entrepreneurship game manual

Manual

Entrepreneurship Game – Manual


CONTENT

1. INTRODUCTION 8

2. THEORY 8

2.1. INTRODUCTION 8

2.2. ENTREPRENEURSHIP 9

2.3. ENTREPRENEURIAL THINKING 10

2.4. CORPORATE ENTREPRENEURSHIP 10

2.5. ENTREPRENEURSHIP COMPETENCE 11

2.6. TEACHING ENTREPRENEURSHIP 12

2.7. MISSING LITERATURE 13

2.8. PARADOXES OF ENTREPRENEURIAL THINKING 14

#1: THE UNCERTAINTY PARADOX 14

#2: THE STRATEGIC PARADOX 14

#3: THE OPPORTUNITY PARADOX 14

#4: THE EXPERIENCE PARADOX 14

#5: THE MOMENTUM PARADOX 15

#6: THE GENERALIZATION PARADOX 15

#7: THE DECISION-MAKING PARADOX 15

#8: THE IMPACT PARADOX 15

#9: THE RISK-TAKING PARADOX 15

#10: THE KNOWLEDGE PARADOX 15

#11: THE TRUST PARADOX 15

2.9. CONCLUSIONS AND DISCUSSION 16

3. GAME PRINCIPLES 16

3.1. FUNCTIONAL PRINCIPLES 16

3.1.1. PRIMARY LEARNING OBJECTIVES 16


3.1.2. SECONDARY OBJECTIVES 17

3.1.3. GAMING BEHAVIOUR 17

3.2. ORGANISATIONAL PRINCIPLES 18

3.2.1. TARGET GROUPS 18

3.2.2. GROUP SIZES 18

3.2.3. TIME FRAME 19

3.2.4. LOCATION 19

3.2.5. MATERIALS 19

3.2.6. GAME MANAGERS 19

4. ROUNDS 19

4.1. ROUND 1: KICK-OFF 19

4.2. ROUND 2: STARTUP BOOTCAMP 22

4.3. ROUND 3: GARAGE LAUNCH 24

4.4. ROUND 4: INCUBATOR STAGE 1 25

4.5. ROUND 5: INCUBATOR STAGE 2 27

4.6. ROUND 6: ON YOUR OWN 30

5. STEP-BY-STEP GUIDE 31

5.1. ROUND 1 31

5.1.1. GET STARTED 31

5.1.2. ROLES & TEAM 32

5.1.3. TEAM ASSIGNMENT: ENTRY TEST 33

5.1.4. ANALYSIS 33

5.1.5. RESEARCH DECISIONS 34

5.1.6. ANALYSIS 34

5.1.7. PRODUCT DECISIONS 35

5.1.8. INDIVIDUAL ASSIGNMENT: STRATEGIES 35

5.1.9. POINTS 37


5.2. ROUND 2 37

5.2.1. TEAM ASSIGNMENT: GET STARTED 38


5.2.3. ENTRY TEST 39

5.2.4. ANALYSIS 39

5.2.5. TEAM SCAN 42

5.2.6. FOUNDERS MEETING 43




5.2.10. POINTS 44

5.3. ROUND 3 45




5.3.4. ANALYSIS 46




5.3.8. BUSINESS TEAM 48

5.3.9. INDIVIDUAL ASSIGNMENTS 49

5.3.10. POINTS 49

5.4. ROUND 4 49




5.4.4. ANALYSIS 51





5.4.8. BUSINESS TEAM 53

5.4.9. MARKETING TEAM 53


5.4.11. POINTS 53

5.5. ROUND 5 53




5.5.4. ANALYSIS 55

5.5.5. INVESTMENT DECISIONS 55

5.5.6. BUSINESS MODEL CANVAS 57


5.5.8. POINTS 58

5.6. ROUND 6 58



5.6.3. EVALUATION 59

5.6.4. ANALYSIS 59

5.6.5. BUSINESS MODEL CANVAS 60


5.6.7. POINTS 61

6. REFERENCES 61

EXHIBIT 1: GAME DYNAMICS: A THEORETICAL VIEWPOINT 63

EXHIBIT 2: GAME DYNAMICS: 6 ROUNDS FLOW 65


EXHIBIT 3: TOPICS & COMPETENCIES PER ROUND 66

EXHIBIT 4: ARCHETYPES 67

EXHIBIT 5: RESEARCH METHODS 69

EXHIBIT 6: PRODUCT TEAM – TECHNOLOGIES 72

EXHIBIT 7: GAMEPLANS 75

EXHIBIT 8: TEAM TEST 78

EXHIBIT 9: MARKETING 80

EXHIBIT 10: FUNDING 82


1. INTRODUCTION

Innovation and entrepreneurship are not just skills. They are a strategy. They define who you are. Experience for real how it feels to be an innovative and entrepreneurial leader with the strategy simulation games of Innovative Dutch. Peer over the shoulders of colleagues and teams, follow the progress of your company and competitors online and see how an excellent innovation strategy can make a huge difference. Immerse yourself in strategic decision-making and see how your company gets rewarded with profits or has to deal with losses.

Be inspired to become better every round. Collaborate with your team mates and receive personalized feedback. You will learn to analyze every detail of your strategy on a virtual platform and the impact of successful innovation will be visible right away. Follow the rankings of your company and see how your decisions have had an influence on your company’s performance. There is a taste for everyone, from undergraduate students to experienced policy-makers.

So, why did we start Innovative Dutch? We are living in an experience economy. Innovation should be experienced. It should be seen, it should be heard, it should be smelled, it should be felt and it should be tasted. And yet, we only lecture on innovation theory. That’s wrong: innovation should be learned in all senses. Of course, innovation theory is important: it should be heard. But practitioners should be able to see it working in real life, to experience it. They should know how it tastes like to create a new product and launch it into the market, they should smell the pain that is involved in failure, but also how it feels like to get better afterwards. Innovation is using all your senses. And that’s when we came up with the idea of the simulations game on the topic of innovation.

It started in late 2011, when we first came up with the idea. In early 2012, the team of enthusiasts had grown and the first beta-version of the game was released. It was tested among a wide range of study programs, some large corporations and SMEs. Feedback was very positive and they decided to move it forward and develop the game into the business strategy game that it now is.

We really hope that the players of this game look backwards in the end and say that they are better innovation professionals. That they have learned the fundamentals of innovation, that they have learned how it works in reality, that they have learned that failure brings a company forward and that they know how to use their senses to work with innovation. We hope they see innovation opportunities, they listen to – the sometimes very weak, but so important – signals from consumers and partners, they feel the excitement of creating new products and services, they are able of tasting the many different flavours that are involved in innovation processes and they smell the aromas of becoming the number one in the field.

With kind regards,

Innovative Dutch: serious games for serious professionals.

2. THEORY

2.1. INTRODUCTION

Entrepreneurial thinking is described as one of the most relevant skills for the 21st-century workforce (Bacigalupo, Kampylis, Punie, & Brande, 2016). And for that reason it has become an integral criteria in many prescriptive regulations for (higher) education and in increasing numbers also explicitly and implicitly part of curricula (Saavedra & Opfer, 2012). As opposed to entrepreneurship, entrepreneurial thinking is not necessarily bound to entrepreneurs (to be); it is an essential skill for ‘strengthening human capital, employability and competitiveness’ (Bacigalupo et al., 2016).


2.2. ENTREPRENEURSHIP

However, the definition of ‘entrepreneurial thinking’ – and the different skills and competences that are related with it – is not obvious. Entrepreneurship has seen a theoretical divide that has existed since the Schumpeter vs. Kirzner debate started. Whereas Schumpeter describes an entrepreneur as disequilibrative – destroying the pre-existing stage of the equilibrium ((Kirzner, 1999) – Kirzner chooses to describe the role of the entrepreneur as more equilibrative – entrepreneurs systematically displace disruptive conditions in order to create stabilized market conditions (Kirzner, 1999). These two extremes – and everything in between – have been topic of discussion ever since. In essence it is nowadays recognized as the difference between creativity (Schumpetarian) and alertness (Kirzner) – creation versus discovering.

From that perspective alertness is the discovery of hitherto overlooked current facts and the entrepreneur’s perception of the way in which those discoveries could shape the future market conditions (Kirzner, 1999) and creativity could best be described as the way entrepreneurs deal with radical uncertainty by building upon their qualities of boldness, innovativeness and creativity (Kirzner, 1999). In the Schumpetarian view, opportunities arise from the internal willingness to change the industry. The entrepreneur is an innovator and disturbs the economy (De Jong & Marsili, 2010; Schumpeter, 1934). In the Kirznerian view, opportunities are already existing and be discovered by opportunity-alert entrepreneurs. Research has shown that innovation is mostly linked to the Schumpetarian view: innovative companies are more likely to be started by Schumpetarian-type founders (Samuelsson & Davidsson, 2009), are more likely to be started by engineering students (Ilozor et al., 2006) and are more likely to be created by making new and unique combinations (S. A. Shane, 2003). In contrary, the Kirznerian view is more linked to an economic perspective: are entrepreneurs able to see where a good can be sold at a better price higher than that for which it can be bought (Busenitz, 1996).

When taking into account a wider definition of entrepreneurship, a more organizational perspective on the matter has described the same divide as causation versus effectuation. Whereas causation is more oriented at a managerial, Kirznerian, perspective on entrepreneurship, effectuation is oriented at a more experimenting, Schumpeterian, perspective on entrepreneurship (De Jong & Marsili, 2010). Many scholars have researched the impact of causation and effectuation on entrepreneurial outcomes. Generally, it can be concluded that entrepreneurship – in the meaning of creating new ventures – a right balance has to be found between the both extremes. Enterpreneurship is about finding the right mix between both causation and effectuation (Reymen et al., 2015). And a successful entrepreneur knows when to act causational and when to act effectuative. When to be creative, when to be managerial. They have researched the number of explicit decisions in new venture creation regarding both perspectives and created the following figure:


Figure 1: Percentage of effectuation and causation dimensions (Reymen et al., 2015).

Another study has indeed proven that specifically within SMEs, entrepreneurs use both causation and effectuation at the same time (Berends, Jelinek, Reymen, & Stultiëns, 2014). Quantitative studies show that entrepreneurs use effectuation logic in their early stages, which increasingly turned towards causation over time. Qualitative analysis shows that entrepreneurs actually use both logic at the same time, in contrast to the way larger organizations deal with innovation (in a more structured way). Therefore, entrepreneurs should not learn from large corporations’ best cases on (innovation) management, but learn entrepreneurial thinking in a more Schumpeterian way.

2.3. ENTREPRENEURIAL THINKING

That brings us to entrepreneurial thinking. Entrepreneurial thinking is described as having an entrepreneurial expert mindset (Krueger, 2007). The difference between entrepreneurship and entrepreneurial thinking lies in the fact that entrepreneurship is about actions and intentions and entrepreneurial thinking is about attitude and beliefs. This is best described by Krueger: “Behind entrepreneurial action are entrepreneurial intentions. Behind entrepreneurial intentions are known entrepreneurial attitudes. Behind entrepreneurial attitudes are deep cognitive structures. Behind deep cognitive structures are deep beliefs.” (Krueger, 2007). Simple logic leads to the fact that entrepreneurial thinking is more common than entrepreneurship. Entrepreneurial thinking focuses on the deep beliefs that lead to behavior that is positively related to entrepreneurial outcome. Based on the same logic as mentioned above, entrepreneurial thinking is prone to both causational thinking and effectuation-based thinking (Krueger, 2007). From a more psychological perspective, the same difference is described as a growth mindset (effectuation) versus a fixed mindset (causation) (Dweck, 2012). Dweck argues that – and that is specifically relevant for early stage entrepreneurs – a gowth mindset makes them more likely to embrace challenges, learn from criticism and dealing with setbacks.

2.4. CORPORATE ENTREPRENEURSHIP

Corporate entrepreneurship, and intrapreneurship, are direct effects of entrepreneurial thinking applied to organizations, and then more specifically organizational culture. Questions that come to mind when talking about corporate entrepreneurship are: are there resources available to explore new ideas? Are managers prepared to allow experimentation? Does the organization encourage risk-taking? Do they tolerate mistakes? Is it easy to create autonomous team and projects? Critical


elements for an entrepreneurial climate are both causational (goals, rewards) and effectuation-based (feedback, reinforcement, trust) and are built upon stimulating entrepreneurial thinking in the organization (Kuratko, Hornsby, Naffziger, & Montagno, 1993).

Corporate entrepreneurship has been widely studied because it is believed that it directly leads to innovation and an organization is not able to sustain competiveness over time without renewal or regeneration (Covin, Green, & Slevin, 2006; Damanpour & Gopalakrishnan, 2001; S. Shane, Venkataraman, & MacMillan, 1995; Venkataraman, 2014). Current research focuses mainly on the creation of internal processes, innovation adoption, governance, and the knowledge, skills and attitudes of individuals (A. Corbett, Covin, O’Connor, & Tucci, 2013).

2.5. ENTREPRENEURSHIP COMPETENCE

Because of the above-sketched complexity that arouses out of the ambidextrous nature of entrepreneurship, teaching entrepreneurship has always been prone to different views and methods. Most literature however, indeed suggests that teaching entrepreneurship is about dealing with paradoxical situations, such as uncertainty. From an educational point of view, it is therefore more obsolete to teach entrepreneurship through the determinants of entrepreneurship – in education often called the entrepreneurship competence. That term is in itself a very complex one and continuously under debate. Lans et al. (2008) have written an excellent paper on the discussion of what entrepreneurship competence actually. Generally, an entrepreneurship competence includes the knowledge, skills and attitude (Fiet, 2001). In education, two approaches are currently used: a more ‘bolt on’ approach, where the entrepreneurship competence is seen as a fixed way of thinking about entrepreneurial competencies, and more ‘interpretive/integrative’ approach, where the entrepreneurship competence rather is seen as a context-dependent set of skills and attitude (Lans et al., 2008). Especially the latter follows the direction of this paper. From that perspective personality traits are seen as conditions for entrepreneurship, but not as learnable. The ‘learned entrepreneurship competence’ is a competence not acquired at birth, but through education, training or experience (Bird, 1995; Lans et al., 2008). According to Bird (1995) there is no use in developing a model for entrepreneurship competencies without considering that these competencies should be learnable.

Can entrepreneurship be taught at all? There is a difference between teaching entrepreneurship and teaching about entrepreneurship. The entrepreneurship competence is about teaching entrepreneurship and if that’s possible at all has been part of many studies. Hindle (2007) argues that, depending on what we see as a result, it can be taught if we define the result as ‘the entrepreneurship exists’ after she ‘underwent a process of education that contributed to the nature of her current existential state.’

A recent publication of the European Commission has used this view on entrepreneurship competence to define a framework for education. Although one of many different views, it takes an interesting in approach in the fact that it tries to ‘bridge the world of education and work’. The framework defines three main competence areas: ‘ideas and opportunities’, ‘resources’ and ‘into action’ – and another fifteen competences (Bacigalupo et al., 2016). The framework however, has not been validated yet. A framework that has been validated is the FINCODA-framework. Although a bit more focused on innovation skills, it validated five key competences for innovation and entrepreneurship: creativity, critical thinking, initiative, teamwork and networking (Marin-Garcia et al., 2016).


Figure 2: EntreComp Framework (Bacigalupo et al., 2016 figure 2, p. 11)

2.6. TEACHING ENTREPRENEURSHIP

Even when knowing which competences should be taught in order to increase entrepreneurial success in a complex and paradoxical-setting, one could wonder how to teach these competences, from a more didactical point of view. Neck et al. (2014) argue that the ‘effective doing of entrepreneurship requires a set of practices and these practices are firmly grounded in theory’. They call this actionable theory learning, as depicted in the following matrix (A. C. Corbett & Katz, 2012; Neck & Greene, 2011):

The authors argue that are five different practices of educating entrepreneurship:

• Practice of play: ‘the skill of play frees the imagination, opens up our minds to a wealth of opportunities and possibilities, and helps us to be more innovative as entrepreneurs’ (Neck, Neck, & Murray, 2017). Play includes the used of simulation games that challenge to think like an entrepreneur.

• Practice of Experimentation: ‘the skill of play is best described as acting in order to learn – trying to something, learning from the attempt and building that learning into the next iteration’ (Neck et al., 2017).

• Practice of Empathy: can be taught using creative research methods.

• Practice of Creativity: can be taught using creative techniques and methods such as design thinking (Neck et al., 2017).


• Practice of Reflection: can taught by using different ways of reflection in class, such as narrative reflection, emotional reflection, analytics reflection and critical reflection. Although its benefits have been supported widely, reflection is not brought into practice at all (Neck et al., 2017).

Figure 3: The theory-practise matrix (Neck et al., 2014).

Figure 4. The practices of entrepreneurship education (Neck et al., 2014).

2.7. MISSING LITERATURE

Many educational programs follow the golden rule of first defining competences and its body of knowledge, skills and attitudes which then lead to curriculum, teaching and learning objectives that can be assessed, examined and form the foundation for learning material (Biggs, 1996; Brown, 1995). These objectives are an essential part of education. They are more specific than competencies, but less specific than (grading) criteria. Although the latter are widely covered in literature (Bacigalupo et al., 2016), specific objectives that take into account the ambidextrous nature of entrepreneurship are not. While it could be relatively easy to formulate learning objectives for the five competences of the FINCODA model - something like ‘Upon successful completion of this course the student is able to understand and paradoxical nature of dealing with taking initiative in the context of entrepreneurship in order to prepare him/her for effective decision-making as an entrepreneur.’ – these learning objectives are to broad and don’t take into account the actual body of knowledge and skills needed as an entrepreneur. A true set of learning objectives for dealing with ambidextrous entrepreneurship is not yet out there and it is the purpose of this paper to create one.

The fact that the most relevant competence for entrepreneurship – which is, as was argued before, ambiguity, or to say more specifically learning how to deal with or to tolerate ambiguity – has not been integrated in the present-day competency frameworks is not so strange. Teaching ambiguity is widely recognized as one of the most difficult competences for a teacher himself (Chang, Yang, Martin, Chi, & Tsai-Lin, 2016). It is however, as the subtitle of this article suggested, never as satisfying as you want it to be. Dealing with ambiguity, causation and effectuation, is like trying to solve an unsolvable equation. Or as Ludwig van Mises wrote:

“entrepreneurs defy any rules and systematization. [Entrepreneurship] can be neither taught nor learned.” (Klein & Bullock, 2006; Lewin, 2011; Von Mises, 1949)


More recent literature however suggest that it can be learnt, but it still cannot be taught:

“Some business professors dream of finding a grand algorithm that will allow them to guide entrepreneurial decisions and to judge in advance which decisions are good and which bad. [This has been revealed to be] a form of magical thinking. We need entrepreneurs to make their decisions for themselves precisely because it is impossible for us to make those decisions for them.” (Koppl, 2008; Lewin, 2011)

The paradoxes depicted below are merely a single-minded and largely invalidated solution to the unsolvable equation.

2.8. PARADOXES OF ENTREPRENEURIAL THINKING

Based on conclusions from the literature study above, I will now propose a set of teaching objectives that are constructed in such a way that they deal with the dilemma that arose in the Kirznerian and Schumpetarian literature on entrepreneurship and following the line of practices as proposed by Neck at al (Neck et al., 2014).

#1: THE UNCERTAINTY PARADOX

This paradox was framed by Peter Lewin (Lewin, 2011) in a refreshing article named Entrepreneurial Paradoxes as followed: “entrepreneurial opportunities are complicated by uncertainty but would not exist without uncertainty.”

#2: THE STRATEGIC PARADOX

This specific paradox is closely related to the before-mentioned literature on organizational ambidexterity, which deals with the difficulty of exploration and exploitation: for a long-term sustainable business model an entrepreneur would need to focus on exploration but that his company would not be able to sustain itself without a short-term exploitative strategy. This is also referred to as the choice between pivoting or persevering (Ries, 2011).

#3: THE OPPORTUNITY PARADOX

This is a complicated paradox, but basically it described the fundamental way entrepreneurs see and recognize opportunities. On the one hand, opportunities may exist and be discovered – as was depicted earlier in the article – but on the other hand it could be claimed that opportunities are created and exploited. This paradox is questionable however, because one could wonder if an opportunity created by a specific entrepreneur was not actually an existing opportunity missed by anyone else (Lewin, 2011).

#4: THE EXPERIENCE PARADOX

This one is rather simple to understand: an entrepreneur never could have enough experience to always make wise decisions in hindsight. The paradox causes, for instance, also the not-invented-here syndrome. An entrepreneur would rather base its decisions on prior experience which does not completely reflect the current situation.


#5: THE MOMENTUM PARADOX

When confronted with a more complex decision, often arises the dilemma if I do it now, will it be too soon for the market, or if I wait will it be too late for my business? Choosing the right time for the right decision is often paradoxical, because an entrepreneur will be too early, if no one else was too early, will be right on time when somebody was too early and will be too late if everyone else was earlier.

#6: THE GENERALIZATION PARADOX

Crazy enough, there is more literature suggesting that an entrepreneur is characterized by the fact that his personality traits are unique to anyone else, thus making a general set of competences, skills or behaviourial actions impossible to depict. Or as Lewin says it: “The elements of the category “entrepreneur” are all unique individuals whose characteristics (almost) defy generalization.” (Lewin, 2011). An entrepreneur should therefore always wonder if he should learn from the best practices of other entrepreneurs, or that he should learn from other entrepreneurs in a way that purposely does not want to copy their best practices.

#7: THE DECISION-MAKING PARADOX

The simple restriction of limited time, limited budget forms the backbone of almost each decision made in business. With limited budget in mind, would it be wise to spread your money over a longer time (a lower burn rate) or over more different strategic directions (exploration) – but then does limited time not ask for quicker spendings?

#8: THE IMPACT PARADOX

Sharp (2010) has found that there is strong paradox in (entrepreneurial) leadership when it comes to innovation at the personal level of the entrepreneur. He depicts that only 99% of all leaders are unable to demonstrate both humility and will at the same time, thus creating a paradox (Collins, 2001; Sharp, 2010). In a way this could be related to the much more discussed paradox: social impact versus economic impact. Most entrepreneurs have to struggle continuously between trying to create social impact with their business or trying to have economic impact with their business.

#9: THE RISK-TAKING PARADOX

Risk is one of the most-researched elements of entrepreneurship. Many scholars come to the conclusion that entrepreneurs actually don’t take a lot of risk; risk a merely the smart use of statistics and therefore the term calculated risk is often used. But statistics often counteract with each other and in practice each entrepreneur will ask himself over and over: is this worth taking the risk or not?

#10: THE KNOWLEDGE PARADOX

An entrepreneur does not have time, nor does he have the intention, of knowing all information that he may use for taking effective decisions for his enterprise. This so-called ‘knowledge gap’ is prevalent in day-to-day actions and entrepreneur finds himself choosing between learning and doing.

#11: THE TRUST PARADOX


As an entrepreneur won’t be able to know everything himself, the knowledge paradox, he finds himself relying on others information. This raises the question: can he trust the information he gets? The trust paradox is mostly visible when dealing with outsiders, collaborators, clients, suppliers, et cetera and is of great difficulty for entrepreneurs.

2.9. CONCLUSIONS AND DISCUSSION

While effort has been put in discussing the phenomenon of teaching entrepreneurship from different perspectives, I do not even try to claim that this research is close to complete. There is a wide range of research available which both – and arguably with evidence – claim that entrepreneurship could be taught or could not be taught. This discussion adds to the on-going debate around nature versus nurture. This white paper is nothing more than my two cents on teaching entrepreneurship and bringing up the topic of paradoxes in entrepreneurial. To my opinion entrepreneurship as much as entrepreneurial thinking cannot be taught, but we can teach tolerance to ambiguity and therewith a self-reflectivity needed to autodidact entrepreneurial thinking. In order teach tolerance for ambiguity, lecturers need to cope with the above-mentioned paradoxes themselves rather than trying to translate them into teaching material. This makes learning entrepreneurial more tacit than explicit. But we already knew that, didn’t we?

3. GAME PRINCIPLES

In this part the different elements of this game will be explained. It will function as a how-to-guide when playing the game and for further understanding the gameplay.

3.1. FUNCTIONAL PRINCIPLES

In this chapter the functional principles of the game – the learning objectives(s) and the learning environment will be introduced.

3.1.1. PRIMARY LEARNING OBJ ECTIVES

The learning objectives follow four main learning effects of serious games in teaching innovation sciences as proposed by Bogers & Sproedt (2012) in their article “Playful Collaboration (or Not): Using a Game to Grasp the Social Dynamics of Open Innovation in Innovation and Business Education”:

1. Enable critical reflection on social dynamics and experience-based learning – applying the learning of reflections and experience through iteration. Teams have to show their ability on this aspect by a continuous approach on playing the game and a growing amount of awareness of the gameplay and progress based on results and reflections.

2. The game enables to students to create a more holistic understanding of complex social dynamics when dealing with novelty. Teams have to show their ability on this aspect by preferring a long-term oriented focus and a strategic perspective on running an innovative organization over a short-term oriented focus with a focus on operational results.

3. A deeper understanding of entrepreneurship science. Teams have to show their ability on this aspect by taking “wise” decisions in the game. Wise decisions match criteria such as: effectiveness within the changing context of the simulation, efficiency based on the return on investment (in time, quality and money), coherency between different decisions taken and coherence over the years.


4. Creating a shared experience of social dynamics and the paradox of co-opetition for the students. Teams have to show their ability on this aspect by an indication of strategic focus over the years and a certain amount of logic correlation between the decisions taken in different years. Effective teams collaborate in order to take well-thought decisions. Less effective teams often don’t talk about long-term strategies and don’t support each other on taking smart decisions. This will be reflected by a lack of strategic focus in the game.

3.1.2. SECONDARY OBJECTIVES

The game also intends to bring a radical new way of learning to students and it aims to enhance their learning experience. These are called secondary objectives:

1. Individual learning: the games enhance a personalized learning experience. Through a wide range of possible combinations and choice in the game, and personalized feedback, players will be able to adjust the learning outcomes to their individual preferences.

2. Industry-University collaboration: the games enhances a practical approach towards business, entrepreneurship and innovation by simulating real-world happenings in a game-environment. Moreover, the games are able to work with real-world cases and are designed and tested by professionals from the field. They are actualized on the fly and increase collaboration between industry and university.

3. Interactive learning environment: the games are designed on a virtual and interactive interface that can be accessed from anywhere and anytime.

3.1.3. GAMING BEHAVIOUR

“Minds are like parachutes: they work best when open.” Thomas Dewar

This game is a learning game. A learning game always follows the rule that there should be a balance between the amount of information that is given to understand the basics and the amount of information that stays under the surface in order to be learned. Feedback plays an important role in learning. This game provides the players with just enough information to start playing. This means that many concepts, relations, effects and conclusions are still fuzzy at the beginning of the game. It is your job, through asking around, talking with each other, playing, experiencing and learning to find the best way of working. An open and inquisitive attitude is a necessity to get the most out of this game.

To get the best out of this game, we recommend to open up yourself at the following 15 elements of creativity. The model is adopted from OECD (2014) and adjusted by Kees van Kaam and Koen Demouge (2015):

Attitude Behaviour Awakening Accelerating Advancing Adapting

Collaborative:

Many current approaches to creativity, such as that of John-Steiner (2006), stress the social and collaborative nature of the creative process.

Cooperating appropriately

How do you collaborate?

Is that effective?

How do other collaborate with you?

What catches the eye?

How do you influence the collaboration?

How could you strengthen the collaboration?

Do you take the lead when it comes to inefficient collaboration?

What do you do to enhance the collaboration?

Giving and receiving feedback

How do you handle feedback?

Do you ask for feedback?

Do you provide feedback to others?

Can you create a situation in which you could give and receive feedback?

How do you deal with conflict?

What is your role?

Sharing the product Do you share your ideas?

Why?

Do you find it useful when others share their idea and ask you for advice?

Can you create an atmosphere of sharing ideas?

What do you do when ideas aren’t shared?

Disciplined: Reflecting critically Do you think about how you could do things better?

Do share that insight to others?

How could encourage others to reflect critically?

Do you sometimes think out loud how to do things better


As a counterbalance to the ‘dreamy’ imaginative side of creativity, there is a need for knowledge and craft in shaping the creative product and in developing expertise.

Where does that lead to?

and how the team could function better?

Developing techniques

How do you ensure discipline in your work?

Do you think that’s easy or hard?

What examples do you see in your environment?

Do you take the lead in planning and organisation?

Are you an example for your team mates? How do you do that?

Crafting and improving

When is your product finished? What examples do you see in your environment?

How do you encourage others to keep improving themselves?

Do you take the lead?

Imaginative:

At the hart of a wide range of analyses of the creative personality is the ability to come up with imaginative solutions and possibilities.

Playing with possibilities

Do you ever dream or play? Do you like it when others explore their imagination?

Could you encourage others to think critically?

Could you facilitate such a process?

Making connections Do you think it’s useful to create associations?

Do you get surprised by the connections others make?

What techniques could you use to keep making connections?

Could you facilitate such a process?

Using intuition When do you use your intuition?

Do you like it when others trust their intuition?

How could you make others trust their intuition?

Are you an example for others?

How?

Inquisitive:

Clearly creative individuals are good at uncovering and pursuing interesting and worthwhile questions in their domain.

Wondering and questioning

How inquisitive are you? Do you like it when others keep questioning?

How could you encourage others to postpone judgement?


How?

Exploring and investigating?

How do you search for answers?

Do you like it when others search something?

How could you encourage others to keep searching?


How?

Challenging assumptions

Are you critical? Do you like it when others question conclusions?

How could you encourage others?


How?

Persistent:

Ever since Thomas Edison first made the remark with this we start this section has been repeatedly emphasized.

Tolerating uncertainty

How do you deal with uncertainty

How do others deal with uncertainty?

Could you create transparency for yourself?

Can you create transparency for others?

Sticking with difficulty

How do you deal with difficulty?

How do others deal with difficulty?

Could you continue, even when things aren’t going well?


How?

Daring to be different

Do you dare to be different with good ideas?

Do you like it when others come up with good ideas?

Could you encourage self-confidence, both in yourself as in others?


How?

3.2. ORGANISATIONAL PRINCIPLES

The following chapter will clarify how the game can be played in both time and space.

3.2.1. TARGET GROUPS

This game is oriented at students in higher education preferably with 0-2 years background in business studies or relevant courses. We assume the basics of organizational science are known to the players (through school or experience) or are taught at the same time as the game roll-out. This game is also oriented at business professionals in training: people that would like to become better innovation professionals.

The game has a focus on entrepreneurship in a (high-)tech business-to-consumer market. The terminology is slightly focused towards an environment of digitalization.

3.2.2. GROUP SIZES

The game is usually played with 4-10 groups battling against each other. When there are more than 10 groups, several games will run next to each other (results are still comparable). The group size is


4-5 players, however it can be played with every possible number of group members: 1-many. Within one game a maximum number of 10 teams can compete against each other.

3.2.3. TIME FRAME

Each round takes about 1-3 hours to complete, depending on the number of assignments that are included in the gameplay. Usually, we set deadlines beforehand and your team has to deliver the results before the deadline of the next round. The rounds can be played over a longer time span, for instance once a week, or a shorter time span, for instance 5 rounds in one day.

3.2.4. LOCATION

The longer games, with intervals of at least 1 day, can be played online, worldwide. It is advisable to form teams that know and see each other in real life to make discussions about the strategy more liveable. Moreover, collaborations only work effectively when agreed upon in real life. Shorter games, such as a pressure-cooker-workshop, need physical attendance of the game manager and all the players in order to work efficiently.

3.2.5. MATERIALS

The game is played on a computer or tablet, so every team needs to have access to at least one device with broadband internet access.

3.2.6. GAME MANAGERS

Every game has a game manager: an expert that will provide feedback to every team after every round and that is available for questions during the game. The game manager cannot interrupt in the game algorithm, but is able to adjust or reset mistakes. In physical sessions, he/she will walk around to ask questions, give feedback and enhance the game experience.

4. ROUNDS

The following paragraphs provide conceptual information about each of the 6 rounds.

4.1. ROUND 1: KICK-OFF

Story It’s a cold day in Spring and together with your fellow students, you’re going to class. Today, the final assignment of this semester will be explained to you. In the study guide your team has read that this final project will be organized by the Center of Intelligent Learning (CIL). Recently, the center has been focusing on integrating wearable nano-technology into clothing with the specific aim to increase students’ learning behaviour in universities. After you have taken seats in the lecture room, the director of the institute explains what he wants your team to do in the next 4 weeks. The Center wants to scan different markets and countries for opportunities to roll out their wearable nano-technology plans. He explains that the CIL is currently thinking about entering the following countries; [countries]. They are asking you to conduct research and submit an advise or solution at the end of the semester. Are you ready?


Theme In this round we’ll start with the theme: Recognizing Opportunities

Description ✓ Scroll around the get yourself acknowledged with the game.

✓ Read the story and immersive yourself in the situation.

✓ Action 1: Choose what research methods you will use.

✓ Analyze the information you’ll receive about your customers.

✓ Action 2: Choose your product strategy.

✓ Action 3: Choose how to proceed as a team.

Focus • The technique of finding the customer, making something and checking if they really want it, is loosely based on the “customer development model” of Steve Blank – which was later used by Eric Ries as a basis for his work The Lean Startup. In exhibit 7, you’ll find brief explanations of the different theories used and what elements are part of this game.

• For finding out the specific customer needs, we use different research methods. We have used an array of sources to create a list of possible research activities to be taken by entrepreneurs.

• In the first round we also introduce “entrepreneurial risk”: in the selection of their product idea. For some choices, the game will communicate exactly the impact they have on the product functionalities, but for others, the game will not tell. Choosing for those options thus encompasses higher risk in the game.

• In the first round we also introducee “credibility”: in the selection of research activities, some will create more goodwill than others. The more personal and face-to-face the research method, the more goodwill you will create.

Teaching Objectives

✓ Learn how to identify opportunities.

✓ Learn how use entrepreneurial alertness.

✓ Learn about different desk research methods.

✓ Learn about important product specifications.

✓ Learn how to make strategic decisions as a team.

Dashboard The final dashboard – which will be shown in the beginning of round 2 – will consist of the following elements:

• Research Score.

• The archetypes you have uncovered by doing the research.

• The archetypes your idea focuses on.

• The product-market fit (a match between the last two components).

• Product Specifications


• Entrepreneurial Risk Factor

• Entrepreneurial Credibility

• EntrePulse: the overall score of your team.

Assignments Students will have to create a Debrief.

The following questions will be asked to each player:

Visionary:

• What is your product idea and more detail?

• What assumptions did you make in order to come up with your initial product idea? Name at least 3.

• What are your goals for this round? Please name at least 3 goals.

• How does your research strategy (Action 3) contribute to your goals?

• How does your product strategy (Action 3) contribute to your goals?

• How did you collaborate with the two teams? And who is in which team?

Customer Champion

• What do you think of the product/idea that the team has generated?

• What strategy did you follow when taking the research decisions?

• How did the team help you during taking the research decisions?

• What was your personal contribution to the team in this round? Describe your role in the team.

Rainmaker:

• What do you think of the product/idea that the team has generated?

• How did you select the people to network with? What assumptions did you make?

• What would you want to add to the team in the next round?


Innovation Architect:

• How much influence did you have on the research that has been taken?

• In what way did the research decision influence your decisions during the product stage of this round?

• What product decisions did you make and why? How does the product look like in your eyes?



4.2. ROUND 2: STARTUP BOOTCAMP

Story The CIL jury has evaluated your business idea and has selected your team to be part of their Bootcamp Week, an incredible opportunity. They are specifically asking you to develop your product and introduce it into the United Kingdom. By now, you have more insights about your target group and their specific needs and interests. That should give you the possibility to create a product with a better product-market-fit ℹ. Teamwork is essential in this intensive week-long programme. Will you be able to create a better version of your product? But first: the CIL really wants to help your team to become more professional and asks you to fill out a team test. Than use the rest of the week to do some more research in the market and rebuild your product. Please hand in your business ideas at the end of the week and the jury will take another look. Have fun!

Theme Product-Market-Fit

Description ✓ Analyze the results of last round.

✓ Action 1: Take the team test.

✓ Action 2: Divide the budgets during the Founders Meeting.

✓ Action 3A: Find out more about the Archetypes.

✓ Action 3B: Improve the product based on research outcomes.

✓ Action 4: Team assignment, collaboration and Bootcamp Evaluation.

Focus • The only new element in this round will be “gameplans”. This unique combinations of product specifications will give you an advantage over other teams. They dare students to find unique combinations and to take risk in addressing their customers. They are based on the theory behind the “Ten Types of Innovation” from Keeley.

Teaching Objectives

✓ Learn about the Product-Market-Fit.

✓ Learn to identify Archetypes.

✓ Learn about different innovation plays.

✓ Learn to communicate with your team about strategic decision-making.

✓ Learn to collaborate.


Dashboard No changes compared to last round.

Assignments Students will have to create a Vision.


Visionary:

• Describe the name of your company.

• Explain what your team is standing for.

• Tell us in a few words what you do as company.

• Tell us in a few words how you do that.

• Tell us who you are doing that for?

Customer Champion

• What target group(s) are you trying to reach out to? Why?

• What value do you want to bring them?

• What are your market objectives for the next few years? What are important milestones for your team?

• How do you differentiate from competitors?

Rainmaker:

• What are your core team values?

• Why are these important team values for your company?

• What is your strategy for the next few rounds? Name at least 5 steps you will take.


• What are the customer needs? Name at least 3.

• What are the pains (problems) that the customers are currently experiencing?

• What are the gains that the customers could experience when there is a solution for those problems?

• What product and service do you offer for those customers? What pains does it relieve? What gains does it create?


4.3. ROUND 3: GARAGE LAUNCH

Story Congratulations! The CIL jury has evaluated your product idea and decided that they want to keep helping you during the next weeks. They have contracted a wide range of industry experts who you may ask for help. You’ll have to bridge the next three weeks from your garage, but at the end of these three weeks the CIL has invited to pitch your preliminary business plan to the jury. After that, they will decide if they are willing to further invest in your company. Because you are now completely on your own, your team has to professionalize. You have decided to appoint some important roles. During the garage-stage there are three main hurdles to overcome: increase your knowledge of the customer and archetype, improve your product and build a great team. Go for it!

Theme In this round we’ll continue with the theme: “Startup Culture”.

Description By now, teams should have figured out to a certain extent who their customer is and should have created a gameplan that fits this market. In this round you’ll make your product better and you will start making choices about your startup culture.

✓ Analyze the results of last round.


✓ Action 2A: Know your customer even better.

✓ Action 2B: Improve your product and its profit model.

✓ Action 2C: Network and increase team skills.

✓ Action 3: Collaborations and Bootcamp Evaluation.

Focus The new element in this round will be startup culture. This is largely based on Osama Hashini’s work on innovative thinking skills. The result of these choices will be your teams scores on “experience”, “knowledge”, “skills” and “attitude”. They will be important during the last few rounds.

Teaching objectives

✓ Learn about essential team skills.

✓ Learn about startup services.

✓ Learn about innovation gameplans.

✓ Learn to communicate with your team about strategy.


✓ Learn about profit models.

Dashboard Same as last round, but will include team skills for the first time.

Assignments Students will have to create a Lean Roadmap.


Visionary:

• Describe the name of your product.

• Explain your product idea in a few sentences.

• What is your unique value proposition? Why is your solution or product different and worth paying attention?

• What was your team's strategy this round? Describe the process and evaluate each role in the team.

• What are your goals for the next round?

Customer Champion

• Can you specify your customer segments? What is (most likely in your eyes) the archetype of your customer segment?

• How would you describe the early adaptors of your archetype? And how are you trying to reach out to them?

• In what way is your current research strategy, and the decisions you took, useful in your customer segment strategy?

• What channels will you use to reach out to your customer segments?

• In what way does your startup have 'unfair advantages' over the other players in the field? What makes you startup, product or strategy absolutely unique and why?

Rainmaker:

• What will be your revenue model?

• What fixed and variable costs will be part of your business idea?

• What do you need to grow to the next stage?

• In what way is your team ready for growth? What does your team need?


• What are the main problems (annoyances of customers) that you think that you're product is solving for your customers? Name 1-3.

• What is your startup's solution to these problems?

• Are there any existing alternatives to your solution?

• How do the product specifications you have chosen contribute to the solution you offer and why?

4.4. ROUND 4: INCUBATOR STAGE 1


Story After a tough couple of weeks in your garage, you have successfully pitched your idea to the CIL Board. They offered your team a seat in their incubator for a month or so. That means that you can use their co-working space free of charge for as long as you’re in the incubator. This co-working space is located at their headquarters and will give you immediate access to an impressive amount of knowledge, contacts and on-campus facilities. The CIL will organize special events for young entrepreneurs to meet employees, suppliers and customers and gives you access to the most recent technological developments of their engineering department. Your mentors will help you and follow progress. The Board gathers in a month and will then evaluate your business. Time to show them if you have what it takes!

Theme In this round we’ll start with the theme: “Scale-up”.

Description Having figured out your product and customer, it is now time to bring it onto the market. In order to do that, you will have to start dealing with sales and marketing.



✓ Action 2A: Start filling your sales pipeline.

✓ Action 2B: Know your customer even better.

✓ Action 2C: Improve your product and its profit model.

✓ Action 2D: Build your empire.

✓ Action 3: Collaborations and Incubator Evaluation.

Background The new element in this round will be marketing. This is based on different literature on startup/entrepreneurial marketing activities. As a basis we’ll use the sales funnel (from Running Lean). There will be a wide range of activities to choose from and you can see the impact on the funnel they will have.

Goals & Criteria

✓ Learn how to design your organization’s building blocks.

✓ Learn about the sales funnel.

✓ Learn about customer engagement.

✓ Learn to do quantitative research.

Dashboard The dashboard will now also include an example of your sales funnel.


Assignments Students will have to create a Feasibility Study.


Visionary:

• Describe your current strategy. • Is this the most suitable strategy if you look at the environment, resources

available and customer expectations? Why (not)?

• Is your strategy internally consistent? In other words: are there different (sub)optimal strategies within your team?

• To what extent will your strategy be accepted by stakeholders?

• To what extent will your strategy be accepted in terms of risk?

Customer Champion

• What industry are you in?

• Describe the market circumstances in general and the competition more specifically.

• Describe the anticipated future market potential. Name a few detailed objectives. • Can you make suggestions for sales? And number of customers? Other

indicators?

Rainmaker:

• What are your core team values?

• Why are these important team values for your company?

• What is your strategy for the next few rounds? Name at least 5 steps you will take.


• What is your current strategy? What are the next steps?

• Do we lack any necessary resources?

• Are we performing below threshold on any activity?

• Which unique resources do we already own?

• What new resources or activities could be unique?

4.5. ROUND 5: INCUBATOR STAGE 2

Story The CIL is very content with your progress and will now help you to grow. From this round onwards, you will not deal with ‘hours anymore, but with actual money. All teams have received €25000,- as a starter, plus the income you have gained from your actual sales. This round you have the opportunity to raise money with the help from people. That will


cost you some heartbeats, but it will also give you the advantage of more money to invest in the next round if you’re lucky.

Theme In this round we’ll start with the theme: “Market Introduction”.

Description You will now have some revenue created from your first sales. Or not. Anyway, it will probably not be enough to make it to the next round without external funding. In this round we’ll introduce financing systems to you.


✓ Action 1: Indicate whether or not you would want to raise money.

✓ Action 2: Fill out the BMC.

✓ Action 3: Evaluation.

Focus The new element in this round will be funding. There will be different sources of funding, which will be based on Barringer. Moreover, there are prerequisites for getting funding. A ‘x’ in the table means you will have to be amongst the 50% best players in the game on this score to make this happen.

However, there are also “jokers”: if you are amongst the best 50% players on risk or goodwill you have to achieve less prerequisites.

Goals & Criteria

✓ Integrate everything you’ve learned.

✓ Raise money or start selling.

✓ Learn about the BMC.

✓ Get acknowledged with forms of finance.

Dashboard The dashboard will include the financial choices you have made and the results of that.

Assignments Students will have to create a Business Model.



Visionary:

• What do we deliver to the customers?

• Which customer problems are we helping to solve?

• What bundles of products are we offering to each customer segments?

• Which customer needs are we satisfying?

Customer Champion

• For which different customer segments are you creating value?

• What are your most important customers?

• What types of relationship does each segment expect you to establish and maintain? How do we interact with them?

• Through which channels do we deliver our products and services to our segments?

Rainmaker:

• For what value are your customers really willing to pay?

• How are they currently paying?

• What is your profit strategy?

• What are the most important costs inherent to your business model?

• Which resources and activities are most expensive?


• What are your key activities needed in order to realize your value proposition?

• What key resources are most important in order to realize your value proposition?

• Who are our key partners and what key resources/activities do we get from them?

• Who are our key suppliers and what key resources/activities do we get from them?


4.6. ROUND 6: ON YOUR OWN

Story Your time in the incubator has ended. They have helped you, you grew, and now your in the real world, on your own. If you’re lucky – or good – you have raised some capital. perhaps you also have some money left. Can you create a viable business model that makes you stand out from the crowd?

Theme No introductions this round.

Description Same as round 5

Background Same as round 5

Goals & Criteria

Same as round 5

Dashboard Same as round 5.

Assignments Students will have to create a Business Plan.


Visionary; convince your investors:

• That you’re committed as an entrepreneur and enterprise.

• That your team can deliver on the promises that they make (in the individual strategies)

• That your mission, aspirations and propensity for risk are aligned with those of investors

• That you have what it takes to be an entrepreneur

Customer Champion, convince your investors:

• That you’re going into a large and growing market so that you can reach a sizeable scale.

• That you are entering an industry that is not competitively brutal (=no red ocean)

• That you have evidence that your initial advantage can be sustained in the future.

Rainmaker, convince your investors:


• That you will be able to measure your financial performance by cash flow, not profits. Cash is king when it comes to results so that's where your financials and your discussion thereof should focus.

• That you are not reluctant to put your own money at risk.

• That you know how to cite sources that ground your business plan.

• That you know that it's not good to use overly aggressive financial forecasts.


• That it's not about the idea of technology. It's about convincing them that your business will offer differentiated solutions to real customer problems, solutions that offer real competitive advantage. Better, faster or cheaper.

5. STEP-BY-STEP GUIDE

5.1. ROUND 1

5.1.1. GET STARTED


Each team member has another role in the game. Enter your personal portal and get instructions on how to play this game together with your team members. Please remember that your link is uniquely bound to you and gives you access to your portal and budget. Please avoid sharing it with others, especially people outside your team.

5.1.2. ROLES & TEAM

You now enter the dashboard of the game. There are 4-5 different team members and they will each enter a different dashboard:

• The Visionary: this is the leading role and the one who has access to the entry test and the gameplay. The others need to join the Visionary until the end of the round.

• The Customer Champion, the Rainmaker, the Architect & the Innovation Hacker: these are the other roles in the team. In their dashboard they will find information who to collaborate with during playing the round and about their responsibilities. They will also have to collaborate with the Visionary, because that is the one with access to the gameplay.

• When the whole team enters the last step of the round, called 'strategy', each individual has to write a strategy and answer the questions that are asked. Sometimes these questions are hard to answer: be imaginative! The Visionary can answer the questions under 'strategy', all


the other team members have to head back to their dashboard and fill out their personal strategies there.

• It is possible to switch roles in case someone is absent. You can do so by clicking the team role in the top bar of the dashboard

5.1.3. TEAM ASSIGNMENT: ENTRY TEST

The team first has to play the entry test to enter the game. There are 10 questions and you need to answer 8 out of 10 correctly in order to continue. When you have succeeded, you will receive a code that you need to fill out. In order to answer the questions correctly you need to do some research. You can retake the entry test only a few times.

5.1.4. ANALYSIS

When you have submitted the code, you will be redirected to the first step of this round. On this page you will find:

• The learning goals of this round; those will help you where to focus on.

• Short instructions: a recap of this instruction.

• EntrePulse: a short explanation of the scoring system during this game. More information under step 9.


• Storyline: a short introduction to the story you'll be working on in the game and the countries that will be participating.

Please read all the information carefully before continuing.

5.1.5. RESEARCH DECISIONS

Now, it's time to start doing research. As explained during the kick-off, it is very important to find out who your customer is and what they want. What are their characteristics? Without that information it'll be very hard to create a product that they actually want. In this round you'll have the opportunity to decide how to spend your research hours. What research type is most useful do you think? How much time will be the optimum for that research type? What combinations are good? Think carefully and read the extra information that is available at the right hand side of the research decisions. Please use all the hours you have available; you can't take them to the next step. Press submit if you're ready to continue.

5.1.6. ANALYSIS


Based on your research decisions you will now get more information about your customers. The new information you receive will be visible under the header 'insights'. Please read that information carefully. Please make a visualization of your customer based on the information. What product do they want do you think?

5.1.7. PRODUCT DECISIONS

Just like earlier with the research decisions, you will now have to spread your hours over different type of product decisions. Try to select the options in such a manner that they will represent the product you have in mind for your customers. This is the final step for the team assignment. Now head back to the portal and take the individual assignment.

5.1.8. INDIVIDUAL ASSIGNMENT: STRATEGIES


In this step, each team member has to individually create a debrief about their idea. The Visionary can continue in the same screen, but the rest have to get back to their dashboards and fill out their own strategies. Please take time to complete this step: it is the most important aspect of the game and the most important input for our innovation expert to give you feedback on. The visionary also has the opportunity to collaborate with other teams as well.


5.1.9. POINTS

In the next round you will see how you rank among your peers through the EntrePulse. The EntrePulse of the next round will be made up of the following aspects (so you know what to focus on):

• Reputation (will slightly increase each round based on your performance).

• Product-Market-Fit: the fit between the product you have tried to build and the customer characteristics. To increase the PM-fit, you need to find out who your archetype is and build a product they want.

• Speed: the quicker you finish this round, the more points you'll get.

• Risk: the amount of risk you take. You can take risk in two different ways: by focusing on a very few decisions only (research and/or product) in stead of spreading the hours over more decisions - and by selecting risky product decisions (they are risky when not a lot of information is provided on the right hand side of the product decisions).

• Credibility: you increase credibility as a startup team by choosing the more communicative decisions under research. The more you communicate with your stakeholders, the higher your credibility becomes.

• Research score: your absolute score on doing research.

• Product awards: by being the best on the categories Usability, Design, Affordability, Performance, Feautures and/or Quality.

• Network Drink: by selecting the correct answers.

5.2. ROUND 2


5.2.1. TEAM ASSIGNMENT: GET STARTED

Just like in the first round, each team member has another role in the game. By clicking your url you will enter your personal portal and get instructions on how to play this game together with your team members. Please remember that your link is uniquely bound to you and gives you access to your portal and budget. Please avoid sharing it with others, especially people outside your team.

5.2.2. ROLES & TEAM

You now enter the portal of the game. There are 4-5 different team members and they will each enter a different dashboard:

• The Visionary: this is the leading role and the one who has access to the entry test and the gameplay. The others need to join the Visionary until the end of the round.

• The Customer Champion, the Rainmaker, the Architect & the Innovation Hacker: these are the other roles in the team. In their dashboard they will find information who to collaborate with during playing the round and about their responsibilities. They will also have to collaborate with the Visionary, because that is the one with access to the gameplay.

When the whole team enters the last step of the round, called 'strategy', each individual has to write a strategy and answer the questions that are asked. Sometimes these questions are hard to answer: be imaginative!


It is possible to switch roles in case someone is absent. You can so so by clicking the team role in the top bar of the portal.

5.2.3. ENTRY TEST


5.2.4. ANALYSIS

When you have submitted the code, you will be redirected to the first step of this round. On this page you will find:





• Research Insights: these will give you more information about the archetype in your country, the characteristics of the archetypes in general and your research score of the last round.

• Innovation Play: under this tab you will find more information about the product you have

created. These results reflect the decisions you have taken last round. It will give you insights about the specifications of your product, the awards you have won and the extra heartbeats


you have earned. It will also give you insight in the product-market-fit.

• Strategy: this tab will show the debriefs of your team, and all other teams. It will therefore

give an insight into the strategies of other teams. Underneath the strategies you can drop comments to discuss with other teams. Our expert and your lecturer will also be able to comment here.

• EntrePulse & Ranking: this tab will give you a final overview of your current EntrePulse score

and how it compares to other teams. It will also show you what medals you have won. The


medals will be yours for the continuance of the game.


5.2.5. TEAM SCAN

In this round, we'll ask you to do a team scan first. Please discuss each option carefully within your startup team and take your decisions. The results will be important in the following rounds of the game and will sometimes also be used to have an extra class assignment or discussion.


5.2.6. FOUNDERS MEETING

This is the most strategic and difficult part of the round. At this point you'll have to decide how to divide your budget over the ‘Research Team’ and the ‘Product Team’. In other words: will you continue doing research (pivot) or will you focusing on increasing the value proposition of the product (persevere)?


Each country has it’s unique ‘archetype’. Your job is to find out which archetype is reflecting the customers in your country. Only when you know your exact archetype, it is possible to create a product that they want and create a 100% Product-Market-Fit.

Now, it's time to do more research. In this round we’ll focus on field research. It is very important to find out who your customer is and what they want. What are their characteristics? Without that information it'll be very hard to create a product that they actually want. In this round you'll have the opportunity to decide how to spend your research hours. What research type is most useful do you think? How much time will be the optimum for that research type? What combinations are good? Think carefully and read the extra information that is available at the right hand side of the research decisions.

Please use all the hours you have available; you can't take them to the next step. Press submit if you're ready to continue.



Just like earlier with the research decisions, you will now have to spread your hours over different type of product decisions. There are more product decisions to take this round than last round – they all focus on the product itself. Try to select the options in such a manner that they will represent the product you have in mind for your customers.


Head back to the main portal and fill out your individual argumentation. In this step, each team member has to create a mission & vision statement individually about their idea. Please take time to complete this step: it is the most important aspect of the game and the most important input for our innovation expert to give you feedback on.

The visionary also has the opportunity to collaborate with other teams as well.

5.2.10.POINTS


All of the elements that are also part of the EntePulse in this round and:


Gameplans: are you able to select truly unique combinations of product specifications? Than you will get extra bonus points.

Team Skills: a reflection of your team skills on 4 different aspects that you will need later during the game.

5.3. ROUND 3

5.3.1. GET STARTED

Just like in the previous rounds, each team member has another role in the game. By clicking your url you will enter your personal portal and get instructions on how to play this game together with your team members. Please remember that your link is uniquely bound to you and gives you access to your portal and budget. Please avoid sharing it with others, especially people outside your team.

5.3.2. ROLES & TEAM

You now enter the portal of the game. There are 4-5 different team members and they will each enter a different portal page and different individual assignments:

• The Visionary: this is the leading role and the one who has access to the entry test and the gameplay. .

• The Customer Champion, the Rainmaker, the Architect & the Innovation Hacker: these are the other roles in the team. In their portal they will find information who to collaborate with during playing the round and about their responsibilities.


Upon finishing the team assignment, each individual has to write a strategy and answer the questions that are asked. Sometimes these questions are hard to answer: be imaginative!

It is possible to switch roles in case someone is absent. You can so so by clicking the team role in the top bar of the portal.

5.3.3. ENTRY TEST


5.3.4. ANALYSIS

When you have submitted the code, you will be redirected to the first step of this round. For the first time you will find:

• Team Skills: these reflect the decision you have taken during the last round's 'team scan'. You get the chance to improve your team skills during this round.

• Gameplans: under the tab 'innovation plays', you will now find a long list of unique

gameplans. A gameplan is a unique combination of product decisions - and is adopted by one or more highly succesful startups such as Uber, AirBnB and LinkedIn. If you happen to have selected one of the gameplans in the list, you will be awarded a serious number of extra heartbeats in the game. You can earn up to each 30 heartbeats for each gameplan you


discover!

You will also still find:





• Innovation Play: under this tab you will find more information about the product you have created. These results reflect the decisions you have taken last round. It will give you insights about the specifications of your product, the awards you have won and the extra heartbeats you have earned. It will also give you insight in the product-market-fit.

• Strategy: this tab will show the debriefs of your team, and all other teams. It will therefore give an insight into the strategies of other teams. Underneath the strategies you can drop comments to discuss with other teams. Our expert and your lecturer will also be able to comment here.

• Team Feedback: this will be used by our expert to give you feedback after each round you have played. Please allow up 1 working day before the feedback will be given.

• Discussion Board: this is a general forum for questions to the experts of Innovative Dutch, no matter what school you're in or game you're running.

• EntrePulse & Ranking: this tab will give you a final overview of your current EntrePulse score and how it compares to other teams. It will also show you what medals you have won. The medals will be yours for the continuance of the game.




This is the most strategic and difficult part of the round. At this point you'll have to decide how to divide your budget over the ‘Research Team’, the ‘Product Team’ and the 'Business Team'. In other words: will you continue doing research (pivot), will you focusing on increasing the value proposition of the product (persevere) or is it time to prepare your team for going big?


Each country has it’s single unique ‘archetype’. Your job is to find out which archetype is reflecting the customers in your country. Only when you know your exact archetype, it is possible to create a product that they want and create a 100% Product-Market-Fit.

By now, you should know your archetype or be very close in finding out. If not, spend as much as you can on research, otherwise you will be far behind the competition.

In this round we’ll focus on both desk and field research. It is very important to find out who your customer is and what they want. What are their characteristics? Without that information it'll be very hard to create a product that they actually want. In this round you'll have the opportunity to decide how to spend your research hours. What research type is most useful do you think? How much time will be the optimum for that research type? What combinations are good? Think carefully and read the extra information that is available at the right hand side of the research decisions.



Just like earlier with the research decisions, you will now have to spread your hours over different type of product decisions. There are more product decisions to take this round than last round – new in this round is that they focus both on 'technology plays' and on 'profit model plays' - so you'll get a bit more opportunity to stand out from the crowd and develop a profit model that fits your archetype. Try to select the options in such a manner that they will represent the product you have in mind for your customers.

5.3.8. BUSINESS TEAM

In this step, you will have the opportunity to increase your team skills. The game will offer you to spend hours on talking or trainings with experts in the field. Each expert is part of what we call the entrepreneurial landscape and can help you in a different way. Figure out what you need and spend hours and hours with those folks discussing on how to improve your business. Who are you going to talk with?


5.3.9. INDIVIDUAL ASSIGNMENTS

In this step, each team member has to create aspects of a strategic roadmap for your business idea. That roadmap is largely based on the lean canvas way of thinking. Please take time to complete this step: it is the most important aspect of the game and the most important input for our innovation expert to give you feedback on.


5.3.10.POINTS


All of the elements that are also part of the EntePulse in this round.

5.4. ROUND 4


5.4.1. GET STARTED

Just like in the previous rounds, each team member has another role in the game. By clicking your url you will enter your personal dashboard and get instructions on how to play this game together with your team members. Please remember that your link is uniquely bound to you and gives you access to your dashboard and budget. Please avoid sharing it with others, especially people outside your team.

5.4.2. ROLES & TEAM

You now enter the portal of the game. There are 4-5 different team members and they will each enter a different portal:

• The Visionary: this is the leading role.

• The Customer Champion, the Rainmaker, the Architect & the Innovation Hacker: these are the other roles in the team. In their portal they will find information who to collaborate with during playing the round and about their responsibilities.

When the team has finished the last step of the round each individual has to write a strategy and answer the questions that are asked. Sometimes these questions are hard to answer: be imaginative!


It is possible to switch roles in case someone is absent. You can do so by clicking the team role in the top bar of the portal.

5.4.3. ENTRY TEST


5.4.4. ANALYSIS

When you have submitted the code, you will be redirected to the first step of this round. For the first time you will find:

• Sales Pipeline: During the last couple of weeks your company has launched a website and this funnel measures the amount of activity on the website. The further you go down the funnel, the more close you get to revenue. These initial numbers are based on your product specifications.








• Gameplans: under the tab 'innovation plays', you will now find a long list of unique gameplans. A gameplan is a unique combination of product decisions. If you happen to have selected one of the gameplans in the list, you will be awarded a serious number of extra heartbeats in the game.

• Strategy: this tab will show the debriefs of your team, and all other teams. It will therefore give an insight into the strategies of other teams. Underneath the strategies you can drop comments to discuss with other teams. Our expert and your lecturer will also be able to comment here.

• Team Feedback: this will be used by our expert to give you feedback after each round you have played. Please allow up 1 working day before the feedback will be given.

• Discussion Board: this is a general forum for questions to the experts of Innovative Dutch, no matter what school you're in or game you're running.




This is the most strategic and difficult part of the round. At this point you'll have to decide how to divide your budget over the ‘Research Team’, the ‘Product Team’, 'Marketing Team' and the 'Business Team' (we expect you to make subteams in order to have a healthy discussing about the strategy). In other words: will you continue doing research (pivot), will you focusing on increasing the value proposition of the product (persevere) or is it time to prepare your team for going big?


Each country has it’s unique ‘archetype’. Your job is to find out which archetype is reflecting the customers in your country. Only when you know your exact archetype, it is possible to create a product that they want and create a 100% Product-Market-Fit.

By now, you should know your archetype or be very close in finding out. If not, spend as much as you can on research, otherwise you will be far behind the competition.

In this round we’ll focus on both desk and field research. It is very important to find out who your customer is and what they want. What are their characteristics? Without that information it'll be very hard to create a product that they actually want. In this round you'll have the opportunity to decide how to spend your research hours. What research type is most useful do you think? How much time will be the optimum for that research type? What combinations are good? Think carefully and read the extra information that is available at the right hand side of the research decisions.



Just like earlier with the research decisions, you will now have to spread your hours over different type of product decisions. There are more product decisions to take this round than last round – new


in this round is that they focus both on 'technology plays' and on 'profit model plays' - so you'll get a bit more opportunity to stand out from the crowd and develop a profit model that fits your archetype. Try to select the options in such a manner that they will represent the product you have in mind for your customers.

5.4.8. BUSINESS TEAM

In this round, the business team will focus much more on getting the organizational aspect of your startup ready to scale-up. What aspects do you think are most important in organization design?

5.4.9. MARKETING TEAM

For the first time, you will have to opportunity to start getting more customers in your sales funnel. In this round you will have the opportunity to select options that will get customers to like your website. It is important to both increase the awareness of your company (early stages of the funnel) as well as getting customers to buy your product.


In this step, each team member has to create a feasibility study for your startup. You'll have to get back to your portal and fill out their own strategies. Please take time to complete this step: it is the most important aspect of the game and the most important input for our innovation expert to give you feedback on.


5.4.11.POINTS


All of the elements that are also part of the EntePulse in this round.

5.5. ROUND 5


5.5.1. GET STARTED


5.5.2. ROLES & TEAM

You now enter the portal of the game. There are 4-5 different team members and they will each enter a different portal:

When the whole team has finished the last step of the round each individual has to write a strategy and answer the questions that are asked. Sometimes these questions are hard to answer: be imaginative!

It is possible to switch roles in case someone is absent. You can do so by clicking the team role in the top bar of the dashboard

5.5.3. ENTRY TEST



5.5.4. ANALYSIS

When you have submitted the code, you will be redirected to the first step of this round. There is no new information this round. You will still find:






• Sales Pipeline: During the last couple of weeks your company has launched a websitend this funnel measures the amount of activity on the website. The further you go down the funnel, the more close you get to revenu. These initial numbers are based on your product specifications.


• Strategy: this tab will show the debriefs of your team, and all other teams. It will therefore give an insight into the strategies of other teams.



5.5.5. INVESTMENT DECISIONS


Now it gets interesting; at this point all previous decisions from all rounds get important. Based on your current PM-fit, Product qualities, Sales, Team Skills and Risk & Credibility scores you can decide to go for an investment in your company. Take a wise decision


5.5.6. BUSINESS MODEL CANVAS

It gets so much easier this round! There is only one action: creating a business model canvas. We have made sure all the decisions that you had previously are still available, but now integrated inside the business model canvas. Based on your sales, you've got a budget to spend on each decision. There is one big problem... we're not depicting the detailed information about each decision anymore. Therefore, you'll either have to look back in older rounds, or have to trust your intuition in selecting decisions. Are you still able to create product your customers want? Are you focusing in the right marketing actions? Still doing some research? Still building your organization's foundation? Are you able to create an integrated business model?



Please take time to complete this step: it is the most important aspect of the game and the most important input for our innovation expert to give you feedback on. The visionary also has the opportunity to collaborate with other teams as well.

5.5.8. POINTS


New is the fact that actual sales will also lead to an increase of your EntrePulse, the more sales, the higher the heartbeat. All of the other elements are also part of the EntePulse in this round.

5.6. ROUND 6


5.6.1. GET STARTED


5.6.2. ROLES & TEAM

You now enter the portal of the game. There are 4-5 different team members and they will each enter a different portal.

5.6.3. EVALUATION

No Entry Test in the 6th round; we now trust you know everything you need to know. However, we will ask you to evaluate the game. Your feedback is highly appreciated.

5.6.4. ANALYSIS

When you have evaluated the game, you will be redirected to the first step of this round. For the first time you will see a financial overview, giving you information on the money you have raised. That amount will also be included in your budget for this round. In the EntrePulse you will see extra an


heartbeat under 'sales' for each €4000 that your raised. You will also see extra heartbeats for 'Funding Risk': some teams chose to raise less risky forms of capital and they will be rewarded with more heartbeats here.







• Sales Pipeline: During the last couple of weeks your company has launched a websitend this funnel measures the amount of activity on the website. The further you go down the funnel, the more close you get to revenu. These initial numbers are based on your product specifications.




5.6.5. BUSINESS MODEL CANVAS


Just like last round. There is only one action: creating a business model canvas. We have made sure all the decisions that you had previously are still available, but now integrated inside the business model canvas. Based on your sales, you've got a budget to spend on each decision. There is one big problem... we're not depicting the detailed information about each decision anymore. Therefore, you'll either have to look back in older rounds, or have to trust your intuition in selecting decisions. Are you still able to create product your customers want? Are you focusing in the right marketing actions? Still doing some research? Still building your organization's foundation? Are you able to create an integrated business model?


In this step, each team member has to create a business plan for your startup. The visionary also has the opportunity to collaborate with other teams as well.

5.6.7. POINTS

In the next round you will see how you rank among your peers through the EntrePulse. The EntrePulse of the next round will be made up of the all aspects that were also part of the EntePulse last round.

6. REFERENCES

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• Collins, J. C. (2001). Good to great.

• Corbett, A. C., & Katz, J. A. (2012). Introduction: The action of entrepreneurs. In Entrepreneurial action (pp. ix–xix). Emerald Group Publishing Limited.

• Corbett, A., Covin, J. G., O’Connor, G. C., & Tucci, C. L. (2013). Corporate Entrepreneurship: State‐of‐the‐Art Research and a Future Research Agenda. Journal of Product Innovation Management, 30(5), 812–820.

• Covin, J. G., Green, K. M., & Slevin, D. P. (2006). Strategic process effects on the entrepreneurial orientation–sales growth rate relationship. Entrepreneurship Theory and Practice, 30(1), 57–81.

• Damanpour, F., & Gopalakrishnan, S. (2001). The dynamics of the adoption of product and process innovations in organizations. Journal of Management Studies, 38(1), 45–65.

• De Jong, J. P. J., & Marsili, O. (2010). Schumpeter versus Kirzner: An empirical investigation of opportunity types.

• Dweck, C. (2012). Mindset: How you can fulfil your potential. Hachette UK.

• Fiet, J. O. (2001). The theoretical side of teaching entrepreneurship. Journal of Business Venturing, 16(1), 1–24.

• Hindle, K. (2007). Teaching entrepreneurship at university: from the wrong building to the right philosophy. Handbook of Research in Entrepreneurship Education, 1, 104–126.


• Ilozor, B., Sarki, A., Hodd, M., Johnson, D., Craig, J. B. L., & Hildebrand, R. (2006). Entrepreneurship education: towards a discipline-based framework. Journal of Management Development, 25(1), 40–54.

• Kirzner, I. M. (1999). Creativity and/or Alertness: A Reconsideration of the Schumpeterian Entrepreneur. Review of Austrian Economics, 11, 5–17.

• Klein, P. G., & Bullock, J. B. (2006). Can entrepreneurship be taught?

• Koppl, R. (2008). Computable entrepreneurship. Entrepreneurship Theory and Practice, 32(5), 919–926.

• Krueger, N. F. (2007). What lies beneath? The experiential essence of entrepreneurial thinking. Entrepreneurship Theory and Practice, 31(1), 123–138.

• Kuratko, D. F., Hornsby, J. S., Naffziger, D. W., & Montagno, R. V. (1993). Implementing entrepreneurial thinking in established organizations. SAM Advanced Management Journal, 58(1), 28.

• Lans, T., Hulsink, W. I. M., Baert, H., & Mulder, M. (2008). Entrepreneurship education and training in a small business context: Insights from the competence-based approach. Journal of Enterprising Culture, 16(4), 363–383.

• Lewin, P. (2011). Entrepreneurial Paradoxes: implications of radical subjectivism. In School of Management, University of Texas at Dallas, Prepared for the Austrian Economics Colloquium (pp. 1–17). Citeseer.

• Marin-Garcia, J. A., Andres, M. A. A., Atares-Huerta, L., Aznar-Mas, L. E., Garcia-Carbonell, A., González-Ladrón-de-Gevara, F., … Watts, F. (2016). Proposal of a Framework for Innovation Competencies Development and Assessment (FINCODA). WPOM-Working Papers on Operations Management, 7(2), 119–126.

• Neck, H. M., & Greene, P. G. (2011). Entrepreneurship education: known worlds and new frontiers. Journal of Small Business Management, 49(1), 55–70.

• Neck, H. M., Greene, P. G., & Brush, C. G. (2014). Teaching entrepreneurship: A practice-based approach. Edward Elgar Publishing.

• Neck, H. M., Neck, C. P., & Murray, E. L. (2017). Entrepreneurship : the practice and mindset. • Reymen, I. M. M. J., Andries, P., Berends, H., Mauer, R., Stephan, U., & Burg, E. (2015). Understanding

dynamics of strategic decision making in venture creation: a process study of effectuation and causation. Strategic Entrepreneurship Journal, 9(4), 351–379.

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EXHIBIT 1: GAME DYNAMICS: A THEORETICAL VIEWPOINT


EXHIBIT 2: GAME DYNAMICS: 6 ROUNDS FLOW


EXHIBIT 3: TOPICS & COMPETENCIES PER ROUND


EXHIBIT 4: ARCHETYPES

The archetypes are randomly assigned to a country/group in each game. Each team has to find out ‘their’ archetype in order to build a product with a high product-market-fit.

Name: Description: Values:

Purist Simply and virtuously the Purist is wholesome, exemplary, and highly ethical. He believes in being good and doing good.

Harmony, Peace, Optimism, Simplicity, Purity, Innocence, Honesty, Happiness, Faith

Pioneer The Pioneer is an individualist, blazing his own trail in pursuit of freedom, adventure, and new experiences that feed his soul.

Exploration, Freedom, Adventure, Indepedence, Experimentation, Self-reliance, Ambition, Challenge, Bravery, Confidence

Source The Source is looked upon as the all-knowing provider of knowledge. He devours information in the pursuit of knowledge and expertise. He has a high level of curiosity and is looked to for advice and opinions.

Truth, Knowledge, Expertise, Intelligence, Rigor, Diligence, Objectivity, Commitment, Depth, Education, Discipline, Clarity.

Conqueror The Conqueror is noble and is identified by an ability to meet and overcome adversity. He is steadfast when meeting challenges head on, no matter how difficult. He is relentless, resilient, and confident in his abilities and feels that anything he earns is well deserved.

Courage, Determination, Endurance, Persistence, Success, Elitism, Strength, Status, Honor.

Rebel The Rebel is unsatisfied with the status quo and adhors convention. His behaviour may be disruptive or even shocking and outrageuous to some, but to others he represents someone who will do whatever it takes to protect his self-expression

Freedom, Non-conformity, Independece, Individuality, Controversy, Rebellion, Daringness, Boldness, Defiance

Wizard The Wizard seeks out experiences that transform the ordinary into the extraordinary. He represents the universal message of mystery, thrill and novelty. The wizard seeks experiences that make his dreams come true, whether it’s the wonder of technology that never quits, magical potions that fight the effects of aging, or a golden passport to all the world has to offer.

Magic, Imagination, Joy, Curiosity, Optimism, Fun, Surprise

Straight Shooter

The Straight Shooter abhors pretention and is no-nonsene. He will say it like it is and behave in ways he believes are true to himself. He values being real in all that he does and in his relationships with others. He is friendly and informal. He is not one to keep up with the Joneses and marches tot he beat of his own voice.

Realism, Authenticity, Honesty, Modesty, Frankness.


Seducer The Seducer unsurprisingly desires romance, intimacy and sensual pleasure. He is not afraid to indulge and especially enjoys products and brands that hold strong sex appeal and that promise to boost attractiveness and desirability.

Love, Sensuality, Affection, Intimacy, Beauty, Passion, Desire, Ecstasy, Connection, Enjoyment, Pleasure.

Entertainer The Entertainer is your typical clown or prankster – a fun-loving free spirit who wants only to live in the moment and have a good time doing it. He has a unique ability fo capture and transfix an audience’s attention. He enjoys brands that employ humor and promise fun times.

Humor, Spontaneity, Charm, Youthfullness, Laughter, Gregariousness, Levity, Happiness, Fun.

Protector The Protector values compassion and generosity. He puts others first, providing tender loving care, support and reassurance.

Compassion, Motherly Advice, Hospitality, Protection, Comfort, Empathy, Generosity, Thoughtfulness, Sincerity, Sharing, Warmth, Wisdom

Imagineer The Imagineer is an artist, an innovator and a dreamer. He summons artistry and imagination to express himself and his vision of the world.

Creativity, Passion, Ingenuity, Vision, Creation, Innovation, Originality, Uniqueness, Artistry, Independent Thinking

Emperor The Emperor is the boss, the chief, the king of the castle, the capo di tutti capi. He exudes power and exerts leadership and dominance over others. He prefers products that offer an opportunity to stand above the crowd, wether in price, quality, service or performance.

Leadership, Strenght, Determination, Influence, Respect, Dominance, Prosperity, Confidence, Control, Wealth.


EXHIBIT 5: RESEARCH METHODS

The following research types are part of the game; they will be gradually introduced during the gameplay.

Res

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Des

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Scenarios By creating scenarios you will get insights in future product usage

Lifestyle studies By analysing lifestyle studies you will get insights in future trends about lifestyles

Trend tracking By tracking trends you will get insights in future technology trends

Expert interviews By interviewing experts you will get qualitative expert opinions

Surveys By creating survyes you will get demographic and sociographic information

Immersive Experience

By immersing yourself into your customer's experience you'll get first hand knowledge

Lead user By having a dialogue with your lead users you will get insight into consumer responses

Rapid Prototyping By rapidly creating paper prototypes together with your users, you will get 3D user feedback

Usability testing By testing the usability of your product and marketing expressions you will get structured feedback

Visual Antropology

By photographing (or other visual interpretations) of behaviour you will get insights in the relationship of form and function

Longitudinal analysis

By analysing someone's mental or physical change over a longer period of time, you will get insight in the effects on the long run.

Shadowing By shadowing your customers when using your product you will get deep customer understanding

Direct observation By directly observing your customers when using your product you will get customer data

Mentoring By mentoring your customers during the lifecycle of your product you will get to know your customer thoroughly


Customer Interviews

By interviewing customers you will get in-depth subjective understanding

Focus groups By using focus groups you will get your ideas tested and new ideas.

Online information

By searching the web for your users' names, you will get personal information

In-built tracking By tracking the usage of your product you will get usage data

Reviews By actively challenging users to leave reviews and respond to them you will get subjective usage data

Customer visits and events

By engaging in customer parties or events you will get latest insights and group beavhiour.

Man on the Street By briefly interviewing the 'man on the street' you will get subjective potential customer information

Burrito lunch By buying someone a burrito lunch you will get the chance to ask them about the potential usage of your product.

The Fake Door By creating a fake product offer you will get insights in conversion and click-through rates.

The Pinocchio By creating a a fake product dummy you will get insights in the design and appeal of your product.

The Mechanical Turk

By hiring a freelancer to do the work for you that has to be automated in the future (for instance through artificial intelligence) you will get deep insights in your technology.

The Impersonator By impersonating the contact with the buyer and giving your products a large-scale skin, you will get information on user behaviour when scaling up your product.

The One Night Stand

By creating a pop-up shop for one day, you will get insights in the complex interactions of environmental factors on your offering.

Libraries By asking librarians to help you with your literature research you will get a list of the best literature to study.

Literature By studying literature you will get insights in previous scientific studies.

Chamber of Commerce

By asking your local office of the Chamber of Commerce, or other service institutions, you will easily get a list of interesting reports to read and study.


EXHIBIT 6: PRODUCT TEAM – TECHNOLOGIES

The following product-building options become available in the game – each with its own contribution to a certain archetype.

Innovation Explanation

Business Model Innovation (round 2-6)

Ad-supported The wearable will be free for the customer while selling user information, time or ads to another party

Wizard Rebel Imagineer

Cost Leadership

Keep variable costs low and sell high volumes at low prices.

Straight Shooter

Emperor Protector

Subscription Charge a time-based payment to allow usage of the wearable

Entertainer Conqueror Seducer

Installed Base Offer the wearable at a slim margin to drive demand, but realize profit on additional products.

Imagineer Pioneer Wizard

Metered Use Allow customers to pay only for what they use.

Straight Shooter

Purist Source

Premium Price at a higher margin than competitors. Emperor Conqueror Source

Product Innovation (round 1-6)

Functionality Add capabilities to your wearable. Imagineer Enterainer Wizard

Conservation The design of the wearable is so that end users can reduce their use of energy or materials.

Seducer Purist Pioneer


Customization The customer can alter the wearable to suit individual requirements or specifications.

Wizard Source Pioneer

Ease of use The wearable is intuitive, and comfortable to use.

Straight Shooter

Purist Source

Engaging functionality

The wearable provides unexpected or newsworthy features that elevates the customer interaction from the ordinary

Pioneer Conqueror Entertainer

Engaging technology

The wearable provides unexpected or newsworthy technology that elevates the customer interaction from the ordinary

Imagineer Wizard Rebel

Environmental Sensitivity

Create wearables that to do no harm to the environment.

Purist Protector Rebel

Simplicity Omit superfluous details to reduces complexity

Seducer Purist Straight Shooter

Safety Increase the customers level of confidence and security

Protector Straight Shooter

Emperor

Styling Impact a noteworthy style, fashion or image to create a wearable that customer covet.

Conqueror Rebel Seducer

Superiority Develop a wearable with an exceptional design or quality.

Emperor Conqueror Source

Service Innovation (round 4-6)

Concierge Provide premium service by taking on tasks for which customers don't have time.

Source Emperor Seducer

Extended Guarantee

Remove customer risk of lost money or time from product failure or purchase error.

Protector Entertainer Emperor


Loyalty Programs

Propvide benefits to frequent and high-value customers.

Protector Seducer Emperor

Personalized Service

Use the customers own information to provide perfectly calibrated service.

Wizard Rebel Seducer

Try before you buy

Let customers test and experience an offering before investing in it.

Rebel Pioneer Wizard

User Communities

Provide a communal resource for product and service support.

Source Rebel Imagineer

Experience Innovation (round 3-6)

Community Facilitate visceral connections to make people feel they are part of a movement

Entertainer Imagineer Wizard

Experience Enabling

The wearable offers a unique experience that was previously impossible.

Pioneer Rebel Conqueror

Experience Automation

The wearable removes a burden of repeitive tasks of customers to simplify their lives.

Imagineer Source Straight Shooter

Experience Simplification

The wearable creates the opportunity to focus on specific goals exceptionally well.

Purist Straight Shooter

Imagineer

Mastery The wearable helps customers to obtain a great skill or deep knowledge of some subject or activity.

Source Conqueror Protector

Status The wearable offers cues that confer meaning.

Conqueror Emperor Entertainer

Personality The wearable puts emphazis on being alive. Rebel Purist Seducer


EXHIBIT 7: GAMEPLANS

The following gameplans are invisibly present in the game. If you happen to select a gameplan as a team, your scores will increase.

Name Explanation

Produced Locally The product is made locally, but ready to scale globally at low-cost pricing.

Born Globals The product is targeted at a cosmopolitan public and ready to scale at large.

Giant Leap for Humanity

The product uses a small intervention to lever a huge impact for society.

A Leap of Faith The product offers something refreshingly new.

Product Leadership

The product is of extraordinary quality.

Customer Intimacy

The product wants to really get to know its user.

Invented Here The product is an invention made real.

Core Competences

The product is the result of 100% focus.

Exploration The product is the living evidence that exploration pays off.

Customer Journey The product takes the customer on a journey.

First Mover The product is a bit on the edge, but that attracts early adaptors.

Sustainaibility The product focuses on a reduced ecologic footprint

Brand The product is exceptionally well-branded.

Engagement The product engages to the max.

Purity The product stands for one thing: purity.


Pioneers The product is exploring the possibilities of the future.

Intelligence The product is for the highly-educated.

Elite The product is for the elite.

Freedom The product is the personification of Free Willy.

Surprise The product is a real surprise.

No-nonsense The product puts you with both your feet on the ground.

Passion The product is for Romeo and for Juliet.

Youthfullness The product embraces your inner child.

Empathy The product helps others

Artistry The product is a piece of art.

Kings and Queens The product that rules them all.

Open Invitation The product is created by other people, such as experts or the crowd.

Collaborative Consumption

The product challenges traditional forms of ownership by providing confidence and security.

Free-based The product is nearly free, but opens doors for multiple new ways of making money.

Radical Lifehacking

The product moves beyond standard personal efficiency.

Predictive Business

The product uses big data to model behaviours allowing you to make promises and predict outcomes for customers.

Exchange The product acts as a hub of activity and commerce.

Experience Design The product is all about a smart experience.

Ecosystem The product is an ecosystem of innovation and extensions.

Identity The product uses subtle or explicit cues to allow the customer's identity.


Status-based The product uses subtle or explicit cues to confer status to the users.

Immersion The product creates an environment captivates and mesmerizes customers to foster new levels of engagement.

Connected Community

The product leverages the power of social ties to deepen experiences and encourage customers to share common interests.

Values-based The product stands out for something and fosters a movement.

Co-Creation The product offers a platform to connect communties to create new offerings.

Simplicity The product radically eases the complicated, nagging or arcane elements for its customers.

Wild card The product allows customers to do personal things they couldn't have done before.


EXHIBIT 8: TEAM TEST

The following elements are part of the team test.

The way we work

We foster 'founder's thinking': staying as close as possible to the initial founding vision, because it is the purest and least affected by reality.

We foster to 'human thinking': we seek ideas and solutions from culture, nature and humanity

We foster 'first principles thinking': find the most basic form of our idea and than build up from there.

We foster 'disruptive thinking': with our technologies economies can be brought down.

We foster the 'one sentency thinking': summarizing our product description, vision and role description down to one sentence, in order to understand and reflect on it.

We foster the 'future history thinking': what would a historian in the future describe as the oen big thing that changed everything?

We foster the 'fundamental assumption thinking': we change the single (wrong) assumption everyone makes when starting up a company like ours.

We foster 'system thinking': we observe the smallest of details in the environment, try to find underlying systems and change them.

We foster 'contextual thinking': what has changed in the context during the last few years?

We foster 'what-if thinking': what if history never happened, how should our team and company look like?


We foster 'original intent thinking': we wonder what people intend to do and why they don't do it.

We foster 'least happy thinking': what makes customers most unhappy at this moment and what can we do to change that?

We foster 'monopoly thinking': we stop assuming that our customers already have the competitor's product and focus on our own strenghts.

We foster 'negative space thinking': we ask questions like 'why isn't everybody already there?' in stead of 'how many are there?'.

We foster 'edge thinking': stay away from culture of an industry to prevent loosing objectivity and stay inspired.

We foster 'patters thinking': we focus on finding systematic patters that shape the future.

We foster 'impossibile thinking': we focus on impossible targets and do everything we can to make them happen anyway.


EXHIBIT 9: MARKETING

Acquisition How do users find you?

Search Engine Optimization

Paid Search

Affliate marketing

Exhibitions

Social media outreach

Viral campaigns

Advertising

Personal Selling

PR

Activation Do users have a great first experience

Community participation

Merchandizing

Social media participation

Behavioural targeting

Sales

Sponsorships

A/B-testing

Retention Do users come back?


Direct mail

Newsletters

Press releases

Blogging

Revenu How do you make money

Margins

Referral Do users tell others? Net Promotor Score

CRM

Customer Service

Social Media Marketing

Customer extras


EXHIBIT 10: FUNDING

Sweat Equity

Deb

t Fu

nd

ing

Equity Funding

P

erso

nal

Fu

nd

s

FFF

Cro

wd

fun

din

g

See

d G

ran

ts

Ban

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Bu

sin

ess

An

gels

Ven

ture

Cap

ital

IPO

Idea Product-Market Fit

x x x x

Product

Affordability x x

Design x x

Performance x x x

Features x x

Quality x x

Usability x x

Sales Acquisition x

Activation x x x

Retention x x x x x

Revenu x x x

Referral x x

Team Experience x x x x


Knowledge x x x x

Skills x x x x

Attitude x x x x x

Risk Compensation

x x x x x

Goodwill x x x x x x