- COURSE OBJECTIVES
Based on the basic knowledge gained from course of V-BIZ Business Plan I, V-BIZ Business Plan II provides students the wider and professional view and knowledge with innovative ideas and skills for solving problems in doing businesses on a corporate level. Besides, this course also helps students to be able to apply their leaned knowledge to analyze and evaluate the issues facing the firms. By dividing into small teamwork, on-site, visits and shared by guest speakers coming from real world of doing business, student groups are required to prepare a business plan as a solution closely linked to such issues of doing business as organizational management; marketing; finance and accounting.
Following Business Plan I, the course of V-BIZ Business Plan II consists of several lectures of the omnibus on specific fields by 4 specialists with academic and practical backgrounds. They will help students develop their business minded thoughts, wider view for corporate management, the way of explaining, debating, discussing, teamwork, innovative ideas, decision making… for the future career as a management leader.
- COURSE CONTENTS AND SCHEDULE
|
No. |
Contents |
Time Allocation |
Contribution to CLO |
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|
Hour(s) on the class |
Essays, exercise, Assignments… (3) |
Self-study with teacher’s tutorials (4) |
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|
Lecture (1) |
Practice, Seminar… (2) |
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|
1 |
Introduction and Theme Setting |
2 |
4 |
1, 4, 5 |
||
|
2 |
Internal Analysis |
3 |
2 |
3 |
1, 4, 5, 6 |
|
|
3 |
Internal Analysis (Cont.) |
2 |
1 |
2 |
7.5 |
1. 4, 5, 6, 7 |
|
4 |
External Analysis |
3 |
1 |
2 |
6.5 |
1, 4, 5, 7 |
|
5 |
External Analysis (Cont.) |
2 |
2 |
2 |
8 |
1, 4, 5, 6, 7 |
|
6 |
Foreign Market Entry |
3 |
2 |
2 |
7 |
1, 2, 4, 5, 6, 7 |
|
7 |
Foreign Market Entry (Cont.) |
2 |
2 |
7 |
1, 2, 4, 5, 6, 7 |
|
|
Mid-term Test |
1, 2, 4, 5, 6, 7 |
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|
8 |
Orientation Session and Group Discussion |
2 |
4 |
1, 4, 5, 6, 7 |
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|
9 |
Virtual Group Work |
2 |
2 |
2 |
5 |
1, 4, 7 |
|
10 |
Virtual Group Work |
2 |
1 |
2 |
4.5 |
3, 4, 5, 6, 7 |
|
11 |
Progress Review Session |
2 |
1.5 |
4 |
3, 4, 5, 6, 7 |
|
|
12 |
Virtual Group Work |
2 |
1 |
2 |
4.5 |
1, 2, 3, 4, 5, 6, 7 |
|
13 |
Virtual Group Work |
2 |
1 |
2 |
4.5 |
1, 2, 3, 4, 5, 6, 7 |
|
14 |
Recapitulation on VBIZ 2 |
2 |
1 |
4 |
1, 2, 3, 4, 5, 6, 7 |
|
|
15 |
Final Presentation Session |
3 |
6 |
1, 2, 3, 4, 5, 6, 7 |
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|
Total (hour) |
30 |
15 |
22.5 |
82.5 |
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- COURSE ASSESSMENT
– Score ladder: 10
– Type of assessment
|
Form |
Content |
Criteria |
CLO |
Proportion |
|
|
Formative |
Attendance & homework assignments |
|
The number of attendances and participation in lesson and homework assignment submission |
1, 2, 3, 4, 5, 6, 7 |
10% |
|
Group presentation |
Group discussion and presentation on each part based on the teacher’s guidance, including internal and external analysis and foreign market entry. |
Based on the quality of group discussion and presentation |
1, 2, 3, 4, 5, 6, 7 |
10% |
|
|
Summative |
Mid-term test |
Write an overiew report reflecting theoretical knowledge with examples of real cases |
The quality of report |
1, 2, 3, 4, 5, 6, 7 |
30% |
|
Final Group presentations |
Group presentation |
|
1, 2, 3, 4, 5, 6, 7 |
50% |
|
|
|
|
|
Total: |
100% |
|
Guidance: Base on learning outcomes, what teaching method, learning method and evaluation are needed to achieve these learning outcomes and evaluate the level of achieving learning outcomes. Department should build criteria to assess measuring level of course learning outcomes (according to Rubric)
- Types of assessment
- Requirement for assessment when suggesting assessment method
|
Value |
Measure exactly what is needed to be measured (assessment criteria/factor should be correlative with knowledge/skills demonstrating in respective learning outcomes). |
|
Reliability |
Assessment from two teachers/lecturers who evaluate the same task of student or from one teacher/lecturer in different time. |
|
Fairness |
Students are provided information about assessment criteria. Scoring bases on specific criteria. Students are completely instructed knowledge, skills needed to meet assessment criteria. |
- Assessment methods
|
Performance Based Outcomes |
Demonstration, presentation, simultation, role play, work sample, performace test (Trình diễn, thuyết trình, mô phỏng, đóng vai, bài kiểm tra mô phỏng công việc thực tế, thi đánh giá năng lực) |
Project, lab test, fieldwork, thesis, practicum, portfolios (Dự án, thực hành ở phòng lab, đi thực địa, luận văn, rèn luyện nghiệp vụ, hồ sơ) |
|
Knowledge Based Outcomes |
MCQs, short essay questions, posters (Thi trắc nghiệm, viết bài luận ngắn, posters) |
Case studies, long essay questions, critiques, journal/blogs (Nghiên cứu tình huống, viết bài luận dài, bài phê bình, bài báo/blog) |
|
Low Order Thinking Skills (Kỹ năng tư duy cấp độ thấp) |
High Order Thinking Skills (Kỹ năng tư duy cấp độ cao) |
SUITABLE ASSESSMENT METHODS (knowledge)
|
Remember |
Understand |
Apply |
Analyse |
Evaluate |
Create |
|
MCQ |
MCQ |
Open questions (allow to use materials) |
Case study |
Evaluate published articles |
Create product model |
|
Standardized test |
Fill in the blank |
Group project |
Presentation |
Evaluation essay |
Thesis, dissertation, poster |
|
Quiz |
Quiz |
Practice, experiment |
Project |
Evaluate problems |
Compose |
|
Summarize book, documentary |
Speaking test |
Business model |
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|
Case study |
Start-up |