printer friendly pageSTRAMGT 353: Entrepreneurship: Formation of New Ventures
This course is offered for students who seek to understand the dynamics of new ventures from the point of view of the entrepreneur/manager rather than the passive investor. At some stage this understanding will enhance your decision making about whether to pursue a career in playing a key role in creating or building a new venture. It will also enhance your understanding if you will be negotiating with executives at new ventures. Many cases involve visitors, since the premise is that opportunity and action have large idiosyncratic components. Students must assess opportunity and action in light of the perceived capabilities of the individuals and the nature of the environments they face. The course is integrative and will allow students to apply many facets of their business school education.
Terms: Aut, Win, Spr
| Units: 4
Instructors:
Ellis, J. (PI)
;
Foster, G. (PI)
;
Nakache, P. (PI)
...
more instructors for STRAMGT 353 »
Instructors:
Ellis, J. (PI)
;
Foster, G. (PI)
;
Nakache, P. (PI)
;
Brady, S. (SI)
;
Jurich, L. (SI)
;
Nakache, P. (SI)
;
Saloner, G. (SI)
;
Singh, H. (SI)
STRAMGT 354: Entrepreneurship and Venture Capital
Many of America's most successful entrepreneurial companies have been substantially influenced by professionally managed venture capital. This relationship is examined from both the entrepreneur's and the venture capitalist's perspective. From the point of view of the entrepreneur, the course considers how significant business opportunities are identified, planned, and built into real companies; how resources are matched with opportunity; and how, within this framework, entrepreneurs seek capital and other assistance from venture capitalists or other sources. From the point of view of the venture capitalist, the course considers how potential entrepreneurial investments are evaluated, valued, structured, and enhanced; how different venture capital strategies are deployed; and how venture capitalists raise and manage their own funds. The course includes a term-long project where students work in teams (4-5 students per team) to write a business plan (or a business model canvas) for a venture of the team's choosing.
Terms: Win
| Units: 3
STRAMGT 355: Managing Growing Enterprises
This course is offered for students who aspire to lead growing businesses. The seminar, which is limited to 40-45 students, has a strong implementation focus, and deals in some depth with certain selected, entrepreneurial issues, viewed from the perspective of the owner/manager. Broad utilization is made of case materials, background readings, visiting experts, and role playing.
Terms: Aut, Win, Spr
| Units: 4
Instructors:
Andrews, C. (PI)
;
Dodson, D. (PI)
;
Kelly, P. (PI)
...
more instructors for STRAMGT 355 »
Instructors:
Andrews, C. (PI)
;
Dodson, D. (PI)
;
Kelly, P. (PI)
;
Weaver, G. (PI)
;
Dulski, J. (SI)
STRAMGT 356: Startup Garage: Design
(
BIOE 376) Startup Garage is an intensive, hands-on, project-based course where students apply design thinking, lean startup methodology, and the Business Model Canvas to conceive, design, and field-test new business concepts that address real world needs. Teams get out of the building and interact directly with users, stakeholders, and advisors to deeply understand one or more unmet customer needs. They proceed to design, prototype, and test their proposed solutions, validate the value proposition, develop a business model, and identify risks. Teams working on impact-focused ventures apply the same methodology to address the needs of their beneficiaries. Students develop entrepreneurial skills as they learn critical, cutting-edge techniques for testing new venture ideas. Offered by the Graduate School of Business. PREREQUISITE: Team application required. Details and application:
http://startupgarage.stanford.edu/details.
Terms: Aut
| Units: 4
STRAMGT 364: Health Information Technology and Strategy
Health Information technology was intended to help reduce cost and improve the quality of health care services. To date, this is little evidence that this goal has been achieved. This course is designed to explore economic frameworks that can help us to understand how health IT can achieve it's intended goals. These frameworks build from general business and economic models used successfully in other industries. The course will utilize both business cases and lecture to prepare students to propose potential novel applications of health information technology solutions. Each student will have a team-based final project.
Terms: Aut
| Units: 3
Instructors:
Schulman, K. (PI)
STRAMGT 366: Startup Garage: Testing and Launch
(Same as
BIOE 377) In this intensive, project-based course, teams continue to develop their ventures based on a prototype, business model, and value proposition that they validated in advance of the course. They build out more elaborate versions of their prototypes and Business Model Canvas, run experiments on de-risking the venture, and test hypotheses about the product, business model, value proposition, customer acquisition, revenue generation, etc. Students develop entrepreneurial skills as they 1) get feedback from users, investors, and advisors, 2) work through their operating plans and unit economics, 3) test go-to-market strategies, 4) make decisions about pivoting, 5) consider equity splits, 6) learn term sheet negotiations, and 7) practice pitching. At the end, teams deliver a fundraising pitch to a panel of investors. PREREQUISITE:
STRAMGT 356 /
BIOE 376 or team application. Details and application:
http://startupgarage.stanford.edu/details.
Terms: Win
| Units: 4
STRAMGT 502: Systems Leadership
Leaders of today live in an increasingly uncertain world, and the challenges brought upon by changes in technology, shifting societal norms, great power conflict, and the global pandemic are drastic. At some level, all leadership right now is crisis leadership - getting one's team and organization through unprecedented times. Sometimes the ability to lead through these changes is due to talent; other times, luck plays the more important role. COVID added another layer of disconnect to the world of disruption. Every person and company had to change; not always for the better. And, broadly, competency slipped (see
https://www.linkedin.com/pulse/first-competent-jeff-immelt/ for more on this issue). Leaders need to 'recharge' themselves and their organizations. This course explores how leaders at the world's leading companies are driving frame-breaking transformational change inside of organizations that have grown up with a physical foundation, or who have a digital foundation and are mo
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Leaders of today live in an increasingly uncertain world, and the challenges brought upon by changes in technology, shifting societal norms, great power conflict, and the global pandemic are drastic. At some level, all leadership right now is crisis leadership - getting one's team and organization through unprecedented times. Sometimes the ability to lead through these changes is due to talent; other times, luck plays the more important role. COVID added another layer of disconnect to the world of disruption. Every person and company had to change; not always for the better. And, broadly, competency slipped (see
https://www.linkedin.com/pulse/first-competent-jeff-immelt/ for more on this issue). Leaders need to 'recharge' themselves and their organizations. This course explores how leaders at the world's leading companies are driving frame-breaking transformational change inside of organizations that have grown up with a physical foundation, or who have a digital foundation and are moving into the physical domain as a new entrant. In addition, in the emerging post-pandemic world, the issues facing leaders across multiple industries require insights on how to drive technological, cultural and ecosystem changes under unprecedented duress. The macro trends that are currently dominating the business world include the need for leaders to understand the best attributes of companies that have both digital and physical roots, as well as how to balance these macro issues in times of great uncertainty. Leaders need to make choices on where to deploy resources, those parts of the technical stack where they will seek to own technology (and where they will partner), and how they can influence, organize and shape their ecosystems. The changes brought about by these dynamics require the development of new types of leaders. Historically, professional managers have sought calm waters to run their businesses. Consultants and analysts have looked to break up companies to 'unlock value.' But Systems Leaders seek to maximize and thrive in the chaos of the time
Terms: Spr
| Units: 2
Instructors:
Siegel, R. (PI)
;
Immelt, J. (SI)
STRAMGT 503: Spontaneous Management
In this class, you will learn techniques for improving your spontaneity, creativity, presence, and collaboration skills, all of which contribute to your becoming a more effective and inspirational leader. This class combines research on social psychology and techniques from improvisational theater to help you develop your leadership skills. The interactive exercises are based on the techniques that improv actors use on stage when they make up scenes, songs, or even entire plays on the spot. Improv teaches you to do many things at once: be completely present, think on your feet, quickly get in sync with others, read the room, and be agile at using what the situation presents you. As a leader in business, you will benefit from this same skill set. Whether you are presenting to your board, brainstorming & designing with colleagues, or mentoring new talent - learning some building blocks of improv will give you valuable new tools for interacting effectively with others. The course will cover topics such as spontaneity, risk taking, authenticity, nonverbal behavior, storytelling, effective brainstorming, understanding and using status, and creative collaboration.
Terms: Aut, Spr
| Units: 2
Instructors:
Wheeler, S. (PI)
;
Schifrin, D. (SI)
STRAMGT 507: From Invention to Innovation: The Process of Translation
The class intends to address specific challenges: 1) The challenges facing businesses are strongly rate-limited by the translation problems of new ideas, and inventions often do not make it into the market place or are disrupted at multiple levels in ways that are generally unpredictable; 2) The challenge of understanding how disruptive innovations take place in the context of the larger frame of translation. The concept of translation can be cast as the following equation, which will be discussed in the class: Innovation = (Inventiona+ C) × Translationb (Where a, b, and C are greater than zero) In light of these challenges, this class will address the following strategic questions and use it to propose a framework for innovation that will increase the probability of successful translation. The class will attempt to address the following questions and extract the principles for enabling translation. 1. What is Translation and why is it necessary? (Examples of Translation from the instructors and visiting lecturers) 2. What does it take for Translation that connects concepts to reality to succeed? 3. What factors prevent Translation from succeeding? 4. What general theoretical framework can we construct to encompass the various types of disruptive innovation?
Terms: Spr
| Units: 2
Instructors:
Burgelman, R. (PI)
;
Shankar, S. (SI)
STRAMGT 510: Conversations in Management
This case-based course is offered for students who want to refine their ability to manage challenging professional conversations. The class will focus on the preparation for and execution of role-played dialogue as well as on postmortem analysis. Most of the respondent roles will be external to one's company, and some will be front line or mid-level people with limited educational credentials. Broad utilization will be made of background readings and an occasional visiting expert.
Terms: Aut, Win, Spr
| Units: 2
Instructors:
Ellis, J. (PI)
;
Grousbeck, H. (PI)
;
Detter, T. (SI)
...
more instructors for STRAMGT 510 »
Instructors:
Ellis, J. (PI)
;
Grousbeck, H. (PI)
;
Detter, T. (SI)
;
Rosenthal, S. (SI)
;
Steele, D. (SI)
;
Taweel, K. (SI)
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