UT Dallas Syllabus For Entp6380.501.08f Taught by Joseph Picken (jcp016300)

ENTREPRENEURIAL MARKETING
ENTP 6380/MKT 6380 FALL 2008

Class Meeting Dr. Joseph C. Picken
Thursday 7:00 – 9:45 PM, SOM 2.801 SOM 4.212
Office Hours: Mon/Thu 3:00 – 4:30 PM Email: jpicken@utdallas.edu
Or by appointment Phone: (UTD office): (972) 883-4986
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:

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.
ENTP/MKT 6380 Entrepreneurial Marketing Rev 0

Dr. Joseph C. Picken
Revised: June 24, 2008
Printed: July 21, 2008 1
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 28th.
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. XM Satellite Radio (A) Sept 11, 2008 Individual (outline form) 4-6 10%
WA-2. Dell Online Sept 25, 2008 Group (outline form) 4-6 10%
st
WA-3. 1 Group Project Paper & Presentation Oct 2, 2008 Group (outline form) 7-8 10%
WA-4. First USA and Internet Marketing Oct 16, 2008 Individual (outline form) 4-6 10%
nd
WA-5. 2 Group Project Paper & Presentation Nov 13, 2008 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 Dec 8, 2008 Paper: Group (essay form) 12-15 20%
Dec 8, 2008 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 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
ENTP/MKT 6380 Fall 2008 Rev 0

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 September 4th. 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 October 2nd) 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 10/2/08 (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 November 13th) 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 11/13/08 (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 December 8th) and class presentation (December 11th) 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) 12/11/08 (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. Preparation for class discussions will also
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
UT 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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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)
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)
Essentially, the law requires that colleges and universities make those reasonable adjustments necessary to eliminate
discrimination on the basis of disability. For example, it may be necessary to remove classroom prohibitions against tape
recorders or animals (in the case of dog guides) for students who are blind. Occasionally an assignment requirement may be
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It is the student’s responsibility to notify his or her professors of the need for such an accommodation. Disability Services
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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
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
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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.
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. 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?
Case: CardioThoracic Systems (HBS 9-899-281)
1. Evaluate the opportunity for CardioThoracic’s 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 product’s 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 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?
3. Consider Gourville’s ideas about new product adoption. What are the implications? Who would be most interested in the CTI
product’s benefits and cost savings (surgeons, patients, hospital administrators, third party payers)? Who has the most at risk?
Who would be the most or least averse to change? 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.
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. What are the elements of the “whole product” offered by IKEA. (see Moore 107-124, Davidow 25-34)
2. What are the key elements of IKEA’s positioning in the North American market? How do they differentiate their offerings?
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 (see Yankelovich & Meer pp126-129)?
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?
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: 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 & 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 pp 152-156). 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. How might the ideas of Stealth Marketing, Viral Marketing or Buzz Marketing be used to positive effect?
4. 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? 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
8/21/08 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
8/28/08 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
9/4/08
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)
4 UNDERSTANDING THE CUSTOMER: MARKET RESEARCH & ANALYSIS WA#1

9/11/08 Readings: (Individual)
(4-6 pp)
Schindehutte et al: Rethinking Marketing: Ch 4 (63-83)
Teaching Note: Using a Weighted Criterion Decision Matrix
Guest Speakers:
Rose Parker – Sevin Rosen Funds
Loreen Phillips, Reference Librarian, McDermott Library
Lecture: Resources, Tools & Techniques for Analysis and Decision-Making
Case Study: XM Satellite Radio (A) (HBS 9-504-009)
5 EVALUATING ENTREPRENEURIAL MARKET OPPORTUNITIES WILD CARD #1
9/18/08 Readings: (Group Paper and
Presentation)
Schindehutte et al: Rethinking Marketing: Ch 5-6 (85-128), Ch 7 (127-133 only) (Outline form)
Moore: Crossing the Chasm: 107-130 (the Whole Product) (4-6 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)
Case Study: CardioThoracic Systems (HBS 9-899-281)
6 INDUSTRY STRUCTURES (VALUE CHAIN, VALUE WEB)? WHO IS YOUR WA#2
9/25/08 CUSTOMER? HOW CAN YOU REACH/INFLUENCE HIM? (Group)
Readings: (4-6 pp)
Moore: Crossing the Chasm: 163-188 (Sales & distribution channels)
Moore, G.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)

7 MARKET SEGMENTATION: WHAT IS YOUR INITIAL TARGET MARKET? WA#3

10/2/08 Readings: GROUP
Moore: Crossing the Chasm: 89-106 (Identifying target markets) PROJECT
Yankelovich & Meer: Rediscovering Market Segmentation (HBR R0602G) HBR (Group Paper &
Feb 2006 (eJournal) Presentation)
(outline form)
Case Study: net.Genesis,Inc. (HBS 9-500-009) (7-8 PP)
8 WHAT IS YOUR OFFERING? HOW WILL YOU DIFFERENTIATE? WILD CARD #2
Schindehutte et al: Rethinking Marketing: Ch 9 (169-195) Presentation)
Moore: Crossing the Chasm: 131-161 (positioning) (Outline form)
Kim & Mauborgne: Knowing a Winning Business Idea When You See One (HBR (4-6 pp)
R00510) HBR Sep-Oct 2000 (eJournal)
Case Study: Ikea Invades America (HBS 9-504-094)
9 HOW WILL YOU CREATE VALUE FOR YOUR CUSTOMER (VALUE WA#4
10/16/08 PROPOSITION)? (Individual)
Readings: (Outline Form)
Anderson & Narus: Business Marketing: Understand What Consumers Value (4-6 pp)
(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 (HBS 9-500-043)
10 WHAT IS YOUR BUSINESS MODEL? HOW WILL YOU CAPTURE VALUE? WILD CARD #3
Magretta: Why Business Models Matter (HBR R0205F) HBR May 2002 (eJournal) (Outline form)
Shafer, Smith & Linder: The Power of Business Models. Business Horizons (2005) (4-6 pp)
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)
11 HOW WILL YOU POSITION YOUR OFFERING (PRICING, FEATURES, WILD CARD #4
10/30/08 SUPPORT, AVAILABILITY)? (Group Paper and
Readings: Presentation)
Schindehutte et al: Rethinking Marketing: Ch 10-11 (197-233) (Outline form)
Moore: Crossing the Chasm: 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
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
11/13/08 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)
Moore: Inside the Tornado: 63-72 (Web CT) (Inside the Tornado) (7-8 pp)
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)

14 HOW WILL YOU ACHIEVE MARKET LEADERSHIP? WILD CARD #6

Moore: Crossing the Chasm: 189-211 (beyond the chasm) (Outline form)
Case Study: Intel Corporation – Leveraging Capabilities for Strategic Renewal (HBS (4-6 pp)
9-394-141)
15 HOW WILL YOU SUSTAIN PROFITABLE GROWTH? BUILDING THE BRAND WILD CARD #7
Schindehutte et al: Rethinking Marketing: 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
12/11/08 Paper will be due to company and instructor by 5:00 PM on December 8th. Presentation GROUP
will be made in class on December 11th. PROJECT
(Group Paper &
Presentation)
(essay form)
(12-15PP)

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-2 WA-3 WA-5 Wild Card WA-7
Group Member (list alphabetically) 9/15/08 10/2/08 11/13/08 As assigned 12/8/08
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 2008

REQUIRED COURSE MATERIALS:

ENTP/MKT 6380 Entrepreneurial Marketing Rev 0

COURSE REQUIREMENTS & GRADING:

ENTP/MKT 6380 Fall 2008 Rev 0

NEW VENTURE MARKETING PLAN (WA-7)

GUIDELINES FOR WRITTEN ASSIGNMENTS

ENTP/MKT 6380 Fall 2008 Rev 0

CASE ANALYSIS GUIDELINES

ENTP/MKT 6380 Fall 2008 Rev 0

ENTP/MKT 6380 Fall 2008 Rev 0

DISCUSSION QUESTIONS FOR CASE ANALYSIS

ENTP/MKT 6380 Fall 2008 Rev 0

Case: net.Genesis.Inc. (HBS 9-500-009)

ENTP/MKT 6380 Fall 2008 Rev 0

ENTP/MKT 6380 Fall 2008 Rev 0

4 UNDERSTANDING THE CUSTOMER: MARKET RESEARCH & ANALYSIS WA#1

ENTP/MKT 6380 Fall 2008 Rev 0

7 MARKET SEGMENTATION: WHAT IS YOUR INITIAL TARGET MARKET? WA#3

ENTP/MKT 6380 Fall 2008 Rev 0

14 HOW WILL YOU ACHIEVE MARKET LEADERSHIP? WILD CARD #6

ENTP/MKT 6380 Fall 2008 Rev 0

PEER EVALUATION FORM

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