Republic

of the

Philippines
BATANGAS STATE UNIVERSITY
Pablo Borbon Main I
Rizal Avenue Extension, Batangas City

COLLEGE OF TEACHER EDUCATION

Graduate Studies Department

COURSE SYLLABUS WITH SPECIFICATION

UNIVERSITY VISION
A premier national university that develops leaders in the global knowledge economy.

UNIVERSITY MISSION
A university committed to producing leaders by providing a 21st century learning
environment through innovations in education, multidisciplinary research, and
community and industry partnerships in order to nurture the spirit of nationhood, propel
the national economy, and engage the world for sustainable development.

COURSE CODE : TLE 505

COURSE TITLE : Entrepreneurship
CREDIT UNIT : 3 units
ACADEMIC YEAR : 2019-2020
REFERENCE CMO : CMO No. 53, series 2007

PROGRAM EDUCATIONAL OBJECTIVES

The Master of Arts in Education major in Technology and Livelihood Education
Teaching (TLE) aims to produce educators who:

1. show competence in educational pedagogy and adapt with the innovations in

technology education and knowledge generation.
2. provide technical and expert leadership and/or assistance in the conduct of socio-civic
activities in the community.
3. keep tract of latest trends in the field of specialization and adopt creative and in
innovative solutions to the teaching and testing of concepts in technology and
livelihood education through research and advanced studies.

PHILOSOPHY
The course focuses on the best practices and approaches to teaching the subject with the
application of outputs of some research-oriented entrepreneurial studies. It also covers
specific needs of entrepreneurs seeking to successfully commercialise an idea and covers
a broad range of knowledge areas.

AUDIENCE
The course is intended for graduate school students taking up Master of Arts in Education
major in Technology and Livelihood Education Teaching.
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STUDENTS OUTCOMES

Graduates of the MAED-TLE program are expected to:

Graduates are expected to: (check)

a. utilize higher order skills and various methods of research in the ✔

analysis, critical assessment, application and communication of
knowledge in livelihood and technology education to everyday I
instruction and in the provision of meaningful learning experiences.

b. show advanced proficiency and dedication in the delivery of ✔

instruction, using a complex and coherent body of knowledge
and skills in technology and livelihood education.

c. demonstrate creativity and flexibility in applying skills to new ✔

situations, and solve complex problem in the field through
rigorous thinking and independent work

d. apply existing knowledge and utilize proper context in addressing ✔

various issues that concern the teaching and learning of the various
co components of technology and livelihood education.

e. manifest a comprehensive understanding of the methods of inquiry in ✔

their own research or advanced scholarship, and use this methods to
create and interpret knowledge in the field.

f. continue to advance knowledge and skills in the field using the ✔

established sources of advanced information.

INTENDED LEARNING OUTCOMES

1. Acquire better understanding on basic concepts of entrepreneurship, educational
pedagogy and new entrepreneurial education.
2. Familiarize with the challenges of the present-day society and its effect to the
management/development of entrepreneurial socio-civic activities.
3. Understand the role that school, the government agencies and non-government
organizations in the development of businesses in the society.
4. Make a research development effecting entrepreneurship.

RELATIONSHIP TO STUDENT OUTCOMES

Mapping of Intended Learning Outcomes vs Student Outcomes
Intended Learning Outcomes

a B c D e f

ILO 1 ✔ ✔ ✔

ILO 2 ✔ ✔ ✔

ILO 3 ✔ ✔

ILO 4 ✔ ✔ ✔

Topics ILO 1 ILO 2 ILO 3 ILO 4

Entrepreneurial Education ✔ ✔ ✔
Course overview, explain the concepts, theories and
history of entrepreneurship and its relation to
academic exercises. ✔
Terminology of entrepreneurship in education Wide
and Narrow views on entrepreneurship Value Creation
as the common core of entrepreneurial education
Relevance of the course, Multiple Skills and ✔ ✔ ✔
Technique Effects of entrepreneurial education
Overview of why entrepreneurial education is stated
✔

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to to be relevant and important.

The New Entrepreneurial Education ✔ ✔ ✔ ✔

Pedagogical Methodology
Traditional and innovative pedagogy in
entrepreneurial education
Theory of Constructive Alignment on
Entrepreneurship

Examples of Best Practices in ✔ ✔ ✔ ✔

Entrepreneurial Education
a. Introductory Course in
Entrepreneurship b. Course in Social
Entrepreneurship
c. Module in Grant Writing

The Characteristics of Entrepreneurial ✔ ✔ ✔

Teachers and it’s Competencies
Techniques for Teaching Entrepreneurial education as
a Method
Common Entrepreneurial Competencies
Operational and Entrepreneurial
Competencies Core competency in
Entrepreneurship

Generating New Ideas ✔ ✔ ✔

Progression Model for Entrepreneurial
Education Unified Progression Model for
Entrepreneurial Education
The Best Time When to Do Entrepreneurship
Activities that trigger Entrepreneurial
Competencies Entrepreneurial Education and it’s
Outcome
Conceptual Model of Entrepreneurship for learning-
by doing
Design Thinking
Continue to advance knowledge and skills in the
field field using the established sources of
advanced information.

SPECIFIC OBJECTIVES

TEACHING, LEARNING AND ASSESSMENT STRATEGIES

Teaching and Learning Strategies
This course will be taught through a combination of lecture, discussion, panel discussion,
reporting, video presentations and other related strategies as applied to specific topic.

Assessment Strategies
Students will be assessed using any or combination of the rubrics, paper and pencil tests,
oral and paper presentation, and written reflection portfolio submission.

COURSE REQUIREMENTS
Formative Assessment and Major Examinations
There will be a final major examination. This examination will be administered on the
dates set by the department unless otherwise specified. The scope of the examination will
include to the topics treated and given in the class for the specified period of time. It may
also include other related topics in the scope and sequence of the course. Examination
will commence and end on the time scheduled. Late comers with valid reasons will be

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given consideration. Formative assessments may be given to check and monitor the
leanings of the students on the objectives of the instructions.

Oral and Written Report

Oral and written report is one of the requirements of this course. Enrolled students in this
course will be assigned topics to present. Computer aided or traditional technologies may
be utilized in presenting or reporting. Copy of written reports will be provided to their
classmates and be submitted to the instructor.

Class Participation
Maximum participation among the enrolled students in this course is highly encouraged
and expected. Students’ level of participation in the class activities particularly in
discussion is considered in giving grades by the instructor.

Consultation
Students are encouraged to consult their instructor in the set schedule regarding their
academic affairs and experiences while in the college.

COURSE POLICIES

Grading System
Written Final Examinations - 60%
Class Standing - 40%
Class standing is composed of attendance, written assignments, reports
and copy of research conducted.

The work of students shall be graded at the end of each term in accordance with the
following system:

Numerical Grade Percentage Equivalent Description

1.00 98-100 Excellent
1.25 94-97 Very Good
1.50 90-93 Good
1.75 88-89 Meritorious
2.00 85-87 Passing
Inc. *Incomplete

*A grade of “Incomplete” must be complied with by the student within one (1) semester
or one hundred fifty (150) days. A student who fails to complete the
deficiency/deficiencies at the end of the succeeding semester shall automatically obtain a
grade of 5.0 in the course.

Attendance Policy
Prompt and regular attendance of students is required. Total unexcused absences shall not
exceed ten (10) percent of the maximum number of hours required per course per
semester (or per summer term). A semester has 18 weeks. For example, a semestral
subject with:
✔ 3 units (3 hrs lec), 10% x 3 x 18 = 5.4 hrs or 6 hrs.
Please refer to the provisions in the Norms of Conduct for the full text of guidelines for
the attendance.
Missed Exams
Missed exams will be given for authorized university activities only after a student
presents suitable documentation (evidence) explaining his/her absence. The
instructor/university reserves the right to disapprove any explanation for absences
without prior notice. Foreseen absences must be communicated with the instructor ahead
of time.

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Academic Dishonesty
This includes plagiarism, the changing or falsifying of any academic documents or
materials, cheating, and the giving or receiving of unauthorized aid in tests, examinations,
or other assigned school work. Such acts are considered major offenses and will be dealt
with according to the University’s Student Norms of Conduct. Punishment for academic
misconduct will vary with the seriousness of the offense. Punishment for such offenses
includes expulsion, suspension, non-credit of examination among others.

Dropping
Dropping must be made official by accomplishing a dropping form and submitting it at
the Registrar’s Office before the midterm examination. Students who officially drop out
of class shall be marked “Dropped” whether he took the preliminary examination or not
and irrespective of their preliminary grades.

A student who unofficially drops out of class shall be given a mark of “5.0” by the
instructor.

ACADEMIC INFRASTRUCTURE

References:
R1 : Neck, Heidi, Christopher P. Neck, Emma L. Murray. Entrepreneurship: The
Practice and Mindset. Los Angeles: Sage Publications, 2018. ISBN 978-
148338353-1

R2 : Osterwalder and Pigneur. Business Model Generation,ISBN 978-047087641-1

R3 : Blank and Dorf, The Startup Owners Manual. ISBN 978-0- 984999309. R4 :

Steve Blank’s website at https://steveblank.com/

R5 : Martin Lackeus : Entrepreneurship in Education.What ,Why,When and How, Ce

Center for Entrepreneurship, OECD, 2 rue Andre-Pascal, 75775 Paris Cedex
Cedex16, France, 2015

R6 : Alvarez, S.A., & Barney, J.B. (2007). Discovery and Creation; Alternative
Theories of entrepreneurial action. Strategic Entrepreneurship Journal 192-1), 11-26
https://doi.org/10.1002/sej.4.

R6 : Morselli D.(2019) The Assessment of Entrepreneurial Education. In the

Change Laboratory for Teacher Training in Entrepreneurshi.Springer Briefs for
Education. Springer, Cham. ISBN 978-3-030-02570-0
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TENTATIVE COURSE OUTLINE/CALENDAR
Week Topics Teaching Assessment Assessme References
and Tasks nt Tools
Learning
Activities

1 Entrepreneurial Lecture/Discu Case Analysis Written R1

Education ssi on Reflection
● Course Overview, Reporting
Explain the concepts, Question and
theories and history of Answer
entrepreneurship and R2
its relation to
academic exercises.
● Terminology of
entrepreneurship in
education
● Wide and Narrow
views on
entrepreneurship
● Value Creation as
the common core of
entrepreneurial
education
● Relevance of the
course, Multiple Skills
and Technique
●Effects of
entrepreneurial
education
● Overview of why
entrepreneurial
education is stated to
to be relevant and
important.

Week Topics Teaching Assessment Assessme References

and Tasks nt Tools
Learning
Activities

The New Lecture/ Active Written R5

Entrepreneurial Discussion participation Reflection
Education Reporting in discussion
Pedagogical Question and relevant to
Methodology Answer the topics
● Terminology of
entrepreneurship in Group reaction
2 education
● Wide and
Narrow views on
entrepreneurship
● Traditional and
innovative pedagogy
in entrepreneurial
education
 Page 6 of 8
● Theory of R5
Constructive
Alignment on
Entrepreneurship

3 Examples of Best Lecture/ Active Rubrics R6

Practices in Discussion participation
Entrepreneurial Reporting in discussion
Education Question and and
a.Introductory Answer exchange of
Course in opinions
Entrepreneurship relevant to Reflection
b.Course in Social the topics
Entrepreneurship
c. Module in
Grant Writing

4 The Characteristics Lecture/ Group Rubrics

of Entrepreneurial Discussion Discussion /
Teachers and it’s Reporting Presentation
Competencies Question and
● Techniques for Answer
●Teaching
Entrepreneurial R5
education as a
Method ●Common
Entrepreneurial
Competencies
● Operational and
Entrepreneurial
Competencies
● Core competency
in Entrepreneurship

Week Topics Teaching Assessment Assessme References

and Tasks nt Tools
Learning
Activities

5 Generating New Lecture/ Active Written R5

Ideas Progression Discussion participation Reflection
Model for Reporting in discussion
Entrepreneurial Question and and
Education Answer exchange of
● Unified opinions
Progression Model relevant to
for the topics
Entrepreneurial
Education Group reaction
● The Best Time
When to Do
 Entrepreneurship ●
Activities that trigger
Entrepreneurial
Competencies
● Entrepreneurial
Education and it’s

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Outcome
● Conceptual Model
of Entrepreneurship
for learning-by-
doing
● Design Thinking
● Continue to
advance knowledge
and skills in the field
using the
established sources
of advanced
information.
Business
Implementation
●understanding of
concepts,
underlying
principles, and
processes of starting
and operating a
simple business.

6 FINAL EXAMINATION

Prepared by:

Dr. RAMIL G. GINETE

Guest Lecturer
Date Signed: ______

Reviewed by:

Dr. ABEGAIL L. GONZALES

Program Chairperson, MAED
Date Signed:___________________

Approved by:

Dr. ROWENA R. ABREA

Dean, CTE
Date Signed:____________________
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