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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 firm’s competitive strengths and limitations are understood. Technology (will it work?) and market (will they
buy?) risks are minimized; competitive actions and the firm’s 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 with an early stage
entrepreneurial firm.
LEARNING OBJECTIVES
Upon successful completion of this course, students will:
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.
The books and cases are available at the UTD Bookstore or at Off Campus 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 August 27th.
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.
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 35-45 minute
Powerpoint 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 8th.
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.
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.
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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 university’s 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 university’s 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 owner’s 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 institution’s copyright policy (Policy
Memorandum 84-I.3-46). 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 student’s
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 university’s 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
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 respondent’s 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 Dean’s 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
semester’s end and only if 70% of the course work has been completed. An incomplete grade must be resolved within eight (8)
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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, disability-related 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 student’s 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.
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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.
Case: Dell Online (HBS 9-598-116)
1. Dell’s 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, SME’s 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.
3. How does the direct model challenge industry sectoral conventions (consider sales channel, distribution channel and aftermarket
support channel)? How does the model challenge customer purchase 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?
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?
Case: Ikea Invades America (HBS 9-504-094)
1. Has IKEA targeted a particular market segment? What are the characteristics of that segment (compare to the description of
“furniture retailing in the United States”).
2. Does IKEA’s positioning reflect the criteria for an appropriate segmentation (see Yankelovich & Meer pp 126-129)?
3. What are the elements of the “whole product” offered by IKEA. (see Moore 107-124)? How has service been designed into their
business model? How important are the ancillary services in defining the whole product concept for their target market?
4. How does IKEA create exceptional utility for their customers? Analyze using Kim & Mauborgne’s buyer utility map.
Case: First USA and Internet Marketing (9-500-043)
1. First USA’s 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 USA’s value propositions to those of its principal competitors in terms of points of parity, points of difference and
points of contention (Anderson et al). Recommend 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 in implementing their acquisition and portfolio marketing
strategies? How would you evaluate these questions following the recommendations of Anderson and Narus?
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 in this channel?
5. How will the company’s use of the Internet channel change in the planned rollout of Wingspanbank.com? How important is the
role of a “trusted agent” in First USA’s current marketing strategy? How important is the company’s data mining capability?
Will these factors become more or less important as their strategy plays out?
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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 Intel’s 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 Intel’s success in the microprocessor market? What issues and problems
were created?
4. Intel faces new opportunities and challenges as it moves into the 1990’s. Evaluate the company’s opportunities in moving down
the value chain (as discussed at the end of the case). What are the risks? What would you recommend?
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 Dell’s “mostly likely “ strategy
and minimize its market penetration; (b) aggressively grow Lenovo’s share in the markets in which their competitive
advantage is greatest relative to Dell’s direct model; and (c) maintain and increase the company’s 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?
COURSE OUTLINE
Session/Date Topic Assignment
1 THE CHALLENGE OF ENTREPRENEURIAL MARKETING
8/20/09 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)
2 THE RULES HAVE CHANGED: UNDERSTANDING THE CUSTOMER OF THE Form Groups
8/27/09 FUTURE
Readings:
Schindehutte et al: Rethinking Marketing: Ch 1-3 (1-61)
Kim & Mauborgne. Creating New Market Space. (HBR R99105 Jan-Feb 1999)
(eJournal)
3 UNDERSTANDING THE CONTEXT: MARKET STRUCTURES, TECHNOLOGY Select Company
ADOPTION LIFE CYCLE; for Group Project
9/3/09
Readings:
Moore: Crossing the Chasm: Preface, 3-59 (Technology Adoption Life Cycle)
Chakravorti: The New Rules for Bringing Innovations to Market. HBR 0403D
March 2004 (eJournal)
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11 HOW WILL YOU POSITION YOUR OFFERING (PRICING, FEATURES, WILD CARD #4
10/29/09 SUPPORT, AVAILABILITY)? (Group Paper and
Readings: Presentation)
Schindehutte et al: Rethinking Marketing: Ch 10-11 (197-233) (Outline form)
Moore: Crossing the Chasm: 131-161 (positioning); 184-188 (pricing) (4-6 pp)
Case Study: Warner-Lambert Ireland: Niconol (HBS 9-593-008)
12 HOW WILL YOU CREATE AWARENESS? WILD CARD #5
11/5/09 Readings: (Group Paper and
Schindehutte et al: Rethinking Marketing: Ch 8 (145-167) Presentation)
Kaikati & Kaikati: Stealth Marketing: How to reach consumers surreptitiously. (Outline form)
California Management Review: 46 (4). (eJournal) (4-6 pp)
Thomas: Building the Buzz in the hive mind. Journal of Consumer Behavior, Vol. 4,
1, 64-72. (eJournal)
Case Study: Mathsoft, Inc. (A) (HBS 9-593-094)
13 HOW WILL YOU ENTER THE MARKET? HOW WILL THE COMPETITORS WA#5
11/12/09 REACT? GROUP
Readings: PROJECT
Schindehutte et al: Rethinking Marketing: Ch 12-13 (235-270) (Group Paper &
Moore: Crossing the Chasm: 63 – 87 (Chasm-crossing strategy) Presentation)
Moore: Inside the Tornado 27-61 (Web CT) (Bowling Alley) (outline form)
(7-8 pp)
Case Study: Documentum, Inc. (HBS 9-502-026)
14 HOW WILL YOU ACHIEVE MARKET LEADERSHIP? WILD CARD #6
11/19/09 Readings: (Group Paper and
Schindehutte et al: Rethinking Marketing: Ch 14 (271-288) Presentation)
Moore: Inside the Tornado: 63-72 (Web CT) (Inside the Tornado) (Outline form)
Moore: Crossing the Chasm: 189-211 (Beyond the Chasm) (4-6 pp)
Zoltners, Sinha & Lorimer: Match Your Sales Force Structure to your Business Life
Cycle (HBR R0607F) Jul-Aug 2006 (eJournal)
Case Study: Intel Corporation – Leveraging Capabilities for Strategic Renewal (HBS
9-394-141)
15 HOW WILL YOU SUSTAIN PROFITABLE GROWTH? BUILDING THE BRAND WILD CARD #7
12/3/09 Readings: (Group Paper and
Schindehutte et al: Rethinking Marketing: Ch 9 (169-195); Ch 15-16 (289-336) Presentation)
Christensen, Cook & Hall: Marketing Malpractice: The Cause and the Cure (HBR (Outline form)
0512D) HBR Dec 2005 (eJournal) (4-6 pp)
Case Study: Lenovo: Countering the Dell Challenge (HKU356)
16 GROUP PROJECT PAPER & PRESENTATIONS WA#7
th GROUP
12/10/09 Paper will be due to company and instructor by 5:00 PM on December 8 . Presentation
will be made in class on December 10th. PROJECT
(Group Paper &
Presentation)
(essay form)
(12-15PP)
Peer Evaluations
Due Dec 8th.
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PEER EVALUATION
WA-2 WA-3 WA-5 Wild Card WA-7
Group Member (list alphabetically) 9/10/09 10/1/09 11/12/09 As assigned 12/8/09
15% 15% 15% 20% 35%
1
Total
COMMENTS
Group
Member Comments (please support and justify any assessment below 90% or above 110%) Continue on reverse if necessary.
1
Signature: ____________________________________
Print Name: ____________________________________
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