UT Dallas Syllabus For Entp6380.0g1.11s Taught by Daniel Bochsler (dcb091000)

Course Syllabus
ENTP 6380-0G1
School of Management
The University of Texas at Dallas
| Course Info | Tech Requirements | Access & Navigation | Communications | Resources |

Assessments | Academic Calendar | Scholastic Honesty | Course Evaluation | UTD Policies |
Course Information
Course
Course Number Section ENTP 6380-0G1

Course Title Entrepreneurial Marketing
Term and Dates Spring 2011
Instructor Contact Information

Instructor Mr. Dan Bochsler
Office Phone 972-883-5833
Email Address dan.bochsler@utdallas.edu
Office Location SOM 4.208
Online Office Hours Each day, generally 8am, 12noon, and 5pm.
Other Information Other office hours by appointment, in person or teleconference
About the Instructor

Instructor Website: http://www.utdallas.edu/~dcb091000/
Course Pre-requisites, Co-requisites, and/or Other Restrictions

This course is equivalent to MKT 6380 and only one of these may be counted toward a
degree. Prerequisite: MKT 6301 and ENTP 6370 or consent of the instructor. (3-0).
Course Description
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
ENTP/MKT 6380-OG1- 091410 Spring 2011 Page 1

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. The course may have a mixture of
mostly new and a few "classic" cases. The latter ones offer the opportunity to discuss
fundamental and timeless issues and challenges faced by companies. Please study them in
that spirit and do not dismiss them out of hand simply because they seem "old." Ask yourself -
as we will in class - What can I learn from this situation that is relevant to companies that I am
interested in today?
Student Learning Objectives/Outcomes

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 Textbooks and Materials

Required Texts
 Textbook #1: 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)
 Textbook #2: 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)
Required Materials
 Electronic Readings: Download eJournals as required from the McDermott Library
Website (see Academic Calendar section below for details)
 Course Packet: Course case study document pack available at University of Texas at
Dallas Bookstore.
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).
Textbooks and some other bookstore materials can be ordered online through Off-Campus
Books or the UTD Bookstore. They are also available in stock at both bookstores.
Course Policies
Late Work
Written assignments will be due on the date assigned and must be accessed and submitted
through the Assignments icon in the corresponding unit of the eLearning system. Late work
will not be accepted. If you have a conflict, you need to contact the Instructor before the due
date and the Instructor will find an earlier date for you to turn it in.
Class Participation
Students are required to login regularly to the online class site. The instructor will use the
tracking feature in eLearning to monitor student activity. Students are also required to
participate in all class activities such as discussion board, chat or conference sessions and
group projects.
Virtual Classroom Citizenship

The same guidelines that apply to traditional classes should be observed in the virtual
classroom environment. Please use proper netiquette when interacting with class members
and the Instructor.
Policy on Server Unavailability or Other Technical Difficulties

The university is committed to providing a reliable online course system to all users. However,
in the event of any unexpected server outage or any unusual technical difficulty which
prevents students from completing a time sensitive assessment activity, the instructor will
extend the time windows and provide an appropriate accommodation based on the situation.
Students should immediately report any problems to the instructor and also contact the UTD
eLearning Help Desk: http://www.utdallas.edu/elearninghelp, 1-866-588-3192. The instructor
and the UTD eLearning Help Desk will work with the student to resolve any issues at the
earliest possible time.
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Technical Requirements
In addition to a confident level of computer and Internet literacy, certain minimum technical
requirements must be met to enable a successful learning experience. Please review the
important technical requirements and the web browser configuration information.
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Course Access and Navigation

This course was developed using a web course tool called eLearning. It is to be delivered
entirely online. Students will use their UTD NetID account to login at
http://elearning.utdallas.edu. Please see more details on course access and navigation
information.
To get started with an eLearning course, please see the Getting Started: Student eLearning
Orientation.
UTD provides eLearning technical support 24 hours a day/7 days a week. The services
include a toll free telephone number for immediate assistance (1-866-588-3192), email
request service, and an online chat service. The UTD user community can also access the
support resources such as self-help resources and a Knowledge Base. Please use this link to
access the UTD eLearning Support Center: http://www.utdallas.edu/elearninghelp.
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Communications
This eLearning course has built-in communication tools which will be used for interaction and
communication. Some external communication tools such as regular email and a web
conferencing tool may also be used during the semester. For more details, please see
communication tool information.
Another communication tool available to students is live voice chat in the 3D virtual world of
Second Life. Instructions for accessing the UTD SOM Island in Second Life can be found at
http://som.utdallas.edu/somResources/eLearning/faculty/secondLife.php.
Interaction with Instructor: The instructor will communicate with students mainly using the
Announcements and Discussions tools. Students may send personal concerns or questions to
the instructor using the course email tool. The instructor will reply to student emails or
Discussion board messages within 3 working days under normal circumstances.
The Instructor will generally attempt to check eLearning email daily during the regular Monday
through Friday week period. The other form of regular interaction will be through the
discussion boards for each course unit. The Instructor may post one or more questions,
comments, notes, etc. during a course unit pertaining to the readings for that week. You will
need to participate in the discussion function in order to get credit for participation.
A web conferencing tool, Adobe Connect, will be used in this course for real-time
communications and interaction for group meetings related to the Group Project. This
powerful tool combines Voice over Internet Protocol (VoIP) application and desktop sharing,
instant messaging and whiteboard functionality to create a powerful, easy-to-use,
collaborative learning environment. A group will communicate and arrange with the Instructor
an agreed upon time for each teleconference meeting of each group. See Academic Calendar
section for more details, and see the following link for web conference resources:
http://som.utdallas.edu/somResources/eLearning/eLearningCurrent/gettingStarted.php#webco
n
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Student Resources
The following university resources are available to students:
UTD Distance Learning: http://www.utdallas.edu/oee/distance/students/cstudents.htm
McDermott Library: Distance Learners (UTD students who live outside the boundaries of
Collin, Dallas, Denton, Rockwall, or Tarrant counties) will need a UTD-ID number to access all
of the library’s electronic resources (reserves, journal articles, ebooks, interlibrary loan) from
off campus. For UTD students living within those counties who are taking online courses, a
Comet Card is required to check out materials at the McDermott Library. For more information
on library resources go to http://www.utdallas.edu/library/distlearn/disted.htm.
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Student Assessments
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 unit 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. Your grade will be
based on group and individual written assignments, and your contributions to course
discussions. These assignments and their relative weights in determining your final grade is
summarized in the table below (see Academic Calendar for details):
Grading Information
Weights
WA-1. Case: XM Satellite Paper: Individual (outline form) 10%

Radio (A)
WA-2. Case: Dell Online Paper: Group (outline form) 10%
st
WA-3. Group Project: 1 Paper: Group (outline form) + 10%
Paper & Presentation presentation
WA-4. Case: First USA and Paper: Individual (outline form) 10%
Internet Marketing
WA-5. Group Project: 2nd Paper: Group (outline form) + 10%
WA-6. Cases: Wild Card Paper: Group (outline form) + 15%
Presentation (units 05, presentation
08, 10, 11, 12, 14, 15)
WA-7. Group Project: Final Paper: Group (essay form) + 20%
Participation in Course Unit Assignment: Individual 15%
Topic Discussions Open discussion among all students in

response to unit questions/concepts
posed by Instructor and students.
Total 100%
Grading Scale
Scaled Score Letter Equivalent

94 - 100 A
90 - 93 A-
87 – 89 B+
83 - 86 B
80 – 82 B-
77 – 79 C+
73 – 76 C
70 - 72 C-
Less than 70 F
Grading Policy
A peer evaluation process will be utilized to adjust individual grades on all group assignments.
The peer evaluation form should be completed individually and submitted through eLearning
online using the Peer Evaluation assignment in Unit 16.
Evaluation
Most of your grade will be based on group and individual written assignments. Assignments
will be evaluated on multiple factors, including (a) fully addressing the requirements; (2) critical
evaluation and effective insights into the case situation; (3) demonstrated ability to apply the
course concepts and frameworks in your analysis; (4) logical conclusions and effective
recommendations; and (5) effective presentation. Particular care should be taken to fully
address the requirements for each paper as detailed in the assignment.
Evaluations of case analyses will utilize the following general format:
Possible Points
Evaluation Criteria:
Points Earned
1. 15-20
2. 15-20
3. 15-20
4. 15-20
5. 15
6. 5 -10
OVERALL EVALUATION 100

The first several evaluation criteria will generally consist of the questions listed for individual
and group case analysis assignments. Points possible for an item will vary from cases to case
based on the number of questions and the nature of the assignment itself. Same will apply to
the New Venture group project, with additional consideration of items like: demonstrated
understanding of client’s business, analysis of marketing issues/concerns, development and
presentation of useful recommendations, and effective use of course concepts.
Communications evaluation will look at clear and to the point delivery, organization,
presentation and effectiveness. The overall evaluation may then be followed by additional text
commentary from the Instructor.
Accessing Grades
Students can check their grades by clicking “My Grades” under Course Tools after the grade
for each assessment task is released.
Assignments
Self Introduction
Each student should post a Self-Introduction in the Discussion area of eLearning prior to the
first class Unit, and no later than the end of the first Unit week as noted in the Academic
Calendar. Guidelines are provided on the eLearning group formation section. This information
will assist in the formation of groups for the course and includes things like:
NAME: (per the University records)

PREFERRED NAME: (what do you want to be called)
PHONE: (optional, but useful)
EDUCATION: (what, when, where)
EMPLOYMENT: (current)
TOTAL WORK EXPERIENCE: (what you did, where, number of years)
SPECIAL SKILLS/EXPERIENCE:
MOTIVATION: (why are you here? why in this course?)
EXPECTATIONS: (what do you expect to learn in/gain from this course?)
PERSONAL NOTES: (tell us a little about yourself).
Formation of Groups
Much of the work in this course will be performed in groups. Students should form small
groups (3-4 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. With the self-introduction information
referenced above, which is accessible via eLearning system, each student should join a group
or communicate with others to self-form a group.
Wild Card Presentation
Each group will need to choose one “wild card” presentation (see Academic Calendar and
Discussion Questions for Case Analyses). Each group needs to notify the Instructor via
eLearning system email of the case you want (including a second choice as well) – first come,
first served. The Instructor will notify groups of the assigned case. The assigned group will
prepare and submit an outline form paper for the assigned case and also submit a Powerpoint
presentation (15-20 slides) of their analysis of the case. For each case assigned as a wild
card, all groups (other than assigned group) should prepare an outline paper for that case to

support course discussions during that unit; however, this outline will not be graded or turned
in.
Participation/Discussions
You will be expected to participate regularly in online discussions. A great deal of learning
takes place when you share your experiences with others. The Instructor will post questions
and comments to each Unit discussion board which you can respond to. It is absolutely
necessary that you participate regularly. In order to receive full participation points you must
post 1-2 value-added comments during at least 8 different discussion Units during the course.
You will not get full credit for doing comment posting many times in the last few Units. It is
often the case that students lose a letter grade because they are not participating, so please
make a point to do this.
Rules for Participation in Discussion:
1) Participation points will be given for both responses to discussion postings by students
and for responses to questions submitted by Instructor.
2) When a question is posted, the first five replies can answer the question directly, posts
after that need to respond to the answers given by other students to mimic an in class
discussion. Look at this as a conversation with one another rather than trying to impress
the Instructor with the “right” answer.
3) Grading is done on quality of responses, not quantity. So, posts such as “I agree” or
“sounds good to me” do not count towards participation (although you can certainly use
these to advance the conversation). In order to count as participation, your post has to be
well thought out and pertain to the topic for the Unit. You should reference some of the
concepts currently being examined in class, not just offer vague assessments. You can
also refer back to a previous Unit’s material if relevant. Integration of concepts is
encouraged since most issues don’t operate completely independent of one another.
4) Keep discussion on topic and factual in nature. No flaming allowed. Opinions are fine as
long as they are supported by facts. For example, stating that you think that a specific
course of action is correct because of x, y, z is acceptable; stating that the previous
commentator is not important or not an intelligent person is not acceptable.
5) Grammar and spelling are not graded in the discussion section, so don’t feel that you have
to spend hours editing your response. However, please use full words, not acronyms and
abbreviations – not everyone is familiar with shorthand text message language.
6) Limit your response to 150 words – any more than that and readers lose the point (and
interest).
7) In order to receive full participation points you must post 1-2 value-added comments to at
least 8 discussions.
8) While you can continue to post to a topic of interest, in order to receive credit for
participation, you must post during the week the topic is being discussed.
Case Analysis Guidelines

Written assignments will often require the analysis of case situations. Preparation for course
units 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.
Specific questions for each case have been provided 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, the Instructor expects 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.
The group and individual written assignments will require case analysis and
recommendations. For the individual assignments, you may discuss the case with your study
group. But, the papers (including tables and figures) are to be prepared and written
individually. The following general approach to case analysis is recommended:
1) Read the case quickly Identify key issues and decisions/action required (the case
preparation questions will help you focus on the key issues). Prioritize the issues in terms
of urgency and importance.
2) Decide what kind of recommendations should be made (and to whom).
3) Choose appropriate analytical tools/frameworks from those introduced in the course.
4) Analyze the situation thoroughly using the frameworks provided in the readings.
5) Draw logical conclusions based on your analysis.
6) Make specific recommendations for action in response to the questions posed in the case
or the preparation questions (what should be done, who should do it, when and in what
sequence).
Discussion Questions for Case Analyses

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 and
discussions, 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. Has IKEA targeted a particular market segment? What are the characteristics of that
segment (compare to the description of “furniture retailing in the United States”).

2. Does IKEA’s positioning reflect the criteria for an appropriate segmentation (see
Yankelovich & Meer pp 126-129)?
3. What are the elements of the “whole product” offered by IKEA. (see Moore 107-124)?
How has service been designed into their business model? How important are the
ancillary services in defining the whole product concept for their target market?
4. How does IKEA create exceptional utility for their customers? Analyze using Kim &
Mauborgne’s buyer utility map.
Case: First USA and Internet Marketing (9-500-043)
1. First USA’s expressed core strategy is based on speed to market and data mining
expertise. Analyze and explain the value proposition First USA offers to each of its three
different constituent groups: end users (card holders), retail partners (merchants) and
marketing affiliates.
2. Compare First USA’s value propositions to those of its principal competitors in terms of
points of parity, points of difference and points of contention (Anderson et al).
Recommend a First USA value proposition for each constituent group using the
“resonating focus” model.
3. In your view, what is the meaning and value of the First USA “brand” to the average
consumer? How important is the First USA brand to each of their constituent groups?
How important is the brand in implementing their acquisition and portfolio marketing
strategies? How would you evaluate these questions following the recommendations of
Anderson and Narus?
4. Evaluate the Internet as a distribution channel for First USA. What are the
advantages/disadvantages of this channel as compared to its traditional channels (direct
mail, telemarketing, event marketing)? Consider separately the implications for
acquisition and portfolio marketing. How important is the brand in this channel?
5. How will the company’s use of the Internet channel change in the planned rollout of
Wingspanbank.com? How important is the role of a “trusted agent” in First USA’s current
marketing strategy? How important is the company’s data mining capability? Will these
factors become more or less important as their strategy plays out?
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).
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. 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?
Group Project Instructions (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
“Group Project Marketing Plan” section of eLearning. Each group should:

 Select an actual startup company to work with on or before end of Unit 3 week as noted
in Academic Calendar. Several pre-screened company profiles are posted on eLearning.
You may choose one of these (first come, first served) and notify Instructor for
confirmation, or may propose a startup company of your own choosing (subject to
approval by Instructor). 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.
 Conduct discussion session with company rep during the weeks of Unit 4, 5 and 6 to
familiarize yourself with the company and its products/services, evaluate its marketing
support needs and understand its capabilities and limitations, above and beyond the
background information already provided in the eLearning system.
 Prepare a paper and class presentation (due week of Unit 7) addressing the following
questions with respect to your chosen company. Review and discuss the paper and
presentation with the company prior to submission with designated discussion or
teleconference forum in eLearning.
1st Presentation (due week of Unit 7)
 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?
presentation with the company prior to submission with designated discussion or
teleconference forum in eLearning.
2nd Presentation (due week of Unit 13)
 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 complementers 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)?
presentation with the Instructor and company prior to submission with designated
discussion or teleconference forum in eLearning.
Presentation 3 (due week of Unit 16)
 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.
Group Projects
Groups will be assigned either at the beginning of the class and will be announced under
Announcements, or the Instructor may use a group sign-up sheet to form groups for group
assignments or projects. A private discussion area will be set up on the discussion board for
internal group communications. A group chat room can also be created for each group to use.
A web conference system is available for use. Teams can schedule a live web conference for
team work. Please see communication tool information for instructions on making a
reservation and other web conference information. Meeting spaces have also been set up on
the UTD SOM Island in the virtual world of Second Life. Instructions for accessing the island
can be found at http://som.utdallas.edu/somResources/eLearning/faculty/secondLife.php.
Assignment submission instructions
You will submit your assignments (in the required file format with a simple file name and a file
extension) by using the Assignments tool on the course site. Please see the Assignments link
on the course menu or see the icon on the designated page. You can click each assignment
name link and follow the on-screen instructions to upload and submit your file(s). Please refer
to the Help menu for more information on using this tool. Please note: each assignment link
will be deactivated after the assignment due time. After your submission is graded, you may
click each assignment’s “Graded” tab to check the results and feedback.
For the team project assignment, one group member will submit the assignment for the group
and all group members will be able to view the results and feedback once it’s been graded.
Document Formats
Effective written and oral communications are critically important in the business world. It is
equally important that students "put their best foot forward" in written presentations and
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.
All Documents. 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 a document.
General Written Documents. 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.
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.
Outline Form Response. Most of the assignments specify an outline form response. The
Instructor will expect a statement of the question followed by a prioritized, key bullet
points(or numbered) list of the key items in your response.
Essay Form Response. Other assignments specify an essay form response. The
Instructor 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.
File Names to Identify Submissions. When you submit your assignments in eLearning
system, the file name should identify the course, assignment number, your name or
group ID, and date you submitted it. For example, “ENTP 6380_2_JSmith_031010.doc”
would identify John Smith’s written assignment #2 submitted on March (03), 10th (10),
2010 (10).
Turnitin eLearning Assignment Submission Instructions:
Some assignment(s) may be submitted and examined through the integrated plagiarism
detection tool called Turnitin. Please find the Turnitin assignment submission icon on the
designated course page and click to open it. You can click the assignment title to view the
assignment information. To submit your file, please click the submit icon, on the next page,
select the option of “file upload” (or “cut and paste”), enter the submission title, click Browse to
locate your file and click Submit button. You can then review (click “cancel, go back” if
needed) and confirm your submission. (Note: only one single file may be submitted. Some
common file types accepted are: Word, HTML, PDF, TXT and RTF.) You can go back to the
assignment page to check the Originality Report (showing the percentage of similarity match
and the sources detected) when it becomes available. Please note it may take some time for
Turnitin to generate the originality report especially during the semester end busy time. For
overwritten or resubmitted paper, it takes 24 hours. For more information and assistance on
using Turnitin, please go to: http://www.turnitin.com/static/training.html.
Top
Academic Calendar
WEEK/ TOPIC/LECTURE READINGS/ ASSESSMENT / DUE DATE

DATES CASES ACTIVITY
(dd/mm
format)

Unit 0 Course Access and Self-
05/01- Orientation
09/01
Unit 1 THE CHALLENGE OF  Schindehutte et Complete Self 16 Jan
10/01- ENTREPRENEURIAL al: Rethinking Introduction on
MARKETING Marketing: eLearning
16/01 Preface, (xvii- (individual)
xxix)
 Morris, Student Choice
Course Unit (see
Schindehutte &
Discussion Topic Assignments)
LaForge:
Participation
Entrepreneurial (individual)
Marketing: A
Construct For
Integrating
Emerging
Entrepreneurship
And Marketing
Perspectives:
Journal of
Marketing Theory
& Practice: 10(4)
Fall 2002
(eJournal)
Unit 2 THE RULES HAVE  Schindehutte et Form or Join a 23 Jan

17/01- CHANGED: al: Rethinking Group (individual)
UNDERSTANDING THE Marketing: Ch 1-3
23/01 CUSTOMER OF THE (1-61) Course Unit
FUTURE Student Choice
 Kim & Discussion Topic (see
Mauborgne. Participation Assignments)
Creating New (individual)
Market Space.
(HBR R99105
Jan-Feb 1999)
(eJournal)
 Chaston, Ian.
Entrepreneurial
Marketing
(electronic library
book; for
reference only;
not req’d reading)
Unit 3 UNDERSTANDING THE  Moore: Crossing Select Company for 30 Jan

24/01- CONTEXT: MARKET the Chasm: New Venture (confirm with
STRUCTURES, Preface, 3-59 Marketing Group Instructor; see
30/01 TECHNOLOGY ADOPTION (Technology Project Assignments)
LIFE CYCLE Adoption Life (each group)
Cycle)
 Chakravorti: The
New Rules for Course Unit Student Choice
Bringing Discussion Topic (see
Innovations to Participation Assignments)
Market. HBR (individual)
0403D March
2004 (eJournal)
Unit 4 UNDERSTANDING THE  Schindehutte et Case 6 Feb

31/01- CUSTOMER: MARKET al: Rethinking WA#1,
06/02 RESEARCH & ANALYSIS Marketing: Ch 4 Paper-outline form,
(63-83) 4-6 pages
 Teaching Note: (Individual)
Using a Weighted
Criterion Decision
Discussion or As Scheduled
Matrix
Teleconference: by each group
 Library research
Kickoff - New with Instructor
video and subject
Venture Company or company
guide links (on
project
eLearning)
(each group)
Case Study: XM Class Unit Student Choice

Satellite Radio (A) Discussion Topic (see
(HBS 9-504-009) Participation Assignments)
(individual)
Unit 5 EVALUATING  Schindehutte et Case 13 Feb

07/02- ENTREPRENEURIAL al: Rethinking WILD CARD #1,
MARKET OPPORTUNITIES Marketing: Ch 5-6 Paper-outline form,
13/02 (85-128), Ch 7 4-6 pages,
(129-132 only) Presentation, 10-12
 Moore: Crossing slides
the Chasm: 107- (assigned group)
130 (the Whole
Product) Class Unit Student Choice
 Gourville, John T. Discussion Topic (see
2006. Eager Sellers Participation Assignments)
– Stony Buyers: (individual)
Understanding the
Psychology of New-
Product Adoption.
Harvard Business
Review. June 2006.
99-106. R0606F.
(eJournal)
Case Study:
CardioThoracic
Systems (HBS 9-
899-281)
Unit 6 INDUSTRY STRUCTURES  Moore: Crossing Case 20 Feb

14/02- (VALUE CHAIN, VALUE the Chasm: 163- WA#2,
WEB)? WHO IS YOUR 188 (Sales &
20/02 CUSTOMER? HOW CAN distribution
Paper-outline form,
YOU REACH/INFLUENCE 4-6 pages
channels)
THEM?  Moore, G.A. (each group)
Strategy and Your
Stronger Hand. Discussion or As scheduled by
(HBR R0512C) Teleconference: each group with
December 2005. Progress report #1 - Instructor or
(eJournal) (focus New Venture company
on the two different Company project
business and (each group)
organizational
models). Class Unit
Case Study: Dell Discussion Topic Student Choice
Online (HBS 9-598- Participation (see
116) (individual) Assignments)

Unit 7 MARKET SEGMENTATION:  Moore: Crossing Group Project 27 Feb
21/02- WHAT IS YOUR INITIAL the Chasm: 89- WA#3,
TARGET MARKET? 106 (Identifying Paper-outline form,
27/02 target markets) 7-8 pages,
 Yankelovich & Presentation, 15-20
Meer: slides
Rediscovering (each group)
Market
Segmentation Class Unit
(HBR R0602G) Discussion Topic Student Choice
HBR Feb 2006 Participation (see
(eJournal) (individual) Assignments)
Case Study:
net.Genesis,Inc.
(HBS 9-500-009)
Unit 8 WHAT IS YOUR  Moore: Crossing Case 6 March

28/02- OFFERING? HOW WILL the Chasm: 131- WILD CARD #2,
YOU DIFFERENTIATE? 161 (positioning) Paper-outline form,
06/03  Kim & 4-6 pages,
Mauborgne: Presentation, 10-12
Knowing a slides
Winning Business (assigned group)
Idea When You
See One (HBR Class Unit Student Choice
R00510) HBR Discussion Topic (see
Sep-Oct 2000 Participation Assignments)
(eJournal) (individual)
Case Study: Ikea
Invades America
(HBS 9-504-094)
Unit 9 HOW WILL YOU CREATE  Anderson & Case 13 March

07/03- VALUE FOR YOUR Narus: Business WA#4,
CUSTOMER (VALUE Marketing: Paper-outline form,
13/03 PROPOSITION)? Understand What 4-6 pages
Consumers Value (individual)
(HBR 98601)
HBR Nov-Dec
Class Unit Student Choice
1998 (eJournal)
Discussion Topic
 Anderson, Narus (see
Participation Assignments)
& van Rossum:
Customer Value (individual)
Propositions in
Business Markets
(HBR R0603F)
HBR March 2006
(eJournal)
Case Study: First
USA and Internet
Marketing (HBS 9-
500-043)
Spring Break – No Units

Scheduled
Unit 10 WHAT IS YOUR BUSINESS  Schindehutte et Case 27 March

21/03- MODEL? HOW WILL YOU al: Rethinking WILD CARD #3,
CAPTURE VALUE? Marketing: Ch 7 Paper-outline form,
27/03 (133-144) 4-6 pages,
 Magretta: Why Presentation, 10-12
Business Models slides

Matter (HBR (assigned group)
R0205F) HBR
May 2002 Class Unit Student Choice
(eJournal) Discussion Topic (see
 Shafer, Smith & Participation Assignments)
Linder: The (individual)
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)
Unit 11 HOW WILL YOU POSITION  Schindehutte et Case 3 April

28/03- YOUR OFFERING al: Rethinking WILD CARD #4,
(PRICING, FEATURES, Marketing: Ch 10- Paper-outline form,
03/04 SUPPORT, 11 (197-233) 4-6 pages,
AVAILABILITY)?  Moore: Crossing Presentation, 10-12
the Chasm: 131- slides
161 (positioning); (assigned group)
184-188 (pricing)
 Moon,Youngme, Class Unit Student Choice
Break Free from Discussion Topic (see
the Product Life Participation Assignments)
Cycle (HBR, May (individual)
2005) (eJournal)
Case Study:
Warner-Lambert
Ireland: Niconol
(HBS 9-593-008)
Unit 12 HOW WILL YOU CREATE  Schindehutte et Case 10 April

04/04- AWARENESS? al: Rethinking WILD CARD #5,
Marketing: Ch 8 Paper-outline form,
10/04 (145-167) 4-6 pages,
 Kaikati & Kaikati: Presentation, 10-12
Stealth slides
Marketing: How (assigned group)
to reach
consumers
Discussion or As scheduled by
surreptitiously.
Teleconference: each group with
California
Progress Report #2 Instructor or
Management
- New Venture company
Review: 46 (4).
Company project
(eJournal)
 Thomas: Building (each group)
the Buzz in the
hive mind. Class Unit Student Choice
Journal of Discussion Topic (see
Consumer Participation Assignments)
Behavior, Vol. 4, (individual)

1, 64-72.
(eJournal)
Case Study:
Mathsoft, Inc. (A)
(HBS 9-593-094)
Unit 13 HOW WILL YOU ENTER  Schindehutte et Group Project 17 April

11/04- THE MARKET? HOW WILL al: Rethinking WA#5,
THE COMPETITORS Marketing: Ch 12- Paper-outline form,
17/04 REACT? 13 (235-270) 7-8 pages,
 Moore: Crossing Presentation, 15-20
the Chasm: 63 – slides
87 (Chasm- (each group)
crossing strategy)
 Moore: Inside the Class Unit
Tornado, p.27-61, Student Choice
Discussion Topic (see
Bowling Alley Participation
(optional Assignments)
(individual)
reference;
electronic library
book not
available; citation
only)
 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)
Unit 14 HOW WILL YOU ACHIEVE  Schindehutte et Case 24 April

18/04- MARKET LEADERSHIP? al: Rethinking WILD CARD #6,
Marketing: Ch 14 Paper-outline form,
24/04 (271-288) 4-6 pages,
 Moore: Crossing Presentation, 10-12
the Chasm: 189- slides
211 (beyond the (assigned group)
chasm)
 McGahan, Anita Class Unit Student Choice
M., How Discussion Topic (see
Industries Participation Assignments)
Change (HBR (individual)
Vol 82., Issue 10
Oct 2004)
(eJournal)
Case Study: Intel
Corporation –
Leveraging
Capabilities for
Strategic Renewal
(HBS 9-394-141)
Unit 15 HOW WILL YOU SUSTAIN  Schindehutte et Case 1 May

25/04- PROFITABLE GROWTH? al: Rethinking WILD CARD #7,
BUILDING THE BRAND Marketing: Ch 9 Paper-outline form,
01/05 (169-195); Ch 15- 4-6 pages,
16 (289-336)

 Christensen, Presentation, 10-12
Cook & Hall: slides
Marketing (Assigned group)
Malpractice: The
Cause and the Student Choice
Class Unit (see
Cure (HBR Discussion Topic Assignments)
0512D) HBR Dec Participation
2005 (eJournal) (individual)
Case Study:
Lenovo: Countering
the Dell Challenge
(HKU356)
Unit 16 GROUP PROJECT PAPER Paper will be due Group Project 8 May
02/05- & PEER REVIEWS DUE to company and WA#7,
Instructor by due Paper-essay form,
08/05 date. Presentation 12-15 pages,
will be made by Presentation, 20-25
discussion or slides
teleconference as (each group)
scheduled with the
Instructor.
Peer evaluation 4 through 8 May
submission due
Discussion or As scheduled by
Teleconference: each group with
Final Presentation Instructor or
discussion - New company
Venture Company
project
(each group)
Top
Scholastic Honesty
The University has policies and discipline procedures regarding scholastic dishonesty.
Detailed information is available on the UTD Judicial Affairs web page. All students are
expected to maintain a high level of responsibility with respect to academic honesty. Students
who violate University rules on scholastic dishonesty are subject to disciplinary penalties,
including the possibility of failure in the course and/or dismissal from the University. Since
such dishonesty harms the individual, all students and the integrity of the University, policies
on scholastic dishonesty will be strictly enforced. See further details in the University Policies
section.
Top
Course Evaluation
As required by UTD academic regulations, every student must complete an evaluation for
each enrolled course at the end of the semester. An online instructional assessment form will
be made available for your confidential use. Please look for the course evaluation link on the
course Home Page towards the end of the course.
Top

University Policies
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 account. This allows the university to maintain a high degree
of confidence in the identity of all individual corresponding and the security of the transmitted
information. UTD furnishes each student with a free email account that is to be used in all
communication with university personnel. The Department of Information Resources at U.T.
Dallas provides a method for students to have their U.T. Dallas mail forwarded to other
accounts.
Withdrawal from Class
The administration of this institution has set deadlines for withdrawal of any college-level
courses. These dates and times are published in that semester's course catalog.
Administration procedures must be followed. It is the student's responsibility to handle
withdrawal requirements from any class. In other words, the instructor cannot drop or
withdraw any student. You must do the proper paperwork to ensure that you will not receive a
final grade of "F" in a course if you choose not to attend the class once you are enrolled.
Student Grievance Procedures
Procedures for student grievances are found in Title V, Rules on Student Services and
Activities, of the university’s Handbook of Operating Procedures.
In attempting to resolve any student grievance regarding grades, evaluations, or other

fulfillments of academic responsibility, it is the obligation of the student first to make a serious
effort to resolve the matter with the instructor, supervisor, administrator, or committee with
whom the grievance originates (hereafter called “the respondent”). Individual faculty members
retain primary responsibility for assigning grades and evaluations. If the matter cannot be
resolved at that level, the grievance must be submitted in writing to the respondent with a
copy 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 Education, and the deal will appoint and
convene an Academic Appeals Panel. The decision of the Academic Appeals Panel is final.
The results of the academic appeals process will be distributed to all involved parties.
Copies of these rules and regulations are available to students in the Office of the Dean of
Students, where staff members are available to assist students in interpreting the rules and
regulations.
Incomplete Grade Policy
As per university policy, incomplete grades will be granted only for work unavoidably missed
at the semester’s end and only if 70% of the course work has been completed. An incomplete
grade must be resolved within eight (8) weeks from the first day of the subsequent long
semester. If the required work to complete the course and to remove the incomplete grade is
not submitted by the specified deadline, the incomplete grade is changed automatically to a
grade of F.
Disability Services
The goal of Disability Services is to provide students with disabilities educational opportunities
equal to those of their non-disabled peers. Disability Services is located in room 1.610 in the

Student Union. Office hours are Monday and Thursday, 8:30 a.m. to 6:30 p.m.; Tuesday and
Wednesday, 8:30 a.m. to 7:30 p.m.; and Friday, 8:30 a.m. to 5:30 p.m.
The contact information for the Office of Disability Services is:

The University of Texas at Dallas, SU 22
PO Box 830688
Richardson, Texas 75083-0688
(972) 883-2098 (voice or TTY)
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 substituted (for example, a research paper versus an oral presentation for a student who is
hearing impaired). Classes enrolled students with mobility impairments may have to be
rescheduled in accessible facilities. The college or university may need to provide special
services such as registration, note-taking, or mobility assistance.
It is the student’s responsibility to notify his or her professors of the need for such an
accommodation. Disability Services provides students with letters to present to faculty
members to verify that the student has a disability and needs accommodations. Individuals
requiring special accommodation should contact the professor after class or during office
hours.
Religious Holy Days
The University of Texas at Dallas will excuse a student from class or other required activities
for the travel to and observance of a religious holy day for a religion whose places of worship
are exempt from property tax under Section 11.20, Tax Code, Texas Code Annotated.
The student is encouraged to notify the instructor or activity sponsor as soon as possible
regarding the absence, preferably in advance of the assignment. The student, so excused,
will be allowed to take the exam or complete the assignment within a reasonable time after the
absence: a period equal to the length of the absence, up to a maximum of one week. A
student who notifies the instructor and completes any missed exam or assignment may not be
penalized for the absence. A student who fails to complete the exam or assignment within the
prescribed period may receive a failing grade for that exam or assignment.
If a student or an instructor disagrees about the nature of the absence [i.e., for the purpose of
observing a religious holy day] or if there is similar disagreement about whether the student
has been given a reasonable time to complete any missed assignments or examinations,
either the student or the instructor may request a ruling from the chief executive officer of the
institution, or his or her designee. The chief executive officer or designee must take into
account the legislative intent of TEC 51.911(b), and the student and instructor will abide by the
decision of the chief executive officer or designee.
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 given below.
Additional information is available from the office of the school dean.
(http://www.utdallas.edu/BusinessAffairs/Travel_Risk_Activities.htm)
These descriptions and timelines are subject to change at the discretion of the
Instructor.
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UT Dallas Syllabus For Entp6380.0g1.11s Taught by Daniel Bochsler (dcb091000)

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UT Dallas Syllabus For Entp6380.0g1.11s Taught by Daniel Bochsler (dcb091000)

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Course Syllabus

| Course Info | Tech Requirements | Access & Navigation | Communications | Resources |

Course Number Section ENTP 6380-0G1

Instructor Contact Information

About the Instructor

Course Pre-requisites, Co-requisites, and/or Other Restrictions

ENTP/MKT 6380-OG1- 091410 Spring 2011 Page 1

Student Learning Objectives/Outcomes

Required Textbooks and Materials

ENTP/MKT 6380-OG1- 091410 Spring 2011 Page 2

Virtual Classroom Citizenship

Policy on Server Unavailability or Other Technical Difficulties

Course Access and Navigation

ENTP/MKT 6380-OG1- 091410 Spring 2011 Page 3

ENTP/MKT 6380-OG1- 091410 Spring 2011 Page 4

The following university resources are available to students:

UTD Distance Learning: http://www.utdallas.edu/oee/distance/students/cstudents.htm

WA-1. Case: XM Satellite Paper: Individual (outline form) 10%

ENTP/MKT 6380-OG1- 091410 Spring 2011 Page 5

Scaled Score Letter Equivalent

Evaluations of case analyses will utilize the following general format:

ENTP/MKT 6380-OG1- 091410 Spring 2011 Page 6

NAME: (per the University records)

ENTP/MKT 6380-OG1- 091410 Spring 2011 Page 7

Rules for Participation in Discussion:

Case Analysis Guidelines

ENTP/MKT 6380-OG1- 091410 Spring 2011 Page 8

Discussion Questions for Case Analyses

ENTP/MKT 6380-OG1- 091410 Spring 2011 Page 9

ENTP/MKT 6380-OG1- 091410 Spring 2011 Page 10

ENTP/MKT 6380-OG1- 091410 Spring 2011 Page 11

ENTP/MKT 6380-OG1- 091410 Spring 2011 Page 12

Group Project Instructions (New Venture Marketing Plan - WA-7)

ENTP/MKT 6380-OG1- 091410 Spring 2011 Page 13

ENTP/MKT 6380-OG1- 091410 Spring 2011 Page 14

Assignment submission instructions

ENTP/MKT 6380-OG1- 091410 Spring 2011 Page 15

Turnitin eLearning Assignment Submission Instructions:

WEEK/ TOPIC/LECTURE READINGS/ ASSESSMENT / DUE DATE

ENTP/MKT 6380-OG1- 091410 Spring 2011 Page 16

Unit 2 THE RULES HAVE  Schindehutte et Form or Join a 23 Jan

Unit 3 UNDERSTANDING THE  Moore: Crossing Select Company for 30 Jan

Unit 4 UNDERSTANDING THE  Schindehutte et Case 6 Feb

ENTP/MKT 6380-OG1- 091410 Spring 2011 Page 17

Case Study: XM Class Unit Student Choice

Unit 5 EVALUATING  Schindehutte et Case 13 Feb

Unit 6 INDUSTRY STRUCTURES  Moore: Crossing Case 20 Feb

ENTP/MKT 6380-OG1- 091410 Spring 2011 Page 18

Unit 8 WHAT IS YOUR  Moore: Crossing Case 6 March

Unit 9 HOW WILL YOU CREATE  Anderson & Case 13 March

Spring Break – No Units

Unit 10 WHAT IS YOUR BUSINESS  Schindehutte et Case 27 March

ENTP/MKT 6380-OG1- 091410 Spring 2011 Page 19

Unit 11 HOW WILL YOU POSITION  Schindehutte et Case 3 April

Unit 12 HOW WILL YOU CREATE  Schindehutte et Case 10 April

ENTP/MKT 6380-OG1- 091410 Spring 2011 Page 20

Unit 13 HOW WILL YOU ENTER  Schindehutte et Group Project 17 April

Unit 14 HOW WILL YOU ACHIEVE  Schindehutte et Case 24 April

Unit 15 HOW WILL YOU SUSTAIN  Schindehutte et Case 1 May

ENTP/MKT 6380-OG1- 091410 Spring 2011 Page 21

ENTP/MKT 6380-OG1- 091410 Spring 2011 Page 22

Student Conduct & Discipline

ENTP/MKT 6380-OG1- 091410 Spring 2011 Page 23