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  +
= Leadership in Entrepreneurship =
−
= Introduction to Big Data =
  
−
* '''Course name''': Introduction to Big Data
 +
* '''Course name''': Leadership in Entrepreneurship
−
* '''Code discipline''': N/A
 +
* '''Code discipline''':
−
* '''Subject area''':
+
* '''Subject area''': Technological Entrepreneurship
   
 
== Short Description ==
  
== Short Description ==
  +
This course proposes to the students the new vision of the entrepreneur as a leader. Modern management system crucially changed from the role of entrepreneur as a formal “boss” to the role of a creator, innovator and moreover, a leader of the team, leader of community, and leader of positive changes who creates added value. During this course we will create a personal mission and develop the personal brand of an entrepreneur as a leader. We will discuss how modern entrepreneurs and their teams change whole industries and make an important impact on society. The students will develop their leadership skills in a very practical way - leading their startups with added value for their team, business products, clients and moreover the community/society.
−
This course covers the following concepts: Distributed data organization; Distributed data processing.
  
   
 
== Prerequisites ==
  
== Prerequisites ==
   
 
=== Prerequisite subjects ===
  
=== Prerequisite subjects ===
  +
* N/A
−  
   
 
=== Prerequisite topics ===
  
=== Prerequisite topics ===
  +
* Entrepreneur as a leader creating added values and impact
−  
  +
* Personal brand of a leader
  +
* Entrepreneur as a leader of his life, a leader of his team, a leader of positive changes
   
 
== Course Topics ==
  
== Course Topics ==
Line 22: Line 24:
 
! Section !! Topics within the section
  
! Section !! Topics within the section
 
|-
  
|-
  +
| Modern approach to the Leadership in Entrepreneurship ||
−
| Introduction ||
 
  +
# Leadership in entrepreneurship: modern trends
−
# What is Big Data
  
  +
# Famous entrepreneurs as leaders: case study
−
# Characteristics of Big Data
  
  +
# Key concepts of leadership in management
−
# Data Structures
  
  +
# Key leadership skills
−
# Types of Analytics
  
  +
# Leadership in IT-industry
−
|-
  
−
| Hadoop ||
 
−
# Data storage
  
−
# Clustering
  
−
# Design decisions
  
−
# Scaling
  
−
# Distributed systems
  
−
# The ecosystem
  
−
|-
  
−
| HDFS ||
 
−
# Distributed storage
  
−
# Types of nodes
  
−
# Files and blocks
  
−
# Replication
  
−
# Memory usage
  
−
|-
  
−
| MapReduce ||
 
−
# Distributed processing
  
−
# MapReduce model
  
−
# Applications
  
−
# Tasks management
  
−
# Patterns
  
−
|-
  
−
| YARN ||
 
−
# Resource manager
  
−
# Components
  
−
# Run an application
  
−
# Schedules
  
 
|-
  
|-
−
| Optimizing Data Processing ||
+
| Personal brand of a leader ||
  +
# Creation of personal brand
−
# CAP theorem
  
  +
# Networking of a leader
−
# Distributed storage and computation
  
  +
# Energy as a main resource of a leader
−
# Batch Processing
  
  +
# Personal mission of an entrepreneur
−
# Stream Processing
  
  +
# Leadership in team building and team-management
−
# Usage patterns
  
−
# NoSQL databases
  
 
|-
  
|-
  +
| Entrepreneur as a Leader of positive changes ||
−
| Spark ||
 
  +
# Entrepreneurs who changed the world for better: case study
−
# Architecture
  
  +
# Leadership during “turbulent” times
−
# Use cases
  
  +
# Community leadership
−
# Job scheduling
  
  +
# Emotional and Dialogical leadership
−
# Data types
  
  +
# Entrepreneur as a leader of positive changes
−
# SparkML
  
−
# GraphX
  
 
|}
 
|}
 
== Intended Learning Outcomes (ILOs) ==
  
== Intended Learning Outcomes (ILOs) ==
   
 
=== What is the main purpose of this course? ===
  
=== What is the main purpose of this course? ===
  +
The main purpose of this course is to enable students to form the leader identity in entrepreneurship, to actualize their leadership potential and to develop leadership skills.
−
Software systems are increasingly based on large amount of data that come from a wide range of sources (e.g., logs, sensors, user-generated content, etc.). However, data are useful only if it can be analyzed properly to extract meaningful information can be used (e.g., to take decisions, to make predictions, etc.). This course provides an overview of the state-of-the-art technologies, tools, architectures, and systems constituting the big data computing solutions landscape. Particular attention will be given to the Hadoop ecosystem that is widely adopted in the industry.
  
   
 
=== ILOs defined at three levels ===
  
=== ILOs defined at three levels ===
Line 81: Line 54:
 
==== Level 1: What concepts should a student know/remember/explain? ====
  
==== Level 1: What concepts should a student know/remember/explain? ====
 
By the end of the course, the students should be able to ...
  
By the end of the course, the students should be able to ...
  +
* Describe
−
* The most common structures of distributed storage.
  
  +
* what is leadership in entrepreneurship and name mane modern trends of entrepreneurship in IT-industry,
−
* Batch processing techniques
  
  +
* how famous entrepreneurs influenced the IT-industry and made an impact,
−
* Stream processing techniques
  
  +
* key concepts of leadership in management,
−
* Basic distributed data processing algorithms
  
  +
* key leadership skills,
−
* Basic tools to address specific processing needs
  
  +
* what is a personal brand of IT-entrepreneur,
  +
* basic rules of networking of a leader,
  +
* why energy became a main resource of a leader,
  +
* what is personal mission of an entrepreneur,
  +
* how is leadership implied in team building and team-management,
  +
* feature of leadership during “turbulent” times,
  +
* what is community leadership,
  +
* what is emotional and dialogical leadership,
  +
* how an entrepreneur can become a leader of positive changes.
   
 
==== Level 2: What basic practical skills should a student be able to perform? ====
  
==== Level 2: What basic practical skills should a student be able to perform? ====
 
By the end of the course, the students should be able to ...
  
By the end of the course, the students should be able to ...
  +
* Formulate
−
* The basis of the CAP theorem
  
  +
* leadership skills in entrepreneurship
−
* The structure of the MapReduce
  
  +
* proactivity, motivation, goal-orientation,
−
* How to process batch data
  
  +
* personal branding,
−
* How to process stream data
  
  +
* networking,
−
* The characteristics of a NoSQL database
  
  +
* skills assisting to raise the energetic level of an entrepreneur
  +
* team building and team-management
  +
* flexibility, ability to manage in “turbulent” times,
  +
* community leadership
  +
* emotional and dialogical leadership
   
 
==== Level 3: What complex comprehensive skills should a student be able to apply in real-life scenarios? ====
  
==== Level 3: What complex comprehensive skills should a student be able to apply in real-life scenarios? ====
 
By the end of the course, the students should be able to ...
  
By the end of the course, the students should be able to ...
  +
* Conduct
−
* Use a NoSQL database
  
  +
* leadership in IT-entrepreneurship,
−
* Write a program for batch processing
  
  +
* creation of personal brand,
−
* Write a program for stream processing
 
  +
* networking,
  +
* creation of personal mission,
  +
* team building and team-management
  +
* leadership during “turbulent” times
  +
* community leadership
  +
* emotional and dialogical leadership
  +
* leadership of positive changes.
 
== Grading ==
  
== Grading ==
   
Line 114: Line 108:
 
| C. Satisfactory || 60-74 || -
  
| C. Satisfactory || 60-74 || -
 
|-
  
|-
−
| D. Poor || 0-59 || -
 +
| D. Fail || 0-59 || -
 
|}
  
|}
   
Line 123: Line 117:
 
! Activity Type !! Percentage of the overall course grade
  
! Activity Type !! Percentage of the overall course grade
 
|-
  
|-
−
| Labs/seminar classes || 30
 +
| Assignment || 50
 
|-
  
|-
  +
| Quizzes || 15
−
| Interim performance assessment || 30
  
 
|-
  
|-
−
| Exams || 40
 +
| Peer review || 15
  +
|-
  +
| Demo day || 20
 
|}
  
|}
   
 
=== Recommendations for students on how to succeed in the course ===
  
=== Recommendations for students on how to succeed in the course ===
  +
Participation is important. Showing up is the key to success in this course.<br>You will work in teams, so coordinating teamwork will be an important factor for success. This is also reflected in the peer review being a graded item.<br>Review lecture materials before classes to do well in practical tasks and competencies development.<br>Reading the recommended literature is optional, and will give you a deeper understanding of the material.
−  
   
 
== Resources, literature and reference materials ==
  
== Resources, literature and reference materials ==
   
 
=== Open access resources ===
  
=== Open access resources ===
  +
* Essential Leadership Skills Every Entrepreneur Should Continually Hone https://www.forbes.com/sites/theyec/2021/11/04/10-essential-leadership-skills-every-entrepreneur-should-continually-hone/?sh=2ac99c94fe94
−
* Slides and material provided during the course.
  
  +
* World Class Leadership Styles That All Entrepreneurs Must Know
−
* Vignesh Prajapati. Big Data Analytics with R and Hadoop. Packt Publishing, 2013
  
  +
* Personal Branding Guidelines for Entrepreneurs https://www.forbes.com/sites/theyec/2020/02/12/personal-branding-guidelines-for-entrepreneurs/?sh=16a033d17ff4
−
* Jules J. Berman. Principles of Big Data: Preparing, Sharing, and Analyzing Complex Information. Morgan Kaufmann Publishers Inc., San Francisco, CA, USA, 2013
  
   
 
=== Closed access resources ===
  
=== Closed access resources ===
  +
* Toward Entrepreneurial Community Development (Routledge Studies in Entrepreneurship) 1st Edition (2019). Ed. Michael Fortunado. Routledge.
−  
  +
* Branson, R. (2006) Screw it, let’s do it. Virgin books.
  +
* Ye, L. (2019) Personal Branding for Entrepreneurs: Proven Personal Branding Strategy and Why Social Media Marketing is Crucial for Your Business
   
 
=== Software and tools used within the course ===
  
=== Software and tools used within the course ===
Line 151: Line 149:
 
|+ Teaching and Learning Methods within each section
  
|+ Teaching and Learning Methods within each section
 
|-
  
|-
−
! Teaching Techniques !! Section 1 !! Section 2 !! Section 3 !! Section 4 !! Section 5 !! Section 6 !! Section 7
 +
! Teaching Techniques !! Section 1 !! Section 2 !! Section 3
 
|-
  
|-
−
| Testing (written or computer based) || 1 || 1 || 1 || 1 || 1 || 1 || 1
 +
| Problem-based learning (students learn by solving open-ended problems without a strictly-defined solution) || 1 || 1 || 1
 
|-
  
|-
−
| Discussions || 1 || 1 || 1 || 1 || 1 || 1 || 1
 +
| Project-based learning (students work on a project) || 1 || 1 || 1
 
|-
  
|-
  +
| Modular learning (facilitated self-study) || 1 || 1 || 1
−
| Development of individual parts of software product code || 1 || 1 || 1 || 1 || 1 || 1 || 1
  
 
|-
  
|-
−
| Homework and group projects || 1 || 1 || 1 || 1 || 1 || 1 || 1
 +
| Differentiated learning (provide tasks and activities at several levels of difficulty to fit students needs and level) || 1 || 1 || 1
 
|-
  
|-
  +
| Contextual learning (activities and tasks are connected to the real world to make it easier for students to relate to them); || 1 || 1 || 1
−
| Midterm evaluation || 1 || 1 || 1 || 1 || 1 || 1 || 1
  
−
|}
  
−
{| class="wikitable"
  
−
|+ Activities within each section
  
 
|-
  
|-
  +
| Business game (learn by playing a game that incorporates the principles of the material covered within the course). || 1 || 1 || 1
−
! Learning Activities !! Section 1 !! Section 2 !! Section 3 !! Section 4 !! Section 5 !! Section 6 !! Section 7
  
 
|-
  
|-
  +
| развивающего обучения (задания и материал "прокачивают" ещё нераскрытые возможности студентов); || 1 || 1 || 1
−
| Question || 0 || 1 || 0 || 0 || 0 || 0 || 0
  
−
|}
 
−
== Formative Assessment and Course Activities ==
  
−  
−
=== Ongoing performance assessment ===
  
−  
−
==== Section 1 ====
  
−
{| class="wikitable"
  
−
|+
 
 
|-
  
|-
  +
| концентрированного обучения (занятия по одной большой теме логически объединяются); || 1 || 1 || 1
−
! Activity Type !! Content !! Is Graded?
  
 
|-
  
|-
−
| Question || Describe the 6 Vs || 1
 +
| inquiry-based learning || 1 || 1 || 1
 
|-
  
|-
−
| Question || Describe the types of analytics || 1
 +
| Just-in-time teaching || 1 || 1 || 1
 
|-
  
|-
  +
| Process oriented guided inquiry learning (POGIL) || 1 || 1 || 1
−
| Question || Design the structure of a DB to address a specific analytics type || 0
  
 
|-
  
|-
  +
| Studio-based learning || 1 || 1 || 1
−
| Question || Give examples of the 6 Vs in real systems || 0
  
−
|}
 
−
==== Section 2 ====
  
−
{| class="wikitable"
  
−
|+
 
 
|-
  
|-
  +
| Universal design for learning, || 1 || 1 || 1
−
! Activity Type !! Content !! Is Graded?
  
 
|-
  
|-
−
| Question || Describe the Hadoop ecosystem || 1
 +
| Task-based learning || 1 || 1 || 1
−
|-
 +
|}
−
| Question || Structure of an Hadoop cluster || 1
  
−
|-
  
−
| Question || Describe the scaling techniques || 1
  
−
|-
  
−
| Question || Configure a basic Hadoop node || 0
  
−
|-
  
−
| Question || Configure a basic Hadoop cluster || 0
  
−
|}
 
−
==== Section 3 ====
  
 
{| class="wikitable"
  
{| class="wikitable"
  +
|+ Activities within each section
−
|+
 
 
|-
  
|-
  +
! Learning Activities !! Section 1 !! Section 2 !! Section 3
−
! Activity Type !! Content !! Is Graded?
  
 
|-
  
|-
  +
| Lectures || 1 || 1 || 1
−
| Question || Describe the characteristics of the different nodes || 1
  
 
|-
  
|-
−
| Question || How files and blocks are managed || 1
 +
| Interactive Lectures || 1 || 1 || 1
 
|-
  
|-
−
| Question || How memory is managed || 1
 +
| Cases studies || 1 || 1 || 1
 
|-
  
|-
−
| Question || How replication works || 1
 +
| Group projects || 1 || 1 || 1
 
|-
  
|-
−
| Question || Configure a HDFS cluster || 0
 +
| Discussions || 1 || 1 || 1
 
|-
  
|-
  +
| Presentations by students || 1 || 1 || 1
−
| Question || Configure different replication approaches || 0
  
 
|-
  
|-
−
| Question || Build a HDFS client || 0
 +
| Written reports || 1 || 1 || 1
 
|-
  
|-
  +
| Simulations and role-plays || 1 || 1 || 1
−
| Question || Use a HDFS command line || 0
  
−
|}
 
−
==== Section 4 ====
  
−
{| class="wikitable"
  
−
|+
 
 
|-
  
|-
  +
| Essays || 1 || 1 || 1
−
! Activity Type !! Content !! Is Graded?
  
 
|-
  
|-
−
| Question || Describe the MapReduce model || 1
 +
| Oral Reports || 1 || 1 || 1
 
|-
  
|-
−
| Question || Describe tasks management || 1
 +
| Individual Projects || 0 || 1 || 1
−
|-
  
−
| Question || Describe patterns of usage || 1
  
−
|-
  
−
| Question || Solve with MapReduce a specific problem || 0
  
−
|-
  
−
| Question || Implement a usage pattern || 0
  
 
|}
 
|}
  +
== Formative Assessment and Course Activities ==
−
==== Section 5 ====
  
  +
  +
=== Ongoing performance assessment ===
  +
  +
==== Section 1 ====
 
{| class="wikitable"
  
{| class="wikitable"
 
|+
 
|+
Line 248: Line 216:
 
! Activity Type !! Content !! Is Graded?
  
! Activity Type !! Content !! Is Graded?
 
|-
  
|-
−
| Question || Describe the resource manager || 1
 +
| Group discussion || IT-Entrepreneur as a leader || 1
 
|-
  
|-
  +
| Case study || Famous entrepreneurs as leaders || 1
−
| Question || Describe the lifecycle of an application || 1
  
 
|-
  
|-
  +
| Group Project Work || Key leadership skills in IT-entrepreneurship || 1
−
| Question || Describe and compare the scheduling approaches || 1
  
−
|-
  
−
| Question || Compare the performance of the different schedules in different load conditions || 0
  
−
|-
  
−
| Question || Configure YARN || 0
  
−
|-
  
−
| Question || Evaluate the overall performance of YARN || 0
  
 
|}
 
|}
−
==== Section 6 ====
 +
==== Section 2 ====
 
{| class="wikitable"
  
{| class="wikitable"
 
|+
 
|+
Line 266: Line 228:
 
! Activity Type !! Content !! Is Graded?
  
! Activity Type !! Content !! Is Graded?
 
|-
  
|-
−
| Question || Analyze the CAP theorem || 1
 +
| Individual project || Personal mission of entrepreneur || 1
 
|-
  
|-
−
| Question || Define the kinds of data storage available || 1
 +
| Business training || Energy as a main resource of entrepreneur || 0
 
|-
  
|-
  +
| Business game || Team Building in entrepreneurship<br> || 1
−
| Question || Characteristics of batch processing || 1
  
−
|-
  
−
| Question || Characteristics of stream processing || 1
  
−
|-
  
−
| Question || Describe the usage patterns || 1
  
−
|-
  
−
| Question || Compare NoSQL databases || 1
  
−
|-
  
−
| Question || Build a program to solve a problem with batch processing || 0
  
−
|-
  
−
| Question || Build a program to solve a problem with stream processing || 0
  
−
|-
  
−
| Question || Interact with a NoSQL database || 0
  
 
|}
 
|}
−
==== Section 7 ====
 +
==== Section 3 ====
 
{| class="wikitable"
  
{| class="wikitable"
 
|+
 
|+
Line 290: Line 240:
 
! Activity Type !! Content !! Is Graded?
  
! Activity Type !! Content !! Is Graded?
 
|-
  
|-
−
| Question || Describe the architecture of Spark || 1
 +
| Case study || Entrepreneurs who changed the world for better || 1
 
|-
  
|-
  +
| Business training || Emotional and Dialogical Leadership || 0
−
| Question || Describe the types of schedulers || 1
  
 
|-
  
|-
  +
| Group project work || IT-entrepreneur as a leader of positive changes || 1
−
| Question || Different characteristics of the data types || 1
  
−
|-
  
−
| Question || Features of SparkML || 1
  
−
|-
  
−
| Question || Features of GraphX || 1
  
−
|-
  
−
| Question || Analyze the performance of different schedulers || 0
  
−
|-
  
−
| Question || Write a program exploiting the features of each data type || 0
  
−
|-
  
−
| Question || Write a program using SparkML || 0
  
−
|-
  
−
| Question || Write a program using GraphX || 0
  
 
|}
 
|}
 
=== Final assessment ===
  
=== Final assessment ===
 
'''Section 1'''
  
'''Section 1'''
  +
# Grading criteria for the final project presentation:
−
# Design the structure of a DB to address a specific analytics type
  
  +
# Student shortly describes and gives his opinion on main trends for leaders in IT-sector
−
# Give examples of the 6 Vs in real systems
  
  +
# Student lists and explains his main leadership skills in entrepreneurship
 
'''Section 2'''
  
'''Section 2'''
  +
# Student presents his personal brand concept and his personal mission as an entrepreneur
−
# Identify the Hadoop components useful to address a specific problem.
  
  +
# Student presents his network and provides the strategy of its development
−
# Configure an multi-node Hadoop system.
  
  +
# Student presents his team and his team building strategy.
 
'''Section 3'''
  
'''Section 3'''
  +
# Using all previous knowledge and skills a student makes a presentation “Me as a leader of positive changes” where he explains how his business project in IT-sphere can create a positive impact.
−
# Configure a HDFS cluster with some specific replication approaches
  
−
# Build a HDFS client
  
−
'''Section 4'''
  
−
# Describe the advantages and disadvantages of the MapReduce model
  
−
# Solve a task designing the solution using MapReduce
  
−
# Solve a task designing the solution using a composition of usage patterns
  
−
'''Section 5'''
  
−
# Evaluate the performance of a specific configuration
  
−
# Compare the different schedules
  
−
'''Section 6'''
  
−
# Identify problems and solutions related to the CAP theorem
  
−
# Compare solutions with batch and stream processing approaches
  
−
# Design a system using a NoSQL database
  
−
'''Section 7'''
  
−
# Compare the performance of different schedules with different loads
  
−
# Extend the SparkML library with a custom algorithm
  
−
# Extend the GraphX library with a custom algorithm
  
   
 
=== The retake exam ===
  
=== The retake exam ===
 
'''Section 1'''
  
'''Section 1'''
  +
# .3 The retake exam.
−  
  +
# For the retake, students have to improve their project according to the recommendation provided by the professor during the final exam.
 
'''Section 2'''
  
'''Section 2'''
   
 
'''Section 3'''
  
'''Section 3'''
−  
−
'''Section 4'''
  
−  
−
'''Section 5'''
  
−  
−
'''Section 6'''
  
−  
−
'''Section 7'''
  

Revision as of 13:01, 18 August 2022

Leadership in Entrepreneurship

  • Course name: Leadership in Entrepreneurship
  • Code discipline:
  • Subject area: Technological Entrepreneurship

Short Description

This course proposes to the students the new vision of the entrepreneur as a leader. Modern management system crucially changed from the role of entrepreneur as a formal “boss” to the role of a creator, innovator and moreover, a leader of the team, leader of community, and leader of positive changes who creates added value. During this course we will create a personal mission and develop the personal brand of an entrepreneur as a leader. We will discuss how modern entrepreneurs and their teams change whole industries and make an important impact on society. The students will develop their leadership skills in a very practical way - leading their startups with added value for their team, business products, clients and moreover the community/society.

Prerequisites

Prerequisite subjects

  • N/A

Prerequisite topics

  • Entrepreneur as a leader creating added values and impact
  • Personal brand of a leader
  • Entrepreneur as a leader of his life, a leader of his team, a leader of positive changes

Course Topics

Course Sections and Topics
Section Topics within the section
Modern approach to the Leadership in Entrepreneurship
  1. Leadership in entrepreneurship: modern trends
  2. Famous entrepreneurs as leaders: case study
  3. Key concepts of leadership in management
  4. Key leadership skills
  5. Leadership in IT-industry
Personal brand of a leader
  1. Creation of personal brand
  2. Networking of a leader
  3. Energy as a main resource of a leader
  4. Personal mission of an entrepreneur
  5. Leadership in team building and team-management
Entrepreneur as a Leader of positive changes
  1. Entrepreneurs who changed the world for better: case study
  2. Leadership during “turbulent” times
  3. Community leadership
  4. Emotional and Dialogical leadership
  5. Entrepreneur as a leader of positive changes

Intended Learning Outcomes (ILOs)

What is the main purpose of this course?

The main purpose of this course is to enable students to form the leader identity in entrepreneurship, to actualize their leadership potential and to develop leadership skills.

ILOs defined at three levels

Level 1: What concepts should a student know/remember/explain?

By the end of the course, the students should be able to ...

  • Describe
  • what is leadership in entrepreneurship and name mane modern trends of entrepreneurship in IT-industry,
  • how famous entrepreneurs influenced the IT-industry and made an impact,
  • key concepts of leadership in management,
  • key leadership skills,
  • what is a personal brand of IT-entrepreneur,
  • basic rules of networking of a leader,
  • why energy became a main resource of a leader,
  • what is personal mission of an entrepreneur,
  • how is leadership implied in team building and team-management,
  • feature of leadership during “turbulent” times,
  • what is community leadership,
  • what is emotional and dialogical leadership,
  • how an entrepreneur can become a leader of positive changes.

Level 2: What basic practical skills should a student be able to perform?

By the end of the course, the students should be able to ...

  • Formulate
  • leadership skills in entrepreneurship
  • proactivity, motivation, goal-orientation,
  • personal branding,
  • networking,
  • skills assisting to raise the energetic level of an entrepreneur
  • team building and team-management
  • flexibility, ability to manage in “turbulent” times,
  • community leadership
  • emotional and dialogical leadership

Level 3: What complex comprehensive skills should a student be able to apply in real-life scenarios?

By the end of the course, the students should be able to ...

  • Conduct
  • leadership in IT-entrepreneurship,
  • creation of personal brand,
  • networking,
  • creation of personal mission,
  • team building and team-management
  • leadership during “turbulent” times
  • community leadership
  • emotional and dialogical leadership
  • leadership of positive changes.

Grading

Course grading range

Grade Range Description of performance
A. Excellent 90-100 -
B. Good 75-89 -
C. Satisfactory 60-74 -
D. Fail 0-59 -

Course activities and grading breakdown

Activity Type Percentage of the overall course grade
Assignment 50
Quizzes 15
Peer review 15
Demo day 20

Recommendations for students on how to succeed in the course

Participation is important. Showing up is the key to success in this course.
You will work in teams, so coordinating teamwork will be an important factor for success. This is also reflected in the peer review being a graded item.
Review lecture materials before classes to do well in practical tasks and competencies development.
Reading the recommended literature is optional, and will give you a deeper understanding of the material.

Resources, literature and reference materials

Open access resources

Closed access resources

  • Toward Entrepreneurial Community Development (Routledge Studies in Entrepreneurship) 1st Edition (2019). Ed. Michael Fortunado. Routledge.
  • Branson, R. (2006) Screw it, let’s do it. Virgin books.
  • Ye, L. (2019) Personal Branding for Entrepreneurs: Proven Personal Branding Strategy and Why Social Media Marketing is Crucial for Your Business

Software and tools used within the course

Teaching Methodology: Methods, techniques, & activities

Activities and Teaching Methods

Teaching and Learning Methods within each section
Teaching Techniques Section 1 Section 2 Section 3
Problem-based learning (students learn by solving open-ended problems without a strictly-defined solution) 1 1 1
Project-based learning (students work on a project) 1 1 1
Modular learning (facilitated self-study) 1 1 1
Differentiated learning (provide tasks and activities at several levels of difficulty to fit students needs and level) 1 1 1
Contextual learning (activities and tasks are connected to the real world to make it easier for students to relate to them); 1 1 1
Business game (learn by playing a game that incorporates the principles of the material covered within the course). 1 1 1
развивающего обучения (задания и материал "прокачивают" ещё нераскрытые возможности студентов); 1 1 1
концентрированного обучения (занятия по одной большой теме логически объединяются); 1 1 1
inquiry-based learning 1 1 1
Just-in-time teaching 1 1 1
Process oriented guided inquiry learning (POGIL) 1 1 1
Studio-based learning 1 1 1
Universal design for learning, 1 1 1
Task-based learning 1 1 1
Activities within each section
Learning Activities Section 1 Section 2 Section 3
Lectures 1 1 1
Interactive Lectures 1 1 1
Cases studies 1 1 1
Group projects 1 1 1
Discussions 1 1 1
Presentations by students 1 1 1
Written reports 1 1 1
Simulations and role-plays 1 1 1
Essays 1 1 1
Oral Reports 1 1 1
Individual Projects 0 1 1

Formative Assessment and Course Activities

Ongoing performance assessment

Section 1

Activity Type Content Is Graded?
Group discussion IT-Entrepreneur as a leader 1
Case study Famous entrepreneurs as leaders 1
Group Project Work Key leadership skills in IT-entrepreneurship 1

Section 2

Activity Type Content Is Graded?
Individual project Personal mission of entrepreneur 1
Business training Energy as a main resource of entrepreneur 0
Business game Team Building in entrepreneurship
 1

Section 3

Activity Type Content Is Graded?
Case study Entrepreneurs who changed the world for better 1
Business training Emotional and Dialogical Leadership 0
Group project work IT-entrepreneur as a leader of positive changes 1

Final assessment

Section 1

  1. Grading criteria for the final project presentation:
  2. Student shortly describes and gives his opinion on main trends for leaders in IT-sector
  3. Student lists and explains his main leadership skills in entrepreneurship

Section 2

  1. Student presents his personal brand concept and his personal mission as an entrepreneur
  2. Student presents his network and provides the strategy of its development
  3. Student presents his team and his team building strategy.

Section 3

  1. Using all previous knowledge and skills a student makes a presentation “Me as a leader of positive changes” where he explains how his business project in IT-sphere can create a positive impact.

The retake exam

Section 1

  1. .3 The retake exam.
  2. For the retake, students have to improve their project according to the recommendation provided by the professor during the final exam.

Section 2

Section 3

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