Aviation Business Basics 1 - Study guide

Upon completion of the course:

LO1: Student is able to define the process in becoming an entrepreneur and evaluate different available business forms and formalities.
LO2: Understanding entrepreneurial approach, business mindset based on individual, organisation and society context
LO3: Evaluate different entrepreneurial opportunities and business models with sustainability considerations e.g. circular economy.
LO4: Promote entrepreneurial spirit through individual participation, group work and understanding team dynamics influence in start-up context
LO5: The student realises the value and use of creating a useful business network both from an individual perspective and organisation´s view

The aim: Learn to think like an entrepreneur and to solve real-world problems by creating something new. After a successful participation in the course, the student should be able to develop business model considerations in context of entrepreneurial process in starting up a business. In addition, the student will be able to present a new venture idea to potential decision makers. Student will understand the difference between intrapreneurship and entrepreneurship and develop skills in innovative thinking, considering both inside and outside a corporate frame.

No previous studies needed and no binding connections to other courses

• The characteristics of an entrepreneur and intrapreneur
• Analysis of business environment with emphasis on aviation
• Introduction to forms of business in Finland
• Process of founding a business
• Making a business plan/business model
• Permits/legal issues/investment
• Pitching own business idea
• Business model canvas and its components

Grade 1
The student’s understanding of entrepreneurship key concepts is limited. Student’s level of skill in developing and in establishing a business, is below average. Her’s/his’ knowledge about the basic theoretical frameworks and business model is below average. Student’s attitude towards learning through participation in teamwork and conducting assignments, is below average. Her/his capability to analyze organizational practices that facilitate different types of businesses is limited.

Grade 3
The student has good entrepreneurial skills and understands components of establishing own business.
S/he has a good knowledge of the basic theoretical frameworks and business model which is necessary in business set up. S/he has a good attitude towards learning through participation in teamwork and conducting assignments. S/he has a good self- and group critical thinking. S/he can objectively measure the success of business.

Grade 5
The student has excellent entrepreneurial skills in developing and in establishing both an innovative and viable business. S/he has excellent knowledge about the theoretical frameworks, business models and its application in practice. S/he has an excellent attitude towards learning through self-initiative and continuous and supportive participation in teamwork and in conducting assignments. S/he has an excellent measurements skills and analyses of business success.

This course might involve a project work commissioned by an external company.

a) Learning with contact and remote teaching including assignments, project work, independent study and possible exams.

b) Learning by using the work-based learning method “Work&Study” according to a plan that shows how the learning goals of the course can be obtained through the student’s work or hobby. More information from responsible teachers or academic advisors.

c) Demonstration (of earlier skills and knowledge in the course content). More information from responsible teachers or academic advisors.

Doganis, R. (2010), Flying Off Course (4th Ed.)
Doganis, R. (2001), The Airline Business in the 21st Century. Routledge
Hitt, M.A., Ireland, R.D., & Hoskisson, R.E. (2015). Strategic Management: Competitiveness &
Globalization (11th ed). Stamford, CT: Cengage Learning.
Kouzes, J., & Posner, B., (2012). The leadership challenge: How to make extraordinary things
happen in organizations (5th ed.). San Francisco, CA: Jossey-Bass.
Porter, M. (1980) Competitive Strategy, Free Press, New York.
Porter, M. (1985) Competitive Advantage. The Free Press. New York.

Company visits and possible guest lecturers and workshops from different companies and

Porvoo Campus

English

Possibility to work with international teams and instructors. Guest lecturers from international
organisations and partner universities. International learning materials.

20.01.2020 - 22.05.2020

Assignment 1: Group Presentations 50% (in teams of 3 people) Presentations of the ideas and the plans Assignment 2: Individual Quiz/Exam 20% (individual) Quiz related to the learning process from the lectures about the tools being used for the business idea competition. Assignment 3: Self & Peer Assessment 15% (individual) Self & Peer assessment related to the previous project Assignment 4: Learning Diary 15% (individual) Learning diary containing the reflections of the student related to the learning of each one of the weeks of the module as well as a final comprehensive module reflection.

13.01.2020 - 24.01.2020

Wed 29.1 – Introduction, Course description, Implementation plan. Airline
Models.
Wed 5.2 – Freshman party (no classes)
Wed 12.2 – Airline Cost Structures.
Wed 19.2 – Winter break
Wed 26.2 – Pitching your Business Idea, Group work time
Wed 4.3 – SWOT, Porter Forces & Leadership Strategies
Wed 11.3 – Pricing Strategies & Financial Management
Wed 18.3 – Blue Ocean matrix, BCG matrix
Wed 25.3 – Mid-Semester Quiz/Exam
Wed 1.4 – Reserved for Study Tour (week away)
Wed 8.4 – Project alignment
Wed 15.4 – Project pitching and class-feedback
Wed 22.4 – Competitor Analysis
Wed 29.4 - Risk Analysis
Wed 6.5 – Business Idea Competition supporting session for Semi-Finals
Wed 13.5 – Business Idea Competition supporting session for Finals
Wed 20.5 – Feedback (students to request meeting in advance, no class)

Miquel AlimbauComas

15 - 35

ABBA Degree Programme in Aviation Business

0.00 cr

H-5