1.COURSE OBJECTIVES
This course introduces advanced knowledge and skill of business planning to the students.
The theories of entrepreneurship will be introduced. The group work contributes to developing new businesses in V-biz company for the final presentation. The aim of this course is to facilitate acquisition of the advanced knowledge for creating new businesses or new business projects. This course expects learning outcomes that students have advanced knowledge and practical skill of business development. Moreover, the students joining this course are able to apply the learned knowledge, analyze and evaluate business plans. After that, based on the advanced knowledge and skills, the students can create new business plans.
2 . 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. |
Kick-off and Introduction to Vbiz 3 |
2 |
0 |
0 |
4 |
9,10 |
|
2. |
Internal analysis (Finance) |
3 |
1 |
2 |
7.5 |
2,8,10 |
|
3. |
Internal analysis (internal resources and SDGs) |
3 |
1 |
2 |
7.5 |
3,8,9,10 |
|
4. |
Internal Analysis for Case Study |
2 |
2 |
2 |
8 |
6,8,9,10 |
|
5. |
External analysis |
3 |
1 |
2 |
6.5 |
1,2,6,8,9,10 |
|
6. |
External Analysis for Case Study |
2 |
3 |
1.5 |
5.5 |
1,2,6,8,9,10 |
|
7. |
Foreign Market Entry |
3 |
0 |
2 |
6 |
1,2,6,8,9,10 |
|
8. |
Case study and Business Planning Assignment |
2 |
2 |
1 |
8 |
2,6,8,9,10 |
|
Mid-term Test |
1, 2, 4, 5, 6, 7, 8, 9, 10 |
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|
9 |
Orientation Session |
2 |
0 |
0 |
7 |
2,6,8,9,10 |
|
10. |
Virtual Group Work |
1 |
1 |
2 |
3.5 |
1,2,3 |
|
11. |
Virtual Group Work |
1 |
1 |
2 |
3.5 |
4,8,10 |
|
12. |
Virtual Group Work |
1 |
1 |
2 |
3.5 |
4,8,10 |
|
13. |
Virtual Group Work |
1 |
1 |
2 |
2.5 |
1,2,3,4,6,8,9,10 |
|
14. |
Virtual Group Work |
1 |
1 |
2 |
2.5 |
5,7,8,9,10 |
|
15. |
Report Writing & Presentation |
3 |
0 |
0 |
6 |
5,7,8,9,10 |
|
TOTAL |
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 |
Class attendance Group presentation Individual worksheet
|
The number of attendances and participation in lesson Group presentation on a specific topic The quality of individual worksheet |
1,2,3,4,5,8,9 |
10% |
|
Group presentation |
Group presentation on external, internal analysis and foreign market entry modes. |
Clear understanding of the task Evidence of wide research & accuracy of sources Clear and logical analysis Report structure & clarity, skill Integration of outside sources & Referencing |
3,9 |
10% |
|
|
Mid-term test |
Individual assignment on the strategic review and marketing proposal for the case company (500 words/report) |
|
1,2,3,4,5 |
30% |
|
|
Summative |
Group presentation |
Students are divided into groups (7 students/group). Each team will present their strategic review on the case company and making a business plan for the client (maximum 15 minutes), using visual aids |
Clear understanding of the task Evidence of wide research & accuracy of sources Clear and logical analysis Presentation structure & clarity, skill Slide design Sufficient ability to provide further details |
6,7,8,9,10 |
20% |
|
Group report |
Each team will make a group report based on their presentation on the business plan of the case company |
Clear understanding of the task Evidence of wide research & accuracy of sources Clear and logical analysis Report structure & clarity, skill Integration of outside sources & Referencing |
6,7,8,9,10 |
30% |
|
|
|
|
|
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 |