Entrepreneurship and Business Ventures - unit handbook by Elvira

FACULTY OF MANAGEMENT

Department of Leadership, Strategy and Organisations Entrepreneurship and Business Ventures Level H

UNIT HANDBOOK 2016-17

Unit Tutors: Name: Office: Tel: Email:

Dr.Sukanya Ayatakshi-Endow C113 01202963534 sayatakshi@bournemouth.ac.uk

Name: Office: Tel: Email:

Dr.Nasiru Taura C208 01202961799 ntaura@bournemouth.ac.uk

Disclaimer Information contained within this programme handbook is correct at the time of going to press (Sept 2016). However, some information may change and Bournemouth University reserves the right to make changes to procedures, regulations and processes subject to maintaining equivalent standards.

Unit Handbook: 2016-17

page 1

CONTENTS

PAGE

1.0

Unit Aim

2.0

Learning Outcomes

3.0

AACSB AOL

4.0

Learning Environment

5.0

Outline of Lectures and Seminars

6.0

Unit Assessments

7.0

Assignment Briefs

8.0

Unit Resources

Unit Handbook: 2016-17

page 2

1.0

AIM

The unit aims to inform students that how individuals and teams build on opportunities to create new businesses or transform existing ones by undertaking entrepreneurial activities. The unit will equip students how to be effective entrepreneurs by looking at business and personal skills needed to start a business and critical factors in the survival of start-ups and reasons for failure. This unit will also incorporate types of businesses and the role of small businesses in the economy and to analyse the different requirements of small businesses 2.0

LEARNING OUTCOMES

Having completed this unit the student is expected to: 1 Have an entrepreneurial mindset and entrepreneurial capabilities that can be applied in a range of contexts 2 Develop critical appreciation of the theory of entrepreneurship, creativity and innovation and an ability to relate this to practice; 3 Have the ability to identify and evaluate the entrepreneurial opportunities, competencies, skills and behaviours associated with effective and successful individuals and companies; 4 Identify and assess the specific characteristics which make SMEs different from large ventures

3.0 THE AACSB ASSURANCE OF LEARNING (AOL)

Part of the AACSB Accreditation process relates to assessment, and is called ‘Assurance of Learning’ (AOL). Through AOL, we are able to capture and evidence some of the many things students graduating from Business School Programmes can do well. Our graduates possess an array of knowledge, skills, attributes, behaviours and values, which enable them to succeed, but we believe they stand out in 4 key areas in particular. We express these through our AACSB Assurance of Learning (AOL) Goals and Objectives. The AOL Goals are listed below, with those reinforced in this Assignment as indicated () Goal 1 - Our graduates will be professional communicators



Goal 2 - Our graduates will have effective researcher competencies



Goal 3 - Our graduates will be prepared for employment in the global context



Goal 4 - Our graduates will have subject knowledge and understanding in their chosen field



Unit Handbook: 2016-17

page 3

During your time with us in the Faculty of Management you will find that a number of your assignments will be assessed using both BU marking criteria and the AOL assessment criteria. The marking scale that we use for AOL is as follows:

BU mark (at Undergraduate Level)

0-59%

60-69%

70-100%

AOL assessment rating

Does Not Yet Meet Expectations

Meets Expectations

Exceeds Expectations

Thus, it is possible to pass an assignment under BU Regulations, but to have not yet met the AOL assessment threshold. If this is the case, this is nothing for you to worry about. It is merely a mechanism for us to benchmark students’ achievements against the AOL criteria. If you have any questions about how AOL has been incorporated into the marking of one of your assignments, please contact the Unit Leader. Follow this link for a short video to what gaining AACSB Accreditation will mean to you: Bournemouth University’s journey to AACSB accreditation https://www.youtube.com/watch?v=3pVF1rcRdfc If you would like to learn more about The AACSB, you can visit their website at http://www.aacsb.edu/. Alternatively you can contact our Director of Accreditation, Dr Gelareh Roushan at groushan@bournemouth.ac.uk

4.0

LEARNING ENVIRONMENT

This unit employs a learning strategy of lectures, seminars, workshops, intranet and internet supported activities and group and individual learning activities. This unit is a common unit delivered on programmes in different modes and the actual composition of the learning strategy will be designed to best support the nature of the unit and the mode of delivery for the programme concerned.

Indicative Content           

Defining Entrepreneurship and Intrapreneurship Characteristics of effective entrepreneurs Entrepreneurial opportunities Factors which influence survival and failure of startups Types of Business, characteristics of SMEs , legal structures, government policies Creativity and innovation within organisations Personal and professional development Team building and managing talent Role of Marketing, finance and human resources Intellectual property and Entrepreneurial exit Growth strategies

Unit Handbook: 2016-17

page 4

5.0

OUTLINE OF LECTURES AND SEMINARS

W/C

26Sept

Week

Lecture Topic

Seminar Topic No seminarsread the articles for week 13 seminars

Programme Introduction + Entrepreneurial Orientation and Types of Enterprise

03-Oct

Assignment group arrangement + Leadership and Execution

10-Oct

Teamwork, Teambuilding and Trust

17-Oct

Forms of Capital and Dynamic Capability

Initial research

24-Oct

Creativity and Management Innovation

Leverage in team work

31-Oct

Social Enterprises- another way of doing business?

Seminar Introduction + Goal Setting Assignment and Goal Setting

Business Models Time management

07-Nov 18

Culture of Winning and Discipline

14-Nov 19

Irrational Behaviour and the Art of Influence

21-Nov 20

Social Responsibility and Stakeholder Perspective Negotiation

28Nov

Note: 23 November Coursework 1 Submission @ or before 1200 noon (online submission via Turnitin) Opportunities and Blue Ocean Strategy

Adding Value

05-Dec 22

Business Futures, Failures,Entrepreneurial Attitudes

Doing Good and Doing Well/strategy canvas

12-Dec 23

Tutorials for assignment 2. Please book using email (with either tutor)

19-Dec 24, to 09 25, Jan 26 09-Jan

Christmas Holidays

11 Jan Coursework 2 Hand In @ or before 1200 noon (online submission via Turnitin)

Unit Handbook: 2016-17

page 5

6.0

UNIT ASSESSMENT STRATEGY

The unit will be assessed through a combination of coursework as follows: Summative Assessment Intended Learning Outcomes are assessed through coursework (100%) Indicative Assessment Information Assessment will typically take the form of a project, with individual and group-based deliverables. Self and peer assessment may be incorporated. The Intended Learning Outcomes are assessed through Coursework (100%) Workload model: ď Ź Coursework 1 (10%- seminar based group assessment In-class; 40%- group based task) ď Ź Coursework 2 (50% - Individual)

Assessment Details

The details of how the assessment strategy relates to the Intended Learning Outcomes for the unit are as follows: ILOs 2, 3 1, 4

Unit Handbook: 2016-17

Assessment Coursework 1 Coursework 2

page 6

7.0

ASSIGNMENT BRIEF

Faculty of Management Assignment Brief

Programme: BA(Hons) Business Studies, BA( Hons) Business and Management, BA(Hons) International Management, BA(Hons) Accounting and Business

Level: H

Unit Name: Entrepreneurship and Business Ventures

Unit Tutors: Dr. Sukanya Ayatakshi, Dr. Nasiru Taura

Assignment Marker: Dr. Sukanya Ayatakshi, Dr. Nasiru Taura Assignment Title: Group research report- Coursework 1 Feedback method: electronic Submission date: 12.00 noon* Issue date: 26 September 2016

23 November 2016

*In accordance with University regulations any coursework submitted after the due deadline will be regarded as late and awarded a mark of 0%.

Weighting of this assignment: (as % of total coursework assessment for the unit)

40%

It is your responsibility to be aware of University Regulations relating to academic offences and to avoid committing them. The BU definitions and the penalties are listed in: Academic Offences: Policy & Procedure for Taught Awards If you are unable to submit your assignment on time due to medical or other mitigating circumstances you must complete a Mitigating Circumstances form PRIOR to the deadline and submit it for approval.

Unit Handbook: 2016-17

page 7

Details of what you are expected to do: 1.

Rationale Coursework 1 expects you to work together in a group to complete a comprehensive research study on a single entrepreneurship topic. This will help you to develop an appreciation for the various theoretical concepts of entrepreneurship (ILO2) and have the ability to identify and evaluate the entrepreneurial opportunities, competencies, skills and behaviours associated with effective and successful individuals and companies (ILO3) through analysis of the data and your interactions with the chosen case.

2. The learning outcomes being assessed [In successfully completing this assignment, you will have demonstrated: 

In-depth knowledge and understanding of your chosen topic.



Ability to collect and analyse data comprehensively.



Ability to organize your research findings in a presentation format. Write-up a high quality research report.



Develop critical appreciation of the theory of entrepreneurship, creativity and innovation and an ability to relate this to practice;



Have the ability to identify and evaluate the entrepreneurial opportunities, competencies, skills and behaviours associated with effective and successful individuals and companies;

3. Overview of assignment This is a group research project. Your group needs to complete a comprehensive research study on a single entrepreneurship topic using a case-based study method. The group will consist of x (the number will be announced when class begins) members on your own choice within your seminar group. The unit tutor will withhold the right to add an additional member to the group or ask existing member to leave the group. 

The first task is to have agreement on the topic that the group wants to research. It can be one of the lecture topics or any topic that your group believes is worthwhile to study.



The second task is to select an existing business (preferably a local small business) to form a case-based study to address the entrepreneurship topic that your group has decided in the first task.

The format of the course report (hand-in assignment) will have the following key chapters: total word count- 2500 approx.  Introduction Chapter (500 words) - Offering an overview of the research project



Brief literature review on the chosen topic

Outline of the content of the core chapters

Methodology Chapter (500 words) -



Discussion of your research method (no theoretical discussion required)

Analysis of findings (1000 words) -

You are expected to present findings based on primary and secondary data analysis

Using the findings weave a story based on the data and the literature collected Unit Handbook: 2016-17

page 8

ď&#x201A;ˇ

Use illustrations/tables/graphs etc. to present your data

Data analysis can be qualitative/quantitative or both.

Conclusion (500 words) -

Gives an overall discussion and conclusion of the project Outlines your groupâ&#x20AC;&#x2122;s academic contributions on this research

4. Assessment criteria and weightings Section

Weight

In-depth knowledge and understanding of your chosen topic

10%

An analysis of the current situation and context from which you are starting- Ability to collect and analyse data comprehensively

20%

Develop critical appreciation of the theory of entrepreneurship, creativity and innovation and an ability to relate this to practice

30%

Have the ability to identify and evaluate the entrepreneurial opportunities, competencies, skills and behaviours associated with effective and successful individuals and companies

30%

4 5

Ability to organize your research findings in a presentation format. Write-up a high quality research report

10%

Total

100%

Disclaimer: The information provided in this assignment brief is correct at time of publication. In the unlikely event that any changes are deemed necessary, they will be communicated clearly via e-mail and/or myBU and a new version of this assignment brief will be circulated.

Unit Handbook: 2016-17

page 9

Faculty of Management Assignment Brief

Programme: BA(Hons) Business Studies, BA( Hons) Business and Management, BA(Hons) International Management, BA(Hons) Accounting and Business

Level: H

Unit Name: Entrepreneurship and Business Ventures

Unit Tutors: Dr. Sukanya Ayatakshi, Dr. Nasiru Taura

Assignment Marker: Dr. Sukanya Ayatakshi, Dr. Nasiru Taura Assignment Title: Rewriting the Business- Perspective on Business Failures and Successes Feedback method: electronic Submission date: noon* Issue date:26 September 2016

11 January 2017

at 12.00

*In accordance with University regulations any coursework submitted after the due deadline will be regarded as late and awarded a mark of 0%.

Weighting of this assignment: (as % of total coursework assessment for the unit)

50%

Unit Handbook: 2016-17

page 10

Details of what you are expected to do: 1. Rationale Coursework 2 expects you to Identify and assess the specific characteristics which make SMEs different from large ventures (ILO 1) and by developing business planning this task will hone your entrepreneurial mindset and entrepreneurial capabilities that can be applied in a range of contexts (ILO 4) 2. The learning outcomes being assessed * Identify and assess the specific characteristics which make SMEs different from large ventures * Have an entrepreneurial mindset and entrepreneurial capabilities that can be applied in a range of contexts 3. Overview of assignment This is an individual task based assessment for 2500 words approx. 



   



Your task is to identify an SME – preferably local/regional or national- and undertake a thorough analysis, using primary and secondary data on its various aspects includingbusiness model, marketing activities, its sources of finance, the aspirations of the owner(s)/founder(s)/partner(s), its future strategies The purpose of doing the above is to create a business plan for the particular SME with an intention to generate funds (through various sources of finance) to create innovation and growth within the organisation. It is imperative to remember that any ideas you suggest for growth and innovation must be justified Business viability is the key term to remember here. The format of the report (hand-in assignment) will have the following key chapters: total word count- 2500 approx. Introduction Chapter (350 words) -

Offering an overview of the business chosen

Outline of the structure and content of the report

Include objectives (if you wish to)

Methodology Chapter (350 words) -



Business plan and justification (1300 words) -



Discussion of your research method (no theoretical discussion required)

In-depth analysis of findings to create a viable business plan to raise finance for future growth and innovation within the chosen business Use relevant literature to provide academic underpinning

Conclusion (500 words) - Gives an overall discussion and conclusion of the project

Unit Handbook: 2016-17

page 11

4. Assessment criteria and weightings Section

Weight

Identify and assess the specific characteristics which make SMEs different from large ventures

10%

An analysis of the current situation and context from which you are starting- Ability to collect and analyse data comprehensively

20%

Develop critical appreciation of the theory of entrepreneurship, in relation to growth and innovation

30% 30%

Use primary and secondary data to generate a viable business planthe plan is to raise finance through various sources. Details of the vaious sources, justification and relevance to the current business.

Ability to organize your research findings in a presentation format. Write-up a high quality research report

10%

Total

100%

Disclaimer: The information provided in this assignment brief (version number: X) is correct at time of publication. In the unlikely event that any changes are deemed necessary, they will be communicated clearly via e-mail and/or myBU and a new version of this assignment brief will be circulated.

Seminar Work Date and Format to Submit  Written Document: Seminar worksheet (each group member needs to include his/her name and student number on the seminar worksheet otherwise the seminar results will not be graded for the individual) – submit at the end of each seminar  Discussion Performance: Group discussion and seminar participation (based on tutor’s observation) Format and Learning Outcomes The group discussion takes place in every seminar. You will work with students from within your own seminar group that will be allocated by your seminar tutor at the beginning of each seminar. The average seminar grades contribute 10% toward the final course grade. Each of the group members will receive the same grade. The seminar assessment is not an individual performance appraisal. It is groupwork and that is why each member receives the same grade. Therefore, it is not possible for only a few “stars” to participate in both group and seminar discussions; you need to encourage your group members to join both individual group and seminar discussions. Seminar participation is not a one-way process and is not a formal presentation. It aims to provide an interactive learning environment for students to be able to learn actively, that is: listen, analyse, discuss, comment and Unit Handbook: 2016-17

page 12

feedback. You and your group members should also provide feedback or comment on the work of other groups as well as your own group member’s work during the individual group discussion time. Remember! Seminar worksheet is not a formal essay, so the writing style (including grammar, spelling and so on) will not affect your grade. The more information that you put in the worksheet does not necessarily mean that your group will get a higher grade. As you can only be assessed if you attend the seminar, if you choose not to attend the seminar in that particular week, you will receive “0” on your seminar grade for that particular week with zero tolerance. However, students with a legitimate reason (with proof, e.g. medical statement) to miss the seminar session will be allowed to complete the seminar sheet individually for that particular week. Please Note: The seminar based group work will help you develop your group based coursework 1. Seminar Assessment Criteria (a) 80%-100% • Leading the seminar discussion • All the members within the assigned group contribute and give feedback on each other’s ideas during the individual group and seminar discussion • The discussion should address the set topic in an original and thought-provoking way • The expression of idea was original in the structure of the content and the conclusions drawn • The presentation included explicit, well-structured and relevant analysis • The presenter used the pitch of their voice professionally throughout the presentation • The audience engage in the seminar and listen when others are expressing their ideas (b) 70-79.99% • All the members within the assigned group contribute and give feedback on each other’s ideas during the individual group • The majority of the members within the assigned group contribute and give feedback on each other’s ideas during the seminar discussion • The discussion addresses explicitly the set topic • The expression of ideas was original with respect to the structure of the content or the conclusions drawn • The presentation included explicit, well-structured and relevant analysis • The presenter was clearly audible throughout the presentation • The audience engage in the seminar and listen when others are expressing their ideas (c) 60%-69.99% • The majority of the members within the assigned group contribute and give feedback on each other’s ideas during the individual group Unit Handbook: 2016-17

page 13

•

• • •

Majority of the members within the assigned group contribute and give feedback on each other’s ideas during the seminar discussion The discussion addresses the set topic explicitly. The presentation included relevant analysis The presenter was clearly audible throughout the presentation The audience do not really engage when others are expressing their ideas

(d) 50%-59.99% • Majority of the members within the assigned group contribute and give feedback on each other’s ideas during the individual group • Minority of the members within the assigned group contribute and give feedback on each other’s ideas during the seminar discussion • The discussion addresses the set topic • The presentation included some limited analysis • The presenter was audible for all of the presentation • The audience do not really engage when others are expressing their ideas (e) 40%-49.99% • Minority of the members within the assigned group contribute and give feedback on each other’s ideas during the individual group • Minority of the members within the assigned group contribute and give feedback on each other’s ideas during the seminar discussion • The discussion only partially addresses the set topic • The presentation included little or no analysis • The presenter may have been inaudible for part of the presentation • The audiences interrupt and detract when others are expressing their ideas (f) 30%-39.99% • Minority of the members within the assigned group contribute and give feedback on each other’s ideas during the individual group • No members within the assigned group contribute nor give feedback on each other’s ideas during the seminar discussion • The discussion largely fails to address the set topic • The presentation included little or no analysis • The presenter may have been partially inaudible • The audience interrupt or detract when others expressing their ideas (e) 0-29.99% • No members within the assigned group contribute and give feedback on each other’s ideas during the individual group • No members within the assigned group contribute and give feedback on each other’s ideas during the seminar discussion • The discussion fails to address the set topic • The presentation included no analysis • The presenter was partially inaudible • The audiences interrupt or detract when others expressing their ideas

Unit Handbook: 2016-17

page 14

8.0

UNIT RESOURCES

INDICATIVE KEY LEARNING RESOURCES Kirby, D.A., 2003. Entrepreneurship. McGraw-Hill Education Stokes, D. & Wilson, N. 2010 Small Business Management & Entrepreneurship, 6th Edition. Andover: Cengage Learning. Carter, S. & Jones-Evans, D. (2006) Enterprise and Small Business FT Prentice Hall Dafna, K. 2011. Entrepreneurship: An international introduction. London: Routledge Kuratko, D.F. and Hodgetts. R.M. (2007). Entrepreneurship : theory, process, practice. 7th ed. New York: South Western College Publishing. Mariotti. S. and Glackin (2014). Entrepreneurship: Starting and Operating a Small Business. NJ: Pearson Prentice Hall. Also available as e-book from BU Library

The above Key Texts are complemented by additional reading from monographs, journals, professional standards [as appropriate: together with economic and company financial data sources] which can be located via the Library Catalogue and relevant online databases and e-journal & e-book collections. Developing skills to enable students to use these online resources effectively will form a part of individual Intended Learning Outcomes within the curriculum and will be achieved by a mix of tutor-led mediation, student-led learning and information skills workshops and 1-to-1 advice provide by the School’s Library Subject Team. Lecture 1: Entrepreneurial Orientation and Types of Enterprise • Peredo, A. M. and Chrisman, J. J. (2006), “Toward A Theory of Community-Based Enterprise”, Academy of Management Review, Vol. 31, No. 2, pp. 309-328 • Lumpkin, G. T., and Dess, G. G. (1996), “Clarifying the Entrepreneurial Orientation Construct and Linking it to Performance”, Academy of Management Review, Vol. 21, No. 1, pp. 135-172 Lecture 2: Leadership and Execution • Vera, D. and Crossan, M. (2004), “Strategic Leadership and Organizational Learning”, Academy of Management Review, Vol. 29, No. 2, pp. 222-240. • Ellemers, N., Gilder, D. D. and Haslam, S. A. (2004), “Motivating Individuals and Groups at Work: A Social Identity Perspective on Leadership and Group Performance”, Academy of Management Review, Vol. 29, No. 3, pp. 459-478. • Lecture 3: Teamwork and Trust • Ancona, D., Backman, E. and Bresman, H. (2008), “X-Team: New Ways of Leading in New World”, Ivey Business Journal, Vol. 72, No. 3, pp. 18 • Ancona, D., Malone, T.W., Orlikowski, W.J., and Senge, P. M. (2007),”In Praise of the Incomplete Leader”,Harvard Business Review, Vol. 85, No. 2., pp. 92 – 100 Unit Handbook: 2016-17

page 15

• Ancona, D., Bresman, H., and Kaufer, K. (2002),”The Comparative Advantage of XTeams”,Sloan Management Review, Vol. 43, No. 3, pp.33-39. • De Jong, B. A., and Elfring, T. (2010), “How Does Trust Affect the Performance of Ongoing Teams? The Mediating Role of Reflexivity, Monitoring, and Effort”, Academy of Management Journal, Vol. 53, No. 3, pp. 535-549. Lecture 4: Forms of Capital and Dynamic Capability • Teece, D. J., Pisano, G. and Shune, A. (1997), “Dynamic Capabilities and Strategic Management”, Strategic Management Journal, Vol. 18, No. 7, pp. 509-533. • Alison, D. and Kretschmer, M. (2007), “Can Idea be Capital? Factors of Production in the Post-industrial Economy: A Review and Critique”, Academy of Management Review, Vol. 32, No. 2, pp 573-594. Lecture 5: Creativity and Management Innovation • Birkinshaw, J., Hamel, G. and Mol, M. J. (2008), “Management Innovation”, Academy of Management Review, Vol. 33, No. 4, pp. 825-845. • Hamel, G. (1998), “Strategy Innovation and the Quest for Value”, Sloan Management Review, Vol. 39, No. 2, pp. 7-14. • Hamel, G. (2006), “The Why, What, and How of Management Innovation”, Harvard Business Review, Vol. 84, No. 2, pp. 72-84. Lecture 6: Culture of Winning and Discipline • Collins, J. C. and Porras, J. I. (1996), “Building Your Company’s Vision”, Harvard Business Review, Vol. 74, No. 5, pp. 65-78. • Collins, J. C. (1999), “Turning Goals into Results: The Power of Catalytic Mechanisms”, Harvard Business Review, Vol. 77, No. 4, pp. 70-82. • Barney, J. B. (1986), “Organizational Culture: Can It be a Source of Sustained Competitive Advantage”, Academy of Management Review, Vol. 11, No. 3, pp. 656665. Lecture 7: Irrational Behaviour and the Art of Influence • Cialdini, R. B. (2001), “Harnessing the Science of Persuasion”, Harvard Business Review, Vol. 79, No. 9, pp. 72-79. • Schultz, P. W., Nolan, J. M., Cialdini, R. B., Goldstein, N. J., Griskevicius, V. (2007). “The Constructive, Destructive and Reconstructive Power of Social Norms”, Psychological Science, Vol. 18, No. 5, pp. 429-434. • Cialdini, R. B. and Rhoads, K. V. L. (2001), “Human Behaviour and the Marketplace”, Marketing Research, Vol. 13, No. 3, pp. 8-13. Lecture 8: Social Responsibility and Stakeholder Perspective • Zimmerman, M. A. and Zeitz, G. J. (2002), “Beyond Survival: Achieving New Venture Growth by Building Legitimacy”, Academy of Management Review, Vol. 27, No. 3, pp. 414-431 • Matten, D. and Crane, A. (2005), “Corporate Citizenship: Toward An Extended Theoretical Conceptualization”, Academy of Management Review, Vol. 30, No. 1, pp. 166-179. Lecture 9: Opportunities and Blue Ocean Strategy • Kim, W. C. and Mauborgne, R. (2004), “Blue Ocean Strategy”, Harvard Business Review, Vol. 82, No. 10, pp. 76-84 • Kim, W. C. and Mauborgne, R. (2005), “Blue Ocean Strategy: From Theory to Practice”, California Management Review, Vol. 47, No. 3, pp. 105121.

Unit Handbook: 2016-17

page 16

Lecture 10: Business Future, Business Failure, and Entrepreneurial Attitude • Prahalad, C. K. and Hamel, G. (1990), “The Core Competence of the Corporation”, Harvard Business Review, Vol. 68, No. 3, pp. 79-91. • Mooney, A. (2007), “Core Competence, Distinctive Competence, and Competitive Advantage: What is the Difference”, Journal of Education for Business, Vol. 83, No. 2, pp. 110-115. • Carroll, P. B. (2008), “7 Ways to Fail Big”, Harvard Business Review, Vol. 86, No. 9, pp. 82-91.

Unit Handbook: 2016-17

page 17