Бакалавриат 2026/2027

Технологическое предпринимательство

Статус: Курс обязательный (Бизнес-информатика)

Кто читает: Департамент бизнес-информатики

Где читается: Высшая школа бизнеса

Когда читается: 4-й курс, 2 модуль

Охват аудитории: для своего кампуса

Преподаватели: Текич Желько

Язык: английский

Кредиты: 4

Контактные часы: 40

Course Syllabus

Abstract

Technological change is reshaping how entrepreneurial opportunities are identified, developed, and scaled. Advances in artificial intelligence, big data analytics, cloud computing, the Internet of Things, digital platforms, and other emerging technologies enable new products, services, infrastructures, and business models while reducing the cost and time required for experimentation. At the same time, technological entrepreneurship remains highly uncertain: promising technologies do not automatically become viable businesses, and entrepreneurs must make decisions about customer needs, value creation, business models, resources, partnerships, and scaling before outcomes are known. This practice-oriented course introduces students to the key concepts, tools, and decisions involved in transforming technology-enabled opportunities into viable entrepreneurial initiatives. Particular attention is given to opportunity identification and validation, experimentation, business-model development, value creation and capture, resource mobilization, and the challenges of moving from an initial concept toward implementation and growth. A central element of the course is an intensive week long Innovation Sprint, in which students work in teams on an authentic, context-rich challenge under significant time constraints. Rather than beginning with a predefined solution, teams first investigate and define a meaningful problem and then develop, test, and refine a proposed solution. Large language models (LLMs) and other digital tools may be used to support search, analysis, ideation, experimentation, and evaluation, while students remain responsible for validating assumptions and exercising entrepreneurial judgment. The Sprint provides an immersive environment in which students apply course concepts while working with ambiguity, limited time, incomplete information, and competing alternatives. Through this combination of conceptual learning and intensive practice, the course develops the analytical, entrepreneurial, collaborative, and decision-making capabilities needed not only by startup founders, but also by intrapreneurs, analysts, and innovation professionals working across different organizational and industry contexts.

Learning Objectives

• The course is designed to help students develop the ability to recognize, evaluate, and shape technology-driven opportunities into viable business propositions. While grounded in research and theory, the course is practice-oriented and structured around a week-long innovation sprint. This format enables students to apply entrepreneurial frameworks in a high-pressure, time-bounded environment that mirrors real-world constraints. The sprint setting allows students to move rapidly from problem framing to ideation, prototyping, testing, and pitching, with technology serving as the pivotal enabler of new solutions. In doing so, the course develops the skills necessary to connect technology and business impact, preparing students not only to think like entrepreneurs but also to act as intrapreneurs, analysts, and innovators across diverse industries.

Expected Learning Outcomes

• Upon completion of this course, a student should be able to: • Understand entrepreneurship and the essential characteristics of tech-based ventures • Understand and apply innovation theories and concepts to the rigorous identification and development of new opportunities for societal and commercial impact. • Develop problem statement and communicate problem that has to be solved • Actively use customer development methodology
• • Analyze viable business models, develop an initial business model and test its feasibility • Co-create a minimum viable product (MVP) in a group • Shape technology-based ideas into workable business concepts and learn how to test them in the marketplace. • Differentiate and distinguish the different process activities associated with new product/process/service development, inside or outside an established firm.
• • Reconcile tools and methods learned in the context of business informatics education with the need to assess and design an opportunity that will bring them to use. • Critically assess and evaluate the resource assembly junctures in the development of new ventures (whether they be within established corporations or startups). • Effectively communicate entrepreneurial initiatives in oral and in written form • Productively work in groups

Course Contents

• Tech Entrepreneurship: Intro to the course and the topic
• Entrepreneurial Ideas and Opportunities
• AI and Entrepreneurship
• How to Talk to Customers
• Problem Statement Canvas
• Business Model
• Intellectual Property (IP) Rights
• Money for startups
• Entrepreneurs and Negotiation
• MVP and Hypothesis testing

Assessment Elements

• Innovation Sprint
  The Innovation Sprint is an intensive, week-long challenge in which students work in teams to identify and address a meaningful real-world problem within a context announced at the start of the Sprint. Unlike traditional project work, the Sprint begins with problem discovery rather than with a predefined solution task. Students are expected to investigate the context, gather and assess relevant evidence, formulate a clear problem statement, and only then proceed to solution development. The Sprint combines human inquiry with the purposeful use of large language models (LLMs) for search, ideation, analysis, recombination, and critical evaluation. Students are expected to use AI as a tool that supports, rather than replaces, their own judgment and to validate important assumptions using appropriate evidence. By working under time constraints and with an initially ambiguous challenge, students develop a range of transferable skills, including: Problem identification and framing – recognizing meaningful problems, distinguishing symptoms from underlying causes, and formulating clear and actionable problem statements. Evidence-based innovation – gathering and interpreting information from users, stakeholders, existing solutions, and other relevant sources. Creativity and solution development – generating, comparing, refining, and testing alternative solutions. AI-enabled problem solving – using LLMs critically for exploration, synthesis, ideation, and evaluation. Collaboration and teamwork – coordinating work, allocating responsibilities, integrating different perspectives, and making collective decisions under time pressure. Communication and pitching – presenting the problem, supporting evidence, proposed solution, and key learning clearly and persuasively. Adaptability and learning – responding to evidence and feedback, revising assumptions, and changing direction when necessary. The Innovation Sprint serves as an applied learning environment in which students move from problem discovery to solution development within a compressed timeframe. It enables them to apply course concepts in practice while developing entrepreneurial, innovation, analytical, collaborative, and AI-enabled capabilities relevant to contemporary organizations. team members provide peer evaluation of each other after the sprint is finished, and before the results are known.
• In-Class Discussion & Engagement
  This component assesses active engagement and participation in class, rather than attendance alone. Simply being present does not earn engagement points. Engagement is demonstrated through timely, relevant, and substantive contributions to class discussions and activities. Contributions may draw on the current or previous sessions, assigned readings and videos, personal or professional experience, other courses, or relevant external examples. Students are expected to respond thoughtfully to questions, engage with the ideas of others, and support their views with reasoning and evidence. Engagement is assessed by the course instructor during and immediately after each class session. The quality and relevance of contributions are more important than the number or length of interventions. To earn engagement points, students are expected to: Attend the class and actively and voluntarily participate in discussions and in-class activities. Demonstrate familiarity with assigned readings and other preparation materials and engage with them critically. Make relevant connections to previous course material, other knowledge, experience, or evidence. Provide clear, analytical, and concise contributions, supporting arguments with facts, examples, concepts, or references rather than unsupported opinions. Respond constructively to questions and to contributions made by the instructor and other students. Contribute in ways that advance the discussion rather than merely increase speaking time. Length or frequency of speaking is not in itself rewarded. Monopolising discussion through repetitive, unstructured, off-topic, or unsupported contributions will not be considered positive engagement.
• Active Presence
  This component assesses presence at the scheduled activities associated with the Innovation Sprint. Presence points are awarded only for designated Sprint activities and are separate from the In-Class Discussion & Engagement component. Points are awarded for: Being present at the scheduled Innovation Sprint activities. Attending the required Sprint checkpoints and joint sessions. Being present during the designated on-campus team-working periods and final Sprint activities. Presence is recorded by the course instructor or teaching assistant during the relevant activities. Students must be physically present for the required period in order to receive the corresponding points. Attendance at regular lectures and seminars does not count toward this component. The maximum number of points available for Innovation Sprint Presence is 10.
• Exam
  An individual assessment combining multiple-choice questions, which test conceptual understanding, and long-answer questions, which assess application, analysis, and critical thinking. The exam covers key theories and frameworks in open innovation and their application to case-based problems and managerial decisions.

Interim Assessment

• 2026/2027 2nd module
  0.3 * Innovation Sprint + 0.5 * Exam + 0.1 * In-Class Discussion & Engagement + 0.1 * Active Presence

Bibliography

Recommended Core Bibliography

• Osterwalder, A., Clark, T., & Pigneur, Y. (2010). Business Model Generation : A Handbook for Visionaries, Game Changers, and Challengers. Hoboken, NJ: Wiley. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=335366
• Osterwalder, A., Smith, A., Bernarda, G., & Pigneur, Y. (2014). Value Proposition Design : How to Create Products and Services Customers Want. Hoboken: Wiley. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=945730
• Ries, E. (2011). The Lean Startup : How Today’s Entrepreneurs Use Continuous Innovation to Create Radically Successful Businesses. New York: Currency. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=733896

Recommended Additional Bibliography

• Sahlman, W. A., Hoffman, R., Andreessen, M., & Blank, S. G. (2018). HBR’s 10 Must Reads on Entrepreneurship and Startups (featuring Bonus Article “Why the Lean Startup Changes Everything” by Steve Blank). Boston, Massachusetts: Harvard Business Review Press. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=1798805

Authors

• Tekich Zhelko