Innovation to Market A 2022 Summer II (UCSD)

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MGT121A: Innovation to Market (A)

Syllabus – Tentative

As of July 31st, 2022

 

Undergraduate Course: 2022 Summer II

Instructor: Kanetaka M. Maki, Ph.D. (Visiting Associate Professor)
E-mail: kanetaka@kanetaka-maki.org
Office Location: 2E109
Office Hours: By appointment

Teaching Assistant: Mohammed Akram Akbar
E-mail: makbar@ucsd.edu
Office Hours: By appointment

Class Time: Mondays and Wednesdays 6:30-9:20 pm
Final Exam: Friday, Sep 2nd, 7:00-9:59 pm
Makeup: Aug. 19th, 6:30-9:20pm

Classroom: Otterson Hall – 1S113

Note: This syllabus may be updated and revised at a later date.

 

The class will be conducted full offline. We do not accept remote participation in this class.

 

DESCRIPTION

  • Innovation to Market A is the first course of a two-course sequence that provides the competencies needed to identify and transform technical and non-technical innovations into viable ventures that capture profitable market opportunities. The course will provide students with an introduction to the strategic and operational issues of developing an innovation into a competitive and sustainable business.
  • This is a team-based project course in which students apply management principles, technology strategies, market opportunity assessment, validation strategies, and financing strategies to develop value propositions, business models, and business concepts for a potential new business or organization.
  • Students will learn how to perceive needs and propose unique products or services in a business concept that could satisfy those unmet needs. They will also learn about market segmentation and positioning and market research techniques to test their ideas in a real-world context and identify potential customers, suppliers, and partners. From this, they will learn the definition of a business model and how it can represent the key operational design decisions that an organization makes to properly address a market opportunity in a profitable and distinctive manner.
  • Through industry examples and case discussions, the participants will learn the nuances of the different types of business models and the opportunities and challenges of refining and evolving business models as more information becomes available. They will then demonstrate this learning through written and oral presentations of their research findings and selected business models.
  • The course will utilize lectures, case studies, a project assignment, student oral presentations, and guest speakers from the industry. This quarter-length course is designed for upper-division undergraduate students.

COURSE OBJECTIVES

  1. Develop the knowledge and skills to create your own business.
  2. Acquire knowledge and skillsets in:
    – Idea Generation
    – Opportunity Assessment
    – Risk Identification & Mitigation
    – Market Research / Validation
    – Business model development
    – Business Plan Development (a.k.a. Go to Market Strategy)
    – Business Model Pitch / Presentation

MATERIALS

  • Course Packet [CP]: Harvard Business School Publishing (Required)
    • A carefully selected list of readings is provided in the Course Reader.
    • Please purchase it.
  • iClicker
    • iClicker is required for this class (both iClicker 1 or 2 may be used). It can be purchased at the UCSD bookstore and can be sold back to the bookstore at the end of the quarter. I use clickers for both reading quizzes and for selected questions during the lecture to promote learning.
  • Textbook [NVC] (Optional)
    • New Venture Creation. 10th Edition, Stephen Spinelli, Jr. and Robert Adams McGraw-Hill, Irwin, New York New York
    • This is a required textbook by the department. However, to reduce the cost of textbooks for students, I decided to make this an optional reading for this year.
    • This book is also available at the library
    • This textbook will also be used for MGT 121B – Innovation to Market (B). If you plan to enroll in MGT 121B –  Innovation to Market B, strongly suggest reading the recommended chapters,
    • To purchase the ebook version of this text, go to www.coursesmart.com and in the search box type: 0-07-802910-4
  • Selected PDFs and Assignment Templates (all on Canvas)
  • Slack Channel
    • We will actively use slack for asynchronous communications outside of the classroom. See the registration link on Canvas.
  • Miro/Mural
    • We will actively use miro/mural for asynchronous communications outside of the classroom.

CLASSROOM PROCEDURE

  • The course meets 10 times for 2 hours and 50 minutes each time, with 10 minutes break. Class sessions will begin and end on time. Please be punctual so that you do not miss the initial thrust of the discussions or disturb others.
  • If you need to miss a class, please post on the slack channel in advance.
  • Keep in mind class participation is part of your grade.
  • Each student should be prepared and expected to participate in classroom discussions.

CLASS ASSIGNMENTS

  • You are expected to read all assignments and prepare answers to the preparation questions prior to class.
  • Each individual is expected to turn in their own assignments unless they are team projects. However, I recommend you work in study groups to discuss the questions prior to completing your own write-up.
  • Each student is expected to have completed all readings, and assignments for each class before the class starts.
  • Assignments will be submitted prior to each class through Canvas.
  • Please Note: There are fewer readings and assignments toward the end of the course to allow more time for students to complete their team projects. (front-loaded)

CLASS PARTICIPATION

  • Every class session will involve interaction in the form of class discussion. I expect each student to be prepared at all times to comment on any class session. To reinforce this expectation, I will randomly cold-call on students during the ensuing discussion, both those who raise their hands and those who do not.
  • Many of the sessions of this class will follow the discussion format. This allows you to apply theories, concepts, and analytical devices discussed in class or in the reading materials, or from other relevant current events or news sources. The direction and quality of the discussion are the collective responsibility of the class, not the sole responsibility of the instructor. Class participation will be graded on your readiness, willingness, the quality of your comments, and their contribution to the discussion.
  • You are expected to attend every class. You are responsible for the material covered in class whether you attend or not.

CLASS CONTRIBUTION

  • The class contribution will be graded on your readiness, willingness, and the quality of your comments and their contribution to the discussion.
  • The class contribution will be recorded based on the quality of the comments you made (Recorded by the instructor and TA for every session).
  • The online discussion board is another way you to contribute to the discussion.
  • The frequency (i.e., the quantity) of your interventions in class is not a key criterion for effective class contribution.
  • Some criteria used to evaluate class contribution are as follows:
    1. Is the participant deeply engaged in class? The use of laptops and electronic devices for non-class purposes can negatively affect class participation and the learning experience.
    2. Is the participant a good listener? Are the points made relevant to the discussion? Are they linked to the comments of others? Do the comments show evidence of analysis of the case?
    3. Is there a willingness to test new ideas, or are all comments “safe”? (For example, repetition of case facts without analysis and conclusions).
    4. Do comments clarify or build upon the important aspects of earlier comments and lead to a clearer understanding of the case?
  • Formula: Class Contribution = Quality of the comment / Air-time

GROUP PROJECT

  • Every student will participate in a group project. The group will be made up of 4-6 students. I will randomly assign every student to a group.
  • The group assignments will be graded as a group. Each group will be responsible for interim group assignments and a final presentation and a short business plan. The templates for these assignments are on Canvas.
  • Final presentations and short business plans are evaluated based on the Business Idea Evaluation Sheet. I strongly recommend that you review the sheet carefully, as you will be expected to address each criterion outlined in this sheet.

GRADING

Class Participation / Contribution ( + Rady Behavioral Lab)
40%
Assignments / Reading Quiz Scores 30%
Final Presentation (Team Project) 20%
Final Exam 10%
Total 100%
  • Extra Credit – Rady Behavioral Lab (5%) + Team Contribution (10%)
  • Please check the scores and let TA know if there is any mistake. It is your responsibility to check the scores. If you did not claim by the end of the quarter, we take it as you agreed with your received scores.

SCHEDULE 2022 / TOPICS

Class 01 Aug 1st (Mon) Introduction & Idea Generation
Class 02 Aug 3rd (Wed) Basics of Design Thinking
Class 03 Aug  8th (Mon) What is Entrepreneurship? & Business Idea Generation Methods
Class 04 Aug 10th (Wed) – Online Prototyping and Experiments & Opportunity Recognition
Class 05 Aug 15th (Mon) Innovation System & Business Model
Class 06 Aug 17th (Wed) Business Model Analysis & Pitch
MU Aug 19th (Fri) – Makeup TBD
Class 07 Aug 22 (Mon) Platform Business, Market Research, and Experiment
Class 08 Aug 24th (Wed) Business Plan, and Competitive Analysis
Class 09 Aug 29th (Mon) Entrepreneurial Ethics and Financial Projection
Class 10 Aug 31st (Wed) Team Resources, and San Diego Ecosystem
Final Exam Sep 2nd (Fri) 19:00-22:00  Final Presentation & Wrap-up

ACADEMIC INTEGRITY

  • The integrity of scholarship is essential for an academic community. As members of the Rady School, we pledge ourselves to uphold the highest ethical standards. The University expects that both faculty and students will honor this principle and in so doing protect the validity of University intellectual work. For students, this means that all academic work will be done by the individual to whom it is assigned, without unauthorized aid of any kind.

The complete UCSD Policy on Integrity of Scholarship can be viewed at:
https://senate.ucsd.edu/Operating-Procedures/Senate-Manual/appendices/2

How the Honor Code applies to this course:

  • You can work with anyone on class assignments. I suggest that you work in study groups on homework assignments.
  • Your class preparation and assignments must not benefit from class materials by students who took this course in prior years, or at other schools. Using course notes or PowerPoint slides you received from previous students of this class is a violation of the UCSD Honor Code.

STUDENTS WITH DISABILITIES

  • A student who has a disability or particular need and requires an accommodation in order to have equal access to the classroom must register with the Office for Students with Disabilities (OSD). The OSD will determine what accommodations may be made and provide the necessary documentation to present to the faculty member.
  • The student must present the OSD letter of certification and OSD accommodation recommendation to the appropriate faculty member in order to initiate the request for accommodation in classes, examinations, or other academic program activities. No accommodations can be implemented retroactively.
  • Please visit the OSD website for further information or contact the Office for Students with Disabilities at (858) 534-4382 or osd@ucsd.edu.

EQUITY, DIVERSITY, AND INCLUSION

Acknowledging equity, diversity, and inclusion is required of students in this class.

  • Equity is the guarantee of fair treatment, access, opportunity, and advancement for all students, faculty, and staff…while at the same time striving to identify and eliminate barriers that have prevented the full participation of marginalized groups.
  • Diversity refers to the variety of personal experiences, values, and world-views that arise from differences in culture and circumstance. Such differences include race, ethnicity, gender, age, religion, language, abilities/disabilities, sexual orientation, socioeconomic status, and geographic region.
  • Inclusion is the act of creating environments in which any individual or group can feel welcomed, respected, supported, and valued.