UT Dallas Syllabus For Entp6380.501.07f Taught by Joseph Picken (jcp016300)

ENTREPRENEURIAL MARKETING
ENTP 6380/MKT 6380 FALL 2007

Class Meeting Dr. Joseph C. Picken
Thursday 7:00 – 9:45 PM, SOM 2.902 SOM 4.212
Office Hours: Mon/Wed 3:00 – 4:30 PM Email: jpicken@utdallas.edu
Or by appointment Phone (UTD office): (972) 883-4986
Phone (McKinney office): (972) 562-5401
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.
REQUIRED COURSE MATERIALS:

Davidow, W.H. 1986. Marketing High Technology: An Insider’s View. ISBN 0-02-907990-X
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 below)
Cases: Course pack available at bookstores.
ENTP/MKT 6380 Entrepreneurial Marketing 1

Dr. Joseph C. Picken
Revised: August 7, 2007
Printed: August 8, 2007
The books and cases are available at the UTD Bookstore or at Off Campus Books on Campbell Road. The electronic
readings (Harvard Business School and other journal articles) are available for download at no charge on the UTD
McDermott Library website (http://www.utdallas.edu/library/collections/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 30th.
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:
Length
Case Due Date Type (pages) Weight
WA-1. CardioThoracic Systems Sept 6, 2007 Group (outline form) 4-5 10%
WA-2. Dell Online Sept 13, 2007 Individual (outline form) 4-5 10%
st
WA-3. 1 Group Project Paper & Presentation Sept 27, 2007 Group (outline form) 7-8 10%
WA-4. First USA and Internet Marketing Oct 11, 2007 Individual (outline form) 4-5 10%
nd
WA-5. 2 Group Project Paper & Presentation Oct 25, 2007 Group (outline form) 7-8 10%
WA-6. Wild Card Presentation (sessions 06, 08, 10, As assigned Group (outline form) + 4-6 15%
12, 13, 14) Powerpoint Presentation
WA-7. Final Group Project Paper & Presentation Nov 28, 2007 Paper: Group (essay form) 12-15 20%
Nov 29, 2007 Powerpoint Presentation 20 mins
Class Participation Individual 15%
Overall Course Grade 100%
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 November 29th.

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
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.
NEW VENTURE MARKETING PLAN (WA-7)

A major group project for this course will focus on the development of a new venture marketing plan for an actual
startup company. Company profiles are posted in a special “Marketing Plan” section of WebCT. Each group should:
Select an actual startup company to work with on or before August 30th. Several pre-screened company profiles are
posted on WebCT. You may choose one of these (first come, first served), or may propose a startup company of your
own choosing (subject to approval). Criteria for new proposals should be: (a) an actual startup company of interest to
your group; (b) a new product/service idea not currently established in the marketplace; (c) of sufficient rigor and
complexity to present an appropriate challenge for the group.
Meet with the company at least twice during September to familiarize yourself with the company and its
products/services, evaluate its marketing support needs and understand its capabilities and limitations.
Prepare a paper and class presentation (due September 27th) addressing the following questions with respect to your
chosen company. Review and discuss the paper and presentation with the company prior to class.
1st Presentation 9/27/07 (15 minutes)
Who is the customer? What is his problem?
How important is the solution to the customer? How many ways are there to solve the problem? What is the
best approach? What changes would you recommend to the company’s offering?
How do you define the market? (focus, scope, customer group, industry, competitors) How large is the available
market?
How is the industry structured? (prepare a value web for the industry, identifying the key players and
influencers)
What is the best way to reach the ultimate customer? What is your recommended business model? How will
you make a profit?
Prepare a paper and class presentation (due October 25th) addressing the following questions with respect to your
chosen company. Review and discuss the paper and presentation with the company prior to class.
2nd Presentation 2 10/25/07 (15 minutes)
Briefly recap your 1st Presentation. Modify and update as appropriate.
Within your defined market, which market segments are most attractive? Why? Which will be your initial target
market?
What is your product/service offering? How will it solve the customer’s problem? How will you differentiate?
What role will partners and complementors play?
Who are the competitors? Substitutes? What are their relative strengths/weaknesses (summarize in table)
How will you create value for your customer(s) (value proposition)?
How will you position your offering in the competitive space (pricing, features, support, availability)?
Prepare a paper (due November 28th) and class presentation (November 29th) addressing the following questions with
respect to your chosen company. Review and discuss the paper and presentation with the company prior to class. Invite
up to three company representatives to attend the final presentation.
Presentation 3 (Final) 11/29/07 (25 minutes)
Recap 1st and 2nd Presentations. Modify and update as appropriate.
How will you create awareness? (marketing communications plan)
How will you enter the market (strategy, timing, resources) how will the incumbent competitors react? (market
entry plan)
How will you achieve market leadership? (market expansion plan)
If you succeed, how will you sustain profitable growth? (product/service enhancements, enter new markets,
etc.). Be specific.
These requirements will be further detailed and discussed in class during the first two weeks of the course.
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. Other assignments 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 Smith’s 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. In addition, preparation for class discussions
will frequently require the analysis of a case situation. Case analysis assignments are 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.
I have provided specific questions 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.
UNIVERSITY POLICIES
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.
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 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, Board of Regents, The University of Texas System, Part 1,
Chapter VI, Section 3, 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).

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 includes, but is not limited to, statements, acts or omissions related to applications for enrollment or the
award of a degree, and/or the submission as one’s own work or material that is not one’s own. As a general rule, scholastic
dishonesty involves one of the following acts: cheating, plagiarism, collusion and/or falsifying academic records. Students
suspected of academic dishonesty are subject to disciplinary proceedings.
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.
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
U.T. Dallas email address and that faculty and staff consider email from students official only if it originates from a UTD student
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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 U.T. Dallas provides a method for
students to have their U.T. Dallas mail forwarded to other accounts.
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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.
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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
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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 of 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
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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.
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semester’s 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.
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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)
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students with mobility impairments may have to be rescheduled in accessible facilities. The college or university may need to
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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
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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
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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.
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.
2. How did the concept of satellite radio challenge these conventions?
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 would you recommend to address these uncertainties?
Case: CardioThoracic Systems (HBS 9-899-281)
1. Who is the target customer for the CTS system? Who are the decision-makers, influencers, payers? Analyze each of the
players in the industry’s 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?
2. CTS has targeted cardiac surgeons. Are there others who would be more interested in the apparent benefits and cost savings
(patients, hospital administrators, third party payers) and less averse to change? Could CTS get these interested parties to
influence the cardiac surgeons to adopt the new procedure? How could CTS modify their approach to leverage this strategy?
3. Consider Gourville’s ideas about new product adoption. Do they apply? How? What are the implications?
4. If CTS has achieved a 50% market share, despite being significantly under-resourced relative to some of its larger
competitors, it must be doing something right. Or is it? Should they be concerned about the #2 player? If so, why?
5. It is not clear that all of the identified competitors (including CTS) offer a complete solution. Does a partnering strategy (CTS
with one of the major medical device companies) make sense to gain access to their significantly greater credibility, brand
image and marketing clout? Why might this make sense?
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 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 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: 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 Amazon’s 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?
3. Consider Amazon’s business model and its evolution over time using Mahdevan’s 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 Amazon’s 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 Amazon’s historical business model had
to change to successfully implement this approach? What challenges did it raise for Amazon’s management team?
Case: Ikea Invades America (HBS 9-504-094)
1. What are the elements of the “whole product” offered by IKEA. (see lecture slides S02, slides 34-37; Davidow 25-34)
2. What are the key elements of IKEA’s positioning in the North American market? (as a starting point, consider the
competitive positioning attributes described in S04, Slides 20-21).
3. 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).
4. Does IKEA’s positioning reflect the criteria for an appropriate segmentation as described by Yankelovich & Meer (126-129)
and summarized in S04, Slide 11?
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: 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. As a financial intermediary, First
USA is directly engaged with three different constituent groups: end users (card holders), retail partners (merchants) and
marketing affiliates. Analyze and explain the value propositions First USA offers to each of these three groups. Compare the
value propositions offered by First USA 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 group using the “resonating
focus” model.
2. 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?
3. 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?
4. 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?

Case: Warner-Lambert Ireland: Niconol (HBS 9-593-008)

1. Davidow would consider the Niconol patch a “device”. What other elements are required to deliver the “complete 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 & Mauborgne’s 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 & Mauborgne’s “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 Moore’s framework – S05 – Slide 34). Analyze the company’s position
relative to its principal competitors in terms of points of parity, points of difference and points of contention (Anderson et al).
How might Moon’s ideas (breakaway or stealth positioning) be incorporated?
Case: Mathsoft, Inc. (A) (HBS 9-593-094)
1. Analyze Mathsoft’s current sales and marketing approach (consider pricing, sales, distribution. advertising and sales
promotion). What is working? Where are they falling short? Are the various elements of the marketing mix complementary
or are they conflicting?
2. Does Mathsoft have a coherent and consistent marketing communications strategy? Do each of the elements of the marketing
mix work together and reinforce each other? How would you recommend that the company improve the productivity of its
marketing mix (without spending any more money)?
3. Table 3 suggests that the 30,000 MathCad units sold to date are scattered across more than 1000 large customers – a
relatively low penetration rate suggesting a “try it, you’ll like it” selling approach – or perhaps a failure to “get the word out”
to a sufficient number of customers.
4. How might the ideas of Stealth Marketing, Viral Marketing or Buzz Marketing be used to positive effect?
5. What changes in strategy would you recommend to help Mathsoft “cross the chasm” into the mainstream marketplace?
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
product? If not, what is missing?
2. Evaluate the company’s sales and marketing strategy in view of the ideas of Zoltners et al. From the company’s 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). 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.
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? Would Hamel consider these changes as significant management
innovations? 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
8/16/07 Readings:
Morris, Schindehutte & LaForge: Entrepreneurial Marketing: A Construct For
Integrating Emerging Entrepreneurship And Marketing Perspectives: Journal of
Marketing Theory & Practice: 10(4) Fall 2002 (eJournal)
Guest Speaker: Rose Parker – Sevin Rosen Funds
2 UNDERSTANDING THE CONTEXT: MARKET STRUCTURES, TECHNOLOGY
8/23/07 ADOPTION LIFE CYCLE;
Readings:
Davidow: Marketing High Technology: Introduction; 1-36
Moore: Crossing the Chasm: Preface, 3-59
Chakravorti: The New Rules for Bringing Innovations to Market. HBR 0403D
March 2004 (eJournal)
3 MARKET ANALYSIS: TOOLS AND TECHNIQUES FOR ANALYSIS AND SELECT
8/30/07 DECISION-MAKING COMPANY FOR
Guest Speakers: GROUP
PROJECT
Loreen Phillips, Reference Librarian, McDermott Library
Myra Moore, President, Digital Tech Consulting, Inc.
Lecture: Tools & Techniques for Analysis and Decision-Making
Case Study: XM Satellite Radio (A) (HBS 9-504-009)
4 WHO IS YOUR CUSTOMER? WHAT PROBLEM ARE YOU TRYING TO WA#1
9/6/07 SOLVE? HOW DO YOU DEFINE YOUR MARKET? (Group)
Readings: (4-5 pp)
Gourville, John T. 2006. Eager Sellers – Stony Buyers: Understanding the
Psychology of New-Product Adoption. Harvard Business Review. June 2006. 99-
106. R0606F. (eJournal)
Kim & Mauborgne. Creating New Market Space. (HBR R99105 Jan-Feb 1999)
(eJournal)
Case Study: CardioThoracic Systems (HBS 9-899-281)

5 HOW IS THE INDUSTRY STRUCTURED (VALUE CHAIN, VALUE WEB, WA#2

9/13/07 INFLUENCERS); HOW CAN YOU BEST REACH YOUR ULTIMATE (Individual)
CUSTOMER? (4-5 pp)
Readings:
Davidow: Marketing High Technology: 71-88
Moore: Crossing the Chasm: 163-188
Moore, Geoffrey A.. Strategy and Your Stronger Hand. (HBR R0512C) December
2005. (eJournal) (focus on the two different business and organizational models).
Case Study: Dell Online (HBS 9-598-116)
6 WHAT IS YOUR BUSINESS MODEL? HOW WILL YOU MAKE A PROFIT? WILD CARD #1
9/20/07 Readings: (Group)
Paper (4-6 pp)
Magretta: Why Business Models Matter (HBR R0205F) HBR May 2002 (eJournal) and Presentation
Shafer, Smith & Linder: The Power of Business Models. Business Horizons (2005)
48, 199-207 (eJournal)
Mahadevan: Business Models for Internet-based E-Commerce (CMR 42:4,
Summer 2000) (eJournal)
Case Study: Amazon.com – 2002 (HBS 9-803-098)
7 WHICH MARKET SEGMENTS ARE THE MOST ATTRACTIVE? WHAT IS 1st GROUP
9/27/07 YOUR INITIAL TARGET MARKET? PROJECT
Readings: PAPER AND
PRESENTATION
WA#3
Yankelovich & Meer: Rediscovering Market Segmentation (HBR R0602G) (Group)
(eJournal) Outline Form
Case Study: Ikea Invades America (HBS 9-504-094) (7-8 PP)
8 WHAT IS YOUR OFFERING? HOW WILL IT SOLVE THE CUSTOMER’S WILD CARD #2
10/4/07 PROBLEM? HOW WILL YOU DIFFERENTIATE? WHAT ROLE WILL (Group)
PARTNERS AND COMPLEMENTORS PLAY? Paper (4-6 pp)
Readings: and Presentation
Davidow: Marketing High Technology: 37-70, 133-146
Case Study: net.Genesis,Inc. (HBS 9-500-009)
9 WHO ARE THE COMPETITORS? SUBSTITUTES? HOW WILL YOU CREATE WA#4
10/11/07 VALUE FOR YOUR CUSTOMER (VALUE PROPOSITION)? (Individual)
Readings: Outline Form
Anderson & Narus: Business Marketing: Understand What Consumers Value (4-5 pp)
(HBR 98601) HBR Nov-Dec 1998 (eJournal)
Anderson, Narus & van Rossum: Customer Value Propositions in Business
Markets (HBR R0603F) (eJournal)
Case Study: First USA and Internet Marketing (HBS 9-500-043)
10 HOW WILL YOU POSITION YOUR OFFERING IN THE COMPETITIVE SPACE WILD CARD #3
10/18/07 (PRICING, FEATURES, SUPPORT, AVAILABILITY)? (Group)
Readings: Paper (4-6 pp)
Davidow: Marketing High Technology: 102-117, 184-185 and Presentation
Moon: Break Free from the Product Life Cycle (HBR R0505E May 2005)
(eJournal)
Kim & Mauborgne: Knowing a Winning Business Idea When You See One (HBR
R00510) (eJournal)
Case Study: Warner-Lambert Ireland: Niconol (HBS 9-593-008)

11 HOW WILL YOU CREATE AWARENESS? 2nd GROUP

10/25/07 Readings: PROJECT
PAPER AND
PRESENTATION
Kaikati & Kaikati: Stealth Marketing: How to reach consumers surreptitiously.
California Management Review: 46 (4). (eJournal) WA#5
Thomas: Building the Buzz in the hive mind. Journal of Consumer Behavior, Vol. 4, (Group)
1, 64-72. (eJournal) Outline Form
Helm: Viral Marketing - Establishing Customer Relationships by 'Word-of-mouse' (7-8 PP)
Electronic Markets, Jul 2000, Vol. 10 Issue 3, p158-161 (eJournal)
Reed: Too Much Information: Precision Marketing, June 3, 2005 (eJournal)
Case Study: Mathsoft, Inc. (A) (HBS 9-593-094)
12 HOW WILL YOU ENTER THE MARKET (STRATEGY, TIMING, RESOURCES) WILD CARD #4
11/1/07 HOW WILL THE INCUMBENT COMPETITORS REACT? (Group)
Readings: Paper (4-6 pp)
Moore: Crossing the Chasm: 63 - 87 and Presentation
Zoltners, Sinha & Lorimer: Match Your Sales Force Structure to your Business Life
Cycle (HBR R0607F) (eJournal)
Case Study: Documentum, Inc. (HBS 9-502-026)
13 HOW WILL YOU ACHIEVE MARKET LEADERSHIP? WILD CARD #5
Moore: Crossing the Chasm: 189-211 Paper (4-6 pp)
Moore: Inside the Tornado 27-61 (handout) and Presentation
Hamel: The Why, What & How of Management Innovation (HBR 0602C) (eJournal)
Case Study: Intel Corporation – Leveraging Capabilities for Strategic Renewal (HBS
9-394-141)
14 IF YOU SUCCEED, HOW WILL YOU SUSTAIN PROFITABLE GROWTH? WILD CARD #6
Davidow: Marketing High Technology: 118-132, 147-178 Paper (4-6 pp)
Christensen, Cook & Hall: Marketing Malpractice: The Cause and the Cure (HBR and Presentation
0512D) (eJournal)
Case Study: Lenovo: Countering the Dell Challenge (HKU356)
15 GROUP PROJECT PAPER & PRESENTATIONS FINAL GROUP
11/29/07 Paper will be due to company and instructor by 5:00 PM on November 28th. PROJECT
Presentation will be made in class on November 29th PRESENTATION
WA#7
(Group)
Essay Form
(12-15 pp)

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. Enter the names of your group members (alphabetically by last name). Include yourself.
2. Evaluate each assignment separately. Each team member will begin with 100 points on each assignment.
3. 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.
4. 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.
5. I will calculate an overall assessment as a weighted average of the individual ratings, using the percentage weights
indicated below.
Please sign the evaluation, place it in a sealed envelope, and turn it in with your final group assignment on December 1st .
PEER EVALUATION
WA-1 WA-3 WA-5 Wild Card WA-7
Group Member (list alphabetically) 9/6/07 9/27/07 10/25/07 As assigned 11/29/07
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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ENTREPRENEURIAL MARKETING

ENTP 6380/MKT 6380 FALL 2007

REQUIRED COURSE MATERIALS:

ENTP/MKT 6380 Entrepreneurial Marketing 1

COURSE REQUIREMENTS & GRADING:

ENTP/MKT 6380 Entrepreneurial Marketing 2

NEW VENTURE MARKETING PLAN (WA-7)

GUIDELINES FOR WRITTEN ASSIGNMENTS

ENTP/MKT 6380 Entrepreneurial Marketing 3

CASE ANALYSIS GUIDELINES

ENTP/MKT 6380 Entrepreneurial Marketing 4

ENTP/MKT 6380 Entrepreneurial Marketing 5

DISCUSSION QUESTIONS FOR CASE ANALYSIS

ENTP/MKT 6380 Entrepreneurial Marketing 6

Case: Amazon.com – 2002 (HBS 9-803-098)

ENTP/MKT 6380 Entrepreneurial Marketing 7

Case: Warner-Lambert Ireland: Niconol (HBS 9-593-008)

ENTP/MKT 6380 Entrepreneurial Marketing 8

Case: Lenovo: Countering the Dell Challenge (HKU356)

ENTP/MKT 6380 Entrepreneurial Marketing 9

5 HOW IS THE INDUSTRY STRUCTURED (VALUE CHAIN, VALUE WEB, WA#2

ENTP/MKT 6380 Entrepreneurial Marketing 10

11 HOW WILL YOU CREATE AWARENESS? 2nd GROUP

ENTP/MKT 6380 Entrepreneurial Marketing 11

PEER EVALUATION FORM

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