SBM-NMIMS: COURSE OUTLINE & Teaching Plan Academic Year : 2025-2026
With Assurance of Learning (AOL) components
Course
Code
Course Title Business Models and Planning
Course Prof. Subhashish Mazumdar ; [email protected]
Instructor/s
Credit
3 credits (100 marks)
Value
Programme
MBA Trim IV
& Trimester
Pre-
None
requisite
CLO1: Ability to conceptualise the practical, hands-on approaches for analysis of how
companies create, deliver and capture value (PLO 2a)
CLO2: Ability to convert the conceptual models into industry evolved models of business plan
Learning
with understanding of resource and capabilities of a business entity. (PLO 3b)
Objectives
CLO3: To be able to comprehend, communicate and recommend an actionable and realistic
business plan, with ability to pitch and generate resource commitment. (PLO 3c)
After completion of the course, students will have the ability to
1. Understanding of the most efficient way to allocate and organize resources of new
businesses.
2. Use theoretical models to solve cases studies on companies that represent different business
Learning models, including the new ones
Outcomes
3. Know different approaches to business modelling and identify similar and distinguished
features of business build on identical business models
4. Propose possible scenarios of modifications and alternatives of the business models
5. Presenting a comprehensive business plan resembling VC or PE pitch.
This course hones and refines the skills and understanding of the students with respect to
business models and business plans. Integrates marketing, sales, finance, operations, and
customer relations. Develops entrepreneurial and intrapreneurial skills for business success.
Emphasizes pitching, negotiating, and launching new ventures. Applies theoretical models to
solve real-life case studies and adapt to digital disruptions in business models. Topics include
Course
entrepreneurial thinking; opportunity spotting and evaluation; industry and market research;
Description
business strategy; business models and business plans; financial forecasting and entrepreneurial
finance; pitching to resource providers and negotiating deals; and launching new ventures. This
course is designed as the capstone course for students to use to integrate all other functional
courses taken during the programme. Students are expected to write a comprehensive Business
Plan as the major project for this course. Teaches efficient resource allocation for both
organizational and entrepreneurial settings.
Specific assessment % AOL
CLOs
methods / tasks Weightage Instruments
CLO 1 CLO 2 CLO 3
Case discussions 15 Rubric 5 5 5
Evaluation
Class Activity/In class
Pattern 10
short assignments
Class Participation 10
Group Assignments
5
related to Main Project
End Term Main Project – 20 Rubric 10 10
1|Page
Group Evaluation
Embedded
End Term Examination 40 20 10 10
questions
Total 100%
Chapter / Article Reference / Case
Topics / Subtopics Pedagogical Details, Class
Sessions Studies
Learning Outcomes Exercises & Engagement
1 Ideas-opportunities- Case 1:Proactive for Her Instructor led session on
business concept- - What is the difference between
business model #: 723351-PDF-ENG ideas and opportunities
Additional Reading: - How to identify opportunities
Innovating Business Models to Boost
India’s economy Case analysis and presentation
LO: to understand basics of
Business modelling
2. Business model Essential Reading: Reaching the Rich Video: St Gallen University
innovation World's Poorest Consumers - R1503B- Business Model Innovation
PDF-ENG
New ways of
conceptualising Additional Reading: Case analysis and presentation
businesses with LO: How to innovate over
existing and newer Disrupting beliefs: A new approach to challenges and internal and
models. How to business-model Innovation: McKinsey external factors
innovate over Quarterly, 2015
challenges and internal
and external factor – Case 2: Future of start up- Chile,
Product #: 622080-PDF-ENG
3 What is a business Essential Reading: Why Business Discussion lead by instructor on
model. Models Matter – Joan Magretta – HBR conceptual underpinnings of a
2002 May;80(5):86-92, 133. Business Model:
Understanding the Additional Reading: Osterwalder, A. Definition(s)
dimensions of a and Pigneur, Y. (2010). Business model Evolution
business model and generation. Hoboken, NJ: John Wiley & Thematic understanding
Business Model Sons Pg: 14- 43 Components
Canvas- Classifications
Quick Case : Importance
Zopnote: The Path to Mass Adoption?- Video: Lego Business Model
8471-HTM-ENG( HBS) Canvas-
https://www.youtube.com/watch?
v=GMJCKI9ibrA
https://www.slideshare.net/oecons
ulting/business-model-canvas-
109378024
Group Activity 1- Business Model
Canvas Analysis and
Presentation- concepts of Value
Loop and Value Innovation
Discuss – Diamond – Square
2|Page
Framework
LO: Understanding full
dimensions of business models
4. Business model Essential Reading: Business Model Case Analysis
analysis Analysis for Entrepreneurs - 812096-
Conceptualising a PDF-ENG
model to understand
the dynamics with Case 3: Just Arrived: Integrating
macro and micro Refugees in Sweden
analysis-
Product #: 321040-PDF-ENG (HBS) LO: Understanding micro and
macro level analysis of Business
Models
Additional Reading:
Business Model Analysis of Startups-
Product #: 820089-PDF-ENG
5. Generating business Essential Reading: How We Built a Exercise on translating ideas into
ideas and converting Strong Company in a Weak Industry - business opportunities and
them into R0102B-PDF-ENG concepts
opportunities- Linking results of the exercise to
Expanding a Business business models
Model Case 4:
Center for Sustainable Agriculture Case Analysis and Presentation
(CSA): Expanding a Business Model-
W28395-PDF-ENG LO: Generating and expanding
Business Models
6. Business model Essential Reading: Reaching the Rich Video: St Gallen University
innovation World's Poorest Consumers - R1503B- Business Model Innovation
PDF-ENG
New ways of Case analysis and presentation
conceptualising Additional Reading:
businesses with
existing and newer Disrupting beliefs: A new approach to LO: Innovating Business Models
models. How to business-model innovation: McKinsey for Social Business Models
innovate over Quarterly, 2015
challenges and internal
and external factors – Case 5: Foundation: Frugal Innovation
at Scale (A) (Abridged)- 421021-PDF-
ENG
Group Assignment 1 due after session 6 – Business Model Canvas for the final project idea-
7. Converting ideas Case 6: How a new business idea can be
into a business- Deal Share: Social E-Commerce for the made a business model?
Indian Mass Market- 322099-PDF-ENG Case analysis
Additional Reading: How to design a LO: Scenarios and modifications
winning Business Model- HBR needed in new business models
8. Customer discovery Essential Reading: Class Group Activity 2
3|Page
and concept https://entrepreneurship.hbs.edu/Docum
development ents/Session%20Summary/HBSRock- Instructor led session on
Customer-Discovery-Final.pdf - how to develop the business
concept
- how to identify the customers
Anthony, S. (2012). The Five Cs of for the product – - how to develop
Opportunity Identification. Harvard a positioning statement for the
Business Review Digital Articles, 2–4. product
- use of quantitative and
qualitative techniques for MR
- Class Group sessions to apply
concepts to project idea
9 Selling & marketing Essential Reading:
the business concept How Brand Building and Performance Instructor led session on
Marketing Can Work Together- - how to overcome loss aversion/
status quo bias of customers
Product #: R2303J-PDF-ENG (HBS)
- using the sales funnel
- go to market strategies
1. Red Ocean Traps
By: W. Chan Kim, Renee Mauborgne - Class group sessions to apply
Product #: R1503D-PDF-ENG
concepts to project idea
Class Group Activity -3
10 Estimating the Essential Reading: Beating the Odds Class Group Activity-4
opportunity for the When You Launch a New Venture - Instructor led session on
idea- R1005G-PDF-ENG sizing the market for the product
and identifying the risks involved
in the venture
- Class group sessions to apply
concepts to project idea
LO: Estimations of opportunity
for business models for ideas
11 Validating business Case 7. The Goldman Sachs 10,000 Experience sharing by experts
model hypothesis Small Businesses Program: 2009-2021 https://www.youtube.com/watch
Analysing the options; ?v=peGV0aNaTfg
Product #: 322052-PDF-ENG
Launching a new
Case analysis and Presentation
business – challenges
and risks- LO: Launching business with
real causes of Social and
Entrepreneurship
Group Assignment 2 due after session 11 – Target customer profile, market segmentation and process of
market estimation
12 Putting together a Essential Reading: How to Write a Class Activity- 5
winning business plan Great Business Plan - 97409-PDF-ENG Session focus on introducing and
discussing the POCD framework
Class activity sessions to apply
concepts to project idea
LO: How to put and communicate
business plans
4|Page
13 Creating a growing Essential Reading: Choosing the Right Session focus on how to achieve
venture Customer Robert L. Simons - R1403B- profitable growth and market
PDF-ENGAdditional Reading: value.
Customer Has Escaped - R0311G-PDF- Basic Financials for
ENG Entrepreneurs
LO: Making a full Business
Venture- finance importance
14 Business plans Essential Reading: Case Analysis: relating to
evaluation ambitious vs realistic business
How to ensure the Changing the Game to Compete: plans
limits of ambitious and Innovations in the Fashion Retail Industry
realistic business plans From the Disruptive Business Model-
and models BH1042-PDF-ENG
LO: Evaluate Business Plans-
Case 8. Reality check for business models
The Black New Venture Competition;
Product #: 821029-PDF-ENG
15 Evolving Business Essential Reading – Case Analysis Discussion –
Models- Case 9: Analysis for evolving models in
AMC Entertainment: Creating a base sectors
Spectacular Moviegoing Experience (A) Case Analysis
LO: Business Models are required
for the fundamental utilities in
business, how to bring options
and right approaches
16 Pitching the business Essential Reading: Hands on exercise using Shark
plan- Ferriani, S., Cattani, G., & Falchetti, D. Tank videos
(2021). When Pitching an Idea, Should Preparing an investor pitch
You Focus on “Why” or
Discussions on elevator pitch –
“How”? Harvard Business Review
Digital Articles, 1–5. how to prepare for it
Breakout session: Each group will
Nivi, B. (2009). How to Write an make a 40 second presentation of
Elevator Pitch. Harvard Business their business plans akin to an
Review Digital Articles, 1–3. elevator Pitch
17 Entrepreneurial Prashantham, S., & Yip, G. S. (2017). Examples of investors and
ecosystems – Engaging with start-ups in emerging incubators to understand support
incubators and markets. MIT Sloan Management systems available for
accelerators. Review, 58(2), 51-56. Retrieved from entrepreneurs
https://www.proquest.com/scholarly-
journals/engaging-with-startups- Example of experts to address
Queries emerging- specific practical considerations
and discussions for markets/docview/1877765817/se-2 when designing business models
enhancing analytical and setting up business plans
ability to identify Class Group Experience- Each
nuances of business Group to identify 1
modelling and Entrepreneur and brief their
planning new success or challenges in business
ventures- model
18 Business Model Essential Reading: Refresh understanding of law of
Essentials- Founders Eyring, M. J., Johnson, M. W., & Nair, contracts and discuss concept of
Agreements H. (2011). New Business Models In Founders agreement
Emerging Markets. Harvard Business
To understand contract
5|Page
requirements in a new Review, 89(1/2), 88–95. Case analysis and presentation
set up in Business
Models- Case 10: Fynd- (2021)#: 822006- LO: To enrich the fine tuning of
PDF-ENG (HBS) business models in entrepreneur
approaches
19 Project presentations to impart “learning by doing” philosophy’. This course is not about developing
a ‘business plan’ in vacuum with made up statements and numbers. It is about how well the Group
is utilizing both primary research (surveys, interviews) and secondary research (library databases,
internet resources) to develop their idea and take steps to start their company. 5 Presentations each
in 19 and 20 session
Final Business Plan presentations for the Business Model of the Project Selected of the Group Project
in groups and feedback session -5 groups -
20 Final Business Plan presentations for the Business Model of the Project Selected of the Group Project
in groups and feedback session- 5 Groups-
Reading List and
Reference Books:
References
1. McKeever, M. P. (2018). How to write a business plan. Nolo.
2. Cremades, A. (2016). The Art of Startup Fundraising: Pitching Investors, Negotiating the Deal,
and Everything Else Entrepreneurs Need to Know. Germany: Wiley.
3. Martin Reeves & Jack Fuller (2021) .The Imagination Machine: How to Spark New Ideas and
Create Your Company's Future
4. Osterwalder, A. and Pigneur, Y. (2010). Business model generation. Hoboken, NJ: John Wiley
& Sons.
5. Barringer, Bruce R.. ( 2015, 2021)Preparing Effective Business Plans: An Entrepreneurial
Approach, 2nd edition ,Pearson, Prentice Hall
Instruction for Use of Intellectual Property of NMIMS SBM (By Order, NMIMS SBM)
Course Outlines are strictly for private and restricted circulation among the concerned Faculty Members
and the Students of this Programme. They are permitted to use the contents for study and research
purpose only. No part of this Course outline can be copied, reproduced, shared and/or circulated in any
manner, through any mode, for any purpose and under any circumstances whatsoever; which is contrary
to the stated restricted uses and purposes. The person responsible for violating this Instruction shall be
liable for appropriate disciplinary action initiated by SBM.
Disclaimer
While care has been taken in compiling this Course outline, The School of Business Management of SVKM’s
NMIMS University shall not be held liable in any manner to any person for any mistake and / or omission in
the contents of the Course outline.
6|Page
Business Models and Planning – MBA –Core - Trim IV(Elective)
2025-26
Evaluation Particulars
A. Case discussion - Weightage: 15 Marks (Template provided)
Evaluation based on timeliness and quality of submission. Adherence to template is expected.
B. Group Assignment Guidelines - Weightage: 5Marks
Assignment 1 and 2 – 5 marks
Group Assignment 1 due after session 6 – Business Model Canvas for the final project idea
Group Assignment 2 due after session 11 – Target customer profile, market segmentation and process
of market estimation
Evaluations will also consider timeliness and quality of submission
C. Class Group Activity – Weightage: 20 Marks
D. Final Business Plan - Weightage: 20 Marks
Presentation – 10 marks
Plan document in MS-Word/Pdf – 10 marks
Case Analysis Sheet
Instructions:
1. This Sheet is to be submitted by all groups electronically in MS-Word format prior to the
class – 2 days prior to the class
2. Responses to be limited to a maximum of 1.5 pages (A4 size) per question
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Group details
Student Name Student SAP ID Student Roll No
7|Page
Case Name
Response to Case Questions given by faculty
Case Discussion Rubric (15 marks)
CLO 1: Ability to conceptualise the practical, hands-on approaches for analysis of how companies
create, deliver and capture value (PLO 2a)
CLO 2: Ability to convert the conceptual models into industry evolved models of business plan with
understanding of resource and capabilities of a business entity. (PLO 3b)
CLO 3: To be able to comprehend, communicate and recommend an actionable and realistic business
plan, with ability to pitch and generate resource commitment. (PLO 3c)
Exemplary Satisfactory Unsatisfactory
(5 -4) (3 -2) (1)
Concept The student clearly The student partially The student is not able to
clarity demonstrates the demonstrates the demonstrate the
CLO1 understanding of the understanding of the understanding of the
business model business model business model
requirements, various requirements, various requirements, various
components of new components of new components of new
business planning business planning required business planning
required for addressing it. for addressing it. required for addressing it.
Content The student is able to The student is able to The student is not able to
CLO2 describe how the business partially describe how the describe how the business
model requirements, business model model requirements,
various components of requirements, various various components of
new business planning components of new new business planning
execution/implementation business planning execution/implementation
process execution/implementation process
process
Application Student is able to Student is able to Student is unable to apply
CLO3 accurately apply the satisfactorily apply the the learnings from the
learnings from the pre- learnings from the pre- pre-reads to address the
reads to address the case reads to address the case case problem
problem problem
8|Page
Group Assignment Guidelines:
Instructions:
1. This is a group assignment. The groups pre-assigned by the programme office would continue.
2. Group needs to pick up a company and form a business plan with implementation points. You can
rely on your internship experience to understand strategic problems and identifying a company, or
it can be a company/sector you have in mind.
3. Group needs to finalize the company and the strategic problem with the faculty before 4th session.
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Study Outline
Setting the Context: Current Trends in the industry, various sectors, start-up market and
positioning of the identified company
Identifying all aspects of business planning and set up formation
Identify the challenges and opportunities in the context of the business models and business
planning/execution
Organizational design and organizational challenges in implementing/addressing the business
plan
Contingency and risk management
Entrepreneurship and leadership in the context
Key data sources: Entrepreneur set up reports, Industry Analysis, Databases and relevant sources
Group Project Rubric (20 marks)
CLO 2: Ability to convert the conceptual models into industry evolved models of business plan with
understanding of resource and capabilities of a business entity. (PLO 3b)
CLO 3: To be able to comprehend, communicate and recommend an actionable and realistic business
plan, with ability to pitch and generate resource commitment. (PLO 3c)
Exemplary Satisfactory Unsatisfactory
(5 -4) (3 -2) (1)
Composition The report was well The report was organized The report lacked overall
CLO2 organized and clearly and clearly written for the organization. The reader
written. The most part. In some areas had to make considerable
underlying logic was the logic and/or flow of effort to understand the
clearly articulated and ideas were difficult to underlying logic
easy to follow. follow.
Content The report analysed The report analysed and The report vaguely
CLO3 and articulated the articulated the need and analysed and articulated
need and business plan business plan linkages of a the need and linkages of a
linkages of a new new enterprise/entity, new enterprise/entity,
enterprise/entity, capabilities & leadership capabilities & leadership
capabilities & and business model plan and business model plan
9|Page
leadership and execution good and done execution
business model plan satisfactorily
execution
exceptionally well
Student is able to Student is able to Student is unable to apply
Application accurately apply the satisfactorily apply the the learnings from the
CLO3 learnings from the learnings from the course course (validating a
course (validating a (validating a business plan, business plan, evaluating,
business plan, evaluating, pitching, pitching, entrepreneur
evaluating, pitching, entrepreneur dimensions) dimensions) to address the
entrepreneur to address the case case problem
dimensions) to address problem
the case problem
Understanding Student is able to Student is able to Student is not able to
of context understand and clearly understand identify a few understand and identify
CLO2 identify what all data data points that would have what all data points would
points would have helped in addressing the have helped in addressing
helped in addressing problem better the problem better
the problem better
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