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Mohr, J., Sengupta, S., & Slater, S. (2009). Marketing of high-technology products and innovations (2ed.). Prentice Hall.
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Slater, S. F., Hult, G. T. M., & Olson, E. M. (2007). On the importance of matching strategic behavior and target market selection to business strategy in high-tech markets. Journal of the Academy of Marketing Science, 35(1), 5-17.
Sternberg, R. J., with James C. Kaufman. (2010). The Cambridge Handbook of Creativity. Cambridge Uni. Press.
Teaching Methodologies and Assessment Criteria
The primary learning developed by the students is however in the field of "Know-how".
It is not enough to know what an entrepreneur is, but we have to do as an entrepreneur, which students do by developing a Real Business, individually, with products, customers and real investors.
The "creativity activity" leads students to put into practice the techniques of the creative process discussed in classes.
"Tell a story" is a storytelling activity, a technique increasingly used in the field of business in particular and organisations in general.
With "Role Theory" as the framework, students should study and develop stories of entrepreneurs, whether successful or not.
1. Participation and Assertiveness in classes, in several "Case Studies": 10%
2. Individual Presentation: Pitch in the classroom of a "Small Big Idea": 25%
3. Individual work - Research: "Entrepreneurship and Creativity": 25%
4. Group Work "Entrepreneurial Marketing Project": 40%