Republic of the Philippines OFFICE OF THE PRESIDENT COMMISSION ON HIGHER EDUCATION CHED MEMORANDUM ORDER (CMO) No. 18 Series of 2017 SUBJECT: REVISED POLICIES, STANDARDS AND GUIDELINES FOR BACHELOR OF SCIENCE IN ENTREPRENEURSHIP In accordance with the pertinent provisions of Republic Act (RA) No. 7722, otherwise known as the "Higher Education Act of 1994," in pursuance of an outcomes- based quality assurance system as advocated under CMO No. 46 s. 2012, and by virtue of Commission en banc Resolution No. No. 231-2017 dated March 28, 2017, the following policies, standards and guidelines (PSGs) are hereby adopted and promulgated by the Commission. ARTICLE | INTRODUCTION Section 1. Rationale Based on the Guidelines for the Implementation of CMO No. 46 s. 2012, this PSG implements the “shift to learning competency-based standards/ outcomes-based education.” It specifies the ‘core competencies’ expected of BS Entrepreneurship graduates “regardless of the type of HEI they graduate from." However, in “recognition of the spirit of outcomes-based education and... of the typology of HEls,” this PSG also provides "ample space for HEIs to innovate in the curriculum in line with the assessment of how best to achieve learning outcomes in their particular contexts and their respective missions...” ARTICLE I AUTHORITY TO OPERATE Section 2, Government Recognition All private higher education institutions (PHEls) intending to offer Bachelor of Science in Entrepreneurship must first secure proper authority from the Commission in accordance with these PSGs. All PHEls with an existing BS Entrepreneurship program are required to shift to an outcomes-based approach based on these PSGs. State universities and colleges (SUCs), and local universities and colleges (LUCs) should likewise strictly adhere to the provisions in these policies and standards ‘Higher Education Development Center Bullding, C.P. Garcia Ave., UP Campus, Diliman, Quezon City, Philippines Web Site: wwaiched. govph Tel. Nos. 441-1177, 385-4391, 441-1169, 441-1149, 441-1170, 441-1216, 392-5296, 441-1220 ‘441-1228, 988-0002, 441-0750, 441-1254, 441-1236, 441-1255, 411-8910, 441-1171, 352-1871ARTICLE Ill GENERAL PROVISIONS Per Section 13 of RA No. 7722, the higher education institutions shall exercise academic freedom in its curricular offerings but must comply with the minimum requirements for specific academic programs, the general education distribution requirements and the specific professional courses. Section 3. Section 4. Section 5. The Articles that follow give minimum standards, expressed as a minimum set of desired program outcomes (detailed in Article IV Section 6 below.) The sample curriculum presented in Article V Section 9 is designed to attain these desired program outcomes. The number of units of the curriculum is hereby prescribed as the “minimum unit requirement” under Section 13 of RA 7722. Curriculum maps are a Useful tool for determining the ability a curriculum to achieve the desired program outcomes. A sample curriculum map is presented in Article V Section 11 A variety of curriculum delivery methods should be employed to effectively provide a learner-centered and outcomes based education Some of the possible curriculum delivery methods that HEIs can use are presented in Article V, Section 12. Article V, Section 13 presents a sample course syllabus that demonstrates the use of some of these methods. The physical as well as human resource requirements that are deemed necessary for the effective delivery of the curriculum are presented in Article VI The HEls are allowed to design curricula suited to their own contexts and missions provided that they can demonstrate that the same leads to the attainment of the required minimum set of outcomes, albeit by a different route. In the same vein, they have latitude in terms of curriculum delivery and in terms of specification and deployment of human and physical resources as long as they can show that the attainment of the program outcomes and satisfaction of program educational objectives can be assured by the alternative means they propose. ‘The HEIs can use the CHED Implementation Handbook for Outcomes- based Education (OBE) and the Institutional Sustainability Assessment (ISA) as a guide in making their submissions pursuant to Article VIl ARTICLE IV PROGRAM SPECIFICATIONS Program Description 5.1 Degree name The program described herein shall be called Bachelor of Science in Entrepreneurship (BS Entrep). Entrepreneurship shall not be offered as a major field of any other education program Page 2 of 34Section 6. 5.2 5.3 54 55 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 help aspiring entrepreneurs acquire the skills, values and attitudes that will increase their chances of success. Program Goals The program goals for BS Entrepreneurship graduate within 2 to 5 years are as follows: * Set up a business Manage and operate a business ‘Assume Managerial position in the field of Business Development, Corporate Planning and other related positions in the corporate or Public organizations or Non-Government organizations. 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 work in any organization where entrepreneurial competencies are required. They should also be able to pursue other careers appropriate to a BS Entrepreneurship graduate such as Entrepreneurs, Business Development or Corporate Planning Development Staff/Assistant, Marketing Assistant or Staff Allied Fields Entrepreneurship is functionally 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 to sell, and many of these products are technology or science-based. Thus, most fields of science and applied science, especially Computer Science and the different branches of Engineering, can also be considered allied field. Program Outcomes The minimum standards for the BS Entrepreneurship program are expressed in the following learning outcomes. 6.1 Common to all programs in all types of schools a. Discuss the latest developments in the specific field of practice. (POF level 6 descriptor) b. Communicate effectively using both English and Filipino, orally and in writing a, j; Page 30f34 Ef©. Work effectively and independently in multi-disciplinary and multi-cultural teams. (PQF level 6 descriptor) 4. Exemplify professional, social, and ethical responsibility e. Preserve and promote ‘Filipino historical and cultural heritage” (based on RA 7722) 6.2 Common to the general field of Business and Management A graduate of a business or management degree should be able to: 6.2.1 Perform the basic functions of management such as planning, organizing, staffing directing and controlling. 6.2.2 Apply the basic concepts that underlie each of the functional areas of business (marketing, finance, human resources management, production and operations management, information technology, and_ strategic management) and employ these concepts in various business situations. 6.2.3 Select the proper decision making tools to critically, analytically and creatively solve problems and drive results 6.2.4 Express oneself clearly and communicate effectively with stakeholders both in oral and written forms. 6.2.5 Apply information and communication technology (ICT) skills as required by the business environment. 6.2.6 Work effectively with other stakeholders and manage conflict in the workplace. 6.2.7. Plan and implement business related activities. 6.2.8 Demonstrate corporate citizenship and social responsibility 6.2.9 Exercise high personal moral and ethical standards 6.3 Specific to the Entrepreneurship program A graduate of BS Entrepreneurship should be able to: 63.1 Conduct a self-assessment to determine level of entrepreneurial competencies. 6.3.2 Analyze/scan the environment to determine business opportunities and develop their profitability profiles from which entrepreneurial ventures can be selected from 6.3.3 Prepare a business plan. 6.3.4 Mobilize the necessary human, financial, logistical, and technical resources to implement the business plan 63.5 Prepare and comply with requirements for business operation (e) 6.3.6 Operate and manage the enterprise observing good governance and social responsibility. 6.3.7 Apply entrepreneurial management in any organization other than own enterprise. 6.4 Common to a horizontal type as defined in CMO No. 46 s. 2012 A graduate of an entrepreneurship degree should be able to: 6.4.1. For professional institutions: demonstrate a service orientation in one's profession Page 4 of 34Section 7. 6.4.2. For colleges: to participate in various types of employment, development activities, and public discourses particularly in response to the needs of the communities one serves 6.4.3 For 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 Private Higher Education Institution, at its option, may adopt mission- related program outcomes that are not included in the minimum set. Sample Performance Indicators 7.1 Completed self-assessment instrument, with analysis of personal traits and competencies, and evaluation of suitability for entrepreneurship 7.2 Completed industry or sector analysis and discussion of business opportunities within the industry or sector 7.3. Completed location analysis and site mapping 7.4 Completed marketing plan 7.8 Completed production and operations plan 7.6 Completed financial plan, with capital budget, master budget, five- year projections and pro-forma income statements 77 7.8 Completed and fully functional product prototype 7.9 Successful operation of a micro-venture for at least one semester, with fully accomplished business registration and detailed business performance review 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 responsibility strategies and compliance action plan for a business Perform the basic functions of Prepare Comprehensive management such as planning, strategic business plan organizing, staffing, directing, leading and controlling | Apply information and communication | Prepare a social media technology (ICT) skills as required by the | marketing plan. business environment Work effectively with other stakeholders | Conduct a planning and problem and manage conflict in the workplace | solving meeting to resolve issues related to a planned business event. Select the proper decision tools to Apply appropriate quantitative critically, analytically, and creatively solve) tool to address a business case problems and drive results problem & Page 5 of 34Section 8. Table 2. Sample of Program outcome and Indicators for graduates of BS Entrepreneurship Program Outcomes Performance Indicators Analyze/Scan the environment to determine business opportunities and develop their profitability profiles from which entrepreneurial ventures can be selected from Prepare industry or sector analysis and discussion of business opportunities within the industry or sector Prepare location analysis and site mapping Prepare a business plan. Prepare marketing plan Prepare production and operations plan Prepare financial plan, with capital | budget, master budget, five- year projections and formal income statements Complete detailed business plan Operate and manage the enterprise observing good governance and social responsibility. Successfully operate a micro-venture for at least one school year, with fully accomplished business registration and detailed business performance review ARTICLE V CURRICULUM Curriculum Description The curriculum for BS Entrepreneurship is made up of a minimum of 129 units , including the required General Education, or GE curriculum. It covers all major functional areas required in planning, setting up, and running a business. HEIs are encouraged to incorporate additional courses into their curriculum on top of these 129 units, to reflect their particular contexts and their respective missions. Page 6 of 34Section 9. ‘The 129 units are broken down into the following components: Courses 1. General Education (GE) Courses 2. National Service Training Program (NSTP) 6 3. Physical Education (PE) courses 8 Sub Total 50_units 4, Common Business and Management Courses (CBMEC) ‘+ Operations Management (TOM) * Strategic Management 6 5. Entrepreneurship Core 49 Sub Total 79 Total including GE, NSTP and PE 429 Units The subjects under the General Education (GE) Courses are as per CHED Memorandum No. 20 series of 2013. This curriculum is vertically aligned with the Accounting Business and Management (ABM) strand of the senior high school academic track. For students who did not take the ABM academic strand, HEIs should offer bridging courses such as the specialization courses in K-12 ABM strand, but not limited to said courses to make them at par with those who have taken the ABM academic strand and comply with K-12 requirements New program offerings under Business and Management cluster (allied) must offer the 6 units common business and management courses. The HEIs may be allowed to credit subjects /course taken by students abroad provided they have the same required number of units and course description. ‘Sample Curriculum 9.1. General Education, NSTP and Physical Education Courses These courses can significantly prepare the students as they transition from high school to tertiary education and pursue professional level of education. This component of entrepreneurship education is purposefully designed to strengthen four (4) important learning outcomes or competencies: * Communication skills — Ability to write and speak clearly and persuasively, gather evidence and construct a coherent argument, shape speech and writing to the nature of one’s audience. Page 7 of 34‘* Logical and critical thinking — Ability to analyze, synthesize and evaluate information and ideas from multiple perspectives; differentiate between objective information and subjective points of view and identify ways of making provisional judgments. * Quantitative reasoning and computer _literacy- Development of quantitative reasoning in mathematics or statistics combined with a basic computer literacy which is essential in contemporary technological society oo Minimum Units Prescribed 1. General Education (GE) Courses 36 2. NSTP 6 3. Physical Education (PE) courses 8 Total 50 Units The 36 units of GE Core Courses include: + Understanding the Self + Readings in Philippine History ‘+ The Contemporary World Mathematics in the Modern World Purposive Communication Art Appreciation Science, Technology, and Society Ethics Rizal's Life and Works The GE Electives are: + Mathematics, Science & Technology * Social Science and Philosophy * Arts & Humanities 9.2. Core Business and Management Education Courses (CBMEC) These courses cover all the major functional areas of business, and provide the foundational knowledge necessary for business practice. COURSES No. OF UNITS LEC | LAB | Total ‘Operations Management (TQM) 3 3 ‘Strategic Management 3 3 Total 6 9.3 Entrepreneurship Core Courses (49 units)- The following are the required major courses covering theory and practical application Page 8 of 34Course NO. OF UNITS Lec | Lab | Total 7. Entrepreneurial Behavior 3 3 2. Opportunity Seeking 3 3 3. Business Pian Preparation 3 [13 4. Business Plan Implementation I: Product Development and Market 2|als Analysis 5. Business Plan Implementation I z [3 ]s5 | 6 Market Research and Consumer Z a Behavior 7 Microeconomics 3 3 8 Business Law and Taxation, with focus on Laws Affecting Micro, 3 3 | __Small and Medium Enterprises @ Financial Mgt (Financial Analysis for Decision Making ) “ fe 70. International Business and Trade | 3 3 17. Human Resource Management 3 3 12.Pricing and Costing 3 13.innovation Management z 3 14. Social Entrepreneurship 3 3 45. Programs and Policies on 3 Enterprise development 9.4 Specialized Tracks (12 units) - the specialized track allows student to pursue a business project proposal based on the available resources and economic environment of the region where they belong such as a track in Agribusiness, Fisheries, Tourism Business, Hospitality, Culinary and others. The Business model can be a manufacturing, service, export-import, franchising and distributorship structure. 9.5 Elective Courses (12 units) ~ These are courses that a student can take depending on his/her area of interest specifically for enhancement of his/her business project or related courses to support or enhance the specialized track. Course NO. OF UNITS tee | tae | TH Suggested Elective Courses Franchising Export Marketing Entrepreneurial Marketing Strategies Direct Marketing Wholesale and Retail Sales Management E-commerce ‘Agribusiness Family Business Management ‘Small Business Consulting/ Business Development Services 40. Microfinancing 3 oon) e]efes/es|eo ©|=)s]> wolesfosfes Page 9 of 34ii, Venture Finance 12. Supply Chain Management 43. Managing a Manufacturing Enterprise 14, Managing a Service Enterprise 16. Creativity in Problem Solving 16. Negotiation 17. Events Management 18. Hospitality Management 19. Management of Technolog) 20. Merger and Acquisition | 21 Entrepreneurial Leadership in an 7 Organization [2/00 /co|e0]00]e0/¢0] coe], Section 10. Sample Program of Study FIRST YEAR [Semester 1 No of Unit | Lab, [Entrepreneurial behavior GE 4 -Understanding the Seif [GE2- Readings in Philippine History [GE 3- The Contemporary World NSTP 1 [PE1 | S| | In |e] e002] | 09/8 | N3|09|e0]05] o9| oo} iS ‘Semester 2 No of Units. Microeconomics: GE 4- Mathematics in the Modern World GE 5- Purposive Communication GE 6- Art Appreciation NSTP 2 PE2 Total SECOND YEAR ‘Semester 4 Opportunity Seeking 3 GE 7- Science, Technology, and Societ; 3 3 GE 8- Ethics 3 3 GE 9-- Rizal's Life and Works (as 3 3 mandated by law) Entrepreneurial Leadership in an 3 3 Organization pal PE3 3 2 Total 7 "x a a Page 10 of 34Section 11. ‘Semester 2 No of Units Tec [Lab | Units Market Research and Consumer Behavior 3 Innovation Management 3 Pricing and Costing 3 Human Resources Management 3 GE Elective 1- Mathematics, Science & 3 Technology GE Elective 2- Social Science and 3 Philosophy PE4 2 — Total 20 THIRD YEAR, ‘Semester 1 No of Units Lec [Lab | Units Financial Management 3 3 Production and Operation Management 3 3 GE Elective 3- Arts & Humanities is 3 Track 1 3 3 Elective 1 3 3 Elective 2 3 3 Total 18 ‘Semester 2 No of Units tee Ptab | units Business Plan Preparation 3 3 Track 2 3 3 Elective 3 3 3 Elective 4 3 3 International Business and Trade 3 3 Bus. Law and Tax 3 3 Strategic Management 3 3 Total | I 2 FOURTH YEAR Semester 1 No of Units Tee | Lab | Units Business Plan implementation 1 2;3ts5 Social Entrepreneurship 3 3 Track 3 31 3 Total "1 ‘Semester 2 No of Units Tec | Lab | Units Business Plan Implementation 2 2 3 5 Track 4 2 [Ss 3 Total 8 Sample Curriculum Map The curriculum map is a tool to validate if a match exists between core program outcomes (competencies) and the content of a curricular & Page 11 of 34 ifprogram (on a per course or subject basis). symbols have been used The following letter L. - Facilitate LEARNING of the competencies (input is provided and competency is evaluated) P - Allow student to PRACTICE competencies (no input but competency is evaluated) Q - Provide OPPORTUNITY for development (no input or evaluation, but there is opportunity to practice the competencies) Core Business and Management Program Outcomes Common Education Courses (CBMEC) ‘to the Business and Management discipline. 8{3]s]o]s[sissis Operations Management(Tam) [P| P| L|PlPlr lpi |r| Strategic Management tle le le iP le irl le j Hila S Specific : ene to Sub-Discipline (BSEntrep) Entrepreneurship Core Courses si sigis els v 8) 3/6|3)3/3)3 |. Entrepreneurial Behavior tlo|tlolo|Plo 2. Opportunity Seeking es 3. Business Plan Preparation p[P|P|PlP|P|P 4. Business Plan Implementation! | P| P |P|P|P|P|P 5. Business Plan Implementation! | P| P| P|P|P|P|P @. Market Research and Consumer ee piiljelelel|ele 7. Microeconomics pi|PlolplPlPele . Business Law and Taxation, with ] | focus on Laws Affecting Micro, | P| P|L|P|P|P)P ‘Small and Medium Enterprises | | ©. Financial Mgt (Financial Analysis, | for Decision Making ) Fy [PP Lee 10, Pricing and Costing Pit iPl|PlPlPlP | 70, Intemational Business and cChelelelelelle Trade LPP PLE 77. Human Resource Management | L | P| P| P|P|P|P 78, Innovation Management P|P\PIPIP|P|P 74, Social Entrepreneurship LPP lPlPlPlPle 75. Programs and Policies on Enterprise development CP Pee ee Ss YS Page 12 of 34Section 12. Sample Means of Curriculum Delivery 124 12.2 12.3 12.4 12.5 12.6 12.7 128 12.9 Lecture - Presentation segments with embedded interactive experiences such as question and answer sessions. Demonstration - Faculty members show how a skill should be performed or students are observed as they perform a learning ‘outcome. 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. 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. 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. Literature Review - Students read and reflect on articles in the professional journals in order to become familiar with the current research. ‘Student Presentations - Research shows peer teaching is an active learning strategy that results in significant gains in leaming. Students practice professional roles and improve communication skils. Case Study (Discussion Method - An open ended story or case study provides a vehicle for analysis, criticism, and reaching conclusions. 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. 12.10 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 Page 13 of 34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 identity 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 12.11 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. 12.12 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. O.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. 12.13 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, 12.14 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. 12.18 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 12.16 Podcasting a. Audio: Using mp3 compression to make audio files small enough to be broadcast, downloaded, or emailed by Page 14 of 34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. ¢. Video: Digital video, such as classroom lectures or interviews with experts, which are compressed and viewable on a computer or video iPod, 12.17 Video-conferencing - Point to point or point to multipoint discussions using a digital format, 12.18 Web-based Instruction - Using Web resources to support learning: blogs building a Website discussion boards online testing and quizzes research virtual tours web-streaming wikis ze7eaogD Section 13. Sample Syllabi for All Courses (Please see annex A) Section 14. Curriculum Standards 144 14.2 14.3 14.4 14.5 14.6 14.7 The curriculum for BS Entrepreneurship program should be consistent with the school’s philosophy, mission and vision statement, The curricular requirement for BS Entrepreneurship program should follow the minimum number of units prescribed herein. The school is free to enhance this curriculum and to follow different patterns and modalities based on the needs of its clientele. As a general rule, subjects should be offered as three (3) unit courses equivalent to a minimum of 18 contact hours per unit. All schools should have prepared course syllabi. These should be made available to students at the beginning of each term Teaching methodologies, grading systems, textbooks and references should be clearly stated in the syllabi. All undergraduate courses should have prescribed textbooks, which should be selected on the basis of acceptable criteria, preferably by an independent textbook board or committee. The intelligent use of other instructional aids and resources should be encouraged Access to computers and CD materials as well as the Internet should be provided to faculty members and students Page 15 of 34ARTICLE VI REQUIRED RESOURCES 15 Administration 15.1 Dean or the Director of the program The minimum qualifications of the head of the unit that implements the degree program are the following The Dean or the Director of the program should possess the following qualifications: * A Doctoral degree in Business Administration! Management; or a doctoral degree in a related field and a Masters degree in Business Administration/Management. + Have at least five (5) years’ teaching experience at the tertiary level; «Have at least five (5) years’ experience in an administrative or supervisory capacity in an educational institution or a business enterprise. a, The general functions and responsibilities of the Dean or Director of the program are to: + Exercise academic leadership; * Adopt curricular programs attuned to current trends and developments in education and to practices of the profession; ‘© Maintain linkages with relevant industry and academic entities or organizations; «Promote research and scholarly pursuits. b. The Dean/Department Chair must be a full-time administrator. c. The teaching load of the Dean/Director should not exceed twelve (12) units per term/semester. 15.2 Chairs or Coordinators Chair or coordinators may be appointed to help in the administration of specific fields or disciplines in the program and should possess the following qualifications: * Masters degree in Business Administration/Management; or Master's degree in any related field with a bachelor’s degree in business; and * Atleast three (3) years’ teaching experience at the tertiary level Section 16. Faculty 16.1 Qualifications Faculty handling professional courses should possess any of the following Page 16 of 34a. AMaster’s degree in Business Administration/Management; or a Master's degree in any field with business or corporate experience. b. A minimum of three (3) years’ work experience that is directly relevant to the course being taught and a Bachelor's degree (e.g. 3 years’ work experience as a Brand Manager for a faculty member teaching Principles of Marketing, regardless of his undergraduate degree) 16.2 Faculty Requirements The faculty members should possess the educational qualifications, professional experience, valid professional licenses and teaching ability for the successful conduct of a school's program(s) and a. At least 75% of all business and professional courses must be taught by faculty with business or related graduate degrees, with at least one third of them (25%) taught by faculty with related doctoral degrees. No more than 25% of all business and professional courses may be taught by industry practitioners who do not hold graduate degrees, b. General Education courses in the program should be taught by faculty members with appropriate master’s degrees. c. All faculty members teaching accounting courses should be CPA's. All taxation subjects should be handled by either CPA's or lawyers and all business law courses should be handled by lawyers. 16.3 Percentage of Full-time Faculty At least fifty percent (50%) of the business and professional subjects in the program(s) should be handled by fulltime faculty members. 16.4 Teaching Load The teaching load of faculty members should be as follows: a. Faculty members should be assigned to teach courses only in their field of specialization b. The maximum total load of a regular ful twenty four (24) units/term/semester. . Full-time facully members undertaking research must be deloaded d. Faculty members teaching in more than one school must give formal notice of their teaching assignment in all schools concerned, . Faculty members should not be assigned to teach more than four (4) different preparations in any one term/semester. ime faculty member is Page 17 of 3416.5 16.6 {. Government employees who serve as part-time instructors in @ particular school _may be given a maximum teaching load of nine (9) units, subject to government approval. @. Faculty members teaching in more than one school must give formal notice of their teaching assignment to all schools concerned Other Requirements a. The school should have an effective system of recruiting and selecting qualified faculty members, b. Schools are encouraged to invite qualified business practitioners and entrepreneurs to teach in the program. . A system of ranking and evaluating faculty members should be instituted and implemented. And a publication of a faculty manual for the purpose of formalizing facully policies and standards is required d. The HE! should provide opportunities for faculty development and professional growth, to enable faculty members to keep up with the latest developments in their field, improve their teaching skills and course materials, . Regular fulltime faculty is required to conduct at least one (1) scholarly research work every academic year. ° Faculty Ranking and Evaluation A system of ranking and evaluating faculty members should be instituted and implemented by the school. a. The faculty should be assigned academic ranks in accordance with suitable ranking criteria. The usually recognized ranks of collegiate faculty members are. instructors, assistant professors, associate professors, and professors. b. As a general rule, a new member of the faculty begins as an instructor and is subsequently promoted, if deserving. A new faculty member may immediately be appointed to any of the higher ranks if warranted by his/her qualifications. c. Faculty competence and performance should be periodically evaluated using appropriate evaluation instruments to promote the professional growth of individual faculty and provide a basis for advancement and salary adjustments. d, The probationary employment for fulltime faculty who are academically qualified should be for @ period of not more than three (3) years. Facully members who have successfully passed this probationary period should be made permanent. e. After due process, faculty members who do not meet minimum standards of competence and performance, or who are found guilty of unprofessional conduct or of violating school regulations should be separated from service. ee or =Section 17. Section 18. 16.7 Faculty/Staff Development There should be a formal development program to encourage and help faculty members keep up with new knowledge and techniques in their field, improve their teaching skills and course materials, and continue their professional growth. The faculty development program should include provisions for, among others: Adequate and qualified supervision of faculty; Scholarships, sabbatical leaves, and research grants; c. Financial support for active membership in professional organizations, and attendance at continuing professional development (CPD) programs such as seminars, workshops, and conferences; d. In-service training courses; e. Periodic faculty meeting; and f. Participation in faculty committees, In the end, the faculty should possess the educational qualifications, professional experience, classroom teaching ability, scholarly productivity, and other attributes essential for the successful conduct of the undergraduate entrepreneurship program. As part of their professional development, accounting faculty should take it upon themselves to comply with the Continuing Professional Development (CPD) requirements of the profession. a. If the schoo! itself offers graduate programs, it should provide its faculty members the opportunity to earn advanced degrees, with tuition fee privileges and other forms of assistance. b. Attendance at in-service training programs on official time shall be encouraged and records of such attendance shall be filed at the office of the dean/chairmanidirector, as the case may be. Library Library personnel, facilities and holdings should conform to existing CHED requirements for libraries which are embodied in a separate CHED issuance. The library must maintain a collection of updated and appropriate/suitable textbooks and references used for the core courses in the curriculum. Library resources should complement curriculum delivery to optimize the achievement of the program outcomes for the BS Entrepreneurship program. Laboratory Business incubation is the core requirement of any B.S. Entrepreneurship program, and its richest source of experiential learning. All schools offering B.S. Entrepreneurship must provide a business incubation facility large enough to seat at least ten percent (10%) of its graduating class at any given time. This incubation facility must be a fully equipped business center, providing students with Page 19 of 34Section 19. access to a conference room, to computer units with intemet access, telephone lines, fax machines, copy machines, and the like. The incubation facility should be a venue where students and student groups can meet with clients, conduct meetings, and perform all other functions necessary for the successful operation of their business ventures. The business incubation facility must be supervised by a faculty member or a professional with significant business and entrepreneurial experience, and the ability to mentor student ventures and help to foster their success. Physical Facilities 19.1 Colleges and universities offering the BS Entrep programs should provide adequate physical facilities for their courses in accordance with the requirements CMO No. 40 s. 2008 Manual of Regulation for Private Schools (MORPHE); Batas Pambansa Blg. 232, “ The Education Act of 1982; Republic Act (RA) 8981, " PRC Modernization Act of 2000", RA 6541, "The National Building Code of the Philippines’, Presidential Decree 856, The Code of Sanitation of the Philippines’ , the laws governing various profession and CHED Issuances. 19.2 Facilities for support services such as health, guidance and ‘employment /placement services may be shared with other units of the school. 49.3 All institutions should maintain a campus conducive to promote the quality of its graduates. ARTICLE Vil COMPLIANCE OF HEIs. Using the CHED Implementation Handbook for OBE and ISA as reference, a HE! shall develop the following items which will be submitted to CHED when they apply for a permit for a new program: Section 20. Section 21. Section 22. Section 23. Section 24. Section 25. The complete set of program outcomes, including its proposed additional program outcomes. Its proposed curriculum and its justification including a curriculum map, Proposed performance indicators for each outcome. Proposed measurement system for the level of attainment of each indicator. Proposed outcomes-based syllabus for each course. This should already be indicative of the plan of delivery of the curriculum, student assessment and of the resources to be deployed. Proposed system of program assessment and evaluation Proposed system of program Continuous Quality Improvement (CQ) Page 20 of 34For existing programs, CHED shall conduct regular moni ring and evaluation on the compliance of HEls to this Policies, Standards and Guidelines using an outcomes- based assessment instrument ARTICLE VIII TRANSITORY, REPEALING AND EFFECTIVITY PROVISIONS Section 26. Section 27. Section 28. Transitory Provision All private HEls, state universities and colleges (SUCs) and local universities and colleges (LUCs) with existing authorization to operate BS Entrepreneurship degree programs are hereby given a period of three (3) years from the effectivity thereof to fully comply with all the requirements in this CMO. However, the prescribed minimum curricular requirements in this CMO shall be implemented starting Academic Year 2018-2019 Repealing Clause Any provision of this Order, which may thereafter be held invalid, shall not affect the remaining provisions. All CHED issuances or part thereof inconsistent with the provision in this CMO shall be deemed modified or repealed Effectivity Clause This CMO shall take effect fifteen (15) days after its publication in the Official Gazette or in a newspaper of general circulation. This CMO shall be implemented beginning Academic Year 2018-2019. Quezon City, Philippines May 9 , 2017. Attachment: For the Commission Bonk Lo — PATRICIA B. LICUANAN, Ph.D. Chairperson ANNEX A- Sample Syllabus Page 21 of 34ANNEX A SAMPLE SYLLABUS 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 leaming 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 ¢) 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 BACHELOR OF SCIENCE IN ENTREPRENEURSHIP 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 Page 22 of 34* DETAILED COURSE OUTLINE 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 fulfilment of one's entrepreneurial goals. PROGRAM RFORMANCE | COURSE OUTCOMES | COURSE TOPICS TEACHING ‘ASSESSMENT OUTCOMES INDICATOR | LEARNING METHODS = | ss ACTIVITIES (TLAs) | Perform self Cognitive + Wealth Creation, + Discussion Witten and Oral assessment and Practice or 1. Identity the Management and Its» Workshop Examinations analyze exhibits fundamentals and Value + Game: The Reporting, etc entrepreneurial entrepreneurial | responsibilities of | « What is “Multiplier Multiplier game personal traits traits and entrepreneurship Entrepreneurship * Research Work —_passessments: and attitudes in primarily in the * Entrepreneurship in the ' Film Showing 1. Johari Window competencies, problem Philippine context Philippines + Case Study 2. Personal solvingicase with ASEAN and + Entrepreneurial f Research Entrepreneurial study or Global perspectives | Characteristics and Interview Competencies simulation 2. Exemplify one’s Competencies Plant Visit (PECs) capabilities in relation | « Entrepreneurial Problem Sohing to the rigors of ‘Ventures in the activities successful ventures. | philippines Affective * Business Plan | 1. Develop an Gureniew entrepreneurial « Problem-Solving mindset and Strategies | & 2 SS Page 23 of 34II, Suggested Learning Resources (e.g. textbooks and references): Ill. 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: Entrepreneurial Behavior. Course Code: ET 101 Number of Units: Three (3) units Pre-requisite subjects: None Course Desoription 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 responsibilty, franchising, as well as e-commerce in the Philippine setting shall also be discussed. Course Learning Outcomes (Course Objectives) Atthe end of the course, the students are expected to: Cognitive 4 .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 fulfilment of one’s entrepreneurial goals. Page 24 of 34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 diversity Students must be able to clearly Management and Its | modes of acquiring investments that will yield | define how wealth is acquired and Value wealth and its value. | Workshop the most retums with the _| its value to one’s personal growth minimum risk. and apply all learning during the Game: The Multiplier game. Multiplier What is Discuss the theories of | Discussion Atleast 65 percent correct | Get at least 65 percent correct 4 |Entrepreneurship? _| entrepreneurship, types answers in a quiz. answers in a quiz; of entrepreneurial Research Work ventures, who is an A report or transcript of an | Present a report of what your entrepreneur and its | Film Showing _| interview of an entrepreneur. | manager-interviewee has shared value to oneself and the and cite situations wherein the society Case Study different management functions were carried out. Note: Should be an entrepreneur Entrepreneurship in| Recognize the impact Online campaign via social | Students shall prepare a campaign 5-6 | the Philippines and value of Discussion media for an interview of an_| to be posted in YouTube featuring entrepreneurship to the entrepreneur. the different aspects of Philippine economy —_| Research Entrepreneurship incorporating the terviews conducted by the Enabling & disabling | Interview students. factors in i entrepreneurship Page 25 of 34Entrepreneurial Identify and Discussion 1, Johari Window showing | Students shall accomplish and 7-9 | Characteristics and_| dfforentiates the the different regions ‘submit the following assessments: Competencies different characteristics answering the question, Are | 1. Johari Window and competencies of an You Entrepreneurial? 2. Personal Entrepreneurial Learning from the _| entrepreneur. Workshop 2, Self-assessment using _| Competencies (PECs) failures towards a the Personal Entrepreneurial | 3, One-page reaction paper of the successful Evaluate oneself and Competencies seff- results of the PECs. entrepreneurial plan courses of action assessment 00) Students in teams shall interview journey to help develop one's 3. Reaction paper showing | and present a 5- minute entrepreneurial the results of the PECs self- | presentation of the research and Research on: Nature | characteristics and assessment, submit a 1-page synthesis written and Challenges Family | competencies. 4, Presentation of the online | report. Suggest to get an interview in Business Couples in campaign of an MC Entrep Graduates as much as Business Teens in entrepreneur posted in _| possible — as we get to compile Business Women in social media, them as part of MC Entrep Tracer Business Friends in Study Business Risk Management 10 | Entrepreneurial Identify different Plant Visit ‘One-page reflection paper in | Students shall participate in the Ventures in the business models of relation tothe plant visi. | plant visit and must submit a one- Philippines ‘SMEs in the page reflection paper. Philippines. Models: Traditional! Sole; Partnership; Inc Emerging Tech Start- ups Social Entrepreneruship Angel Investing Others Page 26 of 34Prelims Assess the learning Paper and pencil ‘At least 70 percent score in ‘Students must get a grade of 70 1 during the first half of |test | the preliminary exam, percent in the preliminary exam. the semester. Understand and analyze the case study and movie assignments. Business Plan | Deseribe the different | Discussion Integration of business Students must apply their learning 12 Overview parts of a business planning with business in their ET-102 end-of- semester plan opportunity identification and | requirement. selection. 13-14 | Problem-Solving | Identify the different | Discussion Application of different Students must prepare the different Strategies problem- solving problem-solving tools. business strategies using the strategies. Formulate | Workshop following strategies that are applicable in the Problem Solving 1, SWOT Analysis students’ business activities 2. Ishikawa Diagram ventures, 3. Michael Porter's Five Forces Strategies Blue 4, Ocean Strategy 15-16 | Global trends in Explain the impact of | Intemational Participation in the Vietnam. | Students participate in the Vietnam- business - The Supply |the ASEAN Integration |Exposure Trip | Cambodia exposure trip. | Cambodia exposure trip. Chain ASEAN Integration to the Philippines. Observe the trade system on the neighboring ASEAN countries; we Page 27 of 34Pre-finals and Finals | Stimulate creativity and | Consultation and |1. Concept paper of Students shall prepare the following critical thinking in Discussion product localization based on the international 17-18 identifying opportunities 2. SWOT analysis of the | Exposure trip experiences and and apply innovative product localization observations: 1.Concept paper of approaches in 3. Oral presentation of the | product localization envisioning ones outputs: 2. SWOT Analysis of the product entrepreneurial career 4, Peer evaluation of the | localization. 3. Oral presentation 4. presentation Peer Evaluation 5. Course evaluation 5. Course Evaluation INSTRUCTIONAL MATERIALS: 4. PowerPoint 2. Film and videos CLASSROOM POLICIES: The student's responsibilty 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 2" year students enrolled in a~ 1 ¥% 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 responsibilty of the student to monitor her own tardy incidents and absences that might accumulate leading to a grade of "FA.” Its also her responsibility to consult with the teacher, chair or dean should her case be of special nature, Page 28 of 34GRADING SYSTEM: Components: 70% Class Standing + 30% Final Exam Percentage % Grade 96-100 5.0 91-95 45 86-90 4 81-85 35 76-80 3 71-75 {25 66-70 2 61-65% 15 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) Page 29 of 34RUBRICS: Outstanding Very Good ‘Average Poor 5.0-4.5 4.0-3.0 254.5 1 Completeness Complete in all aspects and Complete in most Incomplete inmany _| Incomplete and does not includes all requirements aspects and includes | aspects and includes _ include requirements most requirements, few requirements ‘Analysis and Use of Presents an insightful and in- | Presents aninsightful__| Presents shallow Presents incomplete Entrepreneurial Concepts | depth analysis of all data; uses | and analysis of most of |_| analysis of data; and _—_| analysis of data; and failed and Business Tools many entrepreneurial concepts | the data; uses some used limited to use entrepreneurial and business tools learned in _| entrepreneurial concepts | entrepreneurial concepts and business tools the subject | and business tools concepts and business _| learned in the subject | learned in the subject | tools learned in the subject Setting of Presents complete, realistic, and | Presents specific, Presents some Presents limited, unrealistic recommendation for | applicable recommendations —_| realistic, and applicable | applicable recommendation from the future action plans from, and shows how to use it in | recommendations from | recommendations from | data gathered, and failed to their future action plans the data gathered, and | the data gathered, and | show how to use it in their shows how to use itin | shows how to use it in their future action plans | their future action plans | Over-all cohesiveness | The paper has sophisticated | The paper has clarity, | The paper lacks clarity, | The paper is unfocused and (includes writing and clarity, conciseness and conciseness and conciseness and | contains serious errors. presentation of paper) | correctness. Includes all needed | correctness. Includes _| correctness. Includes _| Failed to include relevant relevant data and analysis. some needed relevant | limited relevant data__| data and analysis. data and analysis, and analysis. gx & ws Y Page 30 of 34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 (2008). Enterprise planning and development. USA: Elsevier Ltd. Gerber, M.E. (2008) Awakening the entrepreneur within. NY: Harper Collins. | Online References: CONSULTATION HOURS: T 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 Days Time Room WF 3:00-4:00 Faculty Consultation Room Page 31 of 34SAMPLE COURSE SYLLABI Course Name: HOSPITALITY MANAGEMENT Course Description This course is to make students know the concept and evolution of the hospitality industry. Hospitality management should be viewed from both a consumer and business perspective. The course should include organizational systems, management and entrepreneurial opportunities. Consider revised programs that will introduce students to the principles and practice of tourism and explore issues such as ecotourism and sustainable tourism. Course Credits 3 units ‘Contact Hoursiweek | | 54 hours Prerequisite None Course Objectives 1. To discuss the concept of service management and its impact from both a consumer and business perspective. 2. Todiscuss customer needs in the hospitality/tourism industry 3. To match the services required to fulfil these needs 4. To analyze the interrelationship of the hotel, restaurant and tourism industries 8. Todetermine and discuss the issues and trends facing the hotel, restaurant, and tourism industries 6. To describe the operational and management structure for various types of hospitality/tourism facilites. 7. To discuss career paths and professional challenges characteristic of the hospitality/tourism industry. 8. To identify global eventsitrends that will impactfinfluence on industry. Course Outline Concept And Nature Of Management: Concept & Definitions, Management As Science, Art & Profession Approaches To Management (Classical, Behavioral, Quantitative) Personal characteristics and competencies an individual should have to make it in the hospitality industry + Typical problems on a day to day basis and the corresponding responsibilities Critical repetitive problems to deal with ‘Span of control vis-a-vis. nature of work of people being supervised; Delegation And Decentralization ‘Working hours and scheduling Control costs measures Analysis of the traffic flow throughout the organization | Learning Resources (e.g. textbooks and references) Chandra Bose/Principles Of Management & Administration, Prentice Hall Of india + Koontz, Ray, Essential Of Management, McGraw-Hill Publishing Co. Lid © Holcomb, Judy. (Editor) and ,Pizam, Abraham (Editor) International Dictionary of Hospitality Management [Abridged] [Paperback];Buttenworth-Heinemann; abridged edition, January 2, 2008 * Management Today : Principles and Practice - Burton, Jene, Tata Me-Graw-Hill Publishing Co. Ltd +S. Medlik Dictionary of travel, tourism and hospitality [electronic resource] / Oxford : Boston : Butterworth-Heinemann, 2003. Edition: 3rd ed. J Page 32 of 34Michelli, Joseph: The New Gold Standard: 5 Leadership Principles for Creating a Legendary Customer Experience Hill; 1 edition (June 13, 2008) ‘+ Denney G, Rutherford, Hotel Management and Operations, 3rd Edition [Paperback] Wiley; 3 edition, October 12, 2001 Courtesy of the Ritz-Carlton Hotel Company [Hardcover] McGraw- ‘Course Name MANAGEMENT OF TECHNOLOGY ‘Course Description The aim of this course is to provide an understanding of the ways in which technology is brought to market in the context of an established business as well as new entrepreneurial ventures. Frameworks and methods, both theoretically sound and practically useful must be given emphasis. It will provide students with both an understanding of the issues and the practical means of dealing with them in a non- engineering context. (adopted from the University of Cambridge) Course Credits S units Contact Hoursiweek | | 54 hours Prerequisite None Course Objectives 1. To have a thorough appreciation of how technology is brought to address market opportunities, 2. To know how technology management supports process of technology absorption 3. Toassess and utilize appropriate technology management methods in different contexts and situation 4, To understand the core issues of technology management and the practical means of dealing with them Course Outline | | Introduction: Technology and innovation in business ‘Managing research and development (R&D) and key aspects of intellectual property rights (IPR) ‘+ Enterprise development from new technologies and choosing the right mode! Different ways in which an idea can be brought to market ‘Make or Buy’ Decisions New product life-cycles, time-to-market and metrics Linking technology and market issues in real ime [Leaming Resources (eg. textbooks and [teferences) Course Name BUSINESS PLAN IMPLEMENTATION; INCUBATION Course Description This is the period when the student put into action their business plans, Students will learn how to identify and solve problems by doing research work and observe business environmental matters. Course Credits ‘units — Contact Hoursiweek || 64 hours in a semester Prerequisite None. - Course Objectives 1. To experience how to actualize a business plan in a real-world setting 2. To leam through the lessons of the businesses around them, as is common among startups. 3. To know about the various sources of funding: such as | 4. Personal funds, friends and family; Grants: institutions, funds; |__Loans: bank or other financial institutions; and Page 33 of 345. Equity: angel investments, venture capital, private equity, estment bank 6. (4) To experience changing directions , reacting to industry developments, and adjusting their business plans. Course Outline Identifying key activities and resources Legal issues :company structure, legal agreements, intellectual property ‘+ Market research and use of information Marketing including Customer Segments, Retention and Channels of Distribution Promotional Activities: targets and evaluation mechanisms Product costing and price structures Technology and Operations and Cost implications Preparing financial statements Relationships Lea about the importance of networking and partnerships. ‘Team-building and Ethical issues Presentation skill Leaming Resources (e.g. textbooks and references) + Jerry Kaplan , "Startup: A Silicon Valley Adventure,”. New York: Penguin Books, 1994. A behind:the-scenes look at a company's, creation and eventual demise Steve Pollock and Gary Alpert, founders of Wet Feet Press "Upstart Start-Ups!” Ron Lieber. New York: Broadway Press, 1998.Learnings from 34 young entrepreneurs, including 1993 Stanford GSB graduates, ‘Simon & Schuster, 1987°Growing a Business," Paul Hawken. New York:.A classic story of building a business. Page 34 of 34