terminology, how to analyze and manage operations and estimate the cost of goods sold.

The module is broken into seven parts: 1. Operations Objective, 2. Supply Chain, 3. Bill of Materials, 4.

Manufacturing Lead Time, 5. Cost of Goods Sold , 6. Gross Margin, 7. Cost of Quality and 8. Operations

Decisions required in the simulation. The learning goals from this module is that the student will

understand the cost of goods sold, gross margin and what a bill of materials is and be able to make

manufacturing decisions in the simulation which include the required production units for next quarter,

the amount of raw material to order, how to manage the workforce and how to build new capacity.

Business Simulation

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The objective of the simulation is to allow students to run a business and practice the key skills in

becoming an entrepreneur. Student teams, which are determined in Class 1, will start and manage a

small company. Students act as chief executives of the small company that sells two products: a low

end commodity and a high end performance product. Students make decisions regarding (a)

marketing (e.g., pricing and promotion of the products), (b) manufacturing (e.g., how many units to

produce or whether to have the products manufactured by a sub-contractor), and (c) financing (e.g.,

requesting a bank loan to pay current bills). The products are sold through retail markets to the

general public. The students compete in teams against the other teams in the class.

ASSIGNMENTS

Assignment Weight Individual Team

Asynchronous Modules

0. Finding Opportunities (No Quiz) 0% X

1. Business Model – Running Lean - Reading Quiz 3% X

2. Customer Visit Module Quiz 3% X

3. Oral Presentation Assessment 5% X

4. Market Module Quiz 3% X

5. Video Story Module Quiz 3% X

6. Financial Accounting Module Quiz 3% X

7. Operations Module Quiz 3% X

Total 22% 22%

Individual Class Participation

8. Class Participation throughout the course 10% X

9. Individual case participation (Total of 3 cases: Classes 8 and

9)

9% X

Total 19% 19%

Project Presentations

10. Start-up presentation – Project I 25% X

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11. Development presentation – Project II 13% X

Total 38% 38%

Mogul Simulation

12a. Rank in the simulation in solo exam 1st time 3% X

12b. Rank in the simulation in solo exam 2nd time. 6% X

13a. Team business simulation round I 3% X

13b. Team business simulation round II 6% X

14. Strategy Documents (Total of 3: classes 8 and 9) 3% X

Total 21% 9% 12%

Grade Weight 100% 50% 50%

Module Quizzes

There are a total of 7 asynchronous course modules (ACM) which each student is required to complete

on their own. Following completion of the module the student will be required to complete a module

assessment. The oral communication module requires the student to prepare a video presentation

demonstrating the ability to do an effective oral presentation. The remaining modules are assessed by a

quiz. Every quiz has ten questions and allows the student 60 minutes to answer the quiz. The quiz needs

to be completed on your own. Test questions should not be shared with your classmates. The

questions are randomized from a test bank so each quiz is unique. Students will be given two chances to

take the quiz with the highest grade being recorded.

The test will be open at 5:00 pm on the date they are due and will close the following day at either

7:00am or 1:30pm. See the table below. Taking the test on time is important as in-class exercises assume

that you are familiar with the material discussed in the module. As such you will be given a 0 if the

module before the quiz closes. Exceptions will be made for personal emergencies that will preclude you

from taking the tests in a timely fashion.

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Solo Exam

In Mogul Solo, students compete against semi-intelligent companies managed by the computer. While

these computer-run companies act rationally, they are not all-knowing, perfect competitors. The Mogul

Solo program allows students to process their decisions whenever they are ready to progress to the next

quarter. In the solo exam you will have an opportunity to play solo with your grade determined based on

your results on the date the simulation results are due. The mogul solo exam is given twice. With the 2nd

exam counting more than the first. The solo exams need to be completed on your own.

The exam will be open at 5:00pm on the day indicated and will close by the next morning at 7:00am. You

are expected to complete the exam within this time period. You will be given a 0 on the exam if it is not

completed within the allowed time period.

Project Assignments

PROJECT I. – Students will be required at Class 6 to create a Kickstarter style video (3 min) and lessons

learned PowerPoint presentation (5 min). The lessons learned presentation should include a discussion

of how the lean canvas helped your team understand the business model of your idea and how it

changed/developed. Tell an authentic and honest story of your pitfalls, discoveries and pivots. The more

specific your story the better. Include specific terms about the customers you met, what they said and

how they changed the canvas

PROJECT II - Students will be required at class 10 to prepare presentation (5 min), using a TEDx story

telling format which is based in on the simulation. Discuss the strategy of your company, how the

strategy changed, how you made decisions, discuss the strengths and weakness of your team and your

company. In addition your team will also be required to present a lessons learned PowerPoint which

discusses the lessons learned in the development portion of the course.

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Customer analysis and one page summary

During project I each team is expected to visit at least 30 customers and complete a discovery narrative

for each customer as indicated below.

Case Assignments

A case grade of 9% (3% for each case) will be given based upon your class performance and participation

in the cases indicated below. You are encouraged to discuss the cases with other students prior to the

class. However only your own individual performance will be evaluated during class. This is open and

open notes. So please bring the material into the class. You should use the problem statements as a

guide to your review of the cases

Case Readings (suggested readings which will help you with the case discussions). These articles are in

canvas

1. Ellet, William, “How to Analyze a Case,” in Ellet, William The Case Study Handbook: How to Read,

Discuss and Write Persuasively About Cases,” Harvard Business School Press, 2007 - read

2. Ellet, William, “How to Discuss a Case,” in Ellet, William The Case Study Handbook: How to Read,

Discuss and Write Persuasively About Cases,” Harvard Business School Press, 2007 - read

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Case I –Marketing (3% grade weight)

Objective: To reinforce the basic principles of marketing and then apply them to Mogul.

Case problem statements:

1. Which customer is the correct target for Hubspot: Mary Marketer or Ollie Owner?

2. What is the correct pricing strategy for Hubspot? Should they be different for Mary Marketer or Ollie

Owner?

3. Should Hubspot stay with inbound marketing? Or do both inbound and outbound?

Case Reading:

HubSpot: Inbound Marketing and WEB 2.0 (HBS Case 9-509-049, January 24, 2011)

Case II –Finance Case (3% grade weight)

Objective: To reinforce the basic principles of finance and then apply them to Mogul.

Case problem statements:

1. Why does a company making a profit need a loan?

2. What options does Jones Electric’s have to reduce credit needs?

3. What is driving Jones Electric’s need for credit?

Case Reading:

Jones Electrical Distribution (HBS Case 4179 – April 6, 2010)

Case III – Operations Case (3 % grade weight)

Objective: To reinforce the basic principles of operations and then apply them to Mogul.

Case problem statements:

1. What are the number of units to break even?

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2. Explain which costs are mainly responsible for the losses

3. What are some of the strategies or decisions that Wentao Chen should consider in trying to solve the

problems with the Apple iPhone 4 contract in the next nine months.

Case Readings:

Danshui Plant 2 (HBS Case 5-913-526, September 28, 2102)