ENTREPRENEURIAL MARKETING

ENTP 6380/MKT 6380

Class Meeting Thursday 7:00 9:45 PM, SOM 2.102 Office Hours: Mon/Thu 3:00 4:30 PM Or by appointment COURSE OBJECTIVES: This course is about the choices and challenges of entrepreneurial marketing. A variety of cases have been selected to demonstrate that the principles and practices involved are broadly applicable across multiple industry contexts. Firms in established and stable industries are faced with a limited set of choices in all likelihood, the competitive landscape is reasonably well defined, market segments are known, distribution channels have been established, and the firms competitive strengths and limitations are understood. Technology (will it work?) and market (will they buy?) risks are minimized; competitive actions and the firms ability to execute are the principal areas of uncertainty. Marketing options are partially constrained by established industry structure and prior choices. Entrepreneurs competing in rapidly evolving competitive environments, or established firms introducing new products or services into unfamiliar or emerging markets, often face multiple unknowns (technology, market, competitive and execution risks). Entrenched competitors will jealously defend their turf; multiple new entrants will aggressively compete to establish next-generation technologies. Market definitions and customer requirements are often in a state of flux and customer confusion is high. The emerging industry may lack established technical standards, distribution channels and pricing models. Most entrepreneurial challengers will lack brand identity and name recognition, and may face severe resource constraints. Although classic marketing principles (product, positioning, pricing, promotion) still apply, the context is very different and the target is always moving. The good news is that there are relatively few constraints on marketing choices and strategies; the bad news is that each choice is critical and each in turn constrains future options and flexibility. Often, the innovator or entrepreneur is faced with a David and Goliath challenge where the resources and legitimacy of incumbent(s) and established business models create substantial barriers for a challenger firm with limited resources and capabilities. This course will examine these strategic choices utilizing readings, case studies and a semester project focused on the marketing strategies of a successful emerging growth firm. LEARNING OBJECTIVES Upon successful completion of this course, students will:

FALL 2011
Dr. Joseph C. Picken SOM 4.212 Email: jpicken@utdallas.edu Phone: (UTD office): (972) 883-4986

Understand the choices and challenges that differentiate entrepreneurial marketing from conventional marketing, with particular emphasis on market entry strategies for technology-based entrepreneurial ventures. Develop an understanding of the concepts, tools and theoretical frameworks used to analyze and interpret the competitive situations faced by entrepreneurial firms and develop marketing plans and strategies to achieve successful market entry. Demonstrate the ability to apply the concepts, tools and frameworks presented in the readings and lectures to the analysis, interpretation and prioritization of entrepreneurial marketing issues presented in case studies. Demonstrate the ability to develop and communicate appropriate recommendations for action with respect to the entrepreneurial marketing issues and challenges presented in case studies.

REQUIRED COURSE MATERIALS:

Schindehutte, M., Morris, M. and Pitt, L. 2009. Rethinking Marketing: the Entrepreneurial Imperative. Pearson Prentice
Hall. Upper Saddle River, NJ. ISBN-10: 0-13-239389-1 (Paperback)

Moore, Geoffrey A. 2002. Crossing the Chasm: Marketing and Selling High-Tech Products to Mainstream Customers.
HarperBusiness. New York. ISBN 0-06-051712-3 (Paperback)

Electronic Readings: Download eJournals as required from the McDermott Library Website (see ASSIGNMENTS) Cases: Course pack available at bookstores.
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The books and cases are available at the UTD Bookstore, Off Campus Books or Stanza Books on Campbell Road. The electronic readings (HBS articles and other) are available for download from WebCT or at no charge on the UTD McDermott Library website (http://www.utdallas.edu/library/resources/journals.htm ). SELF INTRODUCTION Each student should post a Self-Introduction in the Discussion area of WebCT prior to the first class. Guidelines are provided on the WebCT Discussion page. This information will assist in the formation of groups for the course. FORMATION OF GROUPS Much of the work in this course will be performed in groups. Students should form small groups (3 members) during the first two weeks of the course. It is important that you select your groups to include a diverse set of skills and make sure that at least one member is proficient in accounting and spreadsheet analysis. A list of the members of each group (with name, email and telephone contact information) should be turned into the instructor at the beginning of class on September 1st. LECTURE NOTES The MS Powerpoint slides used in lectures and case discussions and other course-related materials will be posted on WebCT (http://webct.utdallas.edu) under course ID ENTP 6380. You should be able to access WebCT with your UTD Unix ID and password. Call computer services at (972) 883-2911 if you need assistance. COURSE REQUIREMENTS & GRADING: The list of assigned readings and cases is attached. Discussion questions are provided for each of the cases. Supplemental materials may be provided or posted electronically. Advance preparation and enthusiastic participation in class discussions is an important part of the learning experience in this course and will be evaluated. The course has been designed to allow flexible management of your time. There will be no quizzes or exams. Your grade will be based on group and individual written assignments and your contributions to class discussions. These assignments, their due dates and page limits, and their relative weights in determining your final grade are summarized in the table below:
Case WA-1. XM Satellite Radio (A) WA-2. net.Genesis, Inc. WA-3. Warner-Lambert Ireland: Niconol WA-4. The Ford Fiesta WA-5. Documentum, Inc. WA-6. Lenovo: Countering the Dell Challenge WA-7. Wild Card Presentation (sessions 05, 07, 09, 11, 13) WA-8. Final Group Project Paper & Presentation Class Participation Due Date Sept 15,2011 Sept 29, 2011 Oct 13, 2011 Oct 27, 2011 Nov 10, 2011 Dec 1, 2011 As assigned Dec 6, 2011 Dec 8, 2011 Type Individual (outline form) Group (outline form) Group (outline form) Group (outline form) Individual (outline form) Group (outline form) Group (outline form) + Presentation Paper: Group (essay form) Powerpoint Presentation Individual Overall Course Grade Length (pages) 5-7 5-7 5-7 5-7 5-7 5-7 5-7 12-15 15 mins 15% 100% Weight 10% 10% 10% 10% 10% 10% 10% 15%

Wild Card Presentation. Each group will be assigned one wild card presentation (see course outline). The group will prepare an outline form paper for the assigned case and lead the class discussion with a 30 minute presentation of their analysis of the case. Peer Evaluation. A peer evaluation process will be utilized to adjust individual grades on all group assignments. The peer evaluation form (attached) should be completed individually, sealed in an envelope and turned in with the final written assignment on December 6th. Class Participation. Fifteen percent (15%) of your grade will be based on the quality of your preparation and active participation in class discussions and exercises. From time to time, it may be necessary to miss a class due to illness or
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personal business. Please let me know in advance. Keep in mind that written assignments must be emailed by the due date, regardless. Attendance will be taken. If participation becomes an issue, your grade will be impacted. GROUP PROJECT: ANALYSIS OF MARKETING STRATEGY The final assignment in this course will require the critical analysis of the entrepreneurial marketing strategy of an emerging company that has recently completed a successful initial public offering. Teams will select a company from among a list to be provided. The assignment will be to critically analyze the selected
companys market entry strategy, including definition of the customer and the problem to be solved, the companys solution (product/service offering) and value proposition, market structures, market segments, competition and competitive positioning, business model, channels, etc.

Present the results of your analysis in a paper (December 6th) and presentation at the end of the course (December 8th). A
general outline for the paper and presentation will be provided at the beginning of the second class.

GUIDELINES FOR WRITTEN ASSIGNMENTS

Due Dates. Written assignments will be due at the beginning of class on the date assigned (and can be emailed to me if you are unable to attend the class). Late papers turned in at or before the next class session following the due date will be graded, but 10 points will be deducted from the grade. Late papers turned in at or before the second class session following the due date will be graded, but 15 points will be deducted from the grade. Late papers not received by the beginning of the second class session following the due date will receive a zero. Consideration may be given for extenuating circumstances with prior notification. Format. Your name (or the group identification and names of all group members) the course number and the date should appear in a header at the beginning of each page of the document. The body of each written assignment should comply with the page length guidelines specified for the assignment. The use of charts and exhibits is encouraged, to the extent that they help you make your points. Charts and exhibits should be numbered and appropriately referenced in the document. A list of references should be attached as required. Cover pages, charts or exhibits, and lists of references are not included in the page count. The manuscript should use 11-12 point type, double-spaced, with 1 margins all around. Appropriate titles and section headings should be used. Number the pages and staple in the upper left corner. Binders and report covers are neither necessary or desired. Presentation Format. Use MS Powerpoint. Keep it simple (no videos, sound effects, etc.) Limit animation to that required for an effective presentation. Provide electronic copy to instructor no later than 5:00 PM on due date. Attach a hard copy of your slides to your paper (six slides per page is fine). Outline Form Response. Most of the assignments specify an outline form response. I will expect a statement of the question followed by a bulleted or numbered list of the key items in your response. Essay Form Response. Some assignments may specify an essay form response. I will expect a well organized paper that addresses the case questions and uses section headings, bulleted lists, charts and exhibits as appropriate to clearly communicate your message. Electronic Submissions. If you submit a paper by email, the file name should identify the course, assignment number and your name or group ID. For example, ENTP 6380_2_JSmith.doc would identify John Smiths written assignment 2. Effective written and oral communications are critically important in the business world. It is equally important that students "put their best foot forward" in classroom presentations and written assignments. Poor organization, convoluted sentence structures, mangled grammar and misspelled words have no place in effective communications, and will be considered in the evaluation of your work and ideas.

CASE ANALYSIS GUIDELINES

Written assignments and exams will often require the analysis of case situations. Preparation for class discussions will also frequently require the analysis of a case situation. Case analysis assignments are generally designed to evaluate and develop your skills in: identifying key organizational issues (decisions or actions required in a given situation). analyzing the situation (identifying problems; understanding the underlying causal factors; and identifying and evaluating options) recommending specific actions (what should be done, by whom, when and in what sequence) to address the key issues. Specific questions have been provided for each case to focus your analysis. In general, there are no right or wrong answers for a specific case different approaches and insights are possible, depending on your individual perspective and approach. Regardless of your approach and conclusions, I expect you to make recommendations that: (1) address the identified issues; (2) follow logically from your analysis and conclusions; and (3) make sense (are feasible) in the context of the case situation.

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UNIVERSITY POLICIES
Technical Support. If you experience any problems with your UTD account you may send an email to: assist@utdallas.edu or call the UTD Computer Helpdesk at 972-883-2911. Off-campus Instruction and Course Activities. Off-campus, out-of-state, and foreign instruction and activities are subject to state law and University policies and procedures regarding travel and risk-related activities. Information regarding these rules and regulations may be found at the website address http://www.utdallas.edu/BusinessAffairs/Travel_Risk_Activities.htm. Additional information is available from the office of the school dean. Below is a description of any travel and/or risk-related activity associated with this course: none. Student Conduct & Discipline. The University of Texas System and The University of Texas at Dallas have rules and regulations for the orderly and efficient conduct of their business. It is the responsibility of each student and each student organization to be knowledgeable about the rules and regulations which govern student conduct and activities. General information on student conduct and discipline is contained in the UTD printed publication, A to Z Guide, which is provided to all registered students each academic year. The University of Texas at Dallas administers student discipline within the procedures of recognized and established due process. Procedures are defined and described in the Rules and Regulations, Series 50000, Board of Regents, The University of Texas System, and in Title V, Rules on Student Services and Activities of the universitys Handbook of Operating Procedures. Copies of these rules and regulations are available to students in the Office of the Dean of Students, where staff members are available to assist students in interpreting the rules and regulations (SU 1.602, 972/883-6391) and online at http://www.utdallas.edu/judicialaffairs/UTDJudicialAffairs-HOPV.html A student at the university neither loses the rights nor escapes the responsibilities of citizenship. He or she is expected to obey federal, state, and local laws as well as the Regents Rules, university regulations, and administrative rules. Students are subject to discipline for violating the standards of conduct whether such conduct takes place on or off campus, or whether civil or criminal penalties are also imposed for such conduct. Academic Integrity. The faculty expects from its students a high level of responsibility and academic honesty. Because the value of an academic degree depends upon the absolute integrity of the work done by the student for that degree, it is imperative that a student demonstrate a high standard of individual honor in his or her scholastic work. Scholastic Dishonesty. Any student who commits an act of scholastic dishonesty is subject to discipline. Scholastic dishonesty includes but is not limited to cheating, plagiarism, collusion, the submission for credit of any work or materials that are attributable in whole or in part to another person, taking an examination for another person, any act designed to give unfair advantage to a student or the attempt to commit such acts. Plagiarism, especially from the web, from portions of papers for other classes, and from any other source is unacceptable and will be dealt with under the universitys policy on plagiarism (see general catalog for details). This course will use the resources of turnitin.com, which searches the web for possible plagiarism and is over 90% effective. Copyright Notice. The copyright law of the United States (Title 17, United States Code) governs the making of photocopies or other reproductions of copyrighted materials, including music and software. Copying, displaying, reproducing, or distributing copyrighted works may infringe the copyright owners rights and such infringement is subject to appropriate disciplinary action as well as criminal penalties provided by federal law. Usage of such material is only appropriate when that usage constitutes fair use under the Copyright Act. As a UT Dallas student, you are required to follow the institutions copyright policy (Policy Memorandum 84-I.346). For more information about the fair use exemption, see http://www.utsystem.edu/ogc/intellectualproperty/copypol2.htm Email Use. The University of Texas at Dallas recognizes the value and efficiency of communication between faculty/staff and students through electronic mail. At the same time, email raises some issues concerning security and the identity of each individual in an email exchange. The university encourages all official student email correspondence be sent only to a students UT Dallas email address and that faculty and staff consider email from students official only if it originates from a UTD student account. This allows the university to maintain a high degree of confidence in the identity of all individuals corresponding and the security of the transmitted information. UTD furnishes each student with a free email account that is to be used in all communication with university personnel. The Department of Information Resources at UT Dallas provides a method for students to have their UT Dallas mail forwarded to other accounts. Withdrawal from Class. The administration of this institution has set deadlines for withdrawal of any college-level courses. These dates and times are published in that semester's course catalog. Administration procedures must be followed. It is the student's responsibility to handle withdrawal requirements from any class. In other words, I cannot drop or withdraw any student. You must do the proper paperwork to ensure that you will not receive a final grade of "F" in a course if you choose not to attend the class once you are enrolled. Student Grievance Procedures. Procedures for student grievances are found in Title V, Rules on Student Services and Activities, of the universitys Handbook of Operating Procedures. In attempting to resolve any student grievance regarding grades, evaluations, or other fulfillments of academic responsibility, it is the obligation of the student first to make a serious effort to resolve the matter with the instructor, supervisor, administrator, or
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committee with whom the grievance originates (hereafter called the respondent). Individual faculty members retain primary responsibility for assigning grades and evaluations. If the matter cannot be resolved at that level, the grievance must be submitted in writing to the respondent with a copy to the respondents School Dean. If the matter is not resolved by the written response provided by the respondent, the student may submit a written appeal to the School Dean. If the grievance is not resolved by the School Deans decision, the student may make a written appeal to the Dean of Graduate or Undergraduate Education, and the deal will appoint and convene an Academic Appeals Panel. The decision of the Academic Appeals Panel is final. The results of the academic appeals process will be distributed to all involved parties. Copies of these rules and regulations are available to students in the Office of the Dean of Students, where staff members are available to assist students in interpreting the rules and regulations. Incomplete Grade Policy. As per university policy, incomplete grades will be granted only for work unavoidably missed at the semesters end and only if 70% of the course work has been completed. An incomplete grade must be resolved within eight (8) weeks from the first day of the subsequent long semester. If the required work to complete the course and to remove the incomplete grade is not submitted by the specified deadline, the incomplete grade is changed automatically to a grade of F. Disability Services. The goal of Disability Services is to provide students with disabilities educational opportunities equal to those of their non-disabled peers. Disability Services is located in room 1.610 in the Student Union. Office hours are Monday and Thursday, 8:30 a.m. to 6:30 p.m.; Tuesday and Wednesday, 8:30 a.m. to 7:30 p.m.; and Friday, 8:30 a.m. to 5:30 p.m. The contact information for the Office of Disability Services is: The University of Texas at Dallas, SU 22 PO Box 830688 Richardson, Texas 75083-0688 (972) 883-2098 (voice or TTY) disabilityservice@utdallas.edu If you anticipate issues related to the format or requirements of this course, please meet with the Coordinator of Disability Services. The Coordinator is available to discuss ways to ensure your full participation in the course. If you determine that formal, disabilityrelated accommodations are necessary, it is very important that you be registered with Disability Services to notify them of your eligibility for reasonable accommodations. Disability Services can then plan how best to coordinate your accommodations. It is the students responsibility to notify his or her professors of the need for such an accommodation. Disability Services provides students with letters to present to faculty members to verify that the student has a disability and needs accommodations. Individuals requiring special accommodation should contact the professor after class or during office hours. Religious Holy Days. The University of Texas at Dallas will excuse a student from class or other required activities for the travel to and observance of a religious holy day for a religion whose places of worship are exempt from property tax under Section 11.20, Tax Code, Texas Code Annotated. The student is encouraged to notify the instructor or activity sponsor as soon as possible regarding the absence, preferably in advance of the assignment. The student, so excused, will be allowed to take the exam or complete the assignment within a reasonable time after the absence: a period equal to the length of the absence, up to a maximum of one week. A student who notifies the instructor and completes any missed exam or assignment may not be penalized for the absence. A student who fails to complete the exam or assignment within the prescribed period may receive a failing grade for that exam or assignment. If a student or an instructor disagrees about the nature of the absence [i.e., for the purpose of observing a religious holy day] or if there is similar disagreement about whether the student has been given a reasonable time to complete any missed assignments or examinations, either the student or the instructor may request a ruling from the chief executive officer of the institution, or his or her designee. The chief executive officer or designee must take into account the legislative intent of TEC 51.911(b), and the student and instructor will abide by the decision of the chief executive officer or designee.

DISCUSSION QUESTIONS FOR CASE ANALYSIS

The following discussion questions are provided to help you complete a structured analysis focusing on the key issues in each case. It is important, in written assignments, to address each of these points.
S02 - Case: Hubspot: Inbound Marketing and Web 2.0 1. What is inbound marketing? How does it differ from outbound marketing? Summarize your observations in a table that compares and contrasts the two approaches. Among the factors that might be considered are objectives, target customers, message content, message format, channels, performance metrics, etc. 2. Take a look at Hubspots website: www.hubspot.com. Briefly summarize their current offering and approach to marketing based on the information provided. What did you find that differed from the writeup in the case? 3. Select at least two of the case studies provided on the website as examples. How well do these examples reflect the effectiveness of the Hubspot tools and methodologies?

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S03 - Case: Dell Online (HBS 9-598-116) 1. Dells direct distribution model accounts for about 20% of its US sales, with the remainder being sold through various indirect channels (see Table B). Analyze the value web of the personal computer industry, identifying the value chains, major market segments (large corporations, governments, SMEs and consumers) and the key industry players in each. 2. Consider the unique customer needs and requirements (the whole product) for each of the four major market segments. Develop a table that compares and contrasts the needs of these markets and the relative advantages and disadvantages of each of the four distribution channel alternatives in addressing these needs. What do you conclude about the ability of the various channels to meet the needs of each customer group? 3. What are the conventional strategic practices (sectoral conventions) in the PC industry (consider sales channel, distribution channel and aftermarket support channel)? What are the customer purchase conventions? How does Dells direct model challenge these conventions? What are the implications? 4. Does direct distribution over the Internet represent a fifth channel alternative or just a variant of the existing direct model? It appears that Dell has made the move with relative ease. How did Dell address the whole product needs of the various market segments in their online offering? Why have the other major competitors struggled? S04 - Case: XM Satellite Radio (A) (HBS 9-504-009) 1. Identify the industry conventions (business models, performance, customer, critical success factors) and marketing strategies that characterized the broadcast radio industry in 1997 (see lecture slides S02 for definitions). What trends are apparent? 2. How did the concept of satellite radio challenge these conventions? How does it leverage or capitalize on existing trends? 3. What are the top five strategic uncertainties facing XM in the fall of 1997? What is known, unknown or unknowable? 4. What kinds of market research and analysis (Schindehutte: Ch4) would you recommend to address these uncertainties? S05 - Case: CardioThoracic Systems (HBS 9-899-281) 1. Evaluate the opportunity for CardioThoracics first generation system using following Schindehutte (Question #10; Table 5-1). Was it a good opportunity? Did the product create significant value? For whom? Would the products evolution from the first to the third generation change your evaluation? How? 2. Who is the target customer for the CTS system? Who are the decision-makers, influencers, payers? Analyze each of the players in the industrys value web. What are their priorities? What are their concerns? Who will ultimately benefit from the use of the CTS system? Who may be threatened? Who are the potential allies? 3. Consider Gourvilles ideas about new product adoption. What are the implications? Who would be most interested in the CTI products benefits and cost savings (surgeons, patients, hospital administrators, third party payers)? Who has the most at risk? Who would be the most willing and who would be the least willing to change established practices and behaviors? How should CTS modify their approach to leverage these insights? 4. It is not clear that all of the competitors (including CTS) offer a complete whole product solution. Evaluate the pros and cons of a partnering strategy (CTS with a major medical device company) to gain access to their credibility, brand image and marketing clout. Which elements of the whole product would the partner provide? S06 - Case: net.Genesis.Inc. (HBS 9-500-009) 1. Where would you place net.Genesis on the Technology Adoption Life Cycle? Are they ready to cross the chasm or are they in it? Justify your response in terms of the kinds of customers they are currently targeting, and the needs and requirements of the principal users. 2. Does net.Genesis offer a whole product at the present time? What are the key elements? What needs to be added to meet the needs of the mainstream customer? How does the alliance strategy complement and extend the whole product concept? 3. Some of the customer comments reflect a need for more hands on customer interaction to use net.Genesis products, as compared to their competition. Is this a plus or a negative? What would you recommend? 4. Should net.Genesis narrow its marketing focus to one or a few segments (see Exhibit 2) and consider various vertical market options? What are the risks and potential benefits? What segments should they pursue? What should the selection criteria be? Is there a logical bowling alley strategy that you can recommend? S07 - Case: First USA and Internet Marketing (9-500-043) 1. First USAs expressed core strategy is based on speed to market and data mining expertise. Analyze and explain the value proposition First USA offers to each of its three different constituent groups: end users (card holders), retail partners (merchants) and marketing affiliates. 2. Compare First USAs value propositions to those of its principal competitors in terms of points of parity, points of difference and points of contention (Anderson et al). Prepare a First USA value proposition for each constituent group using the resonating focus model. 3. In your view, what is the meaning and value of the First USA brand to the average consumer? How important is the First USA brand to each of their constituent groups? How important is the brand and how is it used in implementing their acquisition and portfolio marketing strategies? How would you research and evaluate the constituents view of the brand following the recommendations of Anderson and Narus (Understand What Customers Value)?
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4. Evaluate the Internet as a distribution channel for First USA. What are the advantages/disadvantages of this channel as compared to its traditional channels (direct mail, telemarketing, event marketing)? Consider separately the implications for acquisition and portfolio marketing. How important is the brand and how is it used in this channel? 5. How will the companys use of the Internet channel change in the planned rollout of Wingspanbank.com? How important is the role of a trusted agent in First USAs current marketing strategy? How important is the companys data mining capability? Will these factors become more or less important as their strategy plays out? S08 - Case: Warner-Lambert Ireland: Niconol (HBS 9-593-008) 1. Schindehutte (Figure 7-1) would consider the Niconol patch a core product. What other elements are required to deliver the complete (communicated) product? Can the delivery of the complete product be controlled by Warner-Lambert Ireland (WLI)? What issues are raised? Who else is involved? Are the incentives of the other parties aligned with those of WLI? 2. Use Kim & Mauborgnes value curve framework to compare the offerings of Niconol (with and without the support program), Nicorette and Nicobrevin (the key to a meaningful analysis is the selection of appropriate bases for comparison. Consider the factors most important to the consumer.) Plot all four value curves on a single exhibit for comparison. What do you conclude from your analysis? 3. Pricing appears to be a major issue. How would you price Niconol (consider consumer expectations, cost and margin goals, various competitive benchmarks, value in use, and other factors in your analysis)? Consider Kim & Mauborgnes price corridor of the masses as an appropriate organizing framework. How important do you think the support package is to the ultimate success of Niconol? How would you price and deliver that package? What opportunities or constraints are created by the separate delivery and pricing of the support package? 4. Create a positioning statement for Niconol (following the ideas of Bell, Moore & Helstein, and Crossing the Chasm, pp 152156). Analyze the companys position relative to its principal competitors in terms of points of parity, points of difference and points of contention (Anderson et al). S09 - Case: Online Marketing at Big Skinny (9-911-033) This case provides a good overview of the options available to online marketers. 1. Go to the Big Skinny website: www.bigskinny.net and their television promotion ad: www.buybigskinny.com. Familiarize yourself with their current online marketing strategies and promotional efforts. Evaluate the effectiveness of the marketing campaign from the perspective of the consumer. What are your reactions? Are you motivated to learn more? Do you believe their claims? Are you motivated to purchase? 2. How effectively does the marketing campaign replicate the key characteristics of the street fair pitch Kiril started with? Is this the most effective way to market the product? What changes would you recommend? 3. How effectively has Big Skinny leveraged the lessons of the Consumer Decision Journey (see Branding in the Digital Age from Session 2) 4. See Next Steps on page 6 of the case. Consider the three options outlined in the last paragraph. What would you recommend to Kiril? S10 - Case: The Ford Fiesta (HBS 9-511-117) 1. How did The Fiesta Movement challenge the conventions of the traditional approach to marketing in the automobile industry? What elements were different? What were the same? Summarize your conclusions in a table. Among the factors that might be considered are objectives, target customers, message content, message format, channels, performance metrics, etc. 2. The Fiesta Movement appears similar in its design to the two step flow model described in the lecture slides (S10) The company, mission control, agents, missions, test drives and consumers all played key roles, as well as a number of social networking platforms, including YouTube, Facebook, Twitter, Flickr, and various blogging sites. Prepare a network diagram that identifies the key players and summarizes the information flows, content, controls, etc. that comprise the structure of the campaign. 3. Briefly summarize the objectives of the campaign (see pp 5-6 and Exhibit 6). View at least three of the mission videos available on YouTube (search for the fiesta movement). Summarize the theme and content of each and evaluate how effectively each video contributed to the objectives of the campaign. Would these videos have stimulated your interest in taking a test drive and/or ultimately purchasing a Fiesta? 4. Earlier campaigns by Pontiac and Chevrolet resulted in some unintended (and undesirable) outcomes. What controls did the Fiesta team impose to minimize the risks of adverse outcomes (refer back to your response to the second question)? How effective were these measures? At the end of the case, it was suggested that some of these controls should be relaxed. What would you recommend? Why? 5. Determining the effectiveness of the campaign was proving to be a challenge. The desired ultimate outcome (purchase) could not be measured. Evaluate the performance measures used by the Fiesta team. Were they measuring the right things? What other measure would you suggest? Bottom line, how effective was the campaign in accomplishing its objectives (see your answer to the third question above)?

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S11 - Case: Amazon.com 2002 (HBS 9-803-098) 1. Develop a value web for the book retailing industry (including both conventional retailers and Amazon). Develop an exhibit to compare Amazon to conventional retailers in terms of the key dimensions of the buyer experience cycle (Kim & Mauborgne). 2. Consider Amazons business model and its evolution over time. Who is the target customer? Are they delivering a product or a service, or both? Has the mix of these elements changed over time? How does Amazon create value? How does it capture the returns from that value? What are the key strategic choices that underlie their model? What allies and partners play major roles? [use Schindehutte et al, Ch 7 and table 7-1 as the framework for your analysis]. 3. Consider Amazons business model and its evolution over time using Mahdevans framework (Table 2). How has the current business model evolved through the Retail, Marketplace and Single store stages in light of this framework? 4. Does Amazons Single Store model represent a significant change in strategy or merely an augmentation of the Retail and Marketplace models? Does it address a different set of customers? What elements of Amazons historical business model had to change to successfully implement this approach? What challenges did it raise for Amazons management team? S12 - Case: Documentum, Inc. (HBS 9-502-026) 1. Where would you place Documentum, Inc. along the Technology Adoption Life Cycle? Do they currently have a complete whole product? If not, what is missing? 2. Evaluate the companys sales and marketing strategy in view of the ideas of Zoltners et al. From the companys perspective, what are the pros and cons of a horizontal market strategy? Of a vertical market strategy? 3. If the company decides to pursue a vertical market strategy, which of the five vertical market segments makes the most sense for Documentum? Consider at least three perspectives: the ability to leverage current customers as references; the additional effort required to develop a complete solution; and the ability to leverage an initial success into adjacent market segments (bowling alley strategy). What other factors should be considered? Explain and justify your recommendation. 4. How can Documentum use partnerships to leverage a complete solution for their customers? Can the right partnerships allow them to successfully pursue multiple markets simultaneously (moving toward a horizontal market strategy)? 5. How should Miller respond to the prospective opportunity with Marsh & McClennan? Outline the pros and cons of pursuing this opportunity. Consider both short term and long term implications. S13 - Case: Intel Corporation Leveraging Capabilities for Strategic Renewal (HBS 9-394-141) Intel was a key player in the early stages of two explosive new markets the first in memory chips; the second in microprocessors. The outcomes for Intel were very different in these two market situations. 1. Develop a timeline of the key events in each of these two markets as demand rapidly expanded. Did the market development follow the typical scenario described by Moore (Inside the Tornado)? What were the key drivers of demand in each? 2. Analyze the differences in Intels product offering and market segmentation strategies between the first market (memory chips) and the second (microprocessors). What did they learn from the first experience that led them to be more successful in the second? 3. What major changes did Intel make in their strategy, organizational structure and approach to the market after their experience in the memory chip market? Why? Did they contribute to Intels success in the microprocessor market? What issues and problems were created? 4. Intel faces new opportunities and challenges as it moves into the 1990s. Evaluate the companys opportunities in moving down the value chain (as discussed at the end of the case). What are the risks? What would you recommend? S14 - Case: Lenovo: Countering the Dell Challenge (HKU356) 1. Lenovo is the market leader in the PRC; Dell the market leader in much of the rest of the world. Describe, compare and analyze the business models of these two competitors in their respective markets. How are they similar? How are they different? Why has each been successful? 2. Based on the exhibits and tables in the case, analyze the market opportunity in the PRC over the next five years. What market segments would be most attractive to Dell, utilizing the strengths of their direct model? Which segments would present the greatest challenges? 3. Outline the most likely strategy for Dell in engaging this market. 4. Outline a marketing strategy for Lenovo, with the following objectives: (a) blunt the thrust of Dells mostly likely strategy and minimize its market penetration; (b) aggressively grow Lenovos share in the markets in which their competitive advantage is greatest relative to Dells direct model; and (c) maintain and increase the companys overall market share. Based on the data provided in the case, develop a five year forecast of the results of your recommended strategy, projecting the sales and market shares of the principal competitors. 5. Evaluate the rate of Internet penetration in the PRC. How can Lenovo most effectively exploit this opportunity? Can you think of any stealth marketing techniques that they could employ?

#syl-entp6380.501.11f-@jcp016300-u9441sg Dr. Joseph C. Picken Revised: August 15, 2011 Printed: August 15, 2011

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COURSE OUTLINE
Session/Date
1 8/25/11

Topic
THE CHALLENGE OF ENTREPRENEURIAL MARKETING Readings: Schindehutte et al: Rethinking Marketing: Preface, (xvii-xxix) Morris, Schindehutte & LaForge: Entrepreneurial Marketing: A Construct For Integrating Emerging Entrepreneurship And Marketing Perspectives: Journal of Marketing Theory & Practice: 10(4) Fall 2002 (eJournal) THE RULES HAVE CHANGED: UNDERSTANDING THE CUSTOMER OF THE FUTURE Readings: Schindehutte et al: Rethinking Marketing: Ch 1-3 (1-61) Barwise & Meehan: The One Thing You Must Get Right When Building a Brand. HBR December 2010 (eJournal) Edelman: Branding in the Digital Age. HBR December 2010 (eJournal) Case Study: Hubspot: Inbound Marketing and Web 2.0 (HBS 9-509-049) UNDERSTANDING THE CONTEXT: MARKET & INDUSTRY STRUCTURES, TECHNOLOGY ADOPTION LIFE CYCLE; Readings: Moore: Crossing the Chasm: Preface, 3-59 (Technology Adoption Life Cycle) Moore: Crossing the Chasm: 107-130 (the Whole Product) Moore: Crossing the Chasm: 163-188 (channel structures) Chakravorti: The New Rules for Bringing Innovations to Market. HBR 0403D March 2004 (eJournal) Case Study: Dell Online (HBS 9-598-116) UNDERSTANDING THE CUSTOMER: MARKET RESEARCH & ANALYSIS Readings: Schindehutte et al: Rethinking Marketing: Ch 4 (63-83) Kim & Mauborgne. Creating New Market Space. (HBR R99105 Jan-Feb 1999) (eJournal) Teaching Note: Using a Weighted Criterion Decision Matrix (Web CT) McDermott Library Resources (Web CT) Lecture: Resources, Tools & Techniques for Analysis and Decision-Making Case Study: XM Satellite Radio (A) (HBS 9-504-009) EVALUATING ENTREPRENEURIAL MARKET OPPORTUNITIES Readings: Schindehutte et al: Rethinking Marketing: Ch 5-6 (85-128), Ch 7 (127-133 only) Gourville, John T. 2006. Eager Sellers Stony Buyers: Understanding the Psychology of New-Product Adoption. Harvard Business Review. June 2006. 99-106. R0606F. (eJournal) Case Study: CardioThoracic Systems (HBS 9-899-281) MARKET SEGMENTATION: WHAT IS YOUR INITIAL TARGET MARKET? Readings: Moore: Crossing the Chasm: 89-106 (Identifying target markets) Moore: Inside the Tornado Ch 3 27-61 (Bowling Alley) (Web CT) Yankelovich & Meer: Rediscovering Market Segmentation (HBR R0602G) HBR Feb 2006 (eJournal) Case Study: net.Genesis,Inc. (HBS 9-500-009)

Assignment

2 9/1/11

Form Groups

3 9/8/11

Select Company for Group Project

4 9/15/11

WA#1 (Individual) (5-7 pp)

5 9/22/11

WILD CARD #1

6 9/29/11

WA#2 (group) (5-7 pp)

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7 10/6/11

WHAT IS YOUR OFFERING? HOW WILL YOU DIFFERENTIATE? HOW WILL YOU CREATE VALUE FOR YOUR CUSTOMER? Readings: Kim & Mauborgne: Knowing a Winning Business Idea When You See One (HBR R00510) HBR Sep-Oct 2000 (eJournal) Anderson & Narus: Business Marketing: Understand What Consumers Value (HBR 98601) HBR Nov-Dec 1998 (eJournal) Anderson, Narus & van Rossum: Customer Value Propositions in Business Markets (HBR R0603F) HBR March 2006 (eJournal) Case Study: First USA and Internet Marketing (9-500-043) HOW WILL YOU POSITION YOUR OFFERING (PRICING, FEATURES, SUPPORT & AVAILABILITY)? Readings: Bell: Positioning (HBS 9-593-105) (coursepack) Moore & Helstein: Positioning: The Essence of Marketing Strategy (Darden Business Publishing UV 1425) (coursepack) Schindehutte et al: Rethinking Marketing: Ch 11 (219-233) (pricing) Moore: Crossing the Chasm: 131-161 (positioning); 184-188 (pricing) Case Study: Warner-Lambert Ireland: Niconol (HBS 9-593-008) HOW WILL YOU CREATE AWARENESS? Part 1 Readings: Schindehutte et al: Rethinking Marketing: Ch 8 (145-167) Kaikati & Kaikati: Stealth Marketing: How to reach consumers surreptitiously. California Management Review: 46 (4). (eJournal) Guest Speaker: Chris Westfall: The New Elevator Pitch Case Study: Online Marketing at Big Skinny (HBS 9-911-033) HOW WILL YOU CREATE AWARENESS? Part 2 Readings: Gupta, Armstrong & Clayton: Social Media (HBS 9-510-095) (coursepack) Kietzmann, Hermkens, McCarthy & Silvestre: Social Media: Get Serious! Business Horizons (2011) 54, 241-251 (eJournal) Case Study: The Ford Fiesta (HBS 9-511-117) WHAT IS YOUR BUSINESS MODEL? HOW WILL YOU CAPTURE VALUE? Readings: Schindehutte et al: Rethinking Marketing: Ch 7 (129-144) Magretta: Why Business Models Matter (HBR R0205F) HBR May 2002 (eJournal) Johnson, Christensen & Kagermann: Reinventing Your Business Model Mahadevan: Business Models for Internet-based E-Commerce (CMR 42:4, Summer 2000) (eJournal) Case Study: Amazon.com 2002 (HBS 9-803-098) HOW WILL YOU ENTER THE MARKET? HOW WILL THE COMPETITORS REACT? Readings: Schindehutte et al: Rethinking Marketing: Ch 10 (197 217); Ch 12-13 (235270) Moore: Crossing the Chasm: 63 87 (Chasm-crossing strategy) Zoltners, Sinha & Lorimer: Match Your Sales Force Structure to your Business Life Cycle (HBR R0607F) Jul-Aug 2006 (eJournal) Case Study: Documentum, Inc. (HBS 9-502-026)

WILD CARD #2

8 10/13/11

WA#3 (group) (5-7 pp)

9 10/20/11

WILD CARD #3

10 10/27/11

WA#4 (group) (5-7 pp)

11 11/3/11

WILD CARD #4

12 11/10/11

WA#5 (individual) (5-7 pp)

#syl-entp6380.501.11f-@jcp016300-u9441sg Dr. Joseph C. Picken Revised: August 15, 2011 Printed: August 15, 2011

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ENTREPRENEURIAL MARKETING

13 11/17/11

HOW WILL YOU ACHIEVE MARKET LEADERSHIP? Readings: Schindehutte et al: Rethinking Marketing: Ch 14 (271-288) Moore: Inside the Tornado: Ch 4. 63-72 (Inside the Tornado) (Web CT) Moore: Crossing the Chasm: 189-211 (Beyond the Chasm) Case Study: Intel Corporation Leveraging Capabilities for Strategic Renewal (HBS 9-394-141) HOW WILL YOU SUSTAIN PROFITABLE GROWTH? BUILDING THE BRAND Readings: Schindehutte et al: Rethinking Marketing: Ch 9 (169-195); Ch 15-16 (289-336) Christensen, Cook & Hall: Marketing Malpractice: The Cause and the Cure (HBR 0512D) HBR Dec 2005 (eJournal) Case Study: Lenovo: Countering the Dell Challenge (HKU356) GROUP PROJECT PAPER & PRESENTATIONS Paper will be due to company and instructor by 5:00 PM on December 6th. Presentation will be made in class on December 8th.

WILD CARD #5

14 12/1/11

WA#6 (group) (5-7 pp)

15 12/8/11

WA#7 (group) (12-15 pp) Peer Evaluations Due Dec 6th.

#syl-entp6380.501.11f-@jcp016300-u9441sg Dr. Joseph C. Picken Revised: August 15, 2011 Printed: August 15, 2011

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PEER EVALUATION FORM INSTRUCTIONS

The peer evaluation process is intended to provide group members with an opportunity to contribute to the evaluation of the performance of your team members on group activities. On the form below, you may rate the performance and contributions of your team members (including yourself) in the preparation of the group assignments. Instructions follow:
1. 2. 3. 4. 5. Enter the names of your group members (alphabetically by last name). Include yourself. Evaluate each assignment separately. Each team member will begin with 100 points on each assignment. You may reallocate the total number of points among team members within a range of 80 to 120 points for each individual, based on their contributions to the group effort on that assignment. The total number of points allocated on any single assignment must equal 100 times the number of members of the team. If you have four members on the team, the total for each column should be equal to 400. I will calculate an overall assessment as a weighted average of the individual ratings, using the percentage weights indicated below.

Please sign the evaluation and either email it to me or turn it in with your final group assignment on December 6th.

PEER EVALUATION
Group Member (list alphabetically)
WA-2 9/29/11 15% WA-3 10/13/11 15% WA-4 10/27/11 15% WA-6 12/1/11 15% Wild Card As assigned 20% WA-7 12/8/11 20%

1 2 3 4 5
Total

COMMENTS
Group Member Comments (please support and justify any assessment below 90% or above 110%) Continue on reverse if necessary.

1 2 3 4 5

Signature:

____________________________________

Print Name: ____________________________________

#syl-entp6380.501.11f-@jcp016300-u9441sg Dr. Joseph C. Picken Revised: August 15, 2011 Printed: August 15, 2011

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