Code
MGYF STR 5939
Level
M2
Field
Stratégie
Language
Français/French
ECTS Credits
2
Class hours
35
Total student load
40
Program Manager(s)
Department
- Management, Marketing et Stratégie
Educational team
Introduction to the module
The Start-up Challenge is a hands-on experience based on a large-scale, real-life case study presented by a Young Innovative Company (YIC). These projects are proposed by start-ups supported by the institution’s incubator or other local incubators.
The challenge offered by the innovative start-up systematically involves implementing project management throughout the entire academic year. The primary objective is to provide participants with the opportunity to apply the strategic management tools introduced in other courses, thereby enhancing their proficiency within the specific context of innovative start-ups. The secondary objective is to improve the participants' project management skills.
The case is presented during the very first session at the beginning of the academic year by a company manager. Participants then form teams of 3 to 5 people. During each monthly session, students work with the instructor/coach to determine which tools are best suited to solve the proposed problems, collect the necessary data, and perform their analysis. A monthly synthesis of the results is presented by each team and discussed with the entire class.
During the final session at the end of the academic year, the groups present their analysis results and recommendations to the company manager. The evaluation of the quality of these recommendations is conducted jointly by the manager representing the company and the instructor/coach. The relevance of the chosen analytical tools, the quality of the data collected, and the effectiveness of the analyses performed determine the final value of the proposed recommendations.
Learning objectives/Intended learning outcomes
- 5.2 - Lead or co-lead the development of an innovative, meaningful strategic vision, drawing on the potential of digital intelligence, within a set of identified constraints, to create the conditions for sustainable performance.
Rubrics
Compétences Centrales / Core Competencies
- Analyser puis optimiser la construction d'une vision stratégique pour une JEI / Analyze and optimize the development of a strategic vision for a YIC
- Modelage d'Affaires à l'Ere des Transitions Digital / Business Modeling Innovation in the Digital Transitions Era
Compétences Douces / Soft Skills
- Sens Critique / Critical Thinking
- Etablissement de Sens / Sensemaking
- Créativité / Creativity
- Travail en Equipe / Collaborative Teamwork
Content : structure and schedule
Session 1: Presentation of a large-scale, real-life case study by a Young Innovative Company (YIC).
Sessions 2–9: Group coaching (3 to 5 participants). -> -> ODD 8.3 ODD 9.5
- Defining the dimensions of the proposed problem.
- Relevance of the selected analytical tools.
- Determining the quality level of the data to be collected (AI usage and understanding its limitations).
- Selection of data collection methods to be implemented (Big Data Analytics).
- Relevance of the results analysis.
- Formulating recommendations.
Session 10: Presentation of results and recommendations to the YIC manager.
Sustainable Development Goals
ODD 8 & 9
Justification for SDGs 8 & 9
Sustainable Development Goal 8 promotes sustained economic growth, productive employment, and decent work through entrepreneurship and innovation. SDG 9 fosters resilient infrastructure, sustainable industrialization, and technological advancement. This startup challenge aligns perfectly by equipping participants with strategic management and project skills to support innovative young enterprises (JEIs), driving economic productivity (SDG 8) and industrial innovation capacity (SDG 9).
Session 1 – Case Presentation by Innovative Startup (JEI) (SDG 8)
The kickoff presents a real-scale case from an incubator-supported JEI, launching year-long project management.
This supports Target 8.3 by directly aiding entrepreneurship in innovative startups, enhancing their productivity and market formalization through student expertise.
It creates immediate economic value for resource-constrained JEIs via strategic tool application.
Sessions 2–9 – Group Coaching and Analysis (SDG 8.3 & 9.5)
Monthly sessions involve teams (3–5 participants) diagnosing problems, selecting tools, collecting/analyzing data (AI with limitations awareness, Big Data Analytics), and refining recommendations.
SDG 8.3 (Target 8.3): Tool relevance and data-driven insights boost JEI productivity, innovation, and sustainable entrepreneurship, directly supporting young firms' growth trajectories.
SDG 9.5 (Target 9.5): AI/Big Data methods upgrade technological capabilities, building research and analytical skills essential for industrial innovation in startups.
These iterative coachings simulate real entrepreneurial support, merging economic enablement (SDG 8) with technological capacity-building (SDG 9) under time-bound challenges.
Session 10 – Final Presentation to JEI Manager (SDG 8 & 9)
Teams deliver analyses and recommendations, evaluated by the JEI manager and coach.
Quality of tool selection, data, and analysis translates into actionable strategies, reinforcing Target 8.3 (entrepreneurial success) and Target 9.5 (innovation transfer to industry).
This capstone validates year-long contributions to JEI scalability and resilience.
SDGs 8 & 9 comprehensively frame the challenge: participants drive startup economic viability while advancing cutting-edge analytical innovation, fostering inclusive growth and sustainable industrial ecosystems.
Number of SDG's addressed among the 17
1
Learning delivery
synchrone
Pedagogical methods
Etude de Cas réelle / Real Case Study
Seminaires Courts / Short Lectures
Apprentissage Expérientiel / Experiential Learning
Eléments d'étude en ligne / Online Learning Component
Evaluation and grading system and catch up exams
Continuous Assessment (Participation and Individual Contribution to Group Work): 60%
"Final" Assessment (Group Case Study + Group Presentation): 40%
The final grade may be adjusted based on lateness, unexcused absences, etc.
Make-up Exam (CF2): Mini Case Study.
The grade is capped at 10/20. In the event of failure to pass the make-up exam (CF2), a schooling extension may be granted by the Academic Board.
Module Policies
Professor-Student Communication
● The professor will contact the students through their school email address (IMT-BS/TSP) and the Moodle portal. No communication via personal email addresses will take place. It is the student responsibility to regularly check their IMT-BS/TSP mailbox.
● Students can communicate with the professor by emailing him/her to his institutional address. If necessary, it is possible to meet the professor in his office during office-hours or by appointment.
Students with accommodation needs
If a student has a disability that will prevent from completing the described work or require any kind of accommodation, he may inform the program director (with supporting documents) as soon as possible. Also, students are encouraged to discuss it with the professor.
Class behavior
● Out of courtesy for the professor and classmates, all mobile phones, electronic games or other devices that generate sound should be turned off during class.
● Students should avoid disruptive and disrespectful behavior such as: arriving late, leaving early, careless behavior (e.g. sleeping, reading a non-course material, using vulgar language, over-speaking, eating, drinking, etc.). A warning may be given on the first infraction of these rules. Repeated violators will be penalized and may face expulsion from the class and/or other disciplinary proceedings.
● The tolerated delay is 5 minutes. Attendance will be declared on Moodle during these 5 minutes via a QR code provided by the teacher at each course start.
● Student should arrive on time for exams and other assessments. No one will be allowed to enter the classroom once the first person has finished the exam and left the room. There is absolutely no exception to this rule. No student can continue to take an exam once the time is up. No student may leave the room during an examination unless he / she has finished and handed over all the documents.
● In the case of remote learning, the student must keep his camera on unless instructed otherwise by the professor.
Honor code
IMT-BS is committed to a policy of honesty in the academic community. Conduct that compromises this policy may result in academic and / or disciplinary sanctions. Students must refrain from cheating, lying, plagiarizing and stealing. This includes completing your own original work and giving credit to any other person whose ideas and printed materials (including those from the Internet) are paraphrased or quoted directly. Any student who violates or helps another student violate academic behavior standards will be penalized according to IMT-BS rules.
Textbook Required and Suggested Readings
Barringer & Ireland (2019). Entrepreneurship: Successfully launching new ventures (6th ed.). Pearson.
Keywords
Experiential Learning; Strategic Management Tools; Project Management; Evidence-Based Recommendations