market intelligence – making data-driven decisions

Fall 2016 TuTh 9:30am – 11:00am

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UNCMEJO479–MARKETINTELLIGENCE–MAKINGDATA-DRIVENDECISIONS

ProfessorJoAnnSciarrino,Fall2016,TuTh9:30am–11:00am,FFCC

Office–234;OfficeHours–TBD

Email–[email protected];Twitter-@JoSciarrino;Phone–919.843.8297

1.Whowillbenefitfromtakingthiscourse?

MarketIntelligencewillhelpyoumakebetterbusinessdecisionsbygivingyoucontemporaryanalyticaltoolstosolvebrandandadvertisingproblems.Thecourseprovidesinsightintotheneededbackgroundandtoolsforfutureagencyaccountexecutives,plannersandbrand-sidemarketingcommunicationsmanagerswhowillbetheultimateusersofthedata,andwhowilldeterminethescopeanddirectionofresearchconducted.Possessingtheskillstogatherandusemarketintelligenceisvaluableforstudentsplanningcareersinbranding,marketing,orinconsulting,andisafundamentalfunctioninindustrieslikeconsumerpackagedgoods,entertainment,andfinancialservicesandsportsmanagement.Inordertolendrealismtothematerial,thecoursewillintroduceresearchtechniquesanddatausedinlargecompanieslikeCoca-Cola,AT&T,Starbucks,AmericanExpressandHyattHotels.

Thecoursehasthreemajorthemes:

1.Takinggeneralbrand&advertisingproblemsandstructuringthemintermsofspecificquestionsthatcanbeanalyzedorresearched.

2.Understandingprimaryandsecondarysourcesofmarketinsightsinformation,includingissuesindatacollection.

3.Becomingfamiliarwithspecificmarketingresearchtechniquesforanalyzingdataonceithasbeencollectedandusingthoseanalysestomakebettermanagementdecisions.

Specifically,thecoursewillhelpyou:

1. Understandhowmarketinginsightsenhancedecision-makinginareassuchas:advertising,segmentation,positioning,productdevelopment,promotion,etc.

2. Familiarizewiththemostcommonanalyticaltoolsinmarketintelligenceandmarketingresearch.

3. Learntoviewmarketingproblemsandprocessesinwaysthatwillbenefitfrominformeddecision-making.

Theseskillsareimportantnotonlytothosedirectlyinvolvedinmarketinsightsactivities,butalsoto"consumers"ofmarketinsights,particularlyaccountmanagers,plannersandcommunicationsmanagerswhocommissionandevaluatemarketinsightsstudies.Thecoursewillenableyoutoeffectivelyevaluatemarketinsightsproposals;interpret,reviewandcriticizethesubsequentreports;andappraisetheirusefulnesstomanagement.

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Thecoursewillalsoprovideabasisfromwhichyoumaypursueadditionalstudyinmarketresearch.Bytheendofthecourse,youwillhavesomeexperiencewiththeplanningandexecutionofaresearchproject.

2.Willthiscoursehelpmegetajob?

Noindividualcoursecanguaranteeyouajob.However,intoday’sdata-drivenmarketplace,manyagenciesandfirmsarescoutingforgraduateswithproficiencyinusingandgeneratingconsumerandmarketinsightsfromdata.

3.Doothermediaorbusinessschoolsofferasimilarcourse?

ThecoursecontentisbenchmarkedwithsimilarcoursesofferedatotherleadingschoolsincludingKellogg,Chicago,Wharton,Stanford,NewYorkUniversityandEmoryUniversity.Thiscourseborrowselementsfromcourseslikeintroductorymarketinsights,data-drivenmarketing,marketingresearch,etc.Acourselikethisisoftenrequiredformarketingandbrandmanagementintop-tierprograms.

4.Howisthecoursematerialorganized?

Thecourseisbroadlystructuredtofollowthestepsinthemarket-researchprocess.Thetopicsincludeproblemdefinition,researchdesign(exploratory,descriptiveandcausal),data-collectionmethods,questionnairedesignandattitudemeasurement,samplingschemesanddataanalysis.Emphasiswillbegiventoboththequalitativeandquantitativeaspectsofmarketintelligence.

5.Arethereanyrequiredorhighlyrecommendpre-requisitesforthiscourse?

Itishighlyrecommended(thoughnotrequired)thatstudentswillhavealreadycompletedanintroductorymarketingcourseaswellashaveageneralunderstandingofprobabilitytheoryandregression.ProficiencywithMicrosoftExcelsoftwareisalsohighlyrecommended.

6.TextBook–(Optional)

TheOPTIONALtextbookusedforthecourse,isBusinessResearchMethods,byJr.,JosephF.Hair,et.al.YoumayobtainausedbookoneBay(orothersecondmarketsources)forapproximatelyUSD$10;oranewbookonAmazonforapproximatelyUSD$95.Thebookisoptionalbecauseitisasupplementalresourceforthetheoreticalmechanicsoftheanalytical(univariate,bivariateandmultivariate)techniqueswewilldiscussinclass.Youwillgetmoreoutofcourselecturesifyoufamiliarizeyourselfwithanalyticaltechniquesinadvance.

7.Software

WewillbeusingXLStat(anMSExceladd-inthatwillmakethedataanalysisveryeasy).Instructionsoninstallingthissoftwareareinthecoursepackandshouldbedonepriortoourfirstclass.Thesoftwarealsohastechnicalsupportforthosewhoencounterproblemswheninstallingthesoftware.Nosoftwaresupportwillbeofferedduringclass.

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8.CoursePack

Wewilldiscussanumberofarticlesandcasesduringthecourse,thepurposeofwhichistounderstandtheuseofmarketinsightsinactualbusinesssituations.Youwillbeexpectedtoindividuallypreparefordiscussionsinadvanceofclass(pleaserefertodetailedquestionsinAppendixA).Additionally,eachgroupwillsubmitawrittencasefortheNestleRefrigeratedFoods:ContadinaPasta&Pizza(A)case;andeachstudentwillberequiredtosubmittwowrittencasesfromthefollowing:Microsoft,PilgrimBankand1920EvilReturns:BollywoodandSocialMediaMarketing.

Pleaserefertodetailedinstructionsonthecasewrite-upinAppendixA.ThecasescanbepurchasedfromStudentStores.

9.RequiredReadings

Wewilldiscussanumberofarticlesandcasesduringthecourse,thepurposeofwhichistounderstandtheuseofmarketanalyticsinpractice,specificallytheapplicationoftoolsintroducedinthiscourse.

StudentsMUSTbepreparedtodiscusstheseadvancereadings.

Studentsmustpayspecialattentiontoa)keyinsightsb)recommendationsc)strengthsandweaknessofthemarketresearchexercisediscussedineachofthesearticles.

Additionalarticlesmaybedistributedinclassand/orthroughthecourseconference.

10.MarketplaceDevelopments

Asmanagers,youmustpayattentiontoemergingtrendsinthemarketplace.StudentsshouldsubscribetovariousdigitalmediafeedsoftheWallStreetJournal,NewYorkTimes,AdvertisingAge,Fortune,etc.

Atthebeginningofeachclass,studentsareSTRONGLYencouragedtointroduceanddiscussnewsitemstheyhavereadandsharetheirperspectivesonhowthedevelopmentaffectsand/ormaybenefitfromthepracticeofmarketanalytics.

Somenewsarticlesmaybedistributedinclassand/orthroughthecourseconference.

11.LectureHandouts

IwillpostSOMEofthelectureOUTLINEoftheslidesonthecourseWebsite,inmostcaseswithin48hourspostlecture.NOPRINTOUTSwillbeprovided.

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12.Whatisthegradingpolicy?

Thegradesforthecoursewillbecomputedfromthefollowingcomponentsoutoftotal120points:

a.ProgressiveIndividualAssignment(5/10pts) 50points

b.2GroupAssignments(ofequalcontribution)

(EACHgroupmustcomprise4people;maintainsamegroupforsemester)

ResearchProposal 10points

NestleContadinaCaseStudy 10points

c.2IndividualCaseAssignments(Best2outof3) 30points

Microsoft(A)&(B) PilgrimBank 1920EvilReturns:BollywoodandSocialMediaMarketingd.ClassParticipation 20points

Thefinalgradeiscalculatedontheweightedvalueofallcomponents.

Yourindividualassignmentsandcasewrite-upscoreswillbeadjustedbyyourCONTRIBUTIONINDEXasreportedbyyourgroupmembersintheirpeer-evaluationforms.Yourcontributionindexistheaverageofyourcontributionscoresacrossallpeerreports.

Example:IfYOURaveragepeer-evaluationscoreonGroupAssignment1is5/10andyourgrouphasearnedascoreof9/10ontheassignment,YOURgradeonGroupAssignment1is4.5/10.

GradingRubric

Percent Grade>91% A89%-90% A-85%-88% B+81%-84% B78%-80% B-75%-77% C+72%-74% C68%-71% C-65%-67% D+

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13.Whatdotheassignmentscover?

Allassignmentsaredesignedtofacilitateunderstandingofthecoursematerial,i.e.datacollection,analysisandderivingmarketinginsights.Byworkingontheseassignments,studentswillnotonlybeequippedwiththeskillstounderstandgoodmarketresearch,butalsowillgetopportunitytoapplyskillstoareal-worldbrandre-positioningproject.

14.Willtherebeanyreviewsessionstogoovertheassignment/analysisdemoedinclass?

Asneeded,reviewsessionsmaybescheduledatthediscretionoftheinstructorandwillbepostedonthecourseWebsiteandwillbeannouncedinclass.

• SubsequentreviewsessionsscheduledoutsideofnormalclasstimeareNOTmandatorybutareHIGHLYrecommended.

• Theinstructor/TAwillgoovertheanalysisillustratedinclassbutUNDERNOCIRCUMSTANCESwilldoANYpartoftheassignmentforyou.

• TheTAhastheauthoritytonotanswerquestionsfromtheaudiencethatwouldinanywayrevealthesolutionorpartofthesolutiontotheassignment.

Pleaseusethereviewsessionswisely.Studentsbenefitalotfromthesesessionsiftheyhavegoneovertheassignmentandattemptedsomeofthequestionsbeforecomingtothesession.Thatwayonecanusethesessiontoaskusefulclarificationquestionsandbenefitfromtheinstructor/TAgoingovertheanalysisdiscussedinclassearlierintheweek.

15.ClassParticipation

Classparticipationisbasedontwodimensions:(a)thequalityofyourcontributionsinclass,basedonthecoursematerial;and(b)participationinFlipd,anAPPthatcreatesalockscreenthatremovesdistractions,butstillkeepstheuserconnected.Eachoftheseisdescribedindetail,below,aswellasaguideofhowtobestprepareforparticipationinadvanceofacasediscussion.

(a)QualityofParticipation:Gradingclassparticipationisnecessarilysubjective.Someofthecriteriaforevaluatingeffectiveclassparticipationinclude:

1.Istheparticipantprepared?

2.Docommentsshowthoroughevidenceofanalysisofthearticleorthecase?

3.Docommentsaddtoourunderstandingofthesituation?

4.Doestheparticipantgobeyondsimplerepetitionofthearticleorthecasefacts?

5.Docommentsshowanunderstandingoftheories,concept,andanalyticaldevicespresentedinclasslecturesorreadingmaterials?

6.Istheparticipantagoodlistener?

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7.Arethepointsmaderelevanttothediscussion?Aretheylinkedtothecommentsofothers?Istheparticipantwillingtointeractwithotherclassmembers?

8.Istheparticipantaneffectivecommunicator?Areconceptspresentedinaconciseandconvincingfashion?

Keepinmindthatyourgradeforclassparticipationisnotafunctionoftheamountof"airtime"youtakeup.Iwillevaluateyouonhowwellyourespondtomyquestionsandhoweffectivelyyoutakeintoaccountthecommentsandanalysesofyourclassmates.Aspartofyourpreparationforclass,Iaskthatyouformdiscussiongroupstopreparetheassignedcasestudies.Thepurposeofthesegroupsistoassisteachparticipantindevelopinghisorherunderstandingoftheissuesandtopicsraisedinthecases.Thediscussiongroupisausefulandinformalforuminwhichtotestyourideas.Further,yourdiscussiongroupshouldalsobethesamegroupyouworkwithonthegroupwrittencaseassignments,thusallowingyoutobuildyourproblemssolvingskillsasagroupasthetermprogresses.

Thiscourseemphasizesactiveparticipationthroughcasediscussions,hands-onexercises,lecturesandpaneldiscussions.StudentsareexpectedtocontributetodiscussionsinEACHclass.Activeparticipationisavitalcomponentofthiscourse.Thisisyouropportunitytoarticulateyourthoughtsanddemonstratecompetency.Iwillawardamaximumof20participationpointsforthesemester.BelowpleasefindtherubricofhowIgradeparticipationeachclass:

Points Awarded/Week Standard Demonstrated 1 Precise, well-reasoned POV, with citation or reference to course

material or relevant current events; Supports position or question with factual information from course material

0.5 Offers relevant and interesting response to a question posed by instructor or fellow student, with citation or reference to course material.

0.5 Offers relevant and interesting question, with citation or reference to course material.

0 Does not participate, does not actively engage. (b)FlipdParticipation:Flipdparticipationiscompletelyobjective.Eachstudentwillreceive½participationpointforeachclassthatthesmartphoneand/ortabletareengagedinthelockscreenforthedurationoftheclass.TheinstructorandTeachingAssistantwillprovideacodeonthefirstdayofclasstodownloadtheFlipdAPPatnocharge.(c)PreparingforCaseDiscussion

Inpreparingforcasediscussion,Irecommendthatyoureadthecasethreetimes.

1.Thefirstreadingshouldbeaquickrun-throughofthetextinthecase.Itshouldgiveyouafeelingforwhatthecaseisaboutandthetypesofdatacontainedinthecase.

2.Yoursecondreadingshouldbeinmoredepth.Manypeopleliketounderlineorotherwisemarkuptheircasestopickoutimportantpointsthattheyknowwillbeneededlater.Forexample,analyzethecasewithrespecttocustomerbehaviorandtrends,competitor'sbehaviorandtrends,andthefirm'sstrengthsandweaknesses.Onyoursecondreading,carefullyexaminetheexhibitsinthecase.Itisgenerallytruethatthecasewriterhasputtheexhibitsthereforapurpose.Theycontaininformation

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thatwillbeusefulinanalyzingthesituation.Youwilloftenfindthatyouwillneedtoapplysomeanalyticaltechniquetotheexhibitinordertobenefitfromtheinformationintherawdata.Manyofmyquestionswillfocusoninterpretingtheexhibitsinthecaseandassessingtheimplicationsofthesefindings.

3.Onyourthirdreadingyoushouldhaveagoodideaofthefundamentalsofthecase.Nowyouwillbesearchingtounderstandthespecificsituation.Youwillwanttogetattherootcausesofproblemsandgatherdatafromthecasethatwillallowyoutomakespecificactionrecommendations.Beforethethirdreadingyoumaywanttoreviewthediscussionquestionsintheoutlineofclassassignments.Itisduringandafterthethirdreadingthatyoushouldbeabletoprepareyouranswerstothediscussionquestions.Asisoftenthesituationinactualpractice,casesmaynothaveallthedatayouwouldlike.Nevertheless,itiscriticalthatyoudevelopareasonedplanofattackonthebasisofdataavailable.Moreover,youshouldnotattempttofindoutwhathappenedtothecompanyorbusinessasabasisformakingyourdecision.Atnotimeshouldpapersornotesfrompreviousorconcurrentmarketingcoursesbeused.Thesecriteriaapplytobothin-classpreparationandwrittencaseanalysis.

Typicaldirectedquestionscouldinclude:

a.TomcouldyouhelpinterpretExhibit3?InparticularwhatdoescolumnCcapture?

b.MichelledoyouseeaparticularpatternincolumnC?Isthismanageriallyuseful?Ifso,whatactionscouldyoutakeinlightofthisnewinsight?

c.YingusingresultsinExhibit4,thecaseclaims“Blahblahblah…”.Inyouropinionisthisjustified?Ifnotwhynot?Whatwouldyouhaveclaimedinstead?

d.ArundoyouagreewithYing’sclaimthatthemanagerialclaimisnotjustified?Ifso,wouldyoustillgoaheadwiththestrategypursuedinthecaseorwouldyousuggestanothercourseofaction?

Foreachcasestudy,examinethecase(bothtextandexhibits)thoroughlyenoughtobewillingandabletotelltheclasswhatspecificactionsyouwouldrecommendthatthecompanytake,andwhy.

Comeprepared.Thereisnoexcuseforalackofpreparedness.Notonlywillyourclassparticipationgradebehurtifyoudonotrespond,butitwillalsoincreasetheprobabilitythatIwillcoldcallonyoumorethanothersinfutureclasses.

16.WrittenAssignments(GroupandIndividual)

1.GroupAssignmentsaredueatthebeginningofclassonthedayitisdiscussed.

2.Nolatepaperswillbeaccepted.

3.Latepaperscannotbeacceptedbecausetheassignmentsarediscussedinclass.Pleaseanticipatescheduleconflictsandsubmitpapersearlyifnecessary.

4.Allgroupcaseassignmentsshouldbetypewrittenanddouble-spaced(pleaseuse12pointormore).Thereis4-pagelimitonthemaintextandupto6pagesofexhibits,foratotalof10pages.

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5.Putgroupmembernamesonthelastsheet(aftertheexhibits)ofthegroupassignment.

6.IfyourENTIREgroupwillbemissingclass,youareexpectedtosubmityourassignmentwrite-upbeforemidnightthedaybeforetherespectivecaseclass.

TheFormatforaWrittenGroupandIndividualAssignment

1.TheformatforthewrittenassignmentshouldbeinaQ&AformatUNLESSOTHERWISESPECIFIED.

2.Iwillbegradingyourwrite-upsonthequalityandrigorofyouranswerstothequestionsprovidedbyme.

3.Analysisofcase/assignmentdrawingimplicationsfromcasefacts,dataandexhibitsshowinghowitleadstoorsupportsyoursuggestedrecommendations.Thisanalysisneedstobecomprehensive,in-depthandshoulddirectlysupportyourpointofview.

4.Abrieflimitationsparagraphintheendneedstoaddresskeycaveatsandhowargumentscontrarytoyourrecommendationcanbeaddressed.Exhibitsshouldbeprovidedintheappendix(asneeded)tosupportyourassignment.

SomeGeneralGuidelinesforPreparinganEffectiveWrittenAssignmentare

1.Provideacoherent,well-organizedanalysis,notsimplyasetofnotesorbulletspiecedtogether(e.g.,particularattentiononcohesionshouldbemadeongroupassignments).Besuretoredraftandproofreadthereportseveraltimesbeforesubmitting.

2.Beconcise.Aboveall,donotspendtimerehashingorparaphrasingthedetailsgivenintheassignment/case.Concentrateontheinsightsthatyouhavemadefromyouranalysis.

3.Recommendationsshouldbepractical,cost-effective,andappropriatetothetiming(short-termorlong-term)oftheproblemathand.Thesupportinganalysisshouldbethorough,carriedoutcorrectly,andshoulddrawwheneverrelevantonmaterialpresentedinclassorassignedinreadings.

4.Tieyourexhibitstothetextofthereport.Donotsimplyaddextratablesorgraphsto“bulkup”thepaper.Eachexhibitshouldbesufficientlydescribedinthebodyofyourtextsothatthereadercaneasilylinkitsinformationtoyouranalysisandconclusions.Assignments,includingAppendix,shouldneverexceed8pages,double-spaced.

PeerEvaluationForms(TOBESUBMITTEDFOREACHGROUPASSIGNMENT)

1.Peerevaluationsareevaluationsthatthegroupwillmakeabouteachindividualmember'scontributiontothecaseorgroupassignment.

2.Foreachgroupassignment,pleasefilloutagroupformwiththenamesofyourgroupmembersandthenumberofpointsoutof100thatyoufeelshouldbeassignedtoeachgroupmembercommensuratewiththeircontribution.

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3.Iwilltakealloftheindividualscoresforeachpersonineachgroupandaveragethemtodetermineeachindividualmember’scontributiontothecaseorgroupassignment.

4.Peerevaluationsaredueatthetimeofturninginthecaseandcan’tbeturnedinlater.Iwillnotremindyoutoturninyourpeerevaluations,sofailuretodosowillresultinanequalweightforallteammembers.

17.InstructorandTAAvailability

Instructor’sofficehoursarelistedonfirstpageofthisdocument.Shouldyouhavequestionsregardingregularcoursematerial,pleasesendanemailandyouwillreceivearesponsewithin48hours.However,ifyouhaveaquestionaboutanassignment,pleasenotethattheinstructorandTAmaybeencumberedwithmanyquestionsandthereforeallquestionsmustbeasked/submitted72hoursbeforeassignment/casedeadlinestoensurethatyourquestionsareanswered.Ifqueriesarereceivedafterthistime,thereisnoguaranteethattheinstructororTAwillbeabletoanswerinatimelymanner,althoughtheywillendeavortodoso.

18.Make-UpCasesorAlternativeAssignments

ThereareNOmake-upcasesorworkforthiscourse.Missinganyportionoftheoutlinedassignmentsforthecoursewillresultinazeroawardedforthatcomponent.Inextremelyrareandunforeseencircumstances(e.g.,twotimesinmorethantwelveyearsofteaching),studentsmaysubmitawrittenappealtoInstructorforpossiblereconsiderationofthisrule.Assuch,studentsareresponsibleformanagingthepostedduedatesforcasesandassignments,andasitisinthereal-world,willNOTberemindedofdeadlinesinadvance.

19.CodeofConduct

1.Pleasearriveontimesothatwemaystartpromptly.

2.AttendanceandusingFlipdforeveryclassisexpectedbutnotsufficientconditionforanoutstandingparticipationgrade.

3.Sinceeachclassbuildsonthepreviousclass,thereareveryhighexpectationsinthiscourseaboutattendanceandpreparation.

4.IwillassignyouinteamsandthenyouwillsitwithyourteamINTHESAMESPOTthroughoutthesemester.Ithelpsmetrackattendance,conductin-classgroupactivitiesandscoreparticipation.

5.Ifforsomereasonyoumustbeabsent,pleaseletmeknowinadvance,sothatyourabsencewillnotbeunexplained.

6.Inordertoaccommodatelife’sinevitableemergencies,youmaymissnomorethanONEclasswithpriorpermissionoftheinstructor.AbsenceinmorethanONEclasswillresultina2%deductiononclassparticipationperclassmissed.

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7.Pleasetrytocometoclassontimeanddonotleaveearly.Otherwise,yourclassparticipationgradewillbenegativelyaffected.Ifforsomereasonyoudohavetocomelateand/orleaveearly,pleaseletmeknowinadvanceandtrytominimizethedisruptiontoyourclassmates.

8.TheUniversityofNorthCarolinaatChapelHillhashadastudent-administeredhonorsystemandjudicialsystemforover100years.Thesystemistheresponsibilityofstudentsandisregulatedandgovernedbythem,butfacultysharetheresponsibility.Ifyouhavequestionsaboutyourresponsibilityunderthehonorcode,pleasebringthemtoyourinstructororconsultwiththeofficeoftheDeanofStudentsortheInstrumentofStudentJudicialGovernance.Thisdocument,adoptedbytheChancellor,theFacultyCouncil,andtheStudentCongress,containsallpoliciesandprocedurespertainingtothestudenthonorsystem.Yourfullparticipationandobservanceofthehonorcodeisexpected.

SanctionsforAcademicMisconduct:The“usual”sanctionforinstancesofacademicdishonestyisan“F”inthecourse(orassignment)andsuspensionforonefullacademicsemester.Pleasenotethatforinternationalstudents,thismayresultinthelossofyourstudentvisastatus,requiringyoutoleavetheUSAuntilyoursuspensionisover.

Foryourinformation,severalimportantprovisionsoftheHonorCodearehighlighted:AcademicDishonesty.ItshallbetheresponsibilityofEVERYstudentenrolledattheUniversityofNorthCarolinatosupporttheprinciplesofacademicintegrityandtorefrainfromallformsofacademicdishonesty,includingbutnotlimitedto,thefollowing:

1. Plagiarismintheformofdeliberateorrecklessrepresentationofanother’swords,thoughtsorideasasone’sownwithoutattributioninconnectionwithsubmissionofacademicwork,whethergradedorotherwise.

2. Falsification,fabricationormisrepresentationofdata,otherinformation,orcitationsinconnectionwithanacademicassignmentwhethergradedorotherwise.

3. Unauthorizedassistanceorunauthorizedcollaborationinconnectionwithacademicwork,whetherornotforagrade.

4. Cheatingonexaminationsorotheracademicassignments,whethergradedorotherwise,includingbutnotlimitedtothefollowing:

a. Usingunauthorizedmaterialsandmethodsb. Violatingorsubvertingrequirementsgoverningadministrationofexaminationsor

otherelectronicassignments.c. Compromisingthesecurityofexaminationsoracademicassignments.d. Representinganother’sworkasone’sown;or,e. Engaginginotheractionsthatcompromisetheintegrityofthegradingorevaluation

process.f. Assistingoraidinganothertoengageinactsofacademicdishonestyisprohibited.

IfyouhavequestionsaboutthehonorcodeatUNC,IencourageyoutocontacttheOfficeoftheDeanofStudentsat919.966.4042.YouareencouragedtoaskquestionsregardingyourresponsibilityundertheHonorCode.Toeliminateanypossibleconfusion,Instructorexpectsyoutodoyourownworkonindividualassignments.Failuretoadheretothehonorcodewillresultinimmediatedueprocess.

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20.Diversity

TheUniversity’spolicyonProhibitingHarassmentandDiscriminationisoutlinedinthe2011-2012UndergraduateBulletinhttp://www.unc.edu/ugradbulletin/.UNCiscommittedtoprovidinganinclusiveandwelcomingenvironmentforallmembersofourcommunityanddoesnotdiscriminateinofferingaccesstoitseducationalprogramsandactivitiesonthebasisofage,gender,race,color,nationalorigin,religion,creed,disability,veteran’sstatus,sexualorientation,genderidentity,orgenderexpression.21.SpecialAccommodations

Ifyourequirespecialaccommodationstoattendorparticipateinthiscourse,pleaselettheinstructorknowassoonaspossible.IfyouneedinformationaboutdisabilitiesvisittheDepartmentofDisabilityServiceswebsiteathttp://disabilityservices.unc.edu/22.Accreditation

TheSchoolofJournalismandMassCommunication’saccreditingbodyoutlinesanumberofvaluesyoushouldbeawareofandcompetenciesyoushouldbeabletodemonstratebythetimeyougraduatefromourprogram.Learnmoreaboutthemhere:http://www2.ku.edu/~acejmc/PROGRAM/PRINCIPLES.SHTML#vals&compsNosinglecoursecouldpossiblygiveyouallofthesevaluesandcompetencies;butcollectively,ourclassesaredesignedtobuildyourabilitiesineachoftheseareas.Inthisclass,wewilladdressanumberofthevaluesandcompetencies,withspecialemphasisonthelastsixbulletdotsunder"Professionalvaluesandcompetencies"inthelinkabove.

Finally,duetothenatureofthecoursecontent,whichisprimarilygleanedthroughnuancedcaseapplicationanddiscussion,pleasedonotengageinany“cybersurfing”(e.g.,messaging,socialmedia,eCommerce,email,etc.)duringclassfromeitheryoursmartphoneorlaptop.Student“cybersurfing”duringclasslectureshavebeenproventodecreaseawareness,understandingandcomprehension,especiallyinanalyticalandcriticalreasoningdomains(PsychologyToday,2015).Moreover,thereisahighcorrelationofcybersurfingandbelowaveragecoursegrades(Flipd,2014).

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JOMC–MarketIntelligenceCourseSyllabus

Class 1&2:

08/23-08/25

Introduction to Market Intelligence and Quest for Marketing Insight

Pre-work:

Obtain course pack from student stores. Read: • (Optional: Business Research Methods, Chapter 1) • Case: TiVo in 2002: Consumer Behavior (HBS Case 9-502-62) • The Hidden Side of Everything: What the Bagelman Saw • Open Secrets: Enron and the Peril of Too Much Information

Learning Objectives:

1. Understand how marketing insights enhance decision-making by converting data into insights for decisions such as: segmentation, positioning, product development, promotion, advertising response, etc.

2. Introduce you to the most common market intelligence decisions. 3. Learn to view marketing problems and processes in ways that will benefit

from informed decision-making. In-Class Discussion:

1. Course Overview, Expectations and Assignments. 2. Discriminating between facts and insights; Case Discussion: “What the

Bagelman Saw” 3. TiVo Case

Class 3&4:

08/30-09/01

Research Process, Problem, Design, Data Collection and Proposals

Pre-work:

Read: • (Optional: Business Research Methods, Chapters 2, 4-5)

Session Learning Objectives:

1. Understand the marketing research framework and process. 2. Define research problem and identify qualitative or quantitative design

approach. 3. Understand and prescribe data collection methods. 4. Identify, construct and evaluate research proposals.

In-Class Discussion:

1. Research Process, Problem, Design, Data Collection and Proposals. 2. Exploratory, Descriptive and Causal Research. 3. In-Class Team Exercise “Using research methods to solve common research

problems.”

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Class 5&6:

09/06-09/08

Qualitative Methods: Ethnographies, Focus Groups and Depth Interviews

Pre-work:

Read • (Optional: Business Research Methods, 186-197, Chapter 11) • Ethnographic Research: A Key to Strategy HBR (f0903C)


1. Understand the key pillars of successful qualitative research methods. 2. Learn how to conduct online discussions and focus groups. 3. Learn how to use ethnographic research to generate marketing insights. In-Class Discussion:

1. Overview, application and usage focus Groups, ethnographies and depth Interviews.

2. Discussion guides for creative development qualitative research. 3. Client Case: “Using traditional qualitative methods to generate marketing

insight in non-profit.”

Class 7&8:

09/13-09/15

Guest Lecture: Jeff Howanek from The Futures Company (09/13)

Qualitative Methods: Ethnographies, Focus Groups and Depth Interviews Continued

Pre-work:

Read • Microsoft (A) & (B) (HBR Case)

Team Assignment One Due 09/13: Revitalization Creative Development Research Proposal


1. Understand the key pillars of successful qualitative research methods. 2. Learn how to conduct online discussions and focus groups. 3. Learn how to use ethnographic research to generate marketing insights. In-Class Discussion:

1. Review Revitalization Creative Development Proposal assignment solution.

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Class 9&10:

09/20-09/22

Quantitative Methods: Data Preparation and Descriptive Statistics

Pre-work:

Download XLStat using discount coupon in course pack Read • (Optional: Business Research Methods, Chapter 12)

Individual Case Due 09/20: Microsoft (A) & (B)


1. Understand and apply the basics of quantitative methods. 2. Understand the concept of normal distribution, central tendency, and

dispersion. 3. Understand how to use and apply confidence intervals. 4. Learn how to conduct basic descriptive statistic functions in XLStat. In-Class Discussion:

1. Theoretical underpinnings of basic quantitative methods and concepts. 2. Applied illustrations: “Bill Gates Walks Into a Diner,” “You Can’t Buy 2.2

Lattes”, “The Games People Play.” 3. Applied practice: Descriptive statistic functions using XLStat.

Class 11&12:

09/27-09/29

Quantitative Methods: Hypothesis Testing and Introduction to Regression

Pre-work:

Read: • (Optional: Business Research Methods, Chapters 13, pages 348-360, 361-

381) • Forecasting with Regression (HBS 9-894-007) • Case: Pilgrim Bank (A): Customer Profitability” (HBS Case 9-602-104)


1. Learn how to prepare and examine data for quantitative analysis. 2. Learn how to construct and test data hypotheses for significance testing. 3. Understand and apply regression concept in XLStat. In-Class Discussion:

1. Applied Practice: “On Statistical Ties and Going Zen: Bit-O-Honey and Splenda”

2. Applied Practice: Fundamentals of regression in XLStat.

Fall 2016 TuTh 9:30am – 11:00am

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Class 13&14:

10/04-10/06

Quantitative Methods: Analyzing Behavioral/Transactional Data

Pre-work:

Read: • (Optional: Business Research Methods, Chapter 14)

Individual Case DUE 10/06: Pilgrim Bank Session Learning Objectives:

1. Learn to use regression to interpret data relationships. 2. Learn to use regression to forecast using individual-level (customer) data. In-Class Discussion:

1. Regression using XLStat to interpret data relationships. 2. Fundamentals of regression in scoring. 3. Review and discuss Pilgrim Bank (A): Customer Profitability (HBS 9-602-

104) 4. Introduction to Analyzing Survey Data.

Class 15:

10/11

Quantitative Methods: Introduction to Analyzing Survey Data

Pre-work: Read: • (Optional: Business Research Methods Pages 197-204 & Chapters 9-10) • Case: “Nestle Refrigerated Foods: Contadina Pasta & Pizza (A)” HBS 9-595-

035


1. Understand common quantitative methods of collecting data via surveys for communications/marketing.

2. Understand types and frequently used measurement scales. 3. Learn common pitfalls in survey research. 4. Learn how to derive insights and challenge conclusions from survey

research. In-Class Discussion:

1. Usage and application of common surveys in brand & advertising research. 2. Measurement Scales and Questionnaire Design. 3. Client Case: “AT&T: Using brand and Advertising tracking research to

generate marketing insights.”

10/13 NO CLASS

UNIVERSITY DAY

Fall 2016 TuTh 9:30am – 11:00am

16

Class 16:

10/18

Quantitative Methods: Analyzing Survey Data


1. Understand common quantitative methods of collecting data via surveys for communications/marketing.

2. Understand types and frequently used measurement scales. 3. Learn common pitfalls in survey research. 4. Learn how to derive insights and challenge conclusions from survey

research. In-Class Discussion:

1. Usage and application of common surveys in brand & advertising research. 2. Measurement Scales and Questionnaire Design. 3. Client Case: “AT&T: Using brand and Advertising tracking research to

generate marketing insights.”

10/20 NO CLASS FALL BREAK

Class 17&18:

10/25-10/27

Quantitative Methods: Factor & Key Driver Analysis

Pre-work:

Read: • (Optional: Business Research Methods, pages 385-395) • The One Number You Need to Grow (HBR R0312C)

Individual Assignment Distributed: Factor and Key Driver Individual Progressive #1 Distributed

Team Assignment DUE 10/25: Nestle Refrigerated Foods: Contadina Pasta & Pizza Session Learning Objectives:

1. Understand the principles, application and method of Principal Components Factor Analysis.

2. Understand the principles, application and method of conducting a simple Key Driver Analysis.


1. Factor and Key Driver Analysis overview, application and tutorial. 2. Client Case: “Using Factor and Key Driver Analysis to identify marketing

insight for Cingular Wireless.” 3. Case: “Nestle Refrigerated Foods: Contadina Pasta & Pizza (A)”

Fall 2016 TuTh 9:30am – 11:00am

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Class 19&20:

11/01-11/03

Guest Lecture: Ari Gross (11/03)

Quantitative Methods: Correspondence Analysis

Pre-work:

Read: • Book Chapter: “Blue Ocean Strategy: How to Create Uncontested Market

Space and Render Competition Irrelevant”, Ch 1

Individual Progressive Assignment #1 DUE 11/03: Factor and Key Driver Analysis

Individual Assignment Distributed: Correspondence Analysis Individual Progressive #2 Distributed


1. Understand the principles, application and method of Correspondence Analysis.


1. Review Factor & Key Driver assignment Solution. 2. Correspondence overview, application and tutorial. 3. Client Case: “Using Correspondence Analysis to identify marketing insight in

Airline Travel.” Class 21&22:

11/08-11/10

Quantitative Methods: Cluster Analysis and Multiple Discriminant Analysis

Pre-work:

Read: • (Optional: Business Research Methods, 399-407 & 408-417) • A Note on Cluster Analysis • Perceptual Mapping, A Managers Guide

Individual Progressive Assignment #2 DUE 11/08: Correspondence Analysis

Individual Assignment Distributed: Multiple Discriminant Analysis Individual Progressive Assignment #3


1. Understand the principles, application and method of Cluster Analysis. 2. Understand the principles, application and method of Multiple Discriminant

Analysis. 3. Understand how to apply MDS to identify marketing opportunities and

challenges. In-Class Discussion:

1. Review Correspondence Analysis solution. 2. Cluster Analysis overview, application and tutorial. 3. Client Case: “Using Cluster Analysis in segmentation to identify marketing

insight in Travel and Tourism.” 4. Multiple Discriminant Analysis overview, application and tutorial. 5. Client Case: “Using Multiple Discriminant Analysis to find the ‘Blue Ocean’

in Automotive.”

Fall 2016 TuTh 9:30am – 11:00am

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Class 23&24:

11/15-11/17

Quantitative Methods: Digital and Social Media Measurement

Pre-work:

Read: • Advertising Analytics 2.0 • Social Radar https://www.youtube.com/watch?v=31W0lgkPLSI • Slideshare:http://bit.ly/1M66jKY • Web:http://bit.ly/15ZAGSm

Individual Progressive Assignment #3 DUE 11/15: Multiple Discriminant Analysis

Individual Assignment Distributed: Social Media & Display Advertising Analytics Progressive Assignment #4

Session Learning Objectives: 1. Learn Social Media monitoring, measurement and evaluation. 2. Learn and understand display advertising metrics, measurement and

evaluation. 3. How to communicate market intelligence to clients and c-suite.

In-Class Discussion: 1. Social Media monitoring techniques, common measurement dashboards and

how to evaluate display advertising performance. 2. Case: “Social Media Monitoring and Measurement in QSR”

Class 25:

11/22

Quantitative Methods: Digital and Social Media Measurement

Pre-work:

Read: • HBR Case: 1920 Evil Returns: Bollywood and Social Media Marketing

Individual Progressive Assignment #4 DUE 11/22: Social Media & Display Advertising Analysis

Individual Assignment Distributed: Individual Progressive Assignment #5 Distributed


1. Become familiar with digital and social media monitoring, measurement and modeling.

2. Understand basic digital marketing metrics. 3. Analyze basic digital marketing metrics with transaction and KPI metrics. In-Class Discussion:

1. Progressive Assignment #4 review. 2. Travel industry website analytics case.

Fall 2016 TuTh 9:30am – 11:00am

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11/24 NO CLASS

THANKSGIVING

Class 26&27:

11/29-12/01

Guest Lecture: Sangeet Pillai (12/01)

Data Science Storytelling: Communicating to C-Suite Pre-work:

Read: • Web:StorytellingThatMovesPeople(HBRBlog,June2003,BronwynFryer)

Individual Assignment Due 11/29: 1920 Evil Returns: Bollywood and Social Media Marketing Session Learning Objectives:

1. Understand the difference between reporting data and data science storytelling.

2. Learn how to successfully communicate research, intelligence and analytic insights to c-suite.

3. Learning how to use Google Analytics.


1. Successful c-suite communications principles, structure, application and tutorial.

2. Progressive assignment #4 answer key and discussion

Class 28: 12/06

Finding the Blue Ocean: Market Intelligence Course Review & Progressive Assignment Answer Key & Last Lecture Session Learning Objectives:

1. Understand how all the market intelligence tools and applications fit together to drive brand and advertising insights.

2. Learn to effectively communicate market intelligence.

Individual Progressive Assignment #5 DUE 12/06: C-Suite Presentation


1. Course Review. 2. Progressive Assignment #5 answer key and discussion. 3. The Last Lecture: Lessons I’ve Learned Along The Way

Fall 2016 TuTh 9:30am – 11:00am

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APPENDIXA-CaseDescriptionsandPreparationQuestions

TiVoin2002:ConsumerBehavior(In-CaseDiscussion)

TiVomanagerBrodieKeastisanxioustounderstandthesharpcontrastbetweentheinertiaofprospectsandthedeepemotionalresponseshownbyconvertedusersofTiVo.Afteranoverviewofthecompany'ssituationandproblems,thecasefocusesondifferentkindsofdata(salesresults,satisfactionandusagedata,purchaseinfluence,demographics,attitudedata,andbehavioraldata)andexplainshowthatdataemergedovertimeasthecompanywasmoreandmorepressuredtoexploretheessenceofitsvalueproposition.Thecaseshelpsreadersexaminetheroleofconsumercontrolinconsumption,understandproductsthat"changeyourlife,"chooseresearchmethodsthatmatchthetypeofinsightssought,andexploretherelationshipbetweenconsumerknowledgeandmanagerialaction.

Preparationquestions:

1.WhatisTiVo?Isitmorethanadigitalvideorecorder?Whatimmediateandendbenefitsdoesitprovideconsumers?Isitadisruptivetechnologythatrequiressignificantbehaviormodification?

2.Whatfactorsmadeinitialadoptiondifficult?

3.Whoweretheearlyadopters?DidTiVotargettherightgroup?

4.Fouryearsafterthelaunch,saleswasstillwaybelowwhatwasinitiallyforecasted(abouthalfofeventhemostconservativeestimateof350,000units).BrodieKeastmentionsthat“ThereisamysteryinthesharpcontrastbetweentheinertiaofprospectsandtheevangelicalzealofTiVousers.”Atthetimeofthecase,doyouthinktheproductwasstillintheearlyadopterstageasopposedtothegrowthstage?Whatcanhelpimprovethemomentum?

5.Whatdotheresultsoftheattitudesurveyandthe“logs”reveal?Aretheseresultshelpfulinfiguringoutfuturesegmentationandpositioningstrategies?

6.WhatshouldbeTiVo’scommunicationmessage?Pointtospecificevidenceinthecase,tosupportyourrecommendations.

7.Canyouconvincepotentialconsumersitismorethanaglorifieddigitalrecorder?Pointtospecificevidenceinthecase,tosupportyourrecommendations.

8.Howdothecompetitivelandscape,TiVO’srelationshipwithintermediaries(advertisers,networks,cable&satellitecompanies,contentproducers..)andothernewtechnologicalthreats(HDTV,cableondemandetc.)affectendconsumers’behavior?

Expecteddeliverables:

Thisisnotanassignmenttoturninforagrade,however,youshouldpracticepreparingforthegradedassignmentsbyansweringthecasequestionsasifyouweresubmitting.Correctlyansweringthequestionsassignedrequirestheuseofsupportingcaseexhibitsandinformationfromthecase.Answers

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maybebulletedorinparagraphform,butshouldbeconciseanddirect.Shouldyouelecttosupportyouranswerswithanyexhibits,anappendixispermitted.Nooutsidesourcesarepermitted.

PilgrimBank(A)(IndividualAssignment)

Analyzethecaseusingregressionanalysis.DataforthiswillbedistributedviaBlackboardorpostedonWebsite.

Theobjectivesofthiscasearea)tointroducestudentstothenotionofcustomerprofitabilityanditsdeterminants,b)toconsiderdifferenttypesofanalyticmethodsandc)toconductregressionanalysisonrealdatatoassessprofitabilityandothervariablesforasetofbankcustomers.


1.Howmuchdoprofitsvaryacrosscustomers?Providestatisticalsupportforyouranswer.

2.HowdoesPilgrimBankmakemoneyfromitscustomersandhowcanthisexplainthevariationincustomerprofitability?

3.Areonlinecustomersmoreprofitablethanofflinecustomers?Providestatisticalsupportforyouranswer.

4.Whatistheroleofcustomerdemographicsincomparingonlineandofflineprofitability?Providestatisticalsupportforyouranswer.

5.WhatisyourrecommendationtotheseniormanagementteamintermsofPilgrimBank’sonlinechannelpricingstrategy?Shouldthebankchargefees,offerrebatesordonothinginregardstopricingforonlinechanneluse?

Studentsareexpectedtorundescriptivestatistics,cross-tabsandregressionanalysistoanswerthequestionsshownabove.Pleasebringyouranalysistoclassforcasediscussion.


AWorddocument,witheachquestionlistedandnumberedbeforeeachanswer.Answersmaybebulletedorinparagraphform,butshouldbeconciseanddirect.Supportyouranswerswithanyexhibits,asappropriate.Answerstomostquestionswillrequiresomesupportingstatisticaloutput,whichmayeitherbecopiedandpastedintotheWorddocument;Failuretoshowyourworkforquestionsthatrequire(i.e.,supportingstatisticaloutput)willresultinzeropoints.NameandPIDshouldbewrittenonthebackoftheworddocument.

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Microsoft.(A&B)(IndividualAssignment)

ThiscasedetailsthequalitativeresearchtechniquesthatMicrosoftusedwhentargetingthecollege-studentmarket.


Microsoft(A)and(B)Case1. Whataretheresearchobjectivesforthe(B)casetoaddresstheproblem?

2. WhatisthePROBLEMfacingMicrosoftinthecollegestudentmarket(A)and(B)?(Pleasewriteyouranswerastheproblemstatement/purposeforaresearchproposal)

3. Whatarethebenefitsandlimitationsforeachofthe(B)researchmethodsused?Whatadditionalbenefitsandlimitationsnotprovidedinthecaseshouldbeconsidered?

4. Whatresearchmethods(B)wereselectedtoaddresstheresearchobjectives,above?Mapeachofthesemethodstotheappropriateresearchobjective.

5. Whatwerethepotentialshortfallsoftheteam’sresearch?Howwouldyoustructuretheresearchdifferently,ifatall?Whatadditionalinformationorelementswouldyouhaveusedtomaximizethelearninggeneralizabilityandpotential?

6. WheredidtheMicrosoftteamobtainthesampleofstudents(B)toparticipateintheresearch?Howmanyrespondentsdidtheyrecruit?Whatwerethebenefitsandlimitationsofobtainingthesample?Whatspecificproblemscanyouidentifywiththerecruitingsurveythatmayhaveimpactedoverallparticipation?

7. Basedontheresearchasconducted,whatwerethebiggestchallengesfacingMicrosoft?

8. CantheMicrosoftteamusetheresearchconductedtoderiveinsightstopotentiallysolvethePROBLEM?Whyorwhynot?

9. Whattypeofquestionisthe“Planet”exerciseusedinthe(B)caseandwhatdiditrevealaboutMicrosoftOffice’simageinthestudentcommunity?Whatemotions,ifany,didthe“Planet”exerciserevealaboutMicrosoft?


Aworddocument,witheachquestionlistedandnumberedbeforeeachanswer.Answersmaybebulletedorinparagraphform,butshouldbeconciseanddirect.Shouldyouelecttosupportyouranswerswithanyexhibits,anappendixispermitted.Nooutsidesourcesarepermitted.NameandPIDshouldbewrittenonthebackoftheworddocument.

Fall 2016 TuTh 9:30am – 11:00am

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1920EvilReturns(IndividualAssignment)

AmiShah,founderofIntelliAssist,helpedclientstocreatesocialmediamarketingstrategiesfortheirproductsorservicesandassistedthemintheexecutionofthesecampaigns.In2012,ShahhaddesignedthesocialmediamarketingcampaignfortheBollywoodmovie''1920EvilReturns'',whichwasasequeltothemovie1920thatwasreleasedin2008.Thenextmovieinthe1920franchisewasexpectedtobereleasedin2014.Shewasanalyzingtheimpactofthecampaignandwonderedwhethertherightsocialmediamixhadbeenused.Thesocialmediacampaignfor1920evilreturnswasverysuccessfulandshehadthenumberstoshowforit.Activefanengagementandpositiveword-of-mouthalsovalidatedthesuccessofthesocialmediacampaign.However,Shahwonderedwhethershecouldhavedoneitdifferently.Preparationquestions:

1. HowisROIcalculatedfor"1920EvilReturns"SocialMediaMarketing?2. WhatwastheimpactofFacebookandYoutubecampaigns?3. Isthereanyevidence-relatedrelationshipbetweenFacebookengagementandboxoffice

collections?4. Whatisthepotentialimpactofsentimentanalysisontheperformanceofthemovieinthebox

office?5. WhatotherdatashouldhavebeenincludedbyShahandtheteamtomeasuretheperformanceand

effectivenessof"1920EvilReturns"SocialMediaMarketingcampaign?


Aworddocument,witheachquestionlistedandnumberedbeforeeachanswer.Answersmaybebulletedorinparagraphform,butshouldbeconciseanddirect.Shouldyouelecttosupportyouranswerswithanyexhibits,anappendixispermitted.Nooutsidesourcesarepermitted.NameandPIDshouldbewrittenonthebackoftheworddocument.

Nestle’RefrigeratedFoods:ContadinaPasta&Pizza(TeamAssignmentWrite-Up)

NestleCo.'sRefrigeratedFoodsDivisionhasverysuccessfullylauncheditsContadinabrandpastaandsauces.Thenewproducthasachievednearly$100millioninsalesinthreeyears.Thedivisionnowconsidersanextensionintothepizzaline.Thiscaseprovidesadetailedlookattheuseofsimulatedtestmarketstoforecastanewproduct'spotential.Intendedtoprovidestudentswithanin-depthunderstandingofnewproductforecastinginconsumerpackagedgoods.Alsoraisestheunderstandingofmarketingresearchinpastaandpizzalaunchcommercials.

Fall 2016 TuTh 9:30am – 11:00am

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1.UsingtheBASESmodeldescribedinExhibit9,forecasttheestimateddemand(trialandrepeat)forthetwoPizzaoptionsunderconsideration:PizzaandToppingORPizzaonly.

2.WhatcanwelearnfromExhibits13,14and15?

3.HowdoesthePizzaconcepttestdatacomparetothepastaconcepttestdata?Compareandcontrastthepizzaandpastaopportunities.

4.Wouldyoulaunchthepizza?Whyorwhynot?PleaseusethedataandinsightsinthecasetosubstantiateyourPOV.


Aworddocument,witheachquestionlistedandnumberedbeforeeachanswer.Answersmaybebulletedorinparagraphform,butshouldbeconciseanddirect.Calculationstoestimatetheforecasteddemandshouldbedelineatedspecificallyinsupportingappendix;partialcreditwillbeawardedasappropriate.Shouldyouelecttosupportyouranswerswithanyexhibits,anappendixispermitted.Nooutsidesourcesarepermitted.NameandPIDshouldbewrittenonthebackoftheworddocument.

Fall 2016 TuTh 9:30am – 11:00am

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APPENDIXB-IndividualAssignmentRequirements

Thecourserequireseachstudentcompletes(1)threewrittencaseassignments(Microsoft,PilgrimBankand1920EvilReturns);and(2)fivewrittenprogressiveassignmentparts(whicharepartofaprogressiveanalysisforaglobalbrandrepositioning).

Writtencasesaredueatthestartoftheclassthatthewrittencasewillbediscussed.Nolatepaperswillbeaccepted.PreparationquestionsaredelineatedintheClassOverviewExpectationsDocument.

Theprogressiveassignmentisafive-partseries.Thefirstfourpartsareanalysestounderstand,diagnoseandrecommendanewbrandpositioning.Thefifthandfinalpartsummarizesthemarketingchallenge,identifiesfacts,uncoversthekeyinsightandrecommendsspecificmarketingaction.Therequiredphasesfortheindividualassignmentsareasfollows(pleaseseeCourseSyllabusforduedates):

PhaseI–IndividualAssignmentforFactorAnalysisandKeyDriverAnalysis


Aworddocument,withyourstatisticalanalysis’indicatedandthenecessaryinterpretationofyourwork.Afactorsolutionwithnotedeigenvalues,percentvarianceexplained,andrationaleforsolutionnamesshouldbeincluded.Thekeydriveranalysisshouldincludecorrectstandardizedbetasandcorrectrelativecontributions.5pointswillbeawardedforFactorAnalysisand5pointswillbeawardedforKeyDriver.Answersshouldbeconciseanddirect.Shouldyouelecttosupportyouranswerswithanyexhibits,anappendixispermitted.NameandPIDshouldbewrittenonthebackoftheworddocument.

PhaseII–IndividualAssignmentforCorrespondenceAnalysis


Aworddocument,withthecorrespondenceanalysisthatyoucreatedinXLStatdisplayedprominently.Youshouldincludethesquaredcosinesandyourrationaleforwhatattributesyouelectedtoinclude.Youmaydrawonthevectorsbyhand,ifnecessary.Pleasesupporttheanalysiswithaninterpretationofyourfindings.Interpretationshouldbeconciseanddirect.NameandPIDshouldbewrittenonthebackoftheworddocument.

PhaseIII–IndividualAssignmentforClusterAnalysis


Aworddocument,withthedendogramthatyoucreatedinXLStatdisplayedprominentlyandgroupsindicated.Aninterpretationoftheclusters,summarystatistics,adescriptionofeachclusterandkeymetricsbyclustershouldbeincluded.Pleasesupporttheanalysiswithaninterpretationofyourfindings.Shouldyouelecttosupportyouranswerswithanyadditionalexhibits,anappendixispermitted.NameandPIDshouldbewrittenonthebackoftheworddocument.

PhaseIV–SocialMediaMonitoringandDisplayAdvertisingPerformanceEvaluation

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Aworddocumentthatdetailsananalysisfortheclient,supportedwithdatafromtheYelpandSentimentinformation,aswellastheDoubleClick(DisplayAdvertising)information.Ifanystatisticalassociationsanalysisiselected,pleaseindicate.Shouldyouelecttosupportyouranswerswithanyexhibits,anappendixispermitted.Pleaseciteanyoutsidesourcesifused.NameandPIDshouldbewrittenonthebackoftheworddocument.

PhaseV–FinalClientReport


Thiswillbeanexecutivelevelpowerpointpresentationofnotmorethan12slides,printedoutandhandedinwith1-2slidesperpage.Youmayincludeadditionalslidesintheappendixforsupportinginformation,butthetotalslidedeck(mainbodyplusappendix)cannotexceed20slides.Eachslideshouldhaveaheadlinethattellsaclear,cohesivestoryfrombeginningtoend.Pointswillbeawardedforcorrectinterpretationofstatisticalanalysis,identifyingthecorrectinsight,andmakingthecorrectclientrecommendation.NameandPIDshouldbewrittenonthebackofthedocument.

AdditionalinformationanddirectionregardingtheProgressiveassignment(includingmandatories,problemconsiderationsandanalysisquestions)willbediscussedinclass.

Fall 2016 TuTh 9:30am – 11:00am

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APPENDIXC-PeerEvaluationForm&StudentProfileForm

(NeedtoaccompanyEACHCasewrite-upandEACHAssignment.Ifnotattached,theinstructorwillassumeequalparticipationbyindividualgroupmembers)

Due:INCLASSwitheachcasewrite-upandassignment

TeamMembers_____________________________________________________________

YourName_________________________________________________________________

PartI.Belowlistsyourresponsibilities,i.e.whatpartsofthecasewrite-up/assignmentyouwereresponsiblefor.Reportalltasks,e.g.whatenvironmentsyouanalyzed,whatpartsoftheresearchanalysisdidyoudeveloped,suggestionsyoumade,copyediting,typing,etc.

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Numberofgroupmeetingsyoumissed._____

Numberofgroupmeetingsyouattended,butforwhichyouwere"unprepared."_____

PartII.UNCpridesitselfinhavingfutureleaders,whichamongmanyotherthingsrequiresthatyouprovidehonestandcriticalfeedback;holdyourselfandyourteam-memberstothehighestlevelofintegrityandaccountability.Inthesectionbelow,pleaseevaluatethetotalcontributionoftheothermembersofyourteamasfollows.

Ingivingthemascore,assumethatthereare10pointsavailableforeachmemberoftheteam(otherthanyou).Thus,iftheteamsizeisfour(includingyou),thereare30pointsavailabletodistributeamongyourthreeteammates.Allocatetheminamannerwhichyoubelieveproperlyreflectseachperson'srelativecontributiontothecombineddeliverable.Ifallwerejudgedequal,theneachwouldreceive10points.Note:Youarenottoevaluateyourself-onlyyourteammates.Sincethiswillbeafactorintheirevaluation,pleasegivethiscarefulthought.Yourevaluationsareconfidential.

TeamMembers Points Indicate(Y/N)ifteammemberwaspresentandPREPAREDatan“acceptable”numberof

meetings1. 2. 3. 4. 5. Note:Youshouldmakethisevaluationbyyourself,notjointlywithyourcolleagues.Anyadditionalcommentsyouhavecanbelistedonthebackofthisform.

Fall 2016 TuTh 9:30am – 11:00am

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StudentProfile

Name:

Major:

MarketingandStatisticsCoursesTakenSoFar:

a.Whatdoyoulikemostaboutmarketing?Whatappealstoyouthemostaboutit?

b.Whatdoyouthinkyouwillbenefitfromthemostinthiscourse?

c.Arethereanyspecialtopicsyouwouldespeciallyliketohavecoveredinthisclass?

d.Whataspectofthecourseconcernsyoumost?

e.Doyouhaveanyquestionsorissuesaboutthecoursethatneedfurtherclarification?

f.Pleasedescribeanyexperienceyouhavehadwhereyoucommissioned,conducted,evaluatedorparticipatedinamarketingresearchproject(orprojects).

g.TellmesomethinginterestingaboutyourselforsomethingyouthinkIshouldknow.

Fall 2016 TuTh 9:30am – 11:00am

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APPENDIXD:AEJMCCoreValues

TheAccreditingCouncilonEducationinJournalismandMassCommunications(ACEJMC)requiresthat,irrespectiveoftheirparticularspecialization,allgraduatesshouldbeawareofcertaincorevaluesandcompetencies.Therefore,MarketIntelligenceprovideslectures,cases,discussionsandassignmentsthatreaffirmthefollowingAEJMCcorevalues:

• Understandconceptsandapplytheoriesintheuseandpresentationofimagesandinformation; • Demonstrateanunderstandingofprofessionalethicalprinciplesandworkethicallyinpursuitof

truth,accuracy,fairnessanddiversity; • Thinkcritically,creativelyandindependently; • Conductresearchandevaluateinformationbymethodsappropriatetothecommunications

professionsinwhichtheywork; • Writecorrectlyandclearlyinformsandstylesappropriateforthecommunicationsprofessions,

audiencesandpurposestheyserve; • Applybasicnumericalandstatisticalconcepts; • Applytoolsandtechnologiesappropriateforthecommunicationsprofessionsinwhichthey

work.

market intelligence – making data-driven decisions

Documents