GENTREP Short Term 2023

MODULE IN
ENTREPRENEURIAL MIND
GENTREP
Entrepreneurship, Human Resources Development and

Marketing
School of Accountancy, Management, Computing and

Information Studies
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GENTREP
COURSE LEARNING OUTCOMES

At the end of the course, the Louisian
entrepreneurs are expected to:
1. Relate Christian Spirit, competence, creativity,
social involvement, ethics, professionalism,
maturity, traits and values in the development
of your personal and professional vision;
2. Discuss the role of entrepreneurship in socio-
economic development;
3. Appraise the application of personal
entrepreneurial competencies and
entrepreneurial mind in all their undertakings
along their program;
4. Apply critical thinking and problem-based
learning in identifying and evaluating new
opportunities and new product ideas that are
responsive to current business and
environmental challenges, relevant to their
program; and
5. Enhance creativity, personal entrepreneurial
competencies and entrepreneurial mind when
designing and pitching innovative product
ideas pertinent to their program as well as that
are responsive to sustainable development
goals.
ENTREPRENEURIAL
MIND
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 1
Being an entrepreneur is a mindset. You have to see things as
opportunities all the time.
Soledad O’Brien
COURSE INTRODUCTION
Hi, Louisian Learners! Welcome to GENTREP!
We live in the entrepreneurial age, an age that has evolved from and will be as important as the
industrial age and the information age before it. In these preceding ages, humans have learned the importance
of using the sciences and information in our pursuit of satisfying our individual and collective needs. The
entrepreneurial age is not meant to replace them, but to extend them as our human society marches on, as it
continues to evolve.
In the industrial age, humans have learned to organize ourselves as we learned the value of
harmoniously working together and of contributing whatever each one is best at in our collective effort to
achieve our common aspirations. And even then, organizations thrived through entrepreneurial efforts
manifested by the innovative, change-adept and risk-taking minds that led and comprised them. It is through
these mind sets, these ways of thinking and of living that organizations provide solutions to the various
crucial environmental and societal problems that we face. As organizations respond to the call for innovation,
jobs are created, societal problems are solved, the world is transformed and the entrepreneurial individuals,
organizations and societies profit.
However, entrepreneurship is a journey least taken. It may be attributed to fear and to failure: not just
the fear of failure in being an entrepreneur, but the failure to appreciate the value of providing
entrepreneurship education. Instead, young individuals are inculcated with the mindset to be intellectual,
highly performing employees. Hence, since their youth, individuals are set to be someone other than an
entrepreneur or, even if they may not eventually turn out to be business people, they are not molded with
entrepreneurial mind sets.
As the governments in highly progressive countries have long realized, the Philippine government has
also seen the need to develop entrepreneurial mind set in young Filipinos, which led to the approval of the
Youth Entrepreneurship Act in 2015. Following this initiative, the Department of Education (DepEd) and the
Commission on Higher Education (CHEd) have endorsed the inclusion of Entrepreneurship in Senior High
School education and of The Entrepreneurial Mind as a general course offering in tertiary education,
respectively. Hopefully, through these actions, students may come to develop the entrepreneurial mind set and
to adopt the perspectives of entrepreneurship and apply it in their chosen field of discipline and profession.
Through this course, GENTREP, you learners are expected to transform your mindset into an
entrepreneurial mind set. This does not mean to change your chosen program into the BS Entrepreneurship
program, but for you to become entrepreneurial. This course aims to introduce to you the two concepts of
being entrepreneurial – an entrepreneurial: one who is an undertaker, that is, one who organizes resources for
productive outputs by establishing his or her own enterprise; and an entrepreneurial: one who has a growth-
oriented, independent, goal-oriented, risk-managing, resilient, opportunity-recognizing, and designing mind.
Entrepreneurial: this is what we envision our GENTREP learners to become – imbued with the Christian
Spirit, competent, creative and socially involved entrepreneurial Louisians of any and all disciplines – who
will be part of a vast army of innovative game changers, who will introduce transformative solutions to
problems in their respective disciplines, as we altogether do our best to address our societal and
environmental concerns.
This module serves as a reference to ensure that you will be guided on the course activities, intended learning
outcomes, and course requirements.
Study Schedule Course Requirements

The table below shows the course requirements and schedule of course activities. Follow the schedule
of course activities, remind yourself of deadlines. Read in advance. Try to anticipate possible conflicts
between your personal schedule and the course schedule, and make the appropriate adjustments. It is
important to prepare in advance any assignment that may be due within the given deadline. Observe
deadlines. Inform the facilitator in advance about any unavoidable delays. Read through the modules for the
instructions for the activities.
Midterm coverage: module 1, module 2 and module 3. Final coverage: Module 4 and module 5.
WEEK Topic learning outcomes activities

Module 1 Journey to Self-discovery through entrepreneurship
1. Generalize the significance of SLU’s core values Engage: Know their personal values. 20
in entrepreneurial undertakings points
2. Appraise what variation of entrepreneurship is Explore: Self-discovery through
fitting to you entrepreneurship
3. Relate the relevance of entrepreneurship Explain: why be an entrepreneurial Louisian
concepts to your program (formative)
Elaborate: Reading activities
Evaluate: Relating values and vision; values
and entrepreneurial undertaking. 50 points;
Module 2 ENTREPRENEURSHIP DISCOVERY
Unit 1 Entrepreneurship and Economic development
1. Describe the theories on economic development Engage: reflect on your role in socio-
economic development
2. Deduce the impact of entrepreneurship in socio- (formative)
economic development.
Explore: Factors influencing economic
development; MSME’s
Explain: economic development theories
Unit 2 Government support to MSME’s in the Elaborate: government programs
Philippines Evaluate:
1. Classify the MSMEs and advance search its Relationship mind map (group). 140 pts.
impact in the Philippines
Module 3 JOURNEY TO ENTREPRENEURIAL DEVELOPMENT

Unit 1 Personal entrepreneurial competencies
1. Distinguish strong and weak competencies and Engage: Self-assessment
examine how to improve and enhance them. (formative)
Explore: Entrepreneurial development
Explain: entrepreneurial mind;
Elaborate: Strengthening weaknesses. 70
Unit 2 Entrepreneurial mindset points
1. Comprehend the concepts of entrepreneurial Evaluate: Concept paper 100pts
mind (EM) and appraise their significance in
decision making pertinent to their program.
2. Use entrepreneurial mind in their undertakings.

Unit 3 Entrepreneurial Organization
1. Explain dimensions of entrepreneurial
orientation (EO).
2. Appraise organizations that adopt EO and use
EO in their future practice
NOTE: Submit Module 3 activities before the midterm exam. Please check date of submissions in
the Google Classroom/ announced in class
Module 4 PROBLEM EXPLORATION
FINAL COVERAGE -
Unit 1 Understand your environment
Appraise the elements of business environment to Engage: personal flag (formative)
able to identify problems that will be turned into Explore: Explore the concept of business
business opportunities. environment
Explain: Watch Video clip
Elaborate: Generate opportunities
Unit 2 Opportunity identification and evaluation Evaluate: Business ideation (GROUP).
Use entrepreneurial mind to recognize and evaluate 60 pts
business ideas that help solve societal and
environmental problems.
Enhance critical thinking and EM through the use of

approaches in ideation and evaluation of ideas
Module 5 SOLUTION DISCOVERY
Unit 1 Product ideation

Discuss the significance of creativity and innovation Engage: Rethinking on solutions to
in their program. problems Product ideation (formative).
Explore: Discover creativity innovation
Demonstrate creativity and innovation in developing Explain: read creative and innovative
innovative business and product ideas pertinent to
entrepreneurial actions during covid 19 crisis
their program
Elaborate: product ideation (formative)
Unit 2 Product Development Evaluate: Final project (GROUP); Pitch-
Describe the concepts of product and the stages of
100points
product development.
Business proposal-50
Create a viable and sustainable innovative product
pertinent to their program.
Apply communication skills, EM, and PEC as they
pitch their ideas with the aid of the business model
canvas.
Submit Final requirements before the end of finals. Please check date of submissions in the Google
Classroom.
EXAM DATES
Midterm EXAMINATIONS July 1 & 3, 2023
FINAL EXAMINATIONS July 24-25, 2023
THE ENTREPRENEURIAL JOURNEY

In life, before you commence to any journey, you assess if that journey is right for you. That is the
purpose of the first stage in this entrepreneurial journey. You examine yourself if you do have the passion and
interest in pursuing your entrepreneurial activities. When you start to measure up yourself and ask “how
entrepreneurial am I?” your entrepreneurial journey has begun. The outstanding entrepreneur has to have the
passion in what he is doing. Having no passion in what you are doing will guarantee failure. Interest dictates
commitment. Starting a new enterprise entails total commitment in order to stay in the journey. Without
commitment, eventually you decide to divorce yourself from the journey. One has to love what he is doing,
to be passionate about it, in order to succeed in it.
Once you know that you have the entrepreneurial passion, examine if you have the skills needed to
become a superb entrepreneur. Do you have what it takes to be an entrepreneur? Do you have the right stuff
to be an outstanding entrepreneur– the mindset, the attitudes, the competencies? Can you perform the roles
and tasks of an entrepreneur? Do you think and behave like one? These are some of the questions that you
should consider during your entrepreneurial assessment. As you will see, answering ‘no’ to these questions
does not mean that you should not be an entrepreneur or cannot be entrepreneurial; it only means that you are
not yet one, but can become one as you develop through this course. This stage is the core of Module 1,
Module 2 and Module 3 of this course.
The second stage in your entrepreneurial journey is problem discovery through environmental
scanning and opportunity identification and evaluation. Now that you know and have developed the passion
and the capability to do entrepreneurship, you will scan your environment to be able to search for societal
problems that that can eventually be turned into business opportunities. Employ your passion for the welfare
of the society. As Guy Kawaski said “Call me idealistic, but the genesis of great companies is answering
simple questions that change the world, not the desire to become rich.” It is the intention of this course to
mold you to contribute to the society through the development of businesses and eventually prosper yourself.
This stage is a critical and challenging task for every entrepreneur. Not all businesses that failed are due to the
absence of opportunities, but because of the incapability of the entrepreneur to spot them, assess which of
them is the most advantageous to pursue, and to derive clear business ideas from it. This stage is the focus in
Module 4 of this course.
Once a problem is discovered and a business opportunity has been selected through the ideation
process, development of the concept comes next by way of solution discovery stage. This solution discovery
entails development of the product concept fitting for the solution of the problem identified. Develop the
product concept through the product ideation and development process. In this course, this is the heart of
Module 5.
The fourth stage is the business model discovery where the business opportunity is turned into
business reality by planning, organizing, staffing, leading and controlling its resources and performance.
Likewise, this is the implementation stage.
The last stage is the growth discovery which is the stage where strategies are develop to keep the
business going and to derive the most benefit from.
Entrepreneurs realize that the entrepreneurial process is cyclical, a continuous spiral of development
that entrepreneurs go through as they evolve together with their enterprises in their entrepreneurial journey.
Every entrepreneur, whether operating a micro, small, medium or large business, undergo these series
of stages. This entrepreneurial journey serves as guide in this entrepreneurial mind course. The focus of this
course will be first 3 stages; self-discovery, problem discovery and solution discovery.
Self-discovery
Growth Problem
discovery discovery
Business Model Solution

Discovery discovery
Figure 1: The entrepreneurial journey
Module I: Journey to self-discovery through

entrepreneurship
This introductory module hopes to build your appreciation towards entrepreneurship not necessarily to
start a business but to solve problems and eventually create a mindset to prosper yourself and be a better
person. With entrepreneurship, you may able to have a deep self-discovery on how you can contribute to the
society. Either as a Louisian entrepreneur or entrepreneurial Louisian, create an amazing idea in the real
world. Hence, this module will give you an insight on what entrepreneurship is and its significance to your
field of discipline. It will help you understand the schools of thought of entrepreneurship and the categories of
entrepreneurship, which will further help you decide which entrepreneurship is applicable to you according to
your field of discipline.
Moreover, this module will allow you to revisit the core values of Saint Louis University and align them
to your personal values which eventually be aligned to your personal and professional vision. Your values
such as competence, creativity, Christian spirit, social involvement, passion, and commitment are what our
society needs. These are the groundwork of any organization’s success. Hence, this module 1 will take you to
the discovery of your values.
With your self-discovery and comprehension of entrepreneurship, we hope you can discover how you can
contribute to the society through implementation of entrepreneurship in your chosen career.
Learning outcomes:
At the end of module I, you should have achieved the following topic learning outcomes:
1. Generalize the significance of SLU’s core values in entrepreneurial undertakings
2. Appraise what variation of entrepreneurship is fitting to you
3. Relate the relevance of entrepreneurship concepts to your program
The topics to be tackled in order to realize the topic learning outcomes are the following:
1. Personal values discovery
2. Understanding entrepreneurship
 Why entrepreneurship education?
 Evolution of entrepreneurship
 Definition of entrepreneurship
 Myths of entrepreneurship
 Entrepreneurial schools of thought
3. Categories of entrepreneurship
ENGAGE ACTIVITY
PERSONAL VALUES DISCOVERY: As a Louisian ___ (e.g., Accountant, architect, engineer,
pharmacist), determine your ten (10) personal values that are significant in making entrepreneurial decisions
that help bring positive societal changes during this challenging and changing times. Rank them as to
importance then write them in the boxes provided. 20 points
1 2 3 4 5
6 7 8 9 10
2.Of these ten values, which is the most important for your entrepreneurial decision making? Elucidate your
reasoning in not more than 150 words.
Topic 1: Personal Values Discovery
“Your vision will become clear only when you can look into your own heart. Who
looks outside, dreams; who looks inside, awakes”. Carl Jung
What does Carl Jung mean with this? Living without perusing what is in your heart is just like living
in a dream—somebody else’s dream. To be awake is to look inside your heart. When you look inside your
heart, you will discover a lot about yourself—who you are, what you want, what you believe in. Hence, when
you look inside your heart, your vision becomes clear.
So, do you look inside or do you look outside your heart? Let us have a simple test if you look inside
or outside your heart with this question. Whose decision it is for you to enroll in your program/major? Was it
your own decision or other’s decision. If it was your decision, why did you enroll your program? If other’s
choice, why?
If your program is somebody else’s choice, then you were looking outside, thus, you were living in a
dream—somebody else’s dream. If it was your choice, then you were looking inside—living awake to chase
your vision.
Why having a vision significant? Vision gives you direction. Having a clear vision is following
the journey you set for yourself, not the path your parents, family, friends, or the society would want you to
follow.
You make big decisions on your own. Having a vision will direct you to a sound, intelligent decision
to take.
Personal values. Personal values are foundation of your vision. These values describe your core as
a person. Moreover, values give you clarity and help you build up your self-awareness. Your highest values
will serve as guide in creating better decisions and results leading to a more balanced life. This explains the
engage activity. Thus, when making important decisions in life, check if decisions are aligned to your core
values.
Implication to entrepreneurship. To create a successful enterprise, you need to have clear view
of your inner self—take a look inside your heart to know your personal values. What hinders you to know
yourself if looking outside—being dependent to what parents, friends, society dictates. The personal
discovery is a conscious route to self discernment. Understanding one’s self is a critical step in creating a
meaningful enterprise.
Thus, find time for your personal values discovery. Know not only by your head, but more with your
heart. Whether you start an enterprise or be an employee, remember that your decision-making will always
impact people, environment and the next generation. Hence, it is critical that you always think of the values
you deem are most important. These values become core of your company.
As you are the one who decides your own life, reflect on yourself and find what you love to do. In
your reflection, find how can you contribute to this world. Contribute in this world through your values,
passion, and vision. You can find “life meaning” from this.
When you have discovered your values, which are your standards for your decision making, you need
to find partners who are in agreement on your decision making standards (values). Someone who shares same
values with you can be a great partner. Thus, when you create for your team in your entrepreneurial project
look for people whom you share same values.
In the same vein, your personal values, vision, mission and goals are foundation for your company
vision and mission.
Saint Louis University Vision-Mission Statement
“We envision Saint Louis University as an excellent missionary and transformative educational
institution zealous in developing human resources imbued with the Christian Spirit and who are creative,
competent and socially involved.”
SLU Core values:

1. Christian spirit
2. Creativity
3. Competence
4. Social Involvement
Topic 2: Understanding Entrepreneurship
This topic introduces you to the world of entrepreneurship. It commences with an understanding of the
need to learn entrepreneurship.
Why Entrepreneurship Education

 Republic Act No 10679
Because universities focus on traditional programs, the Philippine government approved the Youth
Entrepreneurship Act in 2015 to promote the sustained development of young Filipinos in the areas of
finance and entrepreneurship. Through this Act, the government intends to change the mindset of
Filipinos – from wanting to be employees to being business owners. Initiatives under this law include
standardizing the current programs of schools on entrepreneurship and financial literacy, providing
government assistance and training programs to students, developing mentoring and coaching programs
for young entrepreneurs, and setting up incubation laboratories and creative spaces in schools.
 Entrepreneurial Louisians
As emphasized in the introduction of this course, this entrepreneurship course is for you learners to
ignite your entrepreneurial spirit and to be innovators in your chosen career path and thus, able to
introduce changes in your field of discipline – changes that transform the world for the better.
It has been observed that in the past, students’ creativity are wasted. How? Learners’ creative outputs
are dumped in the storage rooms. With entrepreneurship education, learners may be able to see the
opportune use of their creative outputs and turn them into reality.
“The purpose of innovation in higher education is to create entrepreneurial universities with graduates
who will be change-adept to meet the emerging challenges of an evolving world” Rev. Fr. Gilbert Sales,
CICM, PhD.
With entrepreneurship education, entrepreneurial Louisians will create value in their chosen profession,
which is a concept of careerpreneurship. With careerpreneurship, you now “entrepreneurial” your career,
hence making yourself valuable.
Evolution of entrepreneurship
The word Entrepreneur is derived from the French entreprendre, meaning “to undertake.” It was a term
coined by Richard Cantillon, a French economist.
a. The entrepreneur is one who undertakes to organize, manage, and assume the risks of a
business.
b. Although no single definition of entrepreneur exists and no one profile can represent today’s
entrepreneur, research is providing an increasingly sharper focus on the subject.
Definition of entrepreneurship
 Entrepreneurship is a mindset. It is not only about the creation of a business, but rather it involves seeking
opportunities, taking risks beyond security and having the tenacity to push an idea through to reality.
 In the book of Kuratko, an integrated definition states that entrepreneurship is a dynamic process of
vision, change, and creation.
 Essential components of entrepreneurship include the following:
• The willingness to take calculated risks—in terms of time, equity, or career.
• The ability to formulate an effective venture team; the creative skill to marshal needed resources.
• The fundamental skills of building a solid business plan.
• The vision to recognize opportunity where others see chaos, contradiction, and confusion.
 To have a better perspective on entrepreneurship, let us look into this contribution by the Commission
Communication “Fostering entrepreneurial mindsets through education and learning” COM(2006).
“Entrepreneurship refers to an individual’s ability to turn ideas into action. It includes creativity,
innovation and risk taking, as well as the ability to plan and manage projects in order to achieve
objectives. This supports everyone in day-to-day life at home and in society, makes employees more
aware of the context of their work and better able to seize opportunities, and provides a foundation
for entrepreneurs establishing a social or commercial activity.”
Myths of entrepreneurship
To have a good grasp of entrepreneurship, we need to dispel misconceptions that were created due to lack of
research in the past.
Myth 1: Entrepreneurs Are Doers, Not Thinkers

• Entrepreneurs are actually doers at the same time that they are thinkers. We need entrepreneurs
who lead us with clear vision and serve as role models in achieving the company’s aims and
purposes.
Myth 2: Entrepreneurs Are Born, Not Made

• Entrepreneurs are either born or made. There are innate traits that entrepreneurs are born with.
Likewise, there are models and processes that need to be studied and knowledge that are to be
acquired; hence, the purpose why entrepreneurship is taught.
Myth 3: Entrepreneurs Are Always Inventors.

• Not all inventors end as entrepreneurs; not all entrepreneurs are inventors. Entrepreneurs are
innovators, though.
Myth 4: Entrepreneurs Are Academic and Social Misfits

• Not all drop outs are successful entrepreneurs; not all successful entrepreneurs are drop outs.
Likewise, entrepreneurs are recognized in and by society due to their enormous contributions.
Today, entrepreneurs are considered as heroes – socially, economically and academically.
Myth 5: Entrepreneurs Must Fit the “Profile”

• There is no such profile of an entrepreneur. Entrepreneurs are as varied as they come.
Myth 6: All Entrepreneurs Need Is Money

• We need ideas to start with an entrepreneurial undertaking, not only money. There are other
factors contributing to the failure of a business, such as poor financial planning, managerial
incompetence, poor investments and poor planning.
Myth 7: All Entrepreneurs Need Is Luck

• You need hard work to be successful. Actually, luck happens with preparation, determination,
desire, knowledge and innovativeness.
Myth 8: Ignorance Is Bliss for Entrepreneurs

• You need the right information/data when making decisions.
Myth 9: Entrepreneurs Seek Success but Experience High Failure Rates

• Not all experience failure. Some succeed after some failure, and some fail because they are yet
learning how to succeed.
Myth 10: Entrepreneurs Are Extreme Risk Takers.

• Entrepreneurs are calculated or moderate risk takers; neither low risk taker nor high risk taker
(gambler). As a moderate risk taker, the entrepreneur weigh chances of failure or success before
taking action.
Entrepreneurial Schools of Thought
The schools of thought provide us with perspectives on what factors influence one to entertain entrepreneurial
thoughts; factors that relate to the success or failure of entrepreneurial ventures. There are two viewpoints –
the macro and the micro views.
 Macro View. The macro view of entrepreneurship includes external factors that are beyond the control of
the entrepreneur, but could affect him/her.
 The environmental school of thought

 Considers the external factors that influence a potential entrepreneur’s lifestyle. These could be
positive or negative factors that mold the entrepreneur’s entrepreneurial desires. Example, the
pandemic situation may influence one to be an entrepreneur.
 The financial school of thought

 Based on the capital-seeking process — the search for seed and growth capital. Availability of
funds needed for potential business venture may influence one to be an entrepreneur.
 The displacement school of thought

 Alienation drives entrepreneurial pursuits. Displacement focuses on the negative factors.
Frustrations will drive you to your entrepreneurial pursuits.
 Political displacement. Examples are governmental regulations or policies that limit certain
industries, causing job displacement and turning toward entrepreneurship.
 Cultural displacement. Examples are ethical background, religion, race and sex factors that
drive people away from standard professions and toward entrepreneurial ventures.
 Economic displacement. Economic variations of recession and depression can create the
foundation for entrepreneurial interest. Example is the loss of their job during this pandemic,
which prompted some to be entrepreneurial.
 Micro View. The micro view of entrepreneurship examines the factors that are specific to
entrepreneurship.
 The entrepreneurial trait school of thought

 Focuses on identifying traits common to successful entrepreneurs. Believing that entrepreneurs
have traits common to them and that if you have these traits, you could be a successful
entrepreneur might prompt you to be an entrepreneur.
 The venture opportunity school of thought

 Focuses on the opportunity aspect of venture development. The more idea sources and resources
that are available for the development of business concepts and their implementation to take
advantage of venture opportunities, the more people are motivated to be entrepreneurs.
 The strategic formulation school of thought

 Emphasizes the planning process in successful venture management and development. Involves
establishing a business venture with all its internal factors aligned with each other and with the
external forces as the entrepreneur pursues the venture’s vision and mission, its dream and
purpose.
KEY POINTS:
Entrepreneurship is a MINDSET.
It is about CHANGE and DEVELOPMENT.
It is about CONSTRUCTION and VALUE CREATION.
It is about INNOVATION and CREATIVITY
It embraces RISK and UNCERTAINTY
Topic 3: Categories of entrepreneurship

Entrepreneurship comes in different forms. It may be corporate entrepreneurship (intrapreneurship),
technopreneurship, ecopreneurship and/or social entrepreneurship, to name a few. An understanding of these
variations of entrepreneurship will help you decide which one to become – will you be a corporate
entrepreneur? a technopreneur? an ecopreneur? or a social entrepreneur?
A. Corporate entrepreneurship
It is also referred to as intrapreneurship. This is entrepreneurship WITHIN existing organizations or

companies. It is observed when the company organizes its structure to instigate innovation within the
company. The corporate entrepreneurs are managers or employees who lead the company to NEW
directions. Companies that encourage intrapreneurial environment motivate their employees to take
initiative, commitment and risk taking. This is an option for non-BS Entrepreneurship learners who have
set their minds to work in existing companies, not just employees, but as entrepreneurial employees and
managers.
B. Technopreneurship
This involves doing business with the use of technology in transforming ideas into products; use of new
technology in the enhancement of the existing operations. It is said that the first use of term
technopreneur was in 1987.
A technopreneur is a new age entrepreneur who makes use of technology to come out with something
new to make new innovation. (https://definitions.uslegal.com/t/technopreneur)
For example, it is the aim of SLU’s School of the Engineering and Architecture (SEA) to produce
learners who will be technopreneur engineers and architects.
C. Ecopreneurship
Ecopreneurship involves the use of entrepreneurship principles in crafting businesses that solve
environmental problems or that operate sustainably. (Wikipedia)
An ecopreneur is an entrepreneur whose business efforts are not only driven by profit, but also by a
concern for the environment (Schuyler, 1998).
Eco entrepreneurship, Ecopreneurship, Environmental entrepreneurship, Sustainable entrepreneurship,

Ecological entrepreneurship, Enviro-preneurship, Sustainopreneurship (Entrepreneurship at a Glance
2011 © OECD 2011).
Eco-(ecological) from the Greek Eikos- home

Ecology- the study of how our home functions in the sense of our environment and surroundings
Entrepreneurship- identification of market gaps.
Ecopreneurship is the search for new opportunities that help protect the environment in pursuit of
environmental sustainability (McEwen, 2013 as cited by Garcia et al., 2019)
Chopra defines ecopreneurship as “entrepreneurship through an environmental lens”.
“Green entrepreneurship refers to a special subset of entrepreneurship that aims at creating and implementing
solutions to environmental problems and to promote social change so that the environment is not harmed”
(Saari U.A. & Joensuu-Salo, 2020).
Why the need for ecopreneurship?

One of the significances of ecopreneurship is to respond to the call for green economy which is low carbon
and resource-efficient economy where growth is driven by investments that aim at decreasing carbon
emissions and pollution, improve energy and resource efficiency, and prevent the loss of biodiversity (UNEP,
2011).
Furthermore, to create value through: Source: Saari & Joensuu-Salo, 2020 ).

o Maximize material efficiency and energy efficiency;
o Use waste to create value;
o Substitute virgin materials with renewables and using natural processes;
o Create and offer functionality instead of ownership of products;
o Encourage the principle of sufficiency;
o Re-design the business for the benefit of society/environment.
D. Social entrepreneurship
This is a new form of entrepreneurship, which focuses on solving social problems through innovation and
risk taking; venturing into business in pursuit of a social mission. This is different from the concept of
corporate social responsibility. Characteristics of Social Entrepreneurs as Change Agents are:
• Adoption of a mission to create and sustain social value (beyond personal value)
• Recognition and relentless pursuit of opportunities for social value
• Engagement in continuous innovation and learning
• Action beyond the limited resources at hand
• Heightened sense of accountability
These four varieties of entrepreneurship that were introduced here are applicable both to BS Entrepreneurship
and non-BS Entrepreneurship learners. You can also be an intrapreneur, technopreneur, ecopreneur and social
entrepreneur all at the same time.
ACTIVITIES
Explain activity: Explain why should you be an entrepreneurial Louisian.
Elaborate activity: Read:

OECD (2011), “Measuring Green Entrepreneurship”, in Entrepreneurship at a
Glance 2011, OECD Publishing, Paris. https://doi.org/10.1787/9789264097711-4-en
Saari U.A. & Joensuu-Salo, S. (2019). Green Entrepreneurship.
Evaluate activity: Relating values and vision; values and entrepreneurial

undertaking. 50 points
1. Fast forward to 2034. You are now practicing your profession as a SLU ______ graduate. Describe
yourself as a person and a professional manifesting in your life each of the SLU core values. You may
follow this format: 40 points
A. As a person and a/an____ who is imbued with the Christian Spirit, I am....
B. As a person and a/an ___ who is socially involved, I am....
C. As a person and a/an ___ who is professionally competent, I am....
D. As a person and a/an ___ who is creative and a critical thinker, I am....
Note: 3 to 5 sentences per core value.
2. Evaluate the significance of developing each of the SLU core values in your life with learning how to think
and act like an entrepreneur. 7 to 10 sentences. (10 pts)
Short bond paper; 1-inch all borders; Arial 12. maximum: 2 pages.
References
Bruce R. and R. Duane Ireland. (2006). Entrepreneurship Successfully Launching New Ventures. New
Jersey, Pearson Education, Inc.
Dess, G., Lumpkin, G.T., and Eisner, A.B. (2010). Strategic Management: creating Competitive Advantages.
McGraw-Hill.
Diaz, P., Fajardo, H., (2015). Entrepreneurship Study and Practice. Small Enterprise and Research
Development Foundation, Manila.
Kuratko D. (2017). Entrepreneurship Theory, Process, Practice. Cengage Learning. 10th edition, 2017
Kuratko D. Corporate Entrepreneurship
Small Enterprise and Research Development Foundation and UPISSI. (2007). Introduction to
Entrepreneurship. revised edition, Manila 2007.
Small Enterprise and Research Development Foundation and UPISSI. (2013). Windows to Entrepreneurship
A teaching Guide. Manila, 2013.
Pontifical Council for Justice and Peace (2012). Vocation of the Business Leader: A Reflection
Read stories of entrepreneurs through the: The Entrepreneur Magazine,

https://www.entrepreneur.com/magazine
MODULE 2: Entrepreneurship Discovery

Module 2 further your discovery about entrepreneurship. The focal of your entrepreneurial discovery
concentrates on the socio-economic development. It is with belief that a deep understanding on the key role of
entrepreneurship to the socio-economic development will stir your interest towards entrepreneurship.
You are tasked to read newspapers/magazines about changes to the economy brought about by the
MSMEs in the Philippines particularly during this pandemic. With the lessons, be able to draw the significant
link between entrepreneurship and the economic situation we are into in this trying time.
Entrepreneurs will definitely have significant contributions to the improvement on the quality of life
and the progress of the society.
Unit 1: Theories on Economic Development and the role of entrepreneurship in

economic development
This unit will present the different theories that will explain how economic development happens in a
society. You will come to understand that entrepreneurship influence economic development in a community.
Learning outcomes:
The topics in unit 1 will enable you to:
1. Describe the theories on economic development

2. Deduce the impact of entrepreneurship in socio-economic development.
ENGAGE ACTIVITY
As a (your program) student, what are your contributions to socio-economic

development? Show your contributions in a form of comic strip. You may draw or
use an app in making this requirement; there should be a minimum 5 panels/boxes; in
a short copy paper.
General theories on economic development

 Law of nature
-economic development is a natural thing so it is expected to happen in any society
 Racial heritage
-economic development is brought by the racial characteristics. Racial characteristics affect the energy of
people; they tend to be more energetic with their shared characteristics.
 Climatic condition
-extreme climate affect the energy of the people; they tend to be lazy when climate is too cold or too hot.
 Cultural diffusion
-diffusion of two societies will lead to economic development. If a developed society helps a less develop
society this process will bring development to the less developed society.
 Principle of invisible hand
-a concept introduced by Adam Smith, the father of economics.
Economic theories
 Population changes
Economic development is influenced by population. Population growth leads to increase in production
(supply) and increase in consumption (demand). The effect can either be economic development or
economic stagnation.
When population increases then demand and supply also increases. This means that greater production
and employment would follow. However, an increase in population results to scarcity of resources that
can lead to economic stagnation.
 Technological breakthrough. Technological innovation drives economic development as it makes work

easier, faster, and more accurate.
 Entrepreneurship. Entrepreneurship is the backbone of the economy; the key to economic and social
development due to its contributions to the society.
Contributions of entrepreneurship to socio-economic development

Entrepreneurship assures the improvements in the lives of the entrepreneur, the people, the community,
and the world. Through entrepreneurship, people get to have job for their sustenance, pay taxes, and improve
the circulation of money.
 Entrepreneurship creates employment of resources. (land, labor, capital, entrep)

Through the establishment of enterprises, jobs are created; resources such as land, labor and capital are
being used for productive purposes thus bringing about development. Entrepreneurs employ the
unutilized and unmaximized resources.
 Entrepreneurship brings equitable distribution of income

Entrepreneurship helps provide sources of income through the job creation. Hence, changes the adage
“the rich becomes richer, the poor becomes poorer” to “the rich becomes richer, the poor becomes rich”.
When entrepreneurship flourishes then more jobs are created. This means that more people have sources
of income. Hence income is distributed. So people will use their income to buy goods and services. This
then improves the circulation of money.
 Entrepreneurship brings industrialization in the countryside

Bringing development in the rural or countryside through encouraging creation of enterprises in these
areas than in the urban areas which are saturated. With the presence of enterprises in the countryside, we
also prevent the migration of talents thus assuring improvements in the countryside.
 Entrepreneurship helps provide the following:
 Products and necessities that sustain life;
 Freedom from servitude, social deprivation, and misery
 Self-esteem for the entrepreneur; to be a person with a sense of self-worth and self-respect; and being
of service to the community
 Entrepreneurship brings income to the government through the taxes paid by the entrepreneur, the
business and the employees.
Unit 2: Government support to MSME’s in the Philippines

With the contributions of entrepreneurship to the improvement of lives of people and the
advancement of communities, the government through the different agencies plan for policies and programs
that will support entrepreneurship growth. Most of these programs are focus for the growth of MSMEs.
Learning outcomes:
At the end of unit 2, you should be able to:
1. Classify the MSMEs and advance search its impact in the Philippines.
2. Understand that the government empower the MSMEs through the different government agencies’
assistance programs and policies.
Classification of MSMES in the Philippines
ENTERPRISE By asset size By number of employees
MICRO Up to Php 3,000,000 1-9 employees

SMALL Php 3,000,001-15, 000,000 10-99 employees
MEDIUM Php 15,000,001-100,000,00 100-199 employees
LARGE More than Php100,000,000 200 and more employees
Role of government in entrepreneurship growth

 It is expected that the government through, laws, policies, regulations and procedures, create an
environment favorable for entrepreneurship growth.
 Example of laws that protect the entrepreneurs and would be entrepreneurs:

 The go Negosyo Law (Republic Act No. 10644)
 The barangay micro business enterprise law (RA. 9178 Act of 2002 )
 The magna carta for small and medium enterprises (Republic Act 6977)
 The intellectual property code of the Philippines (R.A.8293)
 Innovative start up act (Republic Act 11337)
 Access to finance, legal, technological, and socio-psychological support must be readily available through
the government agencies.
 Financial Assistance- Government through government agencies provide financial assistance through
grants and loans.
 Marketing assistance- Provision of assistance in the form of promotion, product clinic and
development, pricing, and distribution.
 Production and productivity assistance- Assistance through trainings and workshop on productivity
enhancement.
ACTIVITIES
Explain activity: READ about the following:
 Theory of mercantilism
 Adam Smith’s Laissez Faire Theory
 Karx Marx’s theory of socialism
 Theory of socio-economic development by Joseph Schumpeter
 newspapers or magazines to able to search for government programs for the
development of MSMEs
 Republic Act No. 10644, RA. 9178 Act of 2002 , Republic Act 6977, R.A.8293,
and Republic Act 11337
Elaborate activity:
Visit: https://www.dti.gov.ph and search for the MSMEs statistics to get a view on the role of MSMEs in
employment creation and Value creation.
Evaluate activity:
You, an entrepreneur* specialized in the field of (your program), are encouraged by the city mayor to develop
creative business ideas that will inspire local residents and tourists to support quality local products. This
hopes to result to quality life of the entrepreneurs themselves, local residents and tourists. Also, it hopes to
bring betterment of the community/city in the areas of social, economical and environmental.
Tasks:
a. Create an entrepreneurship and socio-economic development relationship mind map illustrating the
connectivity of the developed creative ideas to quality life and a more progressive city. In this
relationship mind map, entrepreneurship is represented by: a) ecopreneur; b) social entrepreneur; c)
intrapreneur; and d) technopreneur. You will be rated as to: Content/focus- 40; creativity- 20; clarity-
10; timeliness-10
b. Write a reflection paper zeroing on:
1. Distinctive characteristics of a/an ecopreneur; social entrepreneur; intrapreneur; and
technopreneur based on articles from journals; and
2. your role as a/an a) ecopreneur; b) social entrepreneur; c) intrapreneur; and d) technopreneur in
bringing socio-economic development in our communities during this challenging and changing
situation. You will be rated as to: content-20; creativity- 20; organization &citations-20.
*Note: ecopreneur; social entrepreneur; intrapreneur; and technopreneur in the context of your field of
discipline.
References:
Entrepreneurship. Revised edition, Manila 2007.
MODULE 3: Journey to Entrepreneurial Development

Development of your entrepreneurial mindset is the ultimate purpose of this GENTREP course.
Process of entrepreneurial mindset development commence from your “personal discovery” which was
covered in module 1.
Module 3 introduces you to the concepts of entrepreneurial mind and personal entrepreneurial
competencies. Profound knowledge on these concepts will drive you to your willingness to develop your
entrepreneurial mind and eventually develop your personal entrepreneurial competencies. Deep, clear
entrepreneurial mind drive you to behave entrepreneurially. Thus, it is safe to say that strong personal
entrepreneurial competencies are influenced by a well-developed entrepreneurial mind.
Hence, in this module, you will assess your personal entrepreneurial competencies and reflect on
how you will be able to develop them. Similarly, you will assess your independent mind, growth-oriented
mind, goal oriented and effectuating mind, risk managing mind, resilient mind, opportunity recognizing mind
and your design mind.
In addition, the module covers characteristics of an entrepreneurial firm as presented by the concept
of entrepreneurial orientation.
Unit 1: Personal Entrepreneurial competencies
Personal entrepreneurial competencies (PECs) are abilities entrepreneurial individuals need to possess.
Understand and develop them in order for you to become entrepreneurial.
Learning outcomes:
At the end of Unit 1, you should be able to achieve the following topic learning outcomes:
1. Distinguish strong and weak competencies and examine how to improve and enhance them.
ENGAGE ACTIVITY
PERSONAL ENTREPRENEURIAL COMPETENCIES

SELF-RATING QUESTIONNAIRE
Instruction: Answer the questionnaire based on your personal and honest views as there are no wrong
answers. Remember that no one is good at everything. Rate each of the 55 statements according to your
personal beliefs. Write answers in the spaces provided per number following the downward pattern. Once you
are done rating, compute your score (horizontally) per competency taking into consideration the positive and
negative signs. Use this scale when rating:
5 – always
4 – usually
3 – sometimes
2 – rarely
1 – never
1. I look for things that need to be done

2. When faced with a difficult problem, I spend a lot of time trying to find a solution.
3. I complete my work on time.
4. It bothers me when things are not done very well.
5. I prefer situations in which I can control the outcomes as much as possible.
6. I like to think about the future.
7. When starting a new task or project, I gather a great deal of information before going ahead.
8. I plan a large project by breaking it down into smaller tasks.
9. I get others to support my recommendations.
10. I feel confident that I will succeed in whatever I try to do.
11. No matter who I’m talking to, I’m a good listener
12. I do things that need to be done before being asked to do so by others.
13. I try several times to get people to do what I would like them to do.
14. I keep the promises I make.
15. My own work is better than that of other people I work with.
16. I don’t try something new without making sure I will succeed.
17. It’s a waste of time worrying about what to do with life.
18. I seek the advice of people who know a lot about the tasks I’m working on.
19. I think about the advantages and disadvantages or different ways of accomplishing things.
20. I do not spend much time thinking about how to influence others.
21. I change my mind if others disagree strongly with me.
22. I feel resentful when I don’t get my way.
23. I like challenges and new opportunities.
24. When something gets in my way of what I’m trying to do, I keep on trying to accomplish what I want.
25. I am happy to do someone else’s work, if necessary, to get the job done on time.
26. It bothers me when time is wasted.
27. I weigh my chances of succeeding or failing before I do something.
28. The more specific I can be about what I want out of life, the more chances I have to succeed.
29. I take action without wasting time gathering information.
30. I try to think of all the problems I may encounter and plan what to do if each problem occurs.
31. I get important people to help me accomplish my goals.
32. When trying something difficult of challenging, I feel confident that I will succeed.
33. In the past, I have had failures.
34. I prefer activities that I know well and with which I am comfortable.
35. When faced with major difficulties, I quickly go on to other things.
36. When I’m doing a job for someone. I make a special effort to make sure that the person is happy with my
work.
37. I’m never entirely happy with the way in which things are done; I always think there must be a better
way.
38. I do things that are risky.
39. I have a very clear plan for my life.
40. When working on a project for someone, I ask many questions to be sure I understand what the person
wants.
41. I deal with problems as they arise rather than spend time anticipating them.
42. in order to reach my goals, I think of solutions that benefit everyone involved in the problem.
43. I do very good work.
44. There have been occasions when I took advantage of someone.
45. I try things that are very new and different from what I have done before.
46. I try several ways to overcome things that get in the ways to my goals.
47. My family and personal life are more important to me than work deadlines I set for myself.
48. I do not find ways to complete tasks faster at work and at home.
49. I do things that others consider risky.
50. I am so concerned about meeting my weekly goals as I am for my yearly goals.
51. I go to several different sources for information to help with tasks or projects.
52. If one approach to a problem does not work, I think of another approach.
53. I am able to get people who have strong opinions or ideas to change their minds.
54. I stick with my decisions even if others disagree strongly with me.
55. When I don’t know something, I don’t mind admitting it.
PERSONAL ENTREPRENEURIAL COMPETENCIES: SELF-RATING SCORE SHEET
____ + ____ + ____ - ____ + ____ + 6_ =_________ OPPORTUNITY SEEKING

1 12 23 34 45
____ + ____ + ____ - ____ + ____ + 6_ =_________ PERSISTENCE
2 13 24 35 46
____ + _____ + ____ + ____ - ____ + __6__=_________ COMMITMENT TO WORK

3 14 25 36 47 CONTRACT
____ + ____ + ____ + _____ - _____ + 6__=_________ DEMAND FOR EFFICIENCY AND
4 15 26 37 48 QUALITY
____ - ____ + ____ + ____ + _____ + 6__=_________ RISK TAKING

5 16 27 38 49
____ - _____ + ____ + _____ + _____ + 6__ = ________ GOAL SETTING

6 17 28 39 50
____ + _____ - ____ + _____ + _____ + 6__ = ________ INFORMATION SEEKING
7 18 29 40 51
____ + _____ + ____ - ______ + ____ + 6__ =________ SYSTEMATIC PLANNING AND
8 19 30 41 52 MONITORING
____ - _____ + _____ + _____ + ____ + 6__= _______ PERSUASION AND NETWORKING
9 20 31 42 53
____ - _____ + _____ + _____ + ____ + 6__= _______ SELF-CONFIDENCE

10 21 32 43 54
TOTAL PEC SCORE=_______________
____ - _____ - _____ - ______ + _____ + 18__ = __________ CORRECTION FACTOR**

11 22 33 44 55
PECs SELF-RATING QUESTIONNAIRE Corrected Score Sheet
Instructions
1. The correction factor (the total of items 11, 22, 33, 44, and 55) is used to determine whether or not a person
tries a very favorable image of himself. If the total score on this factor is 20 or greater, then the total score on
the ten PECs must be corrected to provide a more accurate assessment of the strengths of the PEC score for
that individual.
2. Use these following numbers when figuring the corrected score:
Subtract the following number from each PEC score (correction

**If the correction factor is
value)
24 or 25 7
22 or 23 5
20 or 21 3
19 or less 0
PEC original score correction value corrected total
Opportunity seeking _____________ _______________ _______________
Persistence _____________ _______________ _______________
Commitment to work contract _____________ _______________ _______________
Demand for efficiency and quality _____________ ______________ _______________
Risk taking _____________ ______________ _______________
Goal setting ____________ ______________ _______________
Information seeking ____________ ______________ _______________
Systematic planning and monitoring ____________ ______________ _______________
Persuasion and networking ____________ ______________ _______________
Self-confidence ____________ ______________ _______________
Interpretation:
The highest score per PEC is 25. The nearer you are to 25, the stronger you are in that PEC item; the closer you are to
zero, the weaker you are in that PEC item.
Below the average score of 12.5 means a challenge to improve that PEC item.
However, I want you to look into your highest and lowest scores to interpret. Your highest score will be your most
strong competency and your lowest will be your most weak competency.
THE 10 PERSONAL ENTREPRENEURIAL COMPETENCIES

These are key personal entrepreneurial competencies that can determine successful
from unsuccessful entrepreneurs and potential entrepreneurs. These were identified
through an intensive research by Management Systems International (MSI) and McBer
Team. The 10 are grouped into 3 clusters; the achievement cluster, the planning cluster and the power cluster.
A. ACHIEVEMENT CLUSTER
 Opportunity-seeking. Entrepreneurs seek opportunities and take the initiative to transform them into
business situations.
 Persistence. When most people tend to abandon an activity, successful entrepreneurs stick with it.
 Commitment to work contract. Entrepreneurs keep their promises, no matter how great the personal
sacrifice.
 Demand for efficiency and quality. Entrepreneurs try to do something better, faster or cheaper.
 Taking calculated risks. Taking calculated risks is one of the primary concepts in entrepreneurship.
B. PLANNING CLUSTER
 Goal setting. This is the most important competency because none of the rest will function without it.
Entrepreneurs set goals and objectives which are meaningful and challenging.
 Information seeking. Entrepreneurs gather information about their clients, suppliers, technology and
opportunities.
 Systematic planning and monitoring. Systematic behavior means acting in a logical way. Planning
is deciding what to do. Monitoring means checking.
C. POWER CLUSTER
 Persuasion and networking. Entrepreneurs influence other people to follow them or do something
for them.
 Self-confidence. Entrepreneurs have a quiet self-assurance in their capability or potential to do
something.
(source: https://empretec.unctad.org/?page_id=30)
Unit 2: The Entrepreneurial Mind

The topics here will enlighten you on what is entrepreneurial mind and the different attributes that you
need to develop in order to cultivate your entrepreneurial mindset.
Learning outcomes:
The topics in unit 2 will enable you to:

1. Comprehend the concepts of entrepreneurial mind (EM) and appraise their significance in decision
making pertinent to your program.
2. Use entrepreneurial mind in your undertakings.
ENGAGE ACTIVITY
Activity 1: How Independent Thinking Are You?
https://www.docpotter.com/thifor-test.html
 The following questionnaire yields a quick assessment of your current level of independent thinking. The
items provide an overview of what is involved in thinking for yourself.
 INSTRUCTIONS: Think of how you make decisions and form opinions, then for each item, using a
scale from 1 to 5, rate how often the statement is true of you. With '1' being 'rarely like you' and '5' being
'usually like you'. There are no right or wrong answers. Simply answer the way that best describes how
you usually feel and act.
Openness
__1. I listen.
__2. I consider several points of view.
__3. I accept partial answers.
__4. I seek alternative explanations
__5. I define the core issues.
__6. I am alert for bias.
__7. I resist emotional appeals.
__8. I examine the evidence.
Independence
__9. I clarify my viewpoint.
__10. I rely on my own judgment.
__11. I trust my instincts.
__12. I weigh expert’s advice before accepting it.
Values
__13. I live by a personal moral code.
__14. I consider what really matters to me.
__15. I tell the truth.
__16.I do what I say I will do.
Responsibility
__17. I am constantly improving myself.
__18. I don’t make excuses when I act badly.
__19. I examine my motivation.
__20. I weigh consequences.
Assertiveness
__21. I say what I think.
__22. I question what I see and hear.
__23. I take divergent positions.
__24. I speak up when someone is inappropriate.
Religious Openness
__25. I respect others’ religious beliefs.
__26. I interpret religious edicts for myself.
__27. I explore religious views different from mine.
__28. I question the views of my religion
Questioning Authority
__29. I follow my conscience.
__30. I speak up when people in authority do wrong.
__31. I do what makes sense, not just obey laws.
__32. I am skeptical of what people in authority say.
Interpretation
32—64: Others Think for You

You give into other’s pressures because you don’t know what you want. When you sort out what matters most
to you, you will be stronger. Take time to explore what really matters to you and how you see things.
65—96: Potential Independent Thinker

You have considerable potential to think independently. Exercise your mental muscles by deciding your
opinion on issues. Begin by gathering diverse information then weight the pros and cons.
97—128: Promising Independent Thinker

Your critical thinking skills are good. You avoid stereotypes and question experts and authorities. It’s
important to remind yourself to use your analytical skills. Look for opportunities to practice—everyday.
129—160: Outstanding Independent Thinker

Your ability to think for yourself is outstanding. You are good at seeing bamboozles and avoiding them. Be
careful not to become complacent by being alert to your unquestioned assumptions.
Activity 2. Growth Oriented Mindset Assessment

Directions: read each statement below and then check the corresponding box that shows how much you agree
with each statement. There are no right or wrong answers.
Strongly Agree Mostly Mostly Disagree Strongly

agree agree Disagree disagree
1 2 3 4 5 6
1. You have certain amount of intelligence
and you really can’t do much to change it.
2. Your intelligence is something about you
that you can’t change very much.
3. No matter who you are, you can
significantly change your intelligence level
4. To be honest, you can’t really change how
intelligent you are
5. You can always substantially change how
intelligent you are
6. You can learn new things, but you can’t
really change your basic intelligence
7. No matter how much intelligence you have,
you can always change it quite a bit.
8. You can change even your basic level
considerably.
9. You have certain amount of talent, and you
can’t really do much to change it.
10. Your talent in an area is something about
you that you can’t change very much.
11. No matter who you are, you can
significantly change your level of talent.
12. To be honest, you can’t really change how
much talent you have.
13. You can always substantially change how
much talent you have.
14. You can learn new things, but you can’t
really change your basic level of talent.
15. No matter how much talent you have, you
can always change it quite a bit
16. You can change even your basic level of
talent considerably.
Scoring and Interpretation
1. Reverse score items 1, 2, 4, 6, 9, 10, 12, and 14. That is, if your response to any of these items is
1, change it to 6; 4, change it to 3;
2, change it to 5; 5, change it to 2;
3, change it to 4; 6, change it to 1.
2. Take the average of your responses to all 16 items.
3. If your average score is ≤ 3, you have a growth mindset; if your average score is > 3, you have a fixed
mindset.
Activity 3. Goal Oriented Mind Assessment
Directions: Read each statement below and then check the corresponding box that shows how much you
agree with each statement. There are no right or wrong answers.
Strongly Agree Mostly Mostly Disagree Strongly

agree 2 agree Disagree 5 disagree
1 3 4 6
1. I acquaint and mix myself with goal-

oriented people.
2. My friends and I excitedly talk about
our respective goals and dreams and
how each of us intends to get there.
3. I write down my goals onto paper.
4. I make it a habit to write down my
goals each day.
5. As much as possible, I set a deadline
on when I should be achieving a
certain goal.
6. All I have to do is to identify a goal
and claim its result and it will
automatically come to me.
7. In pursuit of my goals, I identify the
activities to be done and the resources
needed to do them.
8. Even before I start doing the
activities, I make sure to determine
the proper sequence of doing them.
9. I schedule the activities that I need to
do to achieve my goals.
10. As much as I can, I follow the
schedule that I set for my goal-related
activities.
11. I tend to procrastinate in doing the
things that I’ve set to do.
12. I commit focused time each day to
doing whatever it would take to move
me toward my goals.
13. Even if I am busy, I find time to plan
the things that I need to do on a daily
basis.
14. I write down beforehand what I need
to get done for the day.
15. I am aware that I may not be able to
achieve my goal on the first attempt,
so I prepare an alternative or a backup
plan, just in case.
16. I constantly review my progress and
actively monitor my results as I pursue
my goals.
17. When I encounter a hindrance or
difficulty, I tend to be discouraged and
to lose the desire to pursue my goals.
18. Even if the situation gets tough, I will

not abandon the goals that I’ve set.
Scoring and interpretation
1. Reverse score items 6, 11, and 17. That is, if your response to any of these items is
1, change it to 6;
2, change it to 5;
3, change it to 4;
4, change it to 3;
5, change it to 2;
6, change it to 1.
2. Take the average of your responses to all 18 items.
3. If your average score is ≤ 3, you have a goal-oriented and effectuating mindset; if your average score
is > 3, you need to exert more effort to develop this mindset.
Activity 4. Resilient Mind Assessment

Directions:
Read each statement below and then check the corresponding box that shows how much you agree with each
statement. There are no right or wrong answers.
The preceding self-assessment tool was adapted from https://www.mindtools.com/pages/article/resilience-

quiz.htm, though Statements 4, 6, 8, and 14 were modified to match your situation as students.
It would be better if you’d do the self-assessment at the MindTools website as indicated in the URL, so you
could also avail of the scoring and interpretation of the results afterward. You’d be given not just the general
assessment result, but the results itemized according to the elements of RESILIENCE; namely, Confidence
(Items 1, 3, 9, 16), Social Support (Items 4, 8, 11, 14), Adaptability (Items 2, 7, 12, 15), and Purposefulness
(Items 5, 6, 10, 13).
Strongly Disagree Neither Agree Strongly

disagree agree nor agree
1 2 Disagree 4 5
3
1. When given a new task, I'm confident
that I'll succeed.
2. When one attempt fails, I learn from it
and change my approach next time.
3. When a task doesn't go to plan, it
affects my self-belief.
4. I have few people at school who I can
speak to about issues in our
academics.
5. When I encounter a difficulty, I lose
sight of my goal quickly.
6. Sometimes I question my
commitment to my course.
7. I have strategies in place for dealing
with stress.
8. I find it easy to ask my classmates and
friends for help.
9. I feel positive about the future.
10. I worry about issues that I have no
control over.
11. Asking for assistance reveals
weakness.
12. When there is fundamental change, I
struggle to come around to new ways
of thinking.
13. I have strong goals that are clear in
my mind.
14. I am able to discuss my academics
and its challenges with people outside
of school, such as family members
and close friends.
15. I am more likely to say "yes" than
"no."
16. Failures are hard to forget and
successes are hard to remember.
Interpretation:
16-37 - you have little resilient mind
38-59 -you are easily defeated but plenty of room for improvement
60-80 -congratulations, you are a resilient team member.
What is mindset
 Mindset is a mental attitude or inclination (Merriam-Webster)
 Mindset is the sum of your knowledge-beliefs and thoughts about the world and yourself. (Thum,
2012)
 Mindsets can be shaped by an intentional awareness but are also driven by our experiences. A mindset
is a habit that requires practice (Bosman & Fernhaber, 2018)
What is entrepreneurial
 Undertaker- Richard Cantillon
 Creates value- Jean Baptiste Say
 Change agent/creative destruction- Joseph Schumpeter
 Resourcefulness and uncertainty- Howard Stevenson
 Opportunity-Peter Drucker
What is entrepreneurial mindset

 The inclination to discover, evaluate and exploit opportunities. (Bosman, Lisa; Fernhaber, Stephanie).
 Entrepreneurial mindset refers to a specific state of mind which orientates human conduct towards
entrepreneurial activities and outcomes. Individuals with entrepreneurial mindsets are often drawn to
opportunities, innovation and new value creation. (http://markets.ft.com/research/Lexicon)
 The entrepreneurial mindset is about a certain way of thinking

 It is what you need to propel yourself forward.
 If you want to cultivate an entrepreneurial mindset, you have to embrace challenges. You have
to seek them out.
 the entrepreneurial mindset is about thinking differently than the rest.
 The truest entrepreneurial mindset is about providing value. Entrepreneurs are on a quest to help the
customer in some way and to continue to make their service better and better. They identify problems
and solve them. (Arash Asli, forbes.com)
 A set of cognitive (thinking) processes that triggers the individuals to act or to behave
entrepreneurially.
 Sometimes it is called entrepreneurial talent or mentality
 This mindset, talent or mentality can be changed and modified over time
 The basis for the individual behavior
The Importance of Entrepreneurial Mindset

 To build an entrepreneurial society
 Developing the right mindset at a very early age
 Inculcation process needs to be implemented thru various programs and activities
 Entrepreneurs as agents of change at every level of the society
 Entrepreneurship as a way of life
McGrath and MacMillan’s 5 characteristics of entrepreneurial mindset (Bosman

& Fernhaber, 2018)
1. They passionately seek new opportunities
2. They pursue opportunities with enormous discipline
3. They pursue only the very best opportunities and avoid exhausting themselves and their organizations
by chasing after every option.
4. They focus on execution-specifically, adaptive execution.
5. They engage the energies of everyone in their domain.
ENTREPRENEURIAL MIND ATTRIBUTES

1. The Independent mind
 Individuals who are independent minded are inclined to decide for themselves what to believe and do
rather than simply accept things because others say they should.
 Being independent minded doesn’t necessarily mean that your opinions are always different from
others and that you never consult with other people; it means simply that you hold opinions because
they make sense to you.
 Individuals who are independent minded aren’t afraid of having a different opinion but don’t simply
pick an opposing view just to be different.
 Individuals who are independent minded are typically willing to stand up publicly for what they
believe.
• Has an internal locus of control
• Is interested in being perceived as unique; prefers acting in unique ways
• Desires to work with a high degree of independence
• Prefers tasks and situations with little formal structure
• Believes in one’s capability to successfully achieve goals
2. The growth-oriented mind

• Is open to change and willing to adapt to change
• Is open to consistently learn from one’s context and environment
• Is receptive to feedback
• A growth mindset is simply the belief that our basic abilities can be developed and improved through
dedication and hard work. It's not so much that this belief is some kind of magic.
3. The goal-oriented and effectuating mind
• Desires to achieve at a high level
• Is determined to achieve stretch goals
• Shows initiative, makes decisions quickly, and feels impatient for results
• Desires to translate ideas into actionable plans and to execute these plans
• Desires to do one’s work well and thoroughly, and to be careful, meticulous, and rigorous while
doing so
• Understands that earnest, strenuous efforts are required to achieve goals and overcome challenges and
uncertainties
4. The risk-managing mind
• Has the propensity to take calculated risks
• Considers not just the potential benefits and returns of an opportunity, but also its costs and risks
before pursuing it
• Considers the long-term viability of an opportunity by looking beyond the immediate situation and
considering the future carefully
• Is willing to pursue a desired goal even when the probability of succeeding is low, as long as the
relative value (return less risk; opportunity for learning) is favorable
• Includes the overcoming, or at least the mitigation, of risks in pursuing goals
The Entrepreneur’s Confrontation with Risk
• Financial risk versus profit (return) motive varies in entrepreneurs’ desire for wealth.
• Career risk—loss of employment security
• Family and social risk—competing commitments of work and family
• Psychic risk—psychological impact of failure on the well-being of entrepreneurs
5. The resilient mind

• Maintains a generally positive attitude about various aspects of one’s life and the world
• Sees every failure as an opportunity for improvement and personal mastery
• Bounces back quickly from disappointments
• Remains persistent in the face of setbacks
• Is inspired by and celebrates the successes of others instead of feeling threatened by or being jealous
of them
• Resilience is important because it keeps us on track to achieve our goals, regardless of the setbacks or
problems that we may experience. According to Cary Cooper, Jill Flint-Taylor, and Michael Pearn,
resilience has four essential elements:
1. Confidence.
2. Social support.
3. Adaptability.
4. Purposefulness
6. The opportunity-recognizing mind

• Is curious and inquisitive
• Is empathetic and sensitive to the beliefs, feelings, needs, and motivations of other people
• Is sensitive to problems and desires to solve them
• Is sensitive to available, yet idle, resources
7. The designing mind
• Transcends traditional rules and patterns to create meaningful, fresh ideas, interpretations, and
solutions
• Generates multiple and novel ideas and finds multiple approaches for achieving goals
• Is willing to experiment, to try new ideas over and over again, and learn from mistakes
Unit 3: the Entrepreneurial Organization

The personal competencies and mindset are descriptions of entrepreneurial individuals. Topic in Unit
3 covers the dimensions of an entrepreneurial firm. So when individuals have possessed the competencies and
mindset of an entrepreneur, they become drivers for organizations to be entrepreneurial.
Learning outcomes:
The topic will enable you to:

1. Explain dimensions of entrepreneurial orientation (EO).
2. Appraise organizations that adopt EO and use EO in their future practice
Entrepreneurial Orientation (EO)
 Strategy- making practices that firms use to identify and launch entrepreneurial ventures.
 Represents a frame of mind and a perspective toward entrepreneurship that is reflected in a firm’s
ongoing processes and culture.
 An entrepreneurial orientation involves:
- Strategy making practices used to identify & launch new ventures
- A unique frame of mind
- A perspective toward entrepreneurship
- Reflected in a firm’s ongoing processes
- Reflected in the corporate culture
- That permeates decision-making styles & practices of the firm’s members
Dimensions of Entrepreneurial Orientation
Autonomy refers to a willingness to act independently in order to carry forward an entrepreneurial vision or
opportunity, and can be promoted by:
 Using skunk works to foster entrepreneurial thinking
 Designing organizational structures that support independent action
Problems can include:

 Duplication of effort
 Wasting of resources
Innovativeness refers to a firm’s efforts to find new opportunities & novel solutions, and can be promoted
by:
 Fostering creativity & experimentation
 Investing in new technology, R&D, & continuous improvement
 Waste of resources if no results
 Competitors may copy it more profitably
 The investment may not pay off
Proactiveness refers to a firm’s efforts to seize new opportunities, and can be promoted by:
 Introducing new products or technological capabilities ahead of the competition
 Continuously seeking out new product or service offerings

 First movers are not always successful
 Brand extensions can go too far
Competitive aggressiveness refers to a firm’s efforts to outperform its industry rivals, & can be promoted by:
 Entering markets with drastically lower prices
 Finding successful business models & copying them
 Being overly aggressive & damaging a firm’s reputation
 Trying to decimate rather than just defeat the competition
Risk taking refers to a firm’s willingness to act boldly without knowing the consequences, and can be
promoted by:
 Researching & assessing risk factors, including business, financial & personal risk, to minimize
uncertainty
 Using techniques that have worked in other domains

 Lack of forethought, research, & planning
 Failure to evaluate uncertainty
ACTIVITIES
Explain activity
Read: https://scottjeffrey.com/change-your-fixed-mindset/
visit:
https://www.youtube.com/watch?v=2zrtHt3bBmQ
https://www.youtube.com/watch?v=EoWLgWCcpWo
https://www.youtube.com/watch?v=OFKVoCuwl2s
https://www.youtube.com/watch?v=HWr2gE5IlPc
https://www.youtube.com/watch?v=BXyN0XSTaMg
Elaborate Activity: 70 points

The Philippine Start-up challenge 2023 encourages you, young entrepreneurs, to develop
innovative ideas that have potential for business ventures that respond to the sustainable
develop goal 3—good health and well-being
Task:
1. As based on your self-assessment result, determine 5 weak competencies that hinder you to develop
creative and innovative ideas related to the identified sustainable development goal 3.
2. Create comic strips to show how you will turn these weaknesses into strengths. You may draw or use
an app in making this requirement; there should be a minimum 5 panels/boxes;
You will be rated as to: Content/focus- 20; creativity- 20; clarity-10; timeliness-10
EVALUATE ACTIVITY: 100 points

You’re working in a health and wellness organization that motivates employees to be intrapreneurs.
Having known that you have developed the personal entrepreneurial competencies and attributes of an
entrepreneurial mind, as well as equipped with knowledge on the characteristics of an entrepreneurial firm,
your manager ordered you to create a concept paper with the following contents in order for your firm to be
responsive to the call for sustainability which is a global phenomenon:
A. Title: Sustainable Entrepreneurship

B. Introduction
 Statement of the Problem: How can sustainability-focused organizations ensure business survival
in the post Covid 19 Global Economy?
 Here, present a short background of the current state of organizations as regards to their response
to the post Covid 19 particularly their EO sustainability management practices that enable them
to survive in the state of crisis.
 Your discussion must be able to emerge the GAP / issue / problem / concern that needs to be
addressed
 Develop the “what is known and what is unknown” about sustainability in local and global
organizations. Then proceed to capture the essential GAP / issue / problem / concern that must be
addressed for organizations to guarantee Performance Excellence.
 Use journal articles, online references. Make sure to acknowledge your source using appropriate
citation (APA 7th edition in-text citation and referencing format)
C. Review of literature (Use APA 7th).
Support your argument (from your introduction) by synthesizing findings of studies on the
(sustainability) methodologies and/or models that they have used and proposed in their research studies
pertinent to entrepreneurial orientation. Did the organizations adopt entrepreneurial orientation best
practices? In what context, did they use entrepreneurial orientation practices to ensure survival and
potential sustainability of operations?
● Use journal articles, online references. Make sure to acknowledge your source using appropriate
citation (APA 7th edition in-text citation and referencing format)
D. Application
Suggest to your supervisor original, unique, creative ideas pertinent to entrepreneurial orientation
which your organization should adopt to ensure survival and sustainability.
E. References (Use APA 7th)
Criteria: Content; organization and citation; mechanic; insights/application.
MODULE 4: PROBLEM EXPLORATION

With the discovery of your personal values, vision and mission and the development of your
entrepreneurial mind and strong personal entrepreneurial competencies, your entrepreneurial journey
continues with the discovery of new ideas or opportunities.
The focus of your discovery is to help people and society—emphasis is to search for opportunities that
solve problems in the society which are aligned to your specific program.
So, what are your interest?
…want to help people learn better?

…want to improve health and wellness?
…want to improve agriculture?
…want to improve transportation?
…want to create new systems to help companies run more efficiently?
…want to create new medical instrument?
…want to create new computing technology?
Or you want to________________
ENGAGE ACTIVITY
Create your personal flag. In a bond paper, create a quadrant. In each box, write your answers to the
following:..
A. Your strengths (minimum of 10) B. Your weaknesses (minimum of 10)
C. What you can give to other people (at D. How can you turn your weaknesses into
least 5) achievements
(at least 5)
Unit 1: Understanding Your Environment

Entrepreneurial mindset influence our critical thinking and problem based learning. Knowing the
business environment guides you in your search for problems that can be turned into business opportunities.
The business opportunities are present in our environment. Hence, the need for valuing our environment.
Topic Learning Outcomes:
The topics in Unit 1 will enable you to:

1. Identify, classify, comprehend and appraise the different elements of the business environment;
2. Demonstrate analytical and critical thinking in the application of environmental scanning
techniques/tools; swot analysis.
Environmental scanning
• An analysis and evaluation process that businesses use to understand their current environment
• The aim is to identify trends, gaps, events, developments, and issues that will impact the businesses.
• An analysis and evaluation process that businesses use to understand their current environment
• The aim is to identify trends, gaps, events, developments, and issues that will impact the businesses.
Macro Environment
Political
Legal
External
Environment Economic
Analysis Socio-cultural
(opportunities and Technological
threats)
(Porter’s 5 forces Micro Environment
model) The customers
Environment
al Scan The suppliers
The competitors
The society
Plans
Internal Environment Policies
Analysis
Human Resources
Financial Resources
(strengths and
weaknesses ) Organizational Culture
Machineries
Business environment
This consists of the internal and external factors that affect how the company functions including, but not
limited to, the customers, management, supply and demand, and business regulations. These are beyond the
control of the business and they affect the functioning of a business enterprise.
Micro environment
• Refers to the environment which is in direct contact with the business organization and can affect the
business straight away.
• Is a collection of forces that are close to the firm and these forces are very particular to the firm.
Elements of the Microenvironment

• Suppliers
 Provide to the business such inputs as manpower, money, materials, machines, methods, information
and so on.
• Competitors
 Are the rivals which compete with the firm in the market
• Marketing Intermediaries
 Wholesalers, distributors and retailers that make a link between the firm and its customers.
• Customers
 Are the ones who purchase the firm’s goods and services for their own consumption
• Firm
 Includes shareholders, Investors, employees and board of directors
Macro-environment / General Environment

• Is an important dimension of the business environment as the businessman cannot directly influence or
change the components of the general environment; rather he has to change his plans and policies
according to the changes taking place in the general environment.
Elements of the General Environment
• Political Environment
 Centers on the role of the governments in shaping business
 Tax policies, changes in trade restrictions and tariffs
 Stability of the government and immigration policy
• Economic Environment
 Centers on economic conditions
 Interest rates, inflation rates, gross domestic products, unemployment rates, levels of disposable
income, and the general growth or decline of the economy
• Social Environment
 Consists of the customs and traditions of the society
 Includes the following:
 Standard of living
 Taste
 Preferences
 Education level of people
• Technological Environment
 Changes taking place in the method of production
 New equipment and machineries to improve the quality of product
• Physical/Natural Environment
• Physical conditions within which the organization operates.
• Includes the following factors:
 Natural disasters
 Pollution level
 Weather pattern
 Legal Environment
o Centers on how the law influence the business activity
o Includes the following factors;
 Employment laws
 Health and safety regulations
 Discrimination laws
 Anti-trust laws
Why is environmental scanning important to business?

• It helps with the identification of a number of broad factors and issues that will have a significant impact
on businesses and their plans for the future.
• Aids in anticipating changes
• Answers the question, “Where are we now?”
• Provides a starting point for businesses’ planning of goals, objectives, and
actions that answer the question, “Where do we want to be?”
Environmental Scanning tools
The SWOT analysis will be used to assess your macro environment and your internal environment. Thus, you
will able to identify the strengths and weaknesses which are found within the organization; and opportunities
and threats that are present in the external environment. The Porter’s 5 forces model is a tool used to assess
your micro or competitive environment.
SWOT Analysis
• Is a useful technique for understanding your Strengths and Weaknesses, and for identifying both the
Opportunities open to you and the Threats you are faced with.
• The SWOT Analysis is sometimes called Internal-External Analysis
• Helps you to craft a strategy that distinguishes you from your competitors
• When carrying out your SWOT Analysis, be realistic and rigorous.
Unit 2: Opportunity Identification and Evaluation
Topics here will introduce you to the generation of business opportunities from scanning the
environment and then screening these ideas generated to be able to select the idea that can be turned into
business opportunities.
Learning outcomes:
The topics in Unit 2 will enable you to:

1. Comprehend the role of opportunity seeking competency and opportunity recognizing mindset in
identifying business ideas that help solve societal and environmental problems;
2. Identify, appraise, and use the approaches in business ideation and business screening and selection in
relation to your area of specialization.
Key factors that will influence your business ideation process are your opportunity seeking competency
and opportunity recognizing mindset. With these competencies and mind, you can easily recognize
opportunities around you. Hence, the need to acquire them. In the future, you can easily recognize
employment and project opportunities.
Looking back at the personal entrepreneurial competencies, opportunity-seeking competency drives you to:
• look for things that you need to be done.
• do things that need to be done before being asked by others.
• like challenges and new opportunities.
• prefer activities that you know well and with which you are comfortable.
• try things that are very new and different from what you have done before.
In addition, the opportunity-recognizing mindset drives you to:

• be curious and inquisitive
• be empathetic and sensitive to the beliefs, feelings, needs, and motivations of other people
• be sensitive to problems and desires to solve them
• be sensitive to available, yet idle, resources
Difference between a Business Opportunity and a Business Idea
• A business opportunity is a favorable set of internal or external circumstances that creates a need for a
new business. It usually presents itself as a gap to be filled: a need to be satisfied or a problem to be
solved.
• A business idea is a thought, impression, or notion of a business venture that could fill the gap; that is,
satisfy a perceived need or solve a perceived problem.
“Great ideas are everywhere, hiding in plain sight. You just need to know where to find them and
mine them!” Stephen Key
OPPORTUNITY IDENTIFICATION
Internal Environment- scanning your internal environment to search for business ideas. As the enterprise is
not yet existing, the internal environment that you will scan will be yourself. So, identify ideas from your
passion, skills, talents and hobbies. Business ideas may sprout within you.
External Environment. Identify business ideas through an analysis of the current situation in the external
environment. This is the primary reason why you internalize the different business environment. Approaches
to business opportunity identification through study of the external environment are:
1. Observing Trends: Trends create opportunities for entrepreneurs to pursue.

The most important trends are:
o Social forces.
o Technological advances.
o Economic forces.
o Political action and regulatory change.
It’s important to be aware of changes and trends in these areas. Examples of business ideas
from observation of trends are as follows:
Business Opportunity Business Idea
2. Solving Problems
 Sometimes, identifying opportunities simply involves noticing a problem and finding a way
to solve it.
 These problems can be pinpointed by observing what’s lacking that causes people to suffer or
be inconvenienced; sometimes, this could be done through more simple means, such as
intuition, serendipity, or change.
Businesses created to solve a problem

Entrepreneur Year Problems Solution Business name
Rob Glaser 1995 no way to play audio and video Developed software to play RealNetworks
on the internet audio on the net
Jerry Yang and 1994 No method to find or organize Created online directories to Yahoo!
David Filo favorite website find and store favorites
Anita Roddick 1976 Unable to find small amounts of Started a company in part, The Body Shop
cream or lotion to sample before provide smaller quantities of
buying a larger bottle bath and body products
Fred Smith 1973 Inability to get spare parts Started a new company to Federal Express
delivered on a timely basis for help others get packages
his company, a jet-aircraft delivery in a timely manner
system
3. Finding Gaps
A gap in the marketplace often exists when a product or service is needed by a specific group of people
that doesn’t represent a large enough market to be of interest to mainstream manufacturers, retailers or service
providers.
For example, in 2000, Tish Cirovolv realized there were no guitars on the market made specifically
for women. To fill this gap, she started Daisy Rock Guitars, a company that makes guitars just for women.
During this Covid 19 crisis, there is a market need for PPEs. One of the companies that fill the gap is
Fila.
4. Maximize Use of Idle Resources
 Abundant, available, untapped raw materials

Search for the idle, untapped, un-utilized raw materials that are abundant in your community and
think of how you can utilize them for productive purposes.
Example: Bugnay wine- came about as a response to the idleness of bugnay fruits.
 Idle local skills. Capitalize on the local talents, skills, hobbies.
Example: woodcraft in Ifugao- most of the people in Ifugao are skilled in wood crafting thus,
most are into wood carving business.
Most of shoes are made in Marikina where the shoe crafters are.
OPPORTUNITY EVALUATION
A critical element of opportunity recognition is assessing to what extent an opportunity is viable in the
marketplace. For an opportunity to be viable it must meet four criteria:
1. Attractive: There must be market demand for the product or service;
2. Achievable: It must be practical and physically possible;
3. Durable: It must be attractive long enough for the development and deployment to be successful;
and
4. Value-creating: It must add value to the market.
SWOT ANALYSIS
In Unit 1 (module 4), SWOT analysis was discussed as a tool in scanning the environment.
Swot analysis can also be used to screen business ideas in order to select the opportunity. Once you
derive the top 3 or top 5 ideas through the evaluation process, screen them further using the swot analysis.
Choose the idea that has positive factors (strengths and opportunities) that can able to eliminate, overcome,
minimize its weaknesses and threats. Since the business is not yet existing, then use your strengths and
weaknesses related to the idea as the basis of evaluation.
BUSINESS OPPORTUNITY IDEATION DURING PANDEMIC AND BEYOND
The pandemic has brought a lot of changes to the way of life as well as in the course of business.
Moreover, it has created new challenges and trends in the area of business ideation.
Dcode EFC analysis has presented a diagram of what business will and will not thrive in Egypt
during this pandemic as seen in the figure below. Though it is an analysis for Egypt, it holds true in almost all
economy. Those who are thinking of an entrepreneurial undertaking may he guided by this data.
Most businesses affected tremendously by the pandemic crisis are those business that rely on:
1. Physical gatherings.
2. Mobility of people
3. Non-essential needs
Some challenges during this pandemic

 Social distancing
 Closure of some business affected by the pandemic.
 Quarantine/lockdown which caused stoppage or slow-down of business operation which eventually
resulted to decrease in sales and net losses.
 Online shopping
 Work from home mode
 Online learning
 Consumer preferences to secure essential needs
 More health consciousness
 Online health consultation
Some Business ideas responsive to the new normal challenges

 Delivery services
o Meal or food delivery
o Grocery delivery
o Construction supplies delivery
o Medicine delivery
 Dropshipping
 Health and beauty
 Online retail
 Online learning (research services; gadgets; streaming; IT equipment; Apps)
 Home sanitation
 Essential needs products
 Wellness Apps
Below is a survey among Thai consumers regarding their expenditure.
Source: https://www.scb.co.th/en/personal-banking/stories/business-maker/business-opportunity-after-
covid.html
ACTIVITIES
Explain activity:
 Video clips
https://keydifferences.com/difference-between-micro-internal-and-macro-external-
environment.html
Elaborate activity:
Observe the trend or the current situation in each of the elements of the general
environment. Then think of a new business idea suitable for that trend or current situation.
Example: Socio-cultural environment: people are health conscious, so a business idea is organic restaurant.
Environment Current situation/trends Business ideas

Political
Legal
Economic
Socio-cultural
Technological
Environmental
EVALUATE ACTIVITY:
Group Activity:
The Philippine Start-up challenge 2023 encourages you, young entrepreneurs, to develop innovative ideas that
have potential for business ventures that respond to sustainable develop goal 3- Good health and Well-being
Tasks:
1. Considering your line of discipline, generate at least 5 business ideas that responds to the sustainable
development goal identified. Briefly describe each of the business ideas and its target market/s. Use
the table below. You will be rated as to: creativity/originality-20 points; content/focus-20; timeliness-
10 points
2. Based on the four criteria: attractive, achievable, durable and value creating, select the best idea.
Explain why you think the business idea is attractive, achievable, durable, and value creating in not
more than 200 words. 10 points
Business idea Description Group of users/market

(describe how will it solve the problem)
1.
2.
3.
4.
5.
*note: develop the business idea for the final project. Your output here is what you will work on in
module 5, final requirement.
MODULE 5: SOLUTION DISCOVERY

After you have identified and recognized a business opportunity and come up with a product idea,
you design the concept for possible commercialization or application. You will be guided by the concepts of
innovation, creativity and product development process. You are tasked to pitch your innovative idea using
the business model canvas.
ENGAGE ACTIVITY
ACTIVITY 1:GROUP
Generate at least 2 new, creative, product ideas for each of the idle resources
indicated in the list. Product ideas include goods and services.
IDLE RESOURCES PRODUCT IDEAS

1. Disposables from events (spoons, plates, etc)
2. Used flowers from events
3. Old gadgets
4. Old books
5. Used face shield
6. Online shopping packaging
7. Displaced employees
8. Accommodations
9. Waste Vegetables
10. Used Bottles (Alcohol, sanitizers, shampoos)
In this stage, you will develop a new product idea that solves a societal problem pertinent to the sustainable
development goal- sustainable cities and communities. Also, taking into consideration the use of expertise in
your chosen field of discipline.
The problems may be aligned to your program (ex. BSCE, BSCHE, BSEE, BSTM, BSHM, etc.) or
societal problems. Societal problems refer to problems in the society like waste management, global
warming, resource depletion, rising cases of HIV, rising cases of diabetics, dengue, mobility of health
care or frontliners, etc. Furthermore, societal problems may be identified through analysis of the
sustainable development goals 2030. The business solution you came up with should be related to your
field of discipline or program (ex. BSCE, BSCHE, BSEE, BSTM, BSHM, etc.). So if you were a BSHM
student and you plan to respond to the rising cases of diabetics, particularly on diabetic diets, what
business is related to BSHM that answers the problem? Note further that you have to consider the
situation this pandemic and beyond—meaning the problem is currently experienced during this pandemic
and has a potential to be felt even after pandemic.
The key factor that influences your product ideation and development is your design mindset.
The Designing Mind

• Transcends traditional rules and patterns to create meaningful, fresh ideas, interpretations, and
solutions
• Generates multiple and novel ideas and finds multiple approaches for achieving goals
• Is willing to experiment, to try new ideas over and over again, and learn from mistakes
DYNAMIC MIND
• Dynamic mindset is the ability to shift between inventive thinking, where new ideas are generated,
and analytical thinking, where ideas are tested to identify an appropriate solution.
EMPATHETIC
• Empathy is the ability to see a situation from multiple perspectives such as the point of view of
clients, end users, and colleagues. These various perspectives allow design thinkers to imagine
solutions that meet the needs of the users.
HUMAN CENTERED
•Design thinkers put the human experience at the center of problem solving where the lives of people,
their challenges, and their ideas are closely and deeply examined by engaging with people in their
everyday environments.
VISUAL
• Visualizing has two components:
First, visual thinking speaks to a form of thinking that brings about new ideas;
Second, is bringing to life what was conceptualized in the mind.
COMFORTABLE WITH AMBIGUITY
• Design thinkers must be comfortable with ambiguity (or not knowing) while at the same time
exploring information, generating ideas, and detecting patterns.
COLLABORATIVE
• Design thinkers engage with clients to understand what needs to be designed, with end users to
understand their perspectives, and with other stakeholders to determine the context and existence of
any constraints.
• In this way, design thinkers do not create solutions in isolation, but, rather, solutions are co-created
through engagement with others.
REFLECTIVE
• Reflection is described as learning through action where the design thinker proposes a solution,
creates an artifact that can be examined by others, and reflects upon the perspectives provided by
others to improve upon the solution.
OPEN TO TAKING RISKS
• There is a tendency to cling onto the status quo, which prevents the birth of new ideas, but design
thinkers are comfortable with questioning the status quo to seek new opportunities.
• With this questioning the status quo also comes the ability to examine constraints to understand why
they exist and how they can be worked with.
EMBRACING OF FAILURE
• Design thinkers are not fearful that the ideas presented will not be received well or completely miss
the mark.
• DTs do not view failure as something to be avoided but rather as a needed part of the problem
solving process.
• DTs reflect on failure and use this information to move an idea into the next iteration.
OPTIMISTIC
• Design thinkers are committed to the pursuit of finding better alternatives. Therefore, design thinkers
approach a problem with an attitude that all problems have at least one solution that will improve the
situation from where it is currently.
ENGAGES IN PROTOTYPING
• Design thinkers view solution finding as an iterative process that requires refining and combining
ideas to arrive at a final solution.
• Design thinkers engage in prototyping to transform conceptualized ideas into tangibles for the
purpose of gathering feedback on how a solution will work in the real world.
Unit 1: Product ideation

The topics that will be covered here are the principles of creativity and innovation.
Topic Learning outcomes:
At the end of Unit 1 topics you will able to:

1. Discuss the significance of creativity and innovation in the area of your specialization.
2. Demonstrate creativity and innovation in your decision making
Creativity
• The generation of ideas that result in the improved efficiency or effectiveness of a system.
Entrepreneurial Creativity
• “At the very heart of capitalism… is the creative habit of enterprise. Enterprise is, in its ﬁrst moment,
the inclination to notice, the habit of discerning, the tendency to discover what other people don’t yet
see. It is also the capacity to act on insight, so as to bring into reality things not before seen. It is the
ability to foresee both the needs of others and the combinations of productive factors most adapted to
satisfying those needs. This habit of intellect constitutes an important source of wealth in modern
society.
Novak, M. (1996) Business as a Calling. The Free Press, New York. 120
Characteristics of a creative climate:

 A trustful management that does not overcontrol the personnel
 Open channels of communication among all business members
 Considerable contact and communication with outsiders
 A large variety of personality types
 A willingness to accept change
 An enjoyment in experimenting with new ideas
 Little fear of negative consequences for making a mistake
 The selection and promotion of employees on the basis of merit
 The use of techniques that encourage ideas, including suggestion systems and brainstorming
 Sufficient financial, managerial, human, and time resources for accomplishing goals
© 2009 South-Western, a part of Cengage Learning. All rights reserved.
The Most Common Idea “Killers”
1. “Naah.”
2. “Can’t” (said with a shake of the head and an air of finality).
3. “That’s the dumbest thing I’ve ever heard.”
4. “Yeah, but if you did that . . .” (poses an extreme or unlikely disaster case).
5. “We already tried that—years ago.”
6. “I don’t see anything wrong with the way we’re doing it now.”
7. “We’ve never done anything like that before.”
8. “We’ve got deadlines to meet—we don’t have time to consider that.”
9. “It’s not in the budget.”
10. “Where do you get these weird ideas?”
Source: Adapted from The Creative Process, ed. Angelo M. Biondi (Hadley, MA: The Creative Education
Foundation, 1986).
Innovation:
• Is the process by which entrepreneurs convert opportunities into marketable ideas
• Is a combination of the vision to create a good idea and the perseverance and dedication to remain with
the concept through implementation.
• Is a key function in the entrepreneurial process.
• Is the specific function of entrepreneurship.
• It is an idea, practice or object that is perceived as new by an individual or other unit of adoption.
• It is a use of new knowledge to offer a new product or service that customers want.
• Thus, it is Invention + Commercialization
• “Innovation is the search for and the discovery, development, improvement, adoption and
commercialization of new processes, new products and new organization structures and procedures.”
© 2009 South-Western, a part of Cengage Learning. All rights reserved
Schumpeter’s distinction between ”Invention” and ”innovation”

 An ’invention’ is an idea, a sketch or model for a new or improved device, product, process or
system. It has not yet entered to economic system, and most inventions never do so.
 An ’innovation’ is accomplished only with the first commercial transaction involving the new
product, process, system or device. It is part of the economic system.
WHAT IS AN INNOVATION?
 It is an idea, practice or object that is perceived as new by an individual or other unit of adoption.
 It is a use of new knowledge to offer a new product or service that customers want.
Thus, it is Invention + Commercialization
 “Innovation is the search for and the discovery, developed, improvement, adoption and
commercialization of new processes, new products and new organization structures and procedures.”
IMPORTANCE OF INNOVATION TO ORGANIZATION

 Competitive pressure and the need to survive
 The management of a firm or enterprise. Managers have to implement change, new processes and
improve systems
 The impact of innovation on organizational life
WHY INNOVATIONS FAIL
 Poor leadership
 Poor organization
 Poor communication
 Poor empowerment
 Knowledge management
 Poor goal definition
 Poor alignment of actions to goals
 Poor monitoring of results
 R&D efforts are not guided by marketing research, manufacturing capabilities and skills
 Mere imitation /copy without any increase in value- innovation offers nothing new
 Customers are not yet ready for such innovation
TYPES OF INNOVATION (OSLO MANUAL)

 Product innovation
 A good or service that is new or significantly improved. This includes significant
improvements in technical specifications, components and materials, software in the product,
user friendliness or other functional characteristics.
 Process innovation
 A new or significantly improved production or delivery method. This includes significant
changes in techniques, equipment and/or software.
 Marketing innovation
 A new marketing method involving significant changes in product design or packaging,
product placement, product promotion or pricing.
 Organisational innovation
 A new organisational method in business practices, workplace organisation or external
relations.
TYPES OF INNOVATION (KURATKO)
Principles of Innovation
 Be action oriented.
 Make the product, process, or service simple and understandable.
 Make the product, process, or service customer-based.
 Start small.
 Aim high.
 Try/test/revise.
 Learn from failures
 Follow a milestone schedule.
 Reward heroic activity.
 Work, work, work.
Rules for Innovation

1. Encourage action.
2. Use informal meetings whenever possible.
3. Tolerate failure and use it as a learning experience.
4. Persist in getting an idea to market.
5. Reward innovation for innovation’s sake.
6. Plan the physical layout of the enterprise to encourage informal communication.
7. Expect clever bootlegging of ideas—secretly working on new ideas on company time as well as
personal time.
8. Put people on small teams for future-oriented projects.
9. Encourage personnel to circumvent rigid procedures and bureaucratic red tape.
10. Reward and promote innovative personnel
Source: from “Corporate Venturing Obstacles: Sources and Solutions,” by Hollister B. Sykes and
Zenas Block, Journal of Business Venturing (winter 1989): 161. Copyright © 1989 by Elsevier
Science Publishing Co., Inc. © 2009 South-Western, a part of Cengage Learning. All rights reserved
Some examples of Creativity and innovation:
Unit 2: Product Development
This focuses on the topics on principles of product, product development and the product idea presentation.
Topic Learning outcomes:
At the end of Unit 2 topics you will able to:

1. Understand the concepts of product and the stages in product development process;
2. Use product concept generation strategies;
3. Create a viable and sustainable new or innovative product applicable in your field of discipline and that
which answers to a social, environmental problems.
WHAT IS A PRODUCT?
 Customers buy satisfaction
 Product is the need-satisfying offering of a firm
 Product quality and customer needs
 A product with more features or even better features is not a high-quality product if the features are
not what the target market wants or needs
 Goods, services, ideas, people, organizations, places, events
PRODUCT CLASSIFICATIONS
 According to durability (degree of tangibility)

 Non-durable
 Durable
 Services
 According to market
 Consumer products
 Convenience- are consumer products and services that customers usually buy frequently,
immediately, and with a minimum of comparison and buying effort.
 Staples
 Impulse
 Emergency
 Shopping products are less frequently purchased consumer products and services that customers
compare carefully on suitability, quality, price, and style.
 Specialty products are consumer products and services with unique characteristics or brand
identification for which a significant group of buyers is willing to make a special purchase effort.
 Unsought products are consumer products that the consumer either does not know about or
knows about but does not normally think of buying.
 Business products
 Raw materials
 Accessory
 Components
 Supplies
 Professional service
PRODUCT ATTRIBUTES
 Features: dimensions, source ingredients, service, structures, esthetic characteristics, manufacturing
process, performance, components, materials, price and many more
 Benefits: Uses, savings, nonmaterial well-being, economic gains
 Function: how the products works
Levels of a product
Product planners need to think about products and services on four levels.
1. Core customer value, which addresses the question, What is the buyer really buying?
2. Actual product.
3. Augmented product, which is created around the core benefit and actual product by offering
additional consumer services and benefits.
4. Potential- the future augmented product
REASONS FOR UNDERGOING PRODUCT DEVELOPMENT

 Add value to the product and to increase sales
 To build company’s image
 To differentiate the products from that of the competitors
 To build on the success of the existing products which are selling very well.
 To replace the products which are not selling
 To offer something new and keep up with the latest fashion trends
 To meet customer needs
 To start a new production and/or to expand the company-diversify
THE BASIC NEW PRODUCT DEVELOPMENT PROCESS
1. Strategic planning
2. Opportunity Identification and Project Selection
3. Concept generation
4. Concept evaluation
5. Technical Development
6. Commercialization
PRODUCT CONCEPT IDEATION APPROACHES
 Combination: Combine two or more existing products to come up with new product idea. example:
Swiss knife; puto pao; umbrella and flashlight;
 Other Uses- introduce another use for an existing product. baking soda as facial; coffee as body scrub;
 Magnify/Minify/Modify
 Magnify: Magnify what is already in the market through adding ingredients, add more value,
strengthening, enlarging and thickening. Noodles with more vitamins
 Minify: Product ideas that are in the market by making it smaller, reducing, shortening, making
faster, omit, lighten, and split up. Radio-MP4, iPod
 Modify: Changing the color, the shape, the size, the scent. off lotion-off lotion with scent; balloons
into different shapes;
 Reverse- reverse the process or sequence; use opposite; backward ideas. Example: reversible underwear,
reversible bags.
 Adapt: Make adjustable. Example- tumbler for hot and cold; transition eyeglasses; smartphones -water
resistant; shoes-slippers;
 Substitute: Substitute through using another ingredient or material; using another process; thinking of
who or who else.
 What if: Asking what ifs will help you generate business ideas.
BUSINESS MODEL CANVAS
Source: https://www.edrawsoft.com/template-general-business-model-canvas.php
ACTIVITY
Explain activity:
Read: disruptive innovation
Visit: https://www.youtube.com/watch?v=QoAOzMTLP5s
https://www.youtube.com/watch?v=IP0cUBWTgpY
Elaborate activity:
Department of Education and the Commission on Higher Education, commissioned
you, entrepreneurs, to develop product ideas that respond to the sustainable
development goal- 3 Good health and well-being
Task: Generate product ideas pertinent to sustainable development goal- 3 Good
health and well-being
 Combination
 Other uses
 Magnify, minify, modify
 Reverse
 Adapt
Evaluate activity: FINAL PROJECT. Due: July 20, 2023
The Philippine Start-up challenge 2023 encourages you, young entrepreneurs, to develop innovative ideas that
have potential for business ventures that respond to one of the sustainable develop goal- 3 Good health and
well-being
Tasks:
1. Develop a business proposal for the business idea screened from your Module 4 evaluate activity. Use
the Business model canvas in crafting your proposal. 50 points. Criteria include: content, creativity,
and organization.
2. Pitch your idea to potential business investors. You assume that we, your listeners, are your potential
investors so be able to entice us to invest in your business idea. You have a total of 8 minutes to
present the key features of your business using the parts of the business model canvas. See the rubric
attached in this module. 100 points
In your pitch, be guided by the business model canvas (from right to left). The objective of a
business pitch is to get potential investors to invest in your business idea. Hence, you assume that we,
your listeners, are your potential investors so be able to entice us to invest in your business idea.
You have a total of 8 minutes to present the key features of your business using the parts of the
business model canvas.
So, the following will be the composition and flow of discussion (same flow with the written output).
Note that time is limited so prioritize what you will emphasize in your pitch. Other important information
will be detailed in the written output.
1. Societal problem description.

-indicate data that such is a problem—meaning support it with a data from PSA, or DOH, or news, or
research. So, if the business is food for diabetics then present data that there is a rising number of
diabetic people.
2. Brief business description.
What is the business all about? Vision-mission statement.
3. Customers
For whom are you creating value for? Who is your most important market?
Not all will be your market. Say for an instance lipstick. Not all lipstick is for all women. There is a
lipstick for girls, for middle aged who are working, middle aged from the high income, for senior
citizens. Umbrella product is not for all, hence identify the group of people whom you intend to sell
your umbrella. Your slipper product is not all, thus describe whom you intend to sell your slipper. It
is impossible to target all as your market/customer.
*note: in the context of marketing and entrepreneurship, market refers to an individual or group of
people who have needs and wants, ability to satisfy needs and wants, and the willingness to satisfy
needs and wants. In the context of finance and economics, market refers to place where buying and
selling happens, example the internet or the market you are used to.
Thus, the market we refer to in our discussion here is in the context of marketing.
4. Value proposition
What core/unique value do you intend to deliver to your customers? What need are you satisfying?
The value proposition describes the reason why your customer buys your product. What benefit the
customer will get from the business? What is your competitive advantage? What you offer that the
competitor has difficulty to offer?
5. Channels
Objective here is to make the product available to the market. One of the changes brought by the
global mind (internet) even before pandemic is the direct channel. More evident during this
pandemic. Do you need intermediaries to bring your product near to your market? What
intermediaries do you need to bring your product to your final consumer?
How can you attract your customers?
Are you going to use facebook? Lazada? Shopee? Amazon? Dental clinics? Drug stores? Grocery
store?
Which channel is fitting to your need? How much will it cost?
6. Customer relationship
What relationship your target market expects you to establish? How can you retain your market?
Freebies? Customer service?
7. Key resources
6Ms (machines, manpower, money, materials, moment, methods).
What are key resources you need? If you intend to solve problem of diabetics in terms of food
through food packs (note that menu for diabetics is specialized—they have to be selective of their
food intake). What vegetables do you need? What machine you need to produce the food packs?
8. Key activities
What are key activities needed by the business to satisfy the need of your market. Problem solving is
an activity but not a key activity for all, for a consultancy business it is a key activity. Using the
example on diabetic, what could be a key activity for food packs for diabetics?
Are there activities that will be performed in-house?
Are there outsource activities, who will do it? Under what terms?
How about Intellectual property process?
9. Key partners
Who will help you in bringing satisfaction to your market? Using the diabetic example, maybe
medical doctors, nutritionists, farmers, dietician, etc.
10. Cost structure
What are the most important costs in your propose business? What key resources and key activities
are most expensive?
11. Revenue stream

Which value are your target market willing to pay? What and how would they prefer to pay?
REVENUE MODELS:
 SUBSCRIPTION- paying a subscription fee on a monthly/annual basis. Example: Netflix, spotify,
magazines, journals
 LICENSING- Selling the license for use of a single or group of users. Example: Microsoft.
 FREEMIUM/UPSELLING- target market may access the main product for free but will be charged
for any additional functions. Example: Zoom
 ADVERTISEMENT BASED- sales is generated through selling ad space. Example: Facebook;
Youtube
 DONATION BASED- customers pay on voluntary basis.
 COMMISSION-BASED
Prepared by :
Lorraine Ngaosi
EHM Faculty
SAMCIS
REFERENCES
Bruce R. and R. Duane Ireland. (2006). Entrepreneurship Successfully Launching New Ventures. New
Jersey, Pearson Education, Inc.
Dess, G., Lumpkin, G.T., and Eisner, A.B. (2010). Strategic Management: creating Competitive Advantages.
McGraw-Hill.
Kuratko D. (2017). Entrepreneurship Theory, Process, Practice. Cengage Learning. 10th edition, 2017
Kuratko D. Corporate Entrepreneurship
Entrepreneurship. revised edition, Manila 2007.
https://tc2.ca/pdf/T3_pdfs/Independent_mindedness_Tutorial.pdf
https://osf.io/pjwgs/
https://www.mindtools.com/pages/article/resilience-quiz.htm
https://www.docpotter.com/thifor-test.html
https://keydifferences.com/difference-between-micro-internal-and-macro-external-environment.html
COURSE SPECIFICATION
BACHELOR OF SCIENCE IN ENTREPRENEURSHIP with SPECIALIZATION in

BUSINESS ANALYTICS
GENTREP: ENTREPRENEURIAL MIND

1 Course Title ENTREPRENEURIAL MIND
2 Course Number GENTREP
3 Semester and Year Offered 1ST Semester, 2nd Semester, Short term (depending on the program the course is
offered).
4 Credit Units 3 Units
5 Contact Hours 54 hours
6 Pre-requisites (if any) None
7 Co-requisites (if any) None
8 Course Description This course is designed to enable the students of any discipline to understand the
concept of the entrepreneurial mind. They will be provided the opportunity to
assess and develop their state of mind, or the lens through which they see the
world, or their thinking process that influences their propensity and passion to
engage in entrepreneurial activities and outcomes. They will come to appreciate
the notion that entrepreneurship is applicable and beneficial in all spheres of life
and, thus, in any career path
Through their study of the lives of successful entrepreneurs as well as in

conceptualizing and creating innovative products, students will develop their
minds to become independent, growth-oriented, goal- oriented and effectuating,
risk-managing, resilient, opportunity- recognizing, and designing.
9 Course Learning Outcomes At the end of the course, the entrepreneurial Louisians are expected to:
1. Relate Christian Spirit, competence, creativity, social involvement, ethics,
professionalism, maturity, traits and values in the development of your
personal and professional vision;
2. Discuss the role of entrepreneurship in socio-economic development;
3. Appraise the application of personal entrepreneurial competencies and
entrepreneurial mind in all their undertakings along their program;
4. Apply critical thinking and problem-based learning in identifying and
evaluating new opportunities and new product ideas that are responsive to
current business and environmental challenges, relevant to their program;
and
5. Enhance creativity, personal entrepreneurial competencies and
entrepreneurial mind when designing and pitching innovative product ideas
pertinent to their program as well as that are responsive to sustainable
development goals.
10 Learners’ profile and Enrolees are from the School of Accountancy, Management, Computing and
context Information Studies, School of Engineering and Architecture, and School of
Nursing, Allied Health and Biological Sciences learners
11. Assessment and Evaluation The activities will be administered through:
Details a. Classroom and Google Classroom and other applications in the Google
Suite.
12. Monitoring Details Students will be monitored through Face-to-face discussions, and Google
Classroom Discussion Forum and online activities.
13 Technological Support Delivery of the course needs the use of the SLU subscribed Google Suite, SLU
E-Learning Resources, and SLU Student Portal.
Prepared by Reviewed by Approved by
LORRAINE B. NGAOSI DR. LEILANI I. DE GUZMAN DR. CECILIA A.

MERCADO
Faculty– EHM Department Head – EHM Dean – SAMCIS
COURSE GUIDE
REF SAMCIS-BSE-BA-Gentrep
I. Course Title: ENTREPRENEURIAL MIND
II. Course Overview
This course is designed to enable you, learners, from any discipline to understand the concept of the
entrepreneurial mind. You will come to appreciate the notion that entrepreneurship is applicable and
beneficial in all spheres of life and, thus, in any career path. Through the course content, you will be provided
the opportunity to assess and develop their entrepreneurial mind.
Through your study of the lives of successful entrepreneurs as well as in conceptualizing and creating
innovative products, you will develop your minds to become independent, growth-oriented, goal-oriented and
effectuating, risk-managing, resilient, opportunity-recognizing, and designing.
Towards the ends of the term you are tasked to pitch your innovative idea using the business model
canvass.
III. Course Study Guide
This Gentrep module is designed for us as a class to able to work and learn together using technology
and still have the benefits of a classroom atmosphere.
The following guides and house rules will help you further to be on track and successfully achieve the
aims for this course:
1. Schedule and manage your time to read and understand every part of the module. Read it over and
over until you understand the point. If there are some unclear areas, note them down and ask your
professor during the onsite class. Note that the modality for this class is 50% onsite and 50% online.
2. Study how you can manage to do the activities of this course in consideration of your other modules
from other courses. Be very conscious with the study schedule. Post it on a conspicuous place so that
you can always see. Do not ask your course facilitator about questions that are already answered in
the guide.
3. Keep abreast of important announcements, discussions, and other class activities posted in the Google
classroom or announced in class. Regularly check the STREAM page/Google Space for possible
announcements.
4. In doing your tasks, read and understand the instructions provided. Target the highest standards, not
the low standards in doing your assigned tasks. I know you can.
5. You are free to browse and read the different materials even prior to doing the tasks in each unit of
the module. However, you need to ensure that you will not miss any part of the module and you will
not miss to accomplish every activity in every unit as scheduled.
6. All the discussions are academic discussions, which mean that the relevant academic conventions
apply.
a. Your post should be composed of complete and grammatically correct sentences. Do not use
abbreviations and acronyms unless these are introduced in the readings, and do not write in text-
speak. Avoid writing in all caps.
b. post appropriate and well-thought rejoinders. Avoid merely approving or disapproving with your
classmates and course facilitators. You need to support your inputs in the discussions from
reliable information and resources. Do not post uninformed opinions.
c. Read and analyze the contributions made by your classmates in the discussion forums. Respond
appropriately and courteously. Always use proper language.
d. Be polite and respectful arguing a point and in defending your opinions. Do not be rude and do
not make remarks that may be construed as a personal attack. Refer to ideas/statements, not the
person. Remember that the objective of academic discussion is to develop your critical and
analytical thinking skills apart from contributing to the wealth of knowledge.
e. Do not post lengthy contributions. Stick to the point. Be clear what your main point is and
express it as concisely as possible. Do not let the discussion stray.
f. Quote your sources in the online discussion by mentioning the last name of the author and the
year. No need to use a particular style.
g. Protect your privacy. Ponder before you post. If you wish to share something private, do it by
email or private chat.
7. Do not plagiarize and do not patch write. Patchwriting is still a form or plagiarism. It refers to the act
of making small changes and substitutions to copied source material (Merriam-Webster, 2020).
8. Follow the schedule of course activities. Always remind yourself of deadlines. Read in advance. Try
to anticipate possible conflicts between your personal schedule and the course schedule, and make the
appropriate adjustments. Try
your best to inform through any means your course facilitator for any unavoidable delays or
"absences" or "silences" of more than a week's duration or other concerns.
9. Note that our Google Classroom is a virtual learning environment, not a social networking site. Use
your legal name and recent and appropriate ID photo on your profile page for proper identification.
10. Lastly, you are the learner; hence, you do the module on your own. Your family members and friends
at home will support you but the activities must be done by you. As Louisan, we always need to
demonstrate our core values of competence, creativity, social involvement and Christian spirit.
IV. Evaluation
To pass the course, you must:

1. Read all course readings and answer self- assessment activities, infographic, comic strip, relationship
mind map, and write reflection papers.
2. Submit the final project (product idea pitch)
3. Do the Midterm and Final Examination
A. Formative Assessment
1. You are required to answer pre-assessment, self-assessment activities, and reflection questions .
2. The reflection questions are designed to help you to critically analyze the course readings for better
understanding.
3. The completeness of your answers to the self- assessment activities, and reflection questions will still
be checked and will still be part of your grade completion. Hence, self-assessment activities, and
reflection questions must be left unanswered.
4. In doing your formative assessment activities. You can always ask the help of your family.
5. The self-assessment activities, and reflection questions are required so you can take it anytime within
the scheduled days assigned for each unit.
B. Summative Assessment
Examinations: periodical evaluation (midterm and final)
Activities embedded in your module.
Final project: Product idea pitch with business model canvas
V. Study Schedule: (see posted in Module 0).
VI. Technological Tools

To be able to accomplish all the tasks in this course, you will be needing the following software
applications: Word Processing, Presentation, Publication, and Spreadsheet. All materials and
activities will be facilitated through Google Suite
Applications particularly, Google Forms, Google Hangouts, Google Meet, and Google Doc. These
are all available in the Google Suite package subscribed by Saint Louis University for you.
Grading System
Midterm Grade
CS (activities -module 1- 3) =60%
Examination =40%
Total 100%
Tentative Final Grade (TFG)

CS (activities, module 4-5; final output) =60%
Examination =40%
Total 100%
Final Grade: (Midterm + TFG)/2
Prepared by:
LORRAINE B. NGAOSI
Course Facilitator
Rubrics:
BUSINESS PITCH RUBRIC
Criteria Excellent Proficient Sufficient Deficient Score
Innovation & 30
The idea is very
20
The idea is
10
The idea is a little
5
The idea is not
creativity unique, novel, and somewhat unique, unique, novel and a unique and novel
Background different from those novel and a little little different from and is not different
-presents data indicating offered in the market. different from those the those offered in from those in the
societal problem It fully addresses an offered in the the market. It market.
Business description identified problem that market . It addresses some It is not practical in
-Team presents company has a larger social addresses an parts of the market; key
profile; vision; mission; implication. Multiple identified problem. the identified features of the
product idea key features of the Specific key problem. product does not
value proposition features of the match the market’s
product fit the problem
-compelling benefit - product fit the problem.
matches market’s problem
problems
-key features of the product
25 15 10 5
Business viability The idea is perfect
for the target market.
Specific
channels of
Idea designed is
without a well-
Unable to figure out
who is the target
Market viability
Extensive research on distribution. defined target market the idea.
-customer segment
channels of Presents how to market. Limited Unclear channel of
-Channels
distribution. Display create customer channel of distribution and no
-customer relations
Financial viability specific and alternative relationship. distribution. specific and
-cost structure channels. Shows in Has an Limited plans to alternative channels.
-revenue stream depth plan to attract, understanding of attract, keep and No clear plan on
keep and grow market. the profit stream. grow customer. attracting, keeping
Clear understanding of Pricing strategies Has a general and growing
the profit stream. Set are set. Set a understanding of the customers.
specific pricing general list of costs. profit stream. Limited
strategies. General pricing understanding on the
Presents a detailed strategies revenue stream.
critical list of costs. There are missing
list of costs.
Sustainability Presented an
25 15
Presents general list
10
With missing list of
5
The team cannot
-key partners
intensive list of key of partners and key partners There develop and build
-key resources
partners, detailed list activities. are missing tasks the product and does
-Key activities
of key activities. General resources /activities . not have the
Materials/resources are are available and Materials are capability and skills
indigenous, thoroughly supplies are available but supply to bring the idea
researched, and are reliable is not reliable forward
fitted to the idea.
Motivation/ 20 10 8 3
Presentation Presenters exhibit

mastery of their
Presenters manifest
enthusiasm and
The presenters
displayed
Presenters hardly
able to keep the
The team’s display of pitch
business concept elicit interest from satisfactory attention of the
mastery with well-prepared
through their tone of the audience. presentation of the audience.
visual aids (ppt).
voice, posture, rapport, They displayed pitch and presented They lack
and audience above satisfactory acceptable visuals presentation of the
engagement. Used presentation of the pitch and presented
excellent visual aid. pitch and presented very poor visuals
good visuals
TOTAL
Concept Paper RUBRIC
25 15 10 5 SCORE
Focus/ There is a clear, Defines the Defines the purpose Fails to clearly
content specific focus of the purpose of the but does not clearly define the focus
topic. Follows activity with little state the purpose/topic. of the topic.
thoughtful and diversion from the It diverts from the Deviates from
relevant points of topic topic the topic
view
Organization Reflection paper is Reflection is Flow of discussion is Flow of
and citation exceptionally well presented in an somewhat organized. discussion is
organized, well organized manner. Transition of ideas is inconsistent.
written. Transition Transition of ideas slightly observed No transition of
of ideas are is consistent. ideas.
effective. Citations Citations were Citations were
were done where partially done inappropriate or
deemed necessary where deemed no citation was
following the necessary done.
prescribed format. following the
The conclusion was prescribed format.
strong and stated the The conclusion
point of the answer. was recognizable
and tied up almost
all the loose ends.
Application Presents a clear Application and Able to state few Showed lack of
original application originality of ideas original application of understanding of
of the concepts and is satisfactory the concepts and the concepts and
principles learned principles. principles
from the articles presented in the
articles.
Mechanics Demonstrates an Writing is readable Contains several Largely
exceptional amount with some grammatical errors unreadable
of editing. consideration to
Enjoyable to read. spelling, grammar
and sentence
construction.
TOTAL
COMIC STRIP rubric

20 30 25 5 score
Content  Includes all  All required  Some No required
-required required information are information elements are
elements elements included are included included
-quality of data including
additional
information
20 15 10 5
Creativity/  Organized  Good lay-out  Lay-out  Lay-out is
design layout  Visualization fit distracts disorganized
-layout  Visuals create the content content  Visual convey a
-visuals a visual flow.  Design and meaning
-design  Visuals show visuals are at contrary to
complements connection to odds with the content
content content content
10 8 5 3
Clarity  Main idea is  Some visuals  Confusing  Main idea is
-clear impressions obvious and are not needed  Poor initial missing
easy to impression
understand
10 8 5 3
Timeliness Observed the date Submitted a day late Submitted Submitted beyond 5
of submission 5days late days late
TOTAL
Relationship mind map rubric

40 30 25 5 score
Content  Includes all  All required  Some No required
-required elements required information are information elements are
-quality of data elements included are included included
including
additional
information
20 15 10 5
Creativity/design  Organized  Good lay-out  Lay-out  Lay-out is
-layout layout  Visualization distracts disorganized
-visuals  Visuals create fit the content content  Visual convey a
-design a visual flow.  Design and meaning
complements  Visuals show visuals are at contrary to
content connection to odds with the content
content content
10 8 5 3
Clarity  Main idea is  Some visuals  Confusing  Main idea is
-clear impressions obvious and are not needed  Poor initial missing
easy to impression
understand
10 8 5 3
Timeliness Observed the date Submitted a day Submitted Submitted beyond 5
of submission late 5days late days late
TOTAL
Reflection Rubric
20 15 10 5 SCORE
Focus/ There is a clear, Defines the Defines the purpose Fails to clearly
content specific focus of the purpose of the but does not clearly define the focus
topic. Follows activity with little state the purpose/topic. of the topic.
thoughtful and diversion from the It diverts from the Deviates from
relevant points of topic topic the topic
view
Organization Discussion is Reflection is Flow of discussion is Flow of
and citation exceptionally well presented in an somewhat organized. discussion is
organized, organized manner. Transition of ideas is inconsistent.
Transition of ideas Transition of ideas slightly observed No transition of
are effective. is consistent. ideas.
Citations were done Citations were Citations were
where deemed partially done inappropriate or
necessary following where deemed no citation was
the prescribed necessary done.
format. The following the
conclusion was prescribed format.
strong and stated the The conclusion
point of the answer. was recognizable
and tied up almost
all the loose ends.
Creativity Presents a clear Application and Able to state few Showed lack of
original, unique originality of ideas original application of understanding of
application of the is satisfactory the concepts and the concepts and
concepts and principles. principles
principles learned presented in the
from the articles articles.
TOTAL

GENTREP Short Term 2023

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MODULE IN

Entrepreneurship, Human Resources Development and

School of Accountancy, Management, Computing and

COURSE LEARNING OUTCOMES

Hi, Louisian Learners! Welcome to GENTREP!

Study Schedule Course Requirements

WEEK Topic learning outcomes activities

Module 3 JOURNEY TO ENTREPRENEURIAL DEVELOPMENT

2. Use entrepreneurial mind in their undertakings.

Enhance critical thinking and EM through the use of

Module 5 SOLUTION DISCOVERY

Unit 1 Product ideation

THE ENTREPRENEURIAL JOURNEY

Business Model Solution

Module I: Journey to self-discovery through

Topic 1: Personal Values Discovery

Saint Louis University Vision-Mission Statement

SLU Core values:

Why Entrepreneurship Education

Myth 1: Entrepreneurs Are Doers, Not Thinkers

Myth 2: Entrepreneurs Are Born, Not Made

Myth 3: Entrepreneurs Are Always Inventors.

Myth 4: Entrepreneurs Are Academic and Social Misfits

Myth 5: Entrepreneurs Must Fit the “Profile”

Myth 6: All Entrepreneurs Need Is Money

Myth 7: All Entrepreneurs Need Is Luck

Myth 8: Ignorance Is Bliss for Entrepreneurs

Myth 9: Entrepreneurs Seek Success but Experience High Failure Rates

Myth 10: Entrepreneurs Are Extreme Risk Takers.

Entrepreneurial Schools of Thought

 The environmental school of thought

 The financial school of thought

 The displacement school of thought

 The entrepreneurial trait school of thought

 The venture opportunity school of thought

 The strategic formulation school of thought

Topic 3: Categories of entrepreneurship

It is also referred to as intrapreneurship. This is entrepreneurship WITHIN existing organizations or

Eco entrepreneurship, Ecopreneurship, Environmental entrepreneurship, Sustainable entrepreneurship,

Eco-(ecological) from the Greek Eikos- home

Chopra defines ecopreneurship as “entrepreneurship through an environmental lens”.

Why the need for ecopreneurship?

Furthermore, to create value through: Source: Saari & Joensuu-Salo, 2020 ).

Elaborate activity: Read:

Evaluate activity: Relating values and vision; values and entrepreneurial

Note: 3 to 5 sentences per core value.

Read stories of entrepreneurs through the: The Entrepreneur Magazine,

MODULE 2: Entrepreneurship Discovery

Unit 1: Theories on Economic Development and the role of entrepreneurship in

1. Describe the theories on economic development

As a (your program) student, what are your contributions to socio-economic

General theories on economic development

 Technological breakthrough. Technological innovation drives economic development as it makes work

Contributions of entrepreneurship to socio-economic development

 Entrepreneurship creates employment of resources. (land, labor, capital, entrep)

 Entrepreneurship brings equitable distribution of income

 Entrepreneurship brings industrialization in the countryside

Unit 2: Government support to MSME’s in the Philippines

At the end of unit 2, you should be able to:

Classification of MSMES in the Philippines

MICRO Up to Php 3,000,000 1-9 employees

Role of government in entrepreneurship growth

+ + - + + 6_ =_________ OPPORTUNITY SEEKING

__ + _ + + - + 6=_______ COMMITMENT TO WORK

__ - + + + _ + 6=_________ RISK TAKING

__ - _ + + _ + _ + 6 = ________ GOAL SETTING

__ - _ + _ + _ + + 6= _______ SELF-CONFIDENCE

__ - _ - _ - __ + _ + 18 = __________ CORRECTION FACTOR**