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ENTP 6370.

501
ENTREPRENEURSHIP

ENTREPRENEURSHIP
BPS 6370.501 ● Fall 2006 ● Tuesday 7:00pm – 9:45pm
Instructor: Robert L. Robb
Classroom: SOM 2.904
Office: SOM 4.203
Email: r.robb@utdallas.edu
Phone (UTD office): (972) 883-4799
Office Hours: Wed 1:30pm – 5:30pm, Or by appointment

I. PREREQUISITES, REQUIRED SKILLS AND CAPABILITIES:


Though there are no formal prerequisites, it is expected that students will have a reasonable understanding of financial
accounting and financial analysis, and a good working knowledge of Microsoft Excel. Some of the case analyses will
require the analysis of financial statements, the development of financial projections (including income statements,
balance sheets and statements of cash flow) and the preparation of valuation analyses using MS Excel.

II. COURSE DESCRIPTION

This course has been designed to provide an overview of the entrepreneurship process by focusing on new venture
creation from idea generation and opportunity recognition to feasibility analysis and business formation. The course
will require you to integrate your current knowledge of business functions and apply techniques of business analysis
from other courses to the analysis of venture opportunities.
Case studies and readings will be used to explore the sources and processes of innovation, methods and techniques
available for evaluating new business opportunities, and the various steps involved in developing a plan and launching a
new business venture, including assessing and acquiring required resources, structuring the business, creating
compelling business presentations and arranging financing. We will also explore the identification, evaluation and
acquisition of existing businesses, and the important activity of harvesting the value created by the entrepreneurial
venture.
The ability to analyze historical financial information, develop multi-year financial projections in MS Excel, and
conduct valuation analyses is essential to the case analysis process.
Both group and individual assignments will be required, with individual assignments and class participation comprising
half of the final grade, and group projects accounting for the remainder. A group project focused on the identification
and evaluation of 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:
1. assess entrepreneurial characteristics and abilities;
2. understand foundational principles, rewards and realities of entrepreneurship;
3. learn how to evaluate technology business opportunities;
4. understand the essentials of financial budgeting and forecasting
5. learn fundamentals of raising capital for the new venture;
6. understand the components and approaches of developing a “venture quality”, business plan and a
persuasive business presentation for an entrepreneurial venture;
7. gain an understanding of how to avoid the typical pitfalls of entrepreneurship;
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8. learn to work as a team to develop business strategies and solve problems.

IV. REQUIRED TEXT AND READING MATERIALS:

• 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?
8/22/06 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: Group rosters
8/29/06 Readings: Chapter 2: Recognizing Opportunities & Generating Ideas with team leader
Video: The Deep Dive-- Ideo & creativity appointed
Discussion/Lecture: Finding the Opportunity, Creativity, Sources of Innovation Due: 1 page summary
of individual business
idea
3 Evaluating the Opportunity: download Business Plan Outline and Due: Written
9/5/06 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

4 Developing Startup Strategies/ Developing a Business Model, Building a Team Due: Written
9/12/06 Readings: Barringer, Chapter 5 Developing an effective business model; Assignment #2: DAG
Hamermesh, Richard G., Paul W. Marshall, Taz Pirmohamed, “Note on Business (Group)
Model Analysis for the Entrepreneur”
Guest Speaker: Todd Carrey, MP2 Solutions
Case Discussion: DAG
Discussion: Strategies, Business Models, Team Building
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5 Business Plans for Entrepreneurial Ventures Types, Structure, and Content,


9/19/06 Developing Business strategies, Evaluating a Business Plan, How to create a
business plan with its essential elements, Common Mistakes in a Business Plan
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 Young, Sr. –Teleport
Discussion: Developing a Business Plan, Weaknesses and things to avoid
6 Group Presentations: Business Opportunities Feasibilty Analysis Assignment WA#3a,
9/26/06 and presentation
WA#3b Business
Opportunity (Group)
7 The Financial Plan: Basics of Financial Forecasting Due: Written
10/3/06 Download from WebCT “Teaching Note on Financial Analysis and Projections” We Assignment #4 Heather
will work through a series of problems in class to illustrate the kinds of financial Evans Heather Evans
analyses required to analyze the cases assigned. Download ABC Electronics Case from (Group)
WebCT, print spreadsheet and bring to class. Download SplatterMatter Paintguns, Inc. ALSO: Download from
case from WebCT and bring to class. WebCT and review ABC
Readings: Barringer, Chapter 7, Assessing Financial Strength and viability Electronics and Splatter
Matter for discussion
Case Discussion: Heather Evans today.
Guest Speaker: Julian Ross (tentative)
Discussion: Start-up Checklist review, Financial Forecasting
8 Legal Forms and Ethical Issues Due: Written
10/10/06 Readings: Barringer Chapter 8 Preparing the proper ethical and legal foundation Assignment #5
SplatterMatter
Guest Speaker: JD
Paintguns, Inc.(Group)
Case discussion: SplatterMatter
Discussion: Legal Forms of Business, Ethics, Values
9 The Marketing Plan , The Selling Process
10/17/06 Readings: Barringer, Chapter 11, Unique Marketing Issues
Guest Speaker: Dean Sherry entrepreneur, researcher UTD (tentative)
Discussion : Selecting a Market, Market Positioning, 4 P’s of marketing, Selling
Process, Preparing for and Making Presentations
10 Legal Issues; Intellectual Property: Patents, Copyrights, Trade Secrets Due: Written
10/24/06 Readings: Barringer Chapter12, The Importance of Intellectual Property Assignment #6
(Group)– Start-up to-do
Assignment Discussion: Start-up Checklist
checklist
Discussion: Legal Issues, Intellectual Property, SEC Regs
11 Attracting Stakeholders: Financing and valuing the New Venture, Friends,
10/31/06 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 Speaker: Christine Grubbs (RCIC)
Discussion: Raising capital for the New Venture/ Do’s and Don’ts, valuing the
enterprise
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12 Valuing the Enterprise and Deal Structure Deal Structure; concepts & Written Assignment #7
11/07/06 terminology, Valuing Technology and the company, Understanding Term sheets Onset Ventures (Group)
Readings: Roberts, Michael J., and Howard Stevenson, “Deal Structure and Deal
Terms” Nov 7, 2005 (Teaching Note 806085 HBS)
Guest: James Lancaster –Total Chart
Case Discussion: Onset Ventures
Discussion: Approaches to valuing the new enterprise, Negotiating and
structuring the deal, Deal terms.

13 Strategies for Firm Growth, Exit Strategies, Ending the Venture


11/14/06 Readings: Barringer, Chapters 13 and 14
Guest: Pat Custer
Discussion: Considerations for Exit, and ending the venture
14 Entrepreneurial Leadership
11/21/06 Guest: Jan Collmer (tentative)
Discussion: Entrepreneurial Leadership/Ethics and Values, Course summary, the
principle of Programmed Serendipity, Ethics again
15 Business Plan Presentations Due: Peer Evaluations
11/28/06 Due: Group Bus. Plan
Written Assignment,
WA# 8a, New Venture
Business Plan
(Group)In-Class
Presentations WA# 8b
(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 (pages) Weight
Individual Business Idea Summary submitted 8/29/06 Individual Essay 1 n/a
Group Roster Group List

WA#1 – IceDelights 9/5/06 Group Bulleted 1-2 5%


Outline
Preliminary business idea submitted to instructor by each 9/5/06 Group Essay 1-3 n/a
group for approval to proceed Outline

WA#2– Case Analysis --DAG 9/12/06 Group Bulleted 1-2 5%


Outline
WA#3 a- Business Opportunity Feasibility Analysis 9/26/06 Group Project Bulleted 6-10 5%
Outline
WA#3b –Presentation: Business Opportunity Analysis 9/26/06 Group Project Present. 5%
WA#4 – Case Analysis --Heather Evans 10/03/06 Group Bulleted 1-2 5%
Outline
WA#5 – Case Analysis: SplatterMatter, Inc. 10/10/06 Group Outline 4-6 plus 15%
financials
WA#6 – Start-up checklist 10/24/06 Group Outline 2-3 5%
WA#7 -- Case Analysis: Onset 11/7/06 Group Outline 3-5 5%
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WA#8a – Business Opportunity Plan 11/28/06 Group Project Essay 25-30 15%
WA#8b Presentation – Business Opportunity Plan 11/28/06 Group Project Powerpoint 15 mins 10%
WA#9 – Peer Evaluations 11/28/06 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 = 88% OR GREATER
B = 79% TO 87%
C = 70% TO 78%
D = 60% TO 69%

VII. COURSE AND INSTRUCTOR POLICIES


SELF INTRODUCTION
Each student should post a Self-Introduction in the Discussion area of WebCT prior to the first class. Guidelines are
provided on the WebCT Discussion page. This information will be used to set up my grade book and 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 (3-4 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 list of the members of each group, including the designated team captain (with name, email and telephone
contact information) should be turned into the instructor by the beginning of class on September 5, 2006. 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 WebCT4
(http://webct.utdallas.edu) under course ID ENTP 6370. You should be able to access WebCT 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 the quality of your preparation and active participation in class
discussions and exercises. Attendance and arriving on time for class are important factors for the 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.
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GUIDELINES FOR WRITTEN ASSIGNMENTS


• 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 on all graded papers. Written assignments will be evaluated on
multiple factors, including (a) clear and direct response to the case questions 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; 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 name and/or Group ID; (b) if submitted electronically, the
file name should identify the course, assignment number and your name and/or Group ID. For example, “ENTP
6370_2_Group 1.doc” would identify Group 1’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, double-spaced, with 1” margins all around. Appropriate titles and section
headings should be used. Number the pages and put the course number and your name(s) and group ID in a
header at the top of each page.
• Outline Form Response. Some assignments specify an outline form response. I will expect a statement of the
question followed by 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 are to be submitted in hard copy form and by
email, with the exception of MS Excel spreadsheets, which are to be submitted by email only. Do not submit
assignments through WebCT, 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. This group member will receive the results and feedback on the assignment 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, in most circumstances, 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 kind of 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
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• Answer questions posed in the case information below and prepare for class discussion

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 preliminary, 1 page
summary for approval by September 5, 2006, (b) a feasibility analysis and class presentation on September 26, and; (c)
a final business plan presented on November 28.
This purposes of the Business Plan project are:
• To explore where business ideas come from and learn how to determine when a “good idea” is also a bona fide
business opportunity
• To understand how business analysis techniques can supplement the creative process in contributing to opportunity
recognition and identification
• To research an industry, using information about industry trends and innovations to identify opportunities that exist in
the industry and to evaluate the industry-level forces that drive the new business development process
• To research industry competitors to understand how their strategic position and competitive actions might influence
the success of a specific product or service idea or concept
• To design market analysis to reveal information about the business potential of your product or service idea or
concept, including investigating how market conditions and customer preferences influence opportunity analysis
• To use financial analysis to investigate the business potential of your product or service idea or concept, including
exploring methods of financing new ventures and examining how the issues of cost, pricing and profit margins impact
on opportunity analysis
• To consider other potentially important information such as location, seasonality, human resource requirements,
knowledge and organizational management issues, and hidden costs that may affect the evaluation of your
entrepreneurial product or service idea or concept.

Individual Business Idea. Each individual will submit a business idea by the beginning of class on August 29,, 2006.
Each 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 for business plan development. A one page outline of the business
idea selected should be submitted to me for approval by the beginning of class on September 5, 2006. 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 something in which you would consider investing
money. Franchises are not allowed due to the fact that you do little of the background work. It must 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 models only qualify if they are scalable by
franchising or expansion to multiple locations. This expansion must be part of the business plan being created by the
group. The plan can be for the acquisition of an existing, small business, but it must entail significant growth of the
business in terms of size and revenues. 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 #3 due September 26, 2006)
• 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 5-7 page
paper and in a brief presentation to the class.

New Venture Business Plan (Written Assignment #8a due 5:00 PM on November 28, 2006)
• Prepare a Business Plan for your venture, based on the Business Opportunity you identified in your preliminary
report and following the outline provided in the Opportunity Evaluation Checklist and Business Plan Outline in the
Course Materials section of WebCT. The Business Plan should not exceed 25 pages, not including exhibits or
appendices. Thoroughly document your assumptions and analyses in exhibits or appendices and provide a list of the
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references and information sources utilized in your research. Turn in 3 extra copies of your Executive Summary (for
the judges) with your written assignment.
• Use analytical techniques from other disciplines (marketing, finance, technology) to evaluate the strength of the
business idea or concept. Market analysis and financial analysis techniques can be used to uncover weaknesses and
identify the strengths of your specific idea or concept.
• Identify the critical competencies that must be mastered in order to ensure the success of the proposed venture and
explain how these will be acquired or developed.
• Prepare pro forma financial projection for the venture (monthly for first year; quarterly for years 2-3; annual for years
4-5) including a statement of assumptions, income statements, balance sheets and cash flow projections.
• Present your business opportunity and findings in a 15-20 minute oral presentation to the class on November
26, 2006. Bring 3 copies of your presentation for the judges.

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
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. Removal of a
team member from a team is possible. Warnings as to failure on peer evaluations most often reverses a negative course
of action on the part of a team member. 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. 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 (Individual)
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?
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4. How would you evaluate the strengths and weaknesses of the team members with respect to this deal?

Written Assignment # 2: The DAG Group (Group)


1. What are the strengths and weaknesses of Superb?
2. What success factors and risks should they consider?
3. Is Superb a good platform for implementing their strategy?
4. Is the owner’s asking price reasonable for Superb?
5. Are their projections for the superstore reasonable?
6. Should they (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)

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

Written Assignment #4: Heather Evans (Group)


1. What are the Strengths and Weaknesses of Heather’s Plan?
2. What should Heather do?
The following Questions are not part of the written assignment but students should prepare to answer in class discussion.
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. Evaluate Heathers financing options

Written Assignment #5SplatterMatter Paintguns, Inc. (Group)


Download case from WebCT. Complete financial analysis problems and develop spreadsheet analyses based on instructions
provided with the case.

Written Assignment #6: Start-up Checklist (group)


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 legal structure (make and justify your decision about partnership,
LLC, C-corp or S-corp), 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. 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.

Written Assignment #7: 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 # 8a New Venture Business Plan (see Group Assignment) (Due 5:00 PM, November 28) .
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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).

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
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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
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
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(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.

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.

See Peer Evaluation Form below.


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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-3 WA-4 WA-5 WA-7 WA-8
IceDelights Opportunity Onset Deaver Business
ID Ventures Brown Plan

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.

Prepared by: ____________________________________


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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 April 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.

Signature: _____________________________________
Print Name: ____ Brett Favre ____________________