ENTP 6370

ENTREPRENEURSHIP

ENTREPRENEURSHIP
ENTP 6370.501 ● FALL 2008 ● Tuesday 7:00pm – 9:45 pm
Instructor: Robert L. Robb
Classroom: SOM 2.103
Office: SOM 4.203
Email: r.robb@utdallas.edu
Phone (UTD office): (972) 883-4799
Office Hours: Mon., Tues 1:30pm – 3:30pm, or by appointment

I. PREREQUISITES, REQUIRED SKILLS AND CAPABILITIES:

There are no prerequisites for this course other than acceptance and enrollment into a graduate program at the
University of Texas at Dallas. Course participants are not expected to have a formal business or management
background.

II. COURSE DESCRIPTION

This course provides a broad-based introduction to entrepreneurship. Course activities will include evaluating the
commercial potential of business concepts and technological innovation, researching markets and competition,
managing patents and copyrights, understanding essentials of licensing and technology transfer, valuing a business
opportunity, developing a business plan, launching a new business venture, acquiring resources, avoiding pitfalls,
making presentations to investors and financing the new start-up. Participants in the course will explore the mindset,
considerations, realities, and real-world methods associated with entrepreneurship and the process of moving an
innovation to the commercial world. Whether simply desiring to learn more about entrepreneurship and
commercialization or desiring to launch a new enterprise, the course will provide students the know-how and tools to be
more effective in the entrepreneurial process.

Students will be exposed to entrepreneurial case studies and gain understanding of the principles of entrepreneurship
through interaction with a number of guest speakers who are themselves practicing entrepreneurs or investors.
Both group and individual assignments will be required. A team project focused on the creation of a business plan for a
new business opportunity will comprise a major part of the course.

III. COURSE LEARNING OBJECTIVES AND OUTCOMES

This course is intended to help the student learn:

1. the entrepreneurial characteristics and abilities necessary to enhance potential for success of new ventures;
2. the foundational principles, rewards and realities of entrepreneurship;
3. the principles of evaluating technological innovation and business opportunities;
4. the elements and composition of a new venture business plan and how to approach its creation
5. skills and principles related to giving persuasive business presentation for an entrepreneurial venture;
6. the various sources of capital and the fundamentals of raising capital for the new venture;
7. the typical pitfalls of entrepreneurship;
8. the development of business strategies through team effort.
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IV. REQUIRED TEXT AND READING MATERIALS:

Text: Barringer, Bruce R. and R. Duane Ireland, 2007. “Entrepreneurship, Successfully Launching New Ventures”.
Pearson Prentice Hall. ISBN 0132240572

Readings: Available in packet at bookstore:

• Bhide, A. 1996. The Questions Every Entrepreneur Must Answer. Harvard Business Review Nov-Dec 1996 (HBR 96603)
• Zider, B. 1998. How Venture Capital Works (HBR Reprint 98611)
• Roberts, Michael and Lauren Bartley, “How Venture Capitalists Evaluate Potential Venture Opportunities” - July
20, 2004 (Teaching Note 805019 HBS)
• Roberts, Michael J., and Howard Stevenson, “Deal Structure and Deal Terms” Nov 7, 2005 (Teaching Note
806085 HBS)
• Hamermesh, Richard G., Paul W. Marshall, Taz Pirmohamed. “Note on Business Model Analysis for the
Entrepreneur” (802048 Note from Harvard Business School) January 22, 2002
• Cases (available in a course packet at the bookstore):
R&R 9-386-019 HBS
ICEDELIGHTS 9-898-196
The DAG Group 9-392-077
Heather Evans 9-384-079
ONSET Ventures 9-898-154
Deaver Brown and Cross River, Inc. 9-394-042

V. ASSIGNMENTS AND ACADEMIC CALENDAR

Week Readings/Preparation Assignments

1 What is Entrepreneurship?
8/26/08 Foundations of Entrepreneurship, The Nature and importance of Entrepreneurs;
Can entrepreneurship be learned?; Myths, Self Assessment, the entrepreneurial
mindset
Readings: Barringer, Chapter 1: Introduction to Entrepreneurship
Article: The Questions Every Entrepreneur Must Answer--Bhide
Discussion: Course information, Introduction to Entrepreneurship and Decision
to become an Entrepreneur, Myths
2 Finding the Opportunity Due: Groups formed
9/2/08 Readings: Chapter 2: Recognizing Opportunities & Generating Ideas team leader designated
Video: The Deep Dive-- Ideo & creativity and group rosters
Discussion: Finding the Opportunity, Creativity, Sources of Innovation submitted to instructor
Due: 1 page summary
of individual business
ideas to Team &
Instructor
3 Evaluating the Opportunity: download Business Plan Outline and Due: Written
9/9/08 OpportunityEvaulation Checklist from WebCT and bring a copy to class for discussion Assignment#1 (group
Readings: Barringer Chapters 3 and 4; download Business Plan Outline Opportunity and assignment) Ice Delights
Evaluation Checklist from WebCT and bring a copy to class for discussion Due: 1 Page summary
Guest Speaker: Loreen Phillips of group business idea -
Case Discussion: Ice Delights --submitted by each
group for approval
Discussion: Evaluating opportunities and Conducting Feasibility Analysis
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4 Business Plans for Entrepreneurial Ventures Types, Structure, and Content, Due: Written
9/16/08 Developing Business strategies, Evaluating a Business Plan, How to create a Assignment #2 Heather
business plan with its essential elements, Common Mistakes in a Business Plan Evans Heather Evans
(Group)
Readings: Barringer, Chapter 9. For additional business plan information review
www.bplans.com and www.startupbiz.com. Download Opportunity Evaluation and
Business Plan Outline from WebCT and bring a copy to class for discussion
Guest Speaker: Jim Lafferty (tentative)

Case Discussion: Heather Evans

Discussion: Developing a Business Plan, Understanding Weaknesses and Avoiding Pitfalls
5 Developing a Business Model, Building a Team
9/23/08 Readings: Barringer, Chapters 5 and 6: Developing an effective business model,
Building a New Venture Team;
Hamermesh, Richard G., Paul W. Marshall, Taz Pirmohamed, “Note on Business
Model Analysis for the Entrepreneur”
Guest Speaker: Tim Quillicy
Discussion: Strategies, Business Models, Team Building, Giving Presentations

6 Legal Forms and Ethical Issues

9/30/08 Readings: Barringer Chapter 8 Preparing the proper ethical and legal foundation
Guest Speaker: Emil Bova Jones Day
Discussion: Legal Forms of Business, Ethics, Values

7 Group Presentations: Business Opportunities-- First Presentation Assignment WA#3a,

10/7/08 and presentation
WA#3b Business
Opportunity (Group)
Peer Evaluations for 1st
3 projects
8 The Marketing Plan
10/14/08 Readings: Barringer, Chapter 11, Unique Marketing Issues
Guest Speaker: George Michael (tentative) entrepreneur, Marketer
Discussion : Selecting a Market, Market Positioning, Market Strategy
9 The Financial Plan: Basics of Financial Forecasting Due: Written
10/21/08 Readings: Barringer, Chapter 7, Assessing Financial Strength and viability Assignment #4: DAG
Guest Speaker: (Group)
Readings: Barringer, Chapter 7, Assessing Financial Strength and viability
Case Discussion: DAG
Discussion: Financial Forecasting

10 Legal Issues; Intellectual Property: Patents, Copyrights, Trade Secrets, Due: Written
10/28/08 Contracts Assignment #5
Readings: Barringer Chapter12, The Importance of Intellectual Property (Group)– Start-up To-
do Checklist
Guest: Julie Nickols Haynes and Boone confirmed
Assignment Discussion: Start-up Checklist
Discussion: Legal Issues, Intellectual Property, licensing, contracts, SEC Regs
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11 Attracting Stakeholders: Financing and valuing the New Venture, Friends,

11/4/08 Family, Fools, Friends, Angels VC’s. Financing the Venture, Sources of Finance,
time, types of financing vs Stage of Venture, What to expect from a Venture
investor, Networking, the Do’s and Don’ts of fundraising
Readings: Barringer, Chapter 10, Getting Financing or Funding
--Zider, How Venture Capital Works HBR 98611;
--Roberts & Bartley, “How Venture Capitalists Evaluate Potential Venture
Opportunities”
Guest Speakers: Scott Ticer
Discussion: Raising capital for the New Venture/ Do’s and Don’ts, Preparing for
and Making Presentations
12 Deal Structure, Deal Terms; concepts & terminology, Valuing the company, Assignment: Read and
11/11/08 Understanding Term sheets Prepare for Case
Discussion: Onset
Readings: Roberts, Michael J., and Howard Stevenson, “Deal Structure and Deal
Ventures
Terms” Nov 7, 2005 (Teaching Note 806085 HBS)
Guest:
Case Discussion: Onset Ventures
Discussion: Approaches to valuing the new enterprise, Negotiating and
structuring the deal, Deal terms.

13 Exit Strategies, Ending the Venture

11/18/08 Readings: Barringer, Chapters 13 and 14
Guest Speaker: Jim Young
Discusssion: Considerations for Exit, and ending the venture
14 Closing Discussion: Decisions/Programmed Serendipity
11/25/08 Team meetings
15 Business Plan Presentations Due: Peer Evaluations
12/2/08 Due: Group Bus. Plan
Written Assignment,
WA# 6a, New Venture
Business Plan
(Group)In-Class
Presentations WA# 6b
(Group)

These descriptions and timelines are subject to change

VI. GRADING:
The course assignments and associated grades are summarized in the outline below. Supplemental materials may be
provided or posted electronically. Advance preparation and active participation in class discussions is an important part
of the learning experience in this course and will be evaluated.
The course has been designed to allow flexible management of your time. There will be no quizzes or exams. Your
grade will be based on group and individual written assignments, your individual contributions to class discussions, and
a major group project, the Business Opportunity Identification and FeasibilityAnalysis. These assignments, their due
dates and page limits, and their relative weights in determining your final grade are summarized in the table below:
Due Group or Format Length
Assignment Date Individual Weight
Individual Business Ideas Summary submitted and 9/2/08 Individual Descriptive 1 n/a
Summary
Group member Roster with team leader submitted Group

WA#1 – IceDelights 9/9/08 Group Outline 3-5pgs 5%

Preliminary business idea submitted to instructor by each 9/9/08 Group Essay 1-2 n/a
group for approval to proceed (1st and 2nd choices) Outline

WA#2– Case Analysis –Heather Evans 9/16/08 Group Outline 3-5 5%

with bullets
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WA#3a–Presentation: Business Opportunity Analysis 10/7/08 Group Present. 15 min 10%

WA#3 b– Paper- Business Opportunity Analysis 10/7/08 Group Project Outline 6-10 10%
Midterm Peer Evaluations—first 3 projects 10/7/08
WA#4 Case Analysis --DAG 10/21/08 Group Project Outline 3-5 5%
with bullets
WA#5 – Start-up checklist Group Outline 3-8 10%
Read and Prepare for Discussion -- Case Analysis: Onset 11/11/08 Group n/a n/a n/a
WA#6a – Business Opportunity Plan 12/2/08 Group Project Outline 25-30 +
15%
appendix
WA#6b Presentation – Business Opportunity Plan 12/2/08 Group Project Powerpoint 15 mins 15%
Peer Evaluations 12/2/08 Form 10%*
Class Participation Individual 15%
Overall Course Grade 100%

* SEE PEER EVALUATION INFORMATION BELOW—THE WEIGHT OF PEER EVALUATION COULD

EXCEED 10%.
GRADE SCALE
A = 89% OR GREATER
B = 79% TO 88%
C = 70% TO 78%

VII. COURSE AND INSTRUCTOR POLICIES

SELF INTRODUCTION
Each student should post a Self-Introduction in the course Discussion area of WebCT6 prior to the second class.
Introduction should include your major, work, interests, education and reasons for taking course. This information will
be used to assist in the formation of groups for the course.
FORMATION OF GROUPS
Much of the work in this course will be performed in small groups (5-6 members). The group members will be
collectively responsible for completing each of the group assignments, including the Business Opportunity
Identification and Feasibility Analysis Project. The grades earned on group projects will be assigned equally to each
group member, subject to adjustment based on the Peer Evaluation (see below).

Students will have the opportunity to form their own groups during the first week of the course, based on common
interests and preferred group interaction times (see Self Introduction above). It is important that you select your groups
to include a diverse set of skills and make sure that at least one member is proficient in accounting and spreadsheet
analysis. A roster of group members in each group, including the designated group leader (with name, email and
telephone contact information) should be typewritten and turned into the instructor by the beginning of class on
September 2, 2008. Anyone who has not joined a group prior to that time will be assigned to a group by the instructor.
LECTURE SLIDES
The MS PowerPoint slides used in lectures and case discussions will be available on WebCT6
(http://webct.utdallas.edu) under course ID ENTP 6370. You should be able to access WebCT6 with your UTD Unix ID
and password. Call computer services at (972) 883-2911 if you need assistance.
CLASS PARTICIPATION
Fifteen percent (15%) of your grade will be based on your active participation in class discussions and exercises.
Attendance and arriving on time for class are important factors for quality participation. From time to time, it may be
necessary to arrive late or miss a class due to illness or personal business. Please let me know in advance. Keep in mind
that written assignments must be emailed by the due date, regardless. If participation becomes an issue, your grade will
be impacted.
GUIDELINES FOR WRITTEN ASSIGNMENTS
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• Evaluation: Seventy-five percent (75%) of your grade will be based on group assignments. Particular care
should be taken to fully address the requirements for each paper detailed in the assignment. A written
evaluation and critique will be provided by the instructor on all graded papers. Written assignments will be
evaluated on multiple factors, including (a) following instructions and providing clear and direct response
to the case questions or business plan guidelines provided; (b) critical evaluation and effective insights
into the case situation; (c) demonstrated ability to apply the course concepts and frameworks in your
analysis; (d) logical conclusions and effective recommendations as required for cases; and (e) effective
communications.
• Identification of Assignments. All submitted assignments should be identified as follows: (a) a header on each
page of the paper or spreadsheet should include your Group ID and individual name or name of team members;
(b) electronic submissions should include the course ID, assignment number and your name or Group ID. For
example, “ENTP 6370_WA#2_Name.doc” would identify your Group’s written Assignment #2. Failure to
properly identify your work may impact your grade.
• Format. Written assignments should be submitted in MS Word, MS Excel or MS PowerPoint format, as
appropriate. Each assignment should comply with the specified page length guidelines specified. The use of
charts and exhibits is encouraged, to the extent that they help you make your points. Cover pages, charts or
exhibits, and lists of references will not be included in the page count. Charts and exhibits should be numbered
and appropriately referenced in the body of the document. A list of references should be attached as required. The
manuscript should use 11-12 point type, single-spaced, with 1” margins all around. Appropriate titles and section
headings should be used.
• Outline Form Response. Some assignments specify an outline form response. I will expect a statement of the
question followed by a succinct answer including a bulleted or numbered list of the key items in your response.
• Essay Form Response. Some assignments specify an essay form response. I will expect a well organized paper
that addresses the case questions and uses section headings, bulleted lists, charts and exhibits as appropriate to
clearly communicate your message.
• Assignment Submission Instructions: Written assignments and presentations are to be submitted in hard copy
form AND electronic form via email. Do not submit assignments through WebCT6, but directly to instructor.
If you are unable to attend class, you may email the assignments to me, to arrive before the beginning of class.
Group assignments are to be submitted only by one member of the group. The team leader will receive the
results and feedback on the assignment from the instructor and will be responsible for sharing them with the
other members of the group.
• Due Dates and Late Paper Policy: Written assignments are due on or before the beginning of class on the
date assigned. Late papers will not be accepted, given that the case analysis takes place on the day that
cases are due.
Effective written and oral communications are critically important in the business world. Poor organization, convoluted
sentence structures, mangled grammar and misspelled words have no place in effective communications, and will be
considered in the evaluation of your work and ideas.
CASE ANALYSIS GUIDELINES
Some of the written assignments and class discussions will require the analysis of case situations. Case analysis
assignments are designed to evaluate and develop your skills in:
• identifying key strategic or operational issues (decisions or actions required in a given situation)
• analyzing business situations (understanding the organizational and environmental context, identifying and analyzing
situations, opportunities, risks and constraints; and identifying and evaluating options)
• recommending specific strategies and actions (to address the identified issues).
Discussion questions for each case are provided below to help you to focus your analysis. You are encouraged to work
together in your study groups to discuss the cases, including the individual written assignment cases, with the
understanding that individual assignments (including tables and figures) are to be prepared and written by yourself.
The following general approach to case analysis is recommended:
• Read the case quickly. Identify the key issues and decisions/actions required (the case preparation questions will help
you to focus on the key issues).
• Decide what recommendations should be made (and to whom)
• Analyze the situation thoroughly using course information and theoretical frameworks provided in the readings
• Draw logical conclusions based on your analysis
• Answer questions posed in the case information below and prepare for class discussion
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GROUP PROJECT: BUSINESS OPPORTUNITY IDENTIFICATION AND ANALYSIS

A group project focused on the identification and analysis of a new business opportunity will comprise a major part of
the course. This project will have a summary for approval and three major deliverables: (a) a 1 page idea summary from
each individual submitted to the instructor and to team members by September 2, (b) a preliminary 1 page summary of
Team’s proposed first and second choices for a business idea to be submitted to instructor for approval by September 9,
2008, (c) first business plan paper and class presentation on October 7, 2008, and; (d) a final business plan submitted
and presented on December 2, 2008.

FOR Clarity:
Individual Business Idea. Each individual will submit two business ideas by the beginning of class on September 2,
2008. These ideas are to be candidates for selecting a new business idea to take forward as a team project.

In developing a Business Idea the student will:

• Select an industry and identify a specific business concept or opportunity to research for each idea.
• Conduct a preliminary evaluation of the business opportunity following the Opportunity Evaluation
Checklist and Business Plan Outline found in the course materials on WebCT6
• Summarize your two business opportunities in the context of the market and competitive
environment in a 1-2 page summary for each idea. Submit the summaries for both ideas to the
instructor and team members. Include the following information for each idea summarized:
1. Project description (What significant need does it fill?, How big is the need? How grand is
your solution?)
2. Who is the customer?
3. Is there significant financial return potential?
4. What is its “Value Proposition” --How will your idea benefit customers (why they will
buy?) (benefits to the customer (e.g., faster, less expensive, higher quality, more reliable,
more accurate, more convenient, better performance, more fun, less work, etc. )
5. How is Product or Service unique/different/superior to other offerings

Each individual business idea will be considered by the respective team members and a determination will be made by
majority vote regarding which individual business idea will be selected as a Group Project.

Selection of a Business opportunity for Group Project and Preliminary Outline. Each Team will select a first and
second choice from the individual business ideas submitted by each team member for business plan development. A
one page outline of the team’s proposed first and second choices for a business idea to take forward as a project should
be submitted to the instructor for approval by the beginning of class on September 9, 2008. Selection of an appropriate
opportunity to pursue for the project is critical. The idea must meet several basic criteria. It must meet standards of good
taste and usefulness—a good rule of thumb: Pick an opportunity in which you would consider investing money.
Franchises are not allowed. As a general guideline, it should be a large enough opportunity that it will require at least
$500,000 in investment capital and it must have the potential to generate at least $2,000,000 in revenue in the 5th year
unless it is a high value technology that may require a longer development time-line. That means that bars, restaurants,
sports facilities, most retail establishments only qualify if they are scalable by franchising or expansion to multiple
locations. This expansion must be part of the business plan created by the group. A great entrepreneurial opportunity is
one that brings something new, valuable, innovative and difficult to imitate to the market and occupies a position of
sustainable competitive advantage in the market. New ventures that go head to head with established firms in crowded
markets are not recommended. Once a business Idea is selected, it is then developed by the Group during the semester.

Initial Report: Business Opportunity Feasibility Analysis (Written Assignment #3a &#3b due October 7, 2008)
• Select an industry and identify a specific business idea or opportunity to research.
• Conduct a preliminary evaluation of the business opportunity following the Opportunity Evaluation Checklist and
Business Plan Outline (download from WebCT).
Summarize your business opportunity in the context of the market and competitive environment in a 5-8 page
paper and in a brief presentation to the class described below. (Note: this is a written outline, not a fill in the blank,
question and answer format—summarize your assessment without writing out each question). This feasibility
analysis represents the initial installment of the business plan that is being developed. As a guide for this paper
and presentation, the Team should use sections I, II, III and IV of the business plan outline teaching note,
Opportunity Evaluation Checklist and Business Plan Outline (download Checklist from WebCT6). In
assessing feasibility of the opportunity, pay careful attention to the Key Questions associated with the
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business plan outline. The paper should include a description of the business concept and its products or
services and why they are unique or special. Particular emphasis should be placed on the competitive
advantages of your new venture. You should include a discussion regarding the unmet needs of the market
that the products or services are providing and the customers being targeted. The foregoing outlined
discussion should be followed by an overview and analysis of the industry in which the venture will operate.
The comprehensive Industry analysis section will include the future outlook and trends, analysis of overall
industry, market needs, comparison among and between competitors and the company (competitive matrix),
the opportunity and associated unmet needs, and an estimation of company’s future revenue. The paper also
should provide a description of the objectives (short term and long term) of the company. Evaluate the
feasibility and attractiveness of the business idea or concept using the checklist in the teaching note and the
KEY Questions contained in sections I through III as well as concepts provided in the textbook.

New Venture Business Plan (Written Assignment #6a and #6b due before class on December 2, 2008)
• Prepare the final Business Plan for your venture, following Business Plan section provided in the Opportunity
Evaluation Checklist and Business Plan Outline in the Course Materials section of WebCT. The final Business Plan
should not exceed 30 pages, not including exhibits or appendices. Thoroughly document your assumptions and
analyses in exhibits or appendices and provide a list of the references and information sources utilized in your
research.
• Use course principles and information to create a comprehensive Business Plan
• This paper (Plan) and presentation expands on WA#3 and represents the entire business plan. In addition
to a refinement of the original paper and presentation submitted previously in WA#3a and WA#3b, the
team will add the following sections to the plan (refer to sections V, VII, IX, X, XI and XII of the business
plan outline—you need not include the management or development plan sections):
1) A Comprehensive Marketing Plan: This section of the plan should be 6 to 8 pages in length and include
a summary analysis of the target market(s), the reason for selecting a specific market segment, the general
market strategy and positioning among competitors, imaging of the firm, advertising and promotional
activities, pricing strategy, sales and distribution strategy, service and support plan, sales forecasts and
detailed marketing budget.
2) Resources needed, Financial and Funding Plan, Risk Factors, Timeline,. This section of the paper
should be 6 to 8 pages in length and should include a) non-financial resource requirements of the firm, b) a
start-up budget forecast (capital expenditures and expenses through break even), c)sources and uses of
funds (with use of proceeds chart), d) the investment offering including projected returns d) pro forma
Income Statement for 3 years (monthly for the first 12 months and quarterly for years 2 and 3) and a
break-even analysis, e) critical risk factors and how they will be mitigated, and f) a timeline table or chart
of events and milestones to be achieved over the next year. NOTE: In the presentation and in the body of
the plan, provide a very simple, brief and legible summary of key financial information (e.g., a summary
table of the budget (use of proceeds, including capital expenditures), a summary table of the income
statement (with revenue projections, costs, profit and Income for next 3 years), and a break-even chart.
The spread sheets are to be located in the appendix. Include a short description of the design and
development plan but a management section is not essential for this plan.
• Present your final paper and a business opportunity presentation (in a 15 minute oral presentation to the class)
on December 2, 2008

Team Member Participation in Group Projects. Each team member will create portions of each group project as
agreed by team members and the team will integrate the respective pieces. Please remember to save sufficient time to
properly edit the work into one integrated paper that will be agreed upon by the team and Team Leader.

*INDIVIDUAL PEER EVALUATION BY TEAM MEMBERS. A peer evaluation of the respective

individual team members will be utilized to adjust individual grades on ALL group assignments (maximum range of +/-
20% of the group grade). The peer evaluation form attached to this syllabus will be completed individually and turned
in by each group member as part of each group project assignment.

At times teams have been formed for class projects wherein someone did not contribute significantly but expected the
same grade as strong contributors. Fairness will prevail. I will compute individual grades for each group project and
presentation based on the team score for each project and the group peer evaluations that each team member receives.
Therefore, strong contribution to projects and regular attendance at team meetings are essential for optimal grading. See
the attached student peer evaluation form. Students will not directly grade (A, B, etc.) one another but will provide the
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instructor with feedback (with peer evaluation forms) as to the percentage of contribution of each member on a base of
100%. Individual grades may be lowered by the instructor given poor peer evaluations. Typically, the grade received
by a team will be multiplied by the percentage of contribution by the team member, thus if all team members contribute
equally, each will score 100% for their participation which will be the multiplier of the team score. Additional
instruction regarding peer evaluation will be provided on the peer evaluation form.

Failure to complete a peer evaluation can result in reduction in grade. Evaluations will be kept confidential. The team
is accountable for warning any student who is in danger of receiving a failing peer evaluation. Failure of a team to
warn a team member in a timely manner as described may invalidate negative ratings. Interim evaluations may be
completed at any time during the semester and submitted to the instructor as a means of identifying a problem with a
team member. At that time, the instructor will talk with all parties involved to determine what course of action may
need to be taken. Please do not be afraid to discuss these problems with me individually and early on. Warnings as to
failure on peer evaluations most often reverses a negative course of action on the part of a team member, but removal of
a team member from a team is possible. Please handle individual team member issues with proper care, courtesy and
diplomacy.

Students dropped from teams by the instructor may be required to complete group projects on their own and such
removal from a team may result in a lower grade for that team member. Other options include dropping or failing the
course.

DISCUSSION QUESTIONS FOR CASE ANALYSIS

The following discussion questions are provided to help you complete a structured analysis focusing on the key issues
in each case. It is important, in written assignments, to address each of these points. An MS Excel Template and a
Teaching Note is provided on WebCT for some assignments to assist you in your analysis. Case solutions will be posted
after the due date for submission of assignments.
Written Assignment #1: Icedelights (Group)
1. What are the strengths and weaknesses of the opportunity including the Florida market and the team’s approach in
assessing the market?
2. Do the option and franchise agreements make good sense and if not what would you change?
3. What are the key factors to enable success of the deal?
4. How would you evaluate the strengths and weaknesses of the team members with respect to this deal?

Written Assignment #2: Heather Evans (Group)

1. What are the Strengths and Weaknesses of Heather’s Plan?
2. What should Heather do?
3. What are the risks to the investor? List the top five issues or questions that must be answered or resolved to your
satisfaction before you would commit to investing in the Company.
4. Were you an investor, what would you propose to change regarding the “Deal” Heather is offering?

Written Assignment # 3: Business Opportunity Identification & Presentation (See Group Project instructions above.)

Written Assignment # 4: The DAG Group (Group)

1. What are the strengths and weaknesses of Superb?
2. What success factors and risks should they consider? (include what must go “right” for DAG to succeed)
3. Is Superb a good platform for implementing their strategy?
4. Is the owner’s asking price reasonable for Superb?
5. Are DAG’s projections for the superstore reasonable?
6. Should DAG’s principals (a) make an offer to buy Superb Cleaners; (b) build a business from scratch based on their
business model; or (c) throw in the towel and get a job. (Justify)
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Written Assignment #5: Start-up Checklist (group)

Assume you have just formed a C-corporation. Create a detailed, comprehensive step by step checklist for
starting a new enterprise including what you would need to do to before, during and after establishing this a
organization (not including the business plan) including but not limited to such things as registration/licensing
(city, state, federal), manufacturing/marketing/distribution, , protecting your company and its assets, funding
the company, and all else required to launch this company including hiring the first 3 employees (including
any employment issues requiring attention). Research using all available resources, including the library, the
internet, incubators, attorneys, Small Business Development Centers, and entrepreneurs (but do not contact
those who have spoken to our class). The list should be in bulleted format where possible.

You and your partner are establishing a new company that will manufacture, market, distribute/sell a new ear
warmer product that is proprietary. You have an idea on paper only regarding your product. You want to
keep it secret until you have had a chance to file a patent application, to be done soon. You have decided to
create a new corporation (a C-corp) in Texas.

Preparation for Discussion: Onset Ventures

1. Regarding the TallyUp decision: (a) should ONSET invest an additional $1 million to develop a beta product, or go to the
market now to raise $3-4 million and use the money for both product development and marketing; and (b) if they decide
to go to the market, what is an appropriate valuation for TallyUp?
2. What are Onset’s criteria for a successful venture? Do you agree or disagree with their approach?

Written Assignment # 6a New Venture Business Plan (see Group Assignment Information)

FIELD TRIP POLICIES

Off-campus Instruction and Course Activities

Off-campus, out-of-state, and foreign instruction and activities are subject to state law and University
policies and procedures regarding travel and risk-related activities. Information regarding these rules and
regulations may be found at the website address
http://www.utdallas.edu/BusinessAffairs/Travel_Risk_Activities.htm. Additional information is available
from the office of the school dean. Below is a description of any travel and/or risk-related activity
associated with this course.

STUDENT CONDUCT & DISCIPLINE

The University of Texas System and The University of Texas at Dallas have rules and regulations for the
orderly and efficient conduct of their business. It is the responsibility of each student and each student
organization to be knowledgeable about the rules and regulations which govern student conduct and
activities. General information on student conduct and discipline is contained in the UTD publication, A to Z
Guide, which is provided to all registered students each academic year.

The University of Texas at Dallas administers student discipline within the procedures of recognized and
established due process. Procedures are defined and described in the Rules and Regulations, Board of
Regents, The University of Texas System, Part 1, Chapter VI, Section 3, and in Title V, Rules on Student
Services and Activities of the university’s Handbook of Operating Procedures. Copies of these rules and
regulations are available to students in the Office of the Dean of Students, where staff members are available
to assist students in interpreting the rules and regulations (SU 1.602, 972/883-6391).
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A student at the university neither loses the rights nor escapes the responsibilities of citizenship. He or she is
expected to obey federal, state, and local laws as well as the Regents’ Rules, university regulations, and
administrative rules. Students are subject to discipline for violating the standards of conduct whether such
conduct takes place on or off campus, or whether civil or criminal penalties are also imposed for such
conduct.

ACADEMIC INTEGRITY

The faculty expects from its students a high level of responsibility and academic honesty. Because the value
of an academic degree depends upon the absolute integrity of the work done by the student for that degree, it
is imperative that a student demonstrate a high standard of individual honor in his or her scholastic work.

Scholastic dishonesty includes, but is not limited to, statements, acts or omissions related to applications for
enrollment or the award of a degree, and/or the submission as one’s own work or material that is not one’s
own. As a general rule, scholastic dishonesty involves one of the following acts: cheating, plagiarism,
collusion and/or falsifying academic records. Students suspected of academic dishonesty are subject to
disciplinary proceedings.

Plagiarism, especially from the web, from portions of papers for other classes, and from any other source is
unacceptable and will be dealt with under the university’s policy on plagiarism (see general catalog for
details). This course will use the resources of turnitin.com, which searches the web for possible plagiarism
and is over 90% effective.

EMAIL USE
The University of Texas at Dallas recognizes the value and efficiency of communication between faculty/staff and
students through electronic mail. At the same time, email raises some issues concerning security and the identity of each
individual in an email exchange. The university encourages all official student email correspondence be sent only to a
student’s U.T. Dallas email address and that faculty and staff consider email from students official only if it originates
from a UTD student account. This allows the university to maintain a high degree of confidence in the identity of all
individual corresponding and the security of the transmitted information. UTD furnishes each student with a free email
account that is to be used in all communication with university personnel. The Department of Information Resources at
U.T. Dallas provides a method for students to have their U.T. Dallas mail forwarded to other accounts.
WITHDRAWAL FROM CLASS

The administration of this institution has set deadlines for withdrawal of any college-level courses. These
dates and times are published in that semester's course catalog. Administration procedures must be followed.
It is the student's responsibility to handle withdrawal requirements from any class. In other words, I cannot
drop or withdraw any student. You must do the proper paperwork to ensure that you will not receive a final
grade of "F" in a course if you choose not to attend the class once you are enrolled.

STUDENT GRIEVANCE PROCEDURES

Procedures for student grievances are found in Title V, Rules on Student Services and Activities, of the
university’s Handbook of Operating Procedures.

In attempting to resolve any student grievance regarding grades, evaluations, or other fulfillments of
academic responsibility, it is the obligation of the student first to make a serious effort to resolve the matter
with the instructor, supervisor, administrator, or committee with whom the grievance originates (hereafter
called “the respondent”). Individual faculty members retain primary responsibility for assigning grades and
evaluations. If the matter cannot be resolved at that level, the grievance must be submitted in writing to the
respondent with a copy of the respondent’s School Dean. If the matter is not resolved by the written
response provided by the respondent, the student may submit a written appeal to the School Dean. If the
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grievance is not resolved by the School Dean’s decision, the student may make a written appeal to the Dean
of Graduate or Undergraduate Education, and the deal will appoint and convene an Academic Appeals Panel.
The decision of the Academic Appeals Panel is final. The results of the academic appeals process will be
distributed to all involved parties.

Copies of these rules and regulations are available to students in the Office of the Dean of Students, where
staff members are available to assist students in interpreting the rules and regulations.

INCOMPLETE GRADE POLICY

As per university policy, incomplete grades will be granted only for work unavoidably missed at the
semester’s end and only if 70% of the course work has been completed. An incomplete grade must be
resolved within eight (8) weeks from the first day of the subsequent long semester. If the required work to
complete the course and to remove the incomplete grade is not submitted by the specified deadline, the
incomplete grade is changed automatically to a grade of F.

DISABILITY SERVICES

The goal of Disability Services is to provide students with disabilities educational opportunities equal to
those of their non-disabled peers. Disability Services is located in room 1.610 in the Student Union. Office
hours are Monday and Thursday, 8:30 a.m. to 6:30 p.m.; Tuesday and Wednesday, 8:30 a.m. to 7:30 p.m.;
and Friday, 8:30 a.m. to 5:30 p.m.

The contact information for the Office of Disability Services is:

The University of Texas at Dallas, SU 22
PO Box 830688
Richardson, Texas 75083-0688
(972) 883-2098 (voice or TTY)

Essentially, the law requires that colleges and universities make those reasonable adjustments necessary to
eliminate discrimination on the basis of disability. For example, it may be necessary to remove classroom
prohibitions against tape recorders or animals (in the case of dog guides) for students who are blind.
Occasionally an assignment requirement may be substituted (for example, a research paper versus an oral
presentation for a student who is hearing impaired). Classes enrolled students with mobility impairments
may have to be rescheduled in accessible facilities. The college or university may need to provide special
services such as registration, note-taking, or mobility assistance.

It is the student’s responsibility to notify his or her professors of the need for such an accommodation.
Disability Services provides students with letters to present to faculty members to verify that the student has
a disability and needs accommodations. Individuals requiring special accommodation should contact the
professor after class or during office hours.

RELIGIOUS HOLY DAYS

The University of Texas at Dallas will excuse a student from class or other required activities for the travel to and
observance of a religious holy day for a religion whose places of worship are exempt from property tax under Section
11.20, Tax Code, Texas Code Annotated.

The student is encouraged to notify the instructor or activity sponsor as soon as possible regarding the absence,
preferably in advance of the assignment. The student, so excused, will be allowed to take the exam or complete the
assignment within a reasonable time after the absence: a period equal to the length of the absence, up to a maximum of
one week. A student who notifies the instructor and completes any missed exam or assignment may not be penalized for
the absence. A student who fails to complete the exam or assignment within the prescribed period may receive a failing
grade for that exam or assignment.
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If a student or an instructor disagrees about the nature of the absence [i.e., for the purpose of observing
a religious holy day] or if there is similar disagreement about whether the student has been given a
reasonable time to complete any missed assignments or examinations, either the student or the
instructor may request a ruling from the chief executive officer of the institution, or his or her designee.
The chief executive officer or designee must take into account the legislative intent of TEC 51.911(b),
and the student and instructor will abide by the decision of the chief executive officer or designee.

PEER EVALUATION FORM

INSTRUCTIONS
The peer evaluation process is intended to provide group members with an opportunity to contribute to the evaluation of
the performance of your team members on group activities. On the form below, you may rate the performance and
contributions of your team members (including yourself) in the preparation of the group assignments. Instructions
follow:
1. Enter the names of your group members (alphabetically by last name). Include yourself.
2. Evaluate each assignment separately. Each team member will begin with 100 points on each assignment.
3. You may reallocate the total number of points among team members within a range of 80 to 120 points for each individual,
based on their contributions to the group effort on that assignment.
4. The total number of points allocated on any single assignment must equal 100 times the number of members of the team. If
you have four members on the team, the total for each column should be equal to 400.
5. I will calculate an overall assessment as a weighted average of the individual ratings, using the percentage weights
indicated below.
Please sign the evaluation at the bottom of the page, place it in a sealed envelope and turn it in with your final group
assignment on November 28th.

PEER EVALUATION
WA-1 WA#2 WA#4 WA#3 WA#5 WA#6
IceDelights Heather DAG Feasibility Start-up Business
5% Evans 5% Paper Checklist Plan
5% Presentation 10% 30%
20%
Group Member (list alphabetically)
1

Total

COMMENTS
Group
Member Comments (please support and justify any assessment below 90% or above 110%) Continue on reverse if necessary.

4
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Prepared by: Print Name and sign ____________________________________

PEER EVALUATION FORM [EXAMPLE]

INSTRUCTIONS
The peer evaluation process is intended to provide group members with an opportunity to contribute to the evaluation of
the performance of your team members on group activities. On the form below, you may rate the performance and
contributions of your team members (including yourself) in the preparation of the group assignments. Instructions
follow:
6. Enter the names of your group members (alphabetically by last name). Include yourself.
7. Evaluate each assignment separately. Each team member will begin with 100 points on each assignment.
8. You may reallocate the total number of points among team members within a range of 80 to 120 points for each individual,
based on their contributions to the group effort on that assignment.
9. The total number of points allocated on any single assignment must equal 100 times the number of members of the team. If
you have four members on the team, the total for each column should be equal to 400.
10. I will calculate an overall assessment as a weighted average of the individual ratings, using the percentage weights
indicated below.
Please sign the evaluation at the bottom of the page, place it in a sealed envelope and turn it in with your final group
assignment on July 25th.

PEER EVALUATION
WA-3 WA-4 WA-5 WA-7 WA-8
10% 10% 10% 10% Group
Project &
Presentation
50%
Group Member (list alphabetically)
1 Samuel Adams 100 98 95 85 80

2 Brett Favre 100 102 100 95 106.67

3 Michael Finley 90 95 100 120 106.67

4 George Washington 110 105 105 100 106.67

TOTAL (must equal 100 X number of group 400 400 400 400 400
members)

COMMENTS
Group
Member Comments (please support and justify any assessment below 90% or above 110%) Continue on reverse if necessary.
1 Sam was late on most assignments and did not contribute much to group project

2 I did my fair share on all of the assignments.

3 Didn’t seem interested at first, but carried the load for the group on the final presentation

4 A solid contributor throughout.

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Signature: _____________________________________
Print Name: ____ Brett Favre ____________________