TECHCOMM 7060OL - Marketing Technology and Innovation
Online - Quadmester 3 - 2015
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General Course Information
Course Details
Course Code TECHCOMM 7060OL Course Marketing Technology and Innovation Coordinating Unit Entrepreneurship, Commercialisation & Innov Centre Term Quadmester 3 Level Postgraduate Coursework Location/s Online Units 3 Course Staff
Course Coordinator: Dr Allan O'Connor
Name: Peter Vroom
Short Bio:
Peter Vroom is Principal of Vroom & Associates, an Adelaide firm that specialises in working with early stage technology start ups and turning ideas and passion into business value.
The firm has a track record of assisting clients with strategies to build their technology business as well as to achieve a successful business exit.
Peter has a technology business building background since founding his first venture in the 1970s, an online computer service bureau business (nowadays known as ‘Software as a Service’ or ‘SaaS’). He has been involved in numerous technology ventures over the years as founder, investor, director, advisor, or mentor. His international experience covers doing business in Asia Pacific, the US, and Western Europe. Peter completed the Master of Science and Technology Commercialisation in 2000.
Email: peter.vroom@adelaide.edu.au
Phone: 0412830830Course Timetable
The full timetable of all activities for this course can be accessed from Course Planner.
Monday 13th July to Sunday 20th September 2015 -
Learning Outcomes
Course Learning Outcomes
The overall aim of this course is to equip you to contribute to the planning and implementation of marketing thinking and activities that could contribute to the success of an entrepreneurial venture including the commercialisation of new technologies and innovations.
1 To explain key aspects of ‘marketing’ as applied to a new technology business entering a new market 2 To conduct and analyse primary and secondary research and present results / recommendations critical to technology business issues within a limited timeframe. 3 To apply key aspects of marketing technology and innovation in the practical simulation of an Individual and Team Role Play project. 4 To conduct effective communication with people responsible for various business functions and across diverse cultures, using modern technology communication tools as appropriate. University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised. 1-4 The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 2,3 An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 3,4 Skills of a high order in interpersonal understanding, teamwork and communication. 2,4 A proficiency in the appropriate use of contemporary technologies. 2,3,4 A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 3-4 A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community. 3-4 An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 3-4 -
Learning Resources
Required Resources
Textbook:
Blank, Steve & Dorf, Bob 2012, ‘The Startup Owner’s Manual’, K&S Ranch
ISBN-10: 0984999302; ISBN-13: 978-0-9849993-0-9
The hardcover edition of this textbook can be purchased through Amazon.com Or an ebook edition via Kindle or iBooks is a quick and easy alternative at a fraction of the cost.
A list of readings will be made available through LEARN
Recommended Resources
There is a wide range of material on the course topic available. The following provide some additional reading guidance if you are interested in reading further on the topic:
- Adams, Rob, 2002, A Good Hard Kick In The Ass, Crown Business
- Godin, Seth 1999, Permission Marketing, Simon & Schuster
- Rackham, Neil and De Vincentis, John, 1998, Rethinking the Sales Force, McGraw Hill
- Schultz, M. and Doerr J. (2014). Insight Selling, Wiley
- Zoltners, A, Sinha, P., and Lorimer, S, (2004). Sales Force Design for Strategic Advantage. Palgrave Macmillan
- Jordan, J. and Vazzana, M. (2012). Cracking the Sales Management Code. McGraw Hill
- Cagan, M. 2008. Inspired: How To Create Products Customers Love. Amazon
- Marshall, P. (2013). 80/20 Sales and Marketing. Entrepreneur Press
- Mohr, J., Sengupta, S. & Slater, S. (2009) Marketing High-Technology Products and Innovations. 3rd.ed. Pearson Prentice Hall
- Jolly, V.K. (1997) Commercialising New Technologies. Harvard Business School Press.
- Viardot, E. (2004) Successful Marketing Strategy for High Tech Firms. 3rd.ed. Artech House, Boston, USA.
- Millier, P. (1999). Marketing the Unknown. Wiley.
- Rogers, E. M. (2003) The Diffusion of Innovations. Free Press.
Schrage, Michael 2004, 'Michael Schrage on innovation', Ubiquity : an ACM IT Magazine and Forum, vol. 5, Dec. http://www.acm.org/ubiquity/interviews/v5i39_schrage.html
Aubuchon, Norbert c1997, 'Features, functions, and benefits', in The anatomy of persuasion, Amacom, New York, pp. 82-90.
Jolly, Vijay K. c1997, 'From mind to market: the process of technology commercialization', in Commercializing new technologies: getting from mind to market, Harvard Business School Press, Boston, Mass., pp. 1-30.
Mohr, Jakki c2001, ‘Winning Market Leadership’ in Marketing of high-technology products and innovations, Prentice Hall, Upper Saddle River, N.J., 40-43, 50-54
Moore, Geoffrey A. c1995, 'Crossing the chasm - and beyond', in Inside the tornado: marketing strategies from Silicon Valley's cutting edge, HarperBusiness, New York, pp. 13-26.
Shaw, Robert 1998, '[Extracted from] Innovation’, in Improving marketing effectiveness, Profile Books, London, pp. 62-70.
Kotler, Philip 2006, 'Fast fitness: planning for a growth business : case study', in Kotler, Philip [et al.], Marketing, 7th ed., Pearson Education Australia, Frenchs Forest, N.S.W., 149-158, 523-525.
Library Resources
The University of Adelaide’s Barr Smith Library provides a range of learning resources including texts, journals, periodicals, magazines, and access to online databases and information services. It also offers a virtual library which is accessible via the University’s website. The University Library web page is: http://www.adelaide.edu.au/library/
From this link, you are able to access the Library's electronic resources.Online Learning
LEARN is the University of Adelaide’s platform for dedicated online delivery. LEARN is a customised version of Moodle, and houses all course requirements including the course profile, announcements, additional course materials (beyond the prescribed text), assessment items, discussion forums, grading, feedback, links to various university and course resources, an internal website email system, a technical assistance facility, etc. LEARN is only accessible once the URL and a password have been provided to the student on enrolment. Students are given access to the course prior to the start date to familiarise themselves with the operational aspects and functionality of the website.
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Learning & Teaching Activities
Learning & Teaching Modes
This course is offered in online mode.
Workload
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
As a guide, a 3 unit course comprises a total of 156 hours work.
Learning Activities Summary
This is a draft schedule and session dates are a guide only. The timetable may be changed during the course delivery if necessary.
Week Topics Reading and Activities 1 Introductions to Program and Participants
Overview of Course
Marketing in a Technology/Innovation Startup environmentPreliminary Reading (before Week 1)
· Textbook: Introduction, Chapter 1 & 2 Blank and Dorf (2012)
Readings (Week 1)
· Lecture slides and notes
· Watch videos
Activities:
· Discussion Forum
· Online Q&A, Day 3 8pm CST
· Team/Role Play Project – Familiarise, Time Table, Objectives, Teams/Roles2
Customer DiscoveryReadings:
· Lecture slides and notes
· Textbook: Chapter 3-7 Blank and Dorf (2012)
· Article: Rob Adams (2002)
Activities:
· Discussion Forum
· Online Q&A, Day 3 8pm CST
· Team/Role Play Project - Allocate Team Roles, Interviews, Plan for Q1 to Q63 Customer Validation Readings:
· Lecture slides and notes
· Textbook: Chapter 8-12 Blank and Dorf (2012)
· Article: Karsaros & Christy (2005)
· Watch video
Activities:
· Discussion Forum
· Online Q&A, Day 3 8pm CST
· Team/Role Play Project, Q1
· Market Research assignment
· Submit Team/Role Play – Group Report 14 Pricing for Value Readings:
· Lecture slides and notes
· Textbook: pp. 182-185, 236, 240-242, 375 Blank and Dorf (2012)
· Article: Roadmap to Best in Class Pricing (2012)
· Article: Five Sources of Software Pricing Pressure (2014)
Activities:
· Discussion Forum
· Online Q&A, Day 3 8pm CST
· Team/Role Play Project Q2
· Market Research assignment
· Submit Team/Role Play Project – Individual Report 15
Sending the Right MessagesReadings:
· Lecture slides and notes
· Textbook: Chapter 9, pp. 291-303, Blank and Dorf (2012)
· Article: Blank, The Four Steps to the Epiphany (2005)
Activities:
· Discussion Forum
· Online Q&A, Day 3 8pm CST
· Team/Role Play Project Q3
· Submit Team/Role Play – Group Report 26 Initial Customer Creation Readings:
· Lecture slides and notes
· Textbook: pp. 375-410, Blank and Dorf (2012)
· Article: Kawasaki (2014)
Activities:
· Discussion Forum
· Online Q&A, Day 3 8pm CST
· Team/Role Play Project Q47 Marketing and Sales Model Readings:
· Lecture slides and notes
· Textbook: Chapter 12, Blank & Dorf (2012)
· Godin, Permission marketing, (1999)
· Marshall, 80/20 Sales and Marketing (2013)
Activities:
· Discussion Forum
· Online Q&A, Day 3 8pm CST
· Team/Role Play Project Q5
· Submit Team/Role Play – Group Report 38 Marketing Activities and Campaigns
Readings:
· Lecture slides and notes
· Textbook: pp. 41-42, 134, 150-154, 163, 296-303, 381, 402 Blank and Dorf (2012)
· Article: Stefan Lindegaard
Activities:
· Discussion Forum
· Online Q&A, Day 3 8pm CST
· Team/Role Play Project Q69 Sales and Sales Management
Team / Role Play Group Presentations
(see also FAQ at end of Learning Activities
Summary)Readings:
· Lecture slides and notes
· Article: Rackham (1999)
· Article: Schultz, Doerr (2014)
· Article: Zoltners, etc (2004)
· Article: Jordan (2012)
Activities:
· Discussion Forum
· Online Q&A, Day 3 8pm CST
· Team/Role Play Project
· Submit Team/Role Play Project – Presentation10
Product ManagementReadings:
· Lecture slides and notes
· Article: Murphy (2014)
· Article: Alvarez (2014)
· Article: Cagan
Activities:
· Discussion Forum
· Online Q&A, Day 3 8pm CST
· Team/Role Play Project
· Submit Team/Role Play – Group Report 4
· Submit Team/Role Play Project – Individual Report 2
Q: If we are unable to give our presentation during an intensive or online session due to scheduling constraints or some other understandable reason, how do we record audio over our slides and submit as a movie file?
A: Adding audio to PowerPoint presentations is actually quite easy. Explore the following resources to help you get started.
When you are finished creating your presentation with recorded audio simply go to “File” > “Save as Movie…”
http://office.com/en-us/powerpoint-help/add-sound-and-video-to-a-powerpoint-presentation-HA001159312.aspx
http://www.gcflearnfree.org/powerpoint
Discussion Board
Additional activity requirements are found in LEARN:
- Each week will focus on a topic accompanied with notes and associated tasks/questions.
- The Discussion Board activity is an important aspect of the course and you are expected to be an active participant. It forms part of the assessment.
- A summary document (PDF) containing slides and supplementatry notes for Course Topics 1 to 10.
- A comprehensive document on the Team / Role Play Project.
Specific Course Requirements
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Assessment
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Summary
An overview of the course assessment appears in the following Table. Details appear in the following section:
# Assessment Length Weighting Due Date Learning Outcomes 1 Forum Discussion and Participation 2,000 words in aggregate 30% Day 3-7 of Weeks 1-10 1, 4 2 Team / Role Play Project Reports x 2 (Individual) Reports x 2:
3,000 words in aggregate40% Day 7 of weeks 4 & 10 1-4 3 Team / Role Play Project
(Group)Reports x 4:
6,500 words in aggregate
Presentation:
7-8 slides30%
(Reports 24%,
Presentation 6%)Report: Day 7 of weeks 3, 5, 7, 10
Presentation: Day 7 of week 91, 4 Total 100% Assessment Related Requirements
Students must complete all course assessment requirements.
Course results are subject to moderation by the ECIC Board of Examiners
Assessment Detail
Assessment 1: Forum Discussion and Participation
Weighting: 30%
Due Dates: Day 3-7 of Weeks 1-10
Submission Details: Via Weekly Forum in LEARN
Task:
Contribute to Online Forums and questions that are shared with all students. The Discussion Forums and Questions are indicated in the online study Topics at the relevant point.
Grades for discussion responses for Weeks 1-5 will be posted in Week 6 and grades for discussion responses for Weeks 6-10 will be posted at the end of the course.
Length and Presentation:
Concise and informative summaries that respond directly to the set questions.
Submissions should be 100 + words and students need to post at least 2 – 3 substantive responses each week beyond the posting of assignments. However, students should not be limited in the number of discussion postings that they contribute each week.
Criteria by which your assignment will be marked:
Discussion
· Response demonstrates critical thinking and insight.
· Response indicates you understand the assignment and the underlying concepts.
· Student response to question met minimum substantive expectations.
· Demonstrated appropriate writing style and language choice.
Participation
· Posted required subsequent responses to posts of your classmates, or to responses to your initial post—responses are
substantive in nature (at least 100 words).
· Responses indicate critical thinking and constructive feedback and meaningful inputs to the discussion.
· Demonstrated quality of writing and concise language choice.
Introduction to Team/Role Play Project
In the Team / Role Play Project, students will work in teams, with each team being assigned to an imaginary ‘company’ that has decided to take its technology to market.
There will be a given set of initial ‘facts’ about the ‘company’ and the ‘technology / technology product’ developed by the ‘company’.
This will include the broad nature of the technology and actual or potential applications and uses, as well as certain information about staffing, funding, markets, and customers.
As part of the Team / Role Play Project the team will simulate the marketing related strategy, steps, and activities designed to take
its technology to one or more markets. This may involve amending the strategy as required, as may also happen in real life.
The project will require Team / Role Play activities and assignments on the part of each student. Each student will be assigned one or more ‘roles’ in one of the company key strategic early stage activities, i.e. ‘Customer Development’ and ‘Product Development’. Each student will work through and contribute to the project as if actually working in the assigned
role(s) in the ‘company’.
The collective Team will also have some activities and assignments.
Assessment 2: Team / Role Play Project (Individual)
Weighting: 40%
Due Dates:
Role Play Report 1: Day 7 of week 4
Role Play Report 2: Day 7 of week 10
Submission Details: Via Drop Box in LEARN
Task:
Based on introduction above and guides found on LEARN, submit the following at the two stages during the course:
Individual Role Play Report Template to be completed by each Team member
Name_____ Team____ Date _____ Covering Fictional Period _____________
Summarise / analyse your individual research efforts on the Team / Role Play Project
Summarise / analyse your interactions with your other Team members
Briefly evaluate how it’s going (learning insights, teaming issues, etc)
Length and Presentation:
1,500 words (max) each report
Criteria by which your assignment will be marked:
· Adherence to specified report requirements
· Ability to summarise / analyse personal contribution to project
· Ability to summarise / analyse personal interaction with Team members
· Ability to evaluate progress and flag issues as well as propose solutions (as evidenced in Team Forum also)
· Clarity of expression
Assessment 3: Team / Role Play Project (Group)
Weighting: 30% (Reports 24%, Presentation 6%)
Due Dates:
W3: RolePlay Report 1: Day 7 of week 3
W5: Role Play Report 2: Day 7 of week 5
W8: Role Play Report 3: Day 7 of week 7
W9: Role Play Presentation: TBA of week 9
W10: Final Role Play Report 4: Day 7 of week 10
Submission Details: Via Drop Box in LEARN
Task:
Based on the introduction above and guides found on LEARN, as a team submit the following at the dates
listed above:
ASSIGNMENT W2: Team Role / Play Report 1
Team Report Template
Team _______ Date ________ Covering Fictional Period _____________
· 1,000 word limit
· Identify the roles and key responsibilities of the Team members
· Outline the assumptions the Team is making regarding the company and its situation. What new or changes to assumptions have
been made over and above the ‘given’ ones in the initial company profile? Summarise the basis for each of your assumptions and
how you reached agreement on these assumptions as a team.
ASSIGNMENT W5: Team Role / Play Report 2
Team Report Template
Team _______ Date ________ Covering Fictional Period_____________
· 1,000 word limit
· Summmarise the progress towards the Team’s goals
· List the tools, processes and class based knowledge the Team has used and analyse their value
· Summarise and analyse your expenditure of resources and / or your efforts to secure new resources
ASSIGNMENT W8: Team / Role Play Report 3
Team Report Template
Team _______ Date________ Covering Fictional Period _____________
· 1,000 word limit
· The lecturer will send you a list of questions to answer based on progress to date.
You will receive these questions one week before the due date for the report and you are required to respond to each question.
ASSIGNMENT W9: Team Presentation
Team Project Presentation during pre arranged sessions on W9, Days 3 and 4
Simple, readable, informative format! Do not waste time on fancy graphics. Individual presentations will be limited to 15 minutes per presentation, 5 minutes Q&A and feedback. 9-10 slides. Number in brackets indicates maximum number of slides per sub topic
· Cover page, listing team and team members, and project (1)
· Project Summary (1)
· Roles and learnings (1)
· Key Assumptions and any changes (1)
· Processes and learnings (1)
· Goals and progress made (1)
· Summary of failures and learnings, key insights gained (1-2)
· Ways to improve (1-2)
ASSIGNMENT W10: Final Team / Role Play Report
Team Report Template
Team _______ Date________ Covering Fictional Period_____________
· 1,500 word limit, excluding appendices
· Summary of Team and Role Play project based on project goals
· Short summary and longer analysis of major role process and efforts - research, analysis, tools, agreements, negotiations, etc
· What worked and why? What tools and processes were best / most useful?
· Comments on insights, concerns, ways to improve
· Appendices (optional)
Length and Presentation:
See details in Task
Criteria by which your assignment will be marked:
Collective Team Role Play Reports Grading Criteria
· Adherence to specified report requirements
· Ability to summarise / consolidate Team member Role Play contributions in a cohesive and clear manner
· Ability to evaluate progress and flag issues as well as propose solutions
· Clarity of expression
Collective Team Role Play Presentation Grading Criteria
· Adherence to specified presentation requirements
· Clarity of PPT presentation
· Clarity of personal presentation
· Ability to engage audience
· Ability to deal with audience questions effectivelySubmission
All text based assignments must be submitted via Drop Box in LEARN
There are a few points to note about the submission of assignments:
- Assignment Submission: Assignments should be lodged via Drop Box in the LEARN system. Please refer to individual assignment tasks for specific submission details relevant to each task. Note that assignments may be processed via TURNITIN, which is an online plagiarism prevention tool.
- Cover Sheet: As part of your assignment, please add the completed University of Adelaide Assessment Cover Sheet to your assignment, providing details of yourself and your team members (if applicable), your assignment, the course, date submitted, etc. as well as the declaration signed by you that this is your (your team’s) work. Note that the declaration on any electronically submitted assignment will be deemed to have the same authority as a signed declaration. Where applicable, also include the word count excluding title pages and references.
- Backup Copy of Assignments: You are advised to keep a copy of your assignments in case the submitted copy goes missing. Please ensure that all assignment pages are numbered. If your assignment contains confidential information, you should discuss any concerns with the Course Lecturer prior to submission.
- Extensions of Time: Any request for an extension of time for the submission of an assignment should be made well before the due date of the assignment to the Course Lecturer. Normally, extensions will only be granted for a maximum of two weeks from the original assignment submission date. Extensions will only be granted in cases of genuine extenuating circumstances and proof, such as a doctor’s certificate, may be required.
- Failure to submit an assignment on time or by the agreed extension deadline may result in penalties and may incur a fail grade. Note that a late penalty of 5% of the total available marks for that assessment item will be incurred each day an assignment is handed in late (Unless otherwise stated in 'Assessment Related Requirements' or 'Assessment Detail' above). Assignments handed in after 14 days from the due submission date will fail even if a 100% mark is granted for the work.
Resubmission & Remarking
Resubmission of an assignment for remarking after reworking it to obtain a better mark will not normally be accepted. Approval for resubmission will only be granted on medical or compassionate grounds.Course Grading
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide.
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Student Feedback
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
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Student Support
- Academic Integrity for Students
- Academic Support with Maths
- Academic Support with writing and study skills
- Careers Services
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- LinkedIn Learning
- Student Life Counselling Support - Personal counselling for issues affecting study
- Students with a Disability - Alternative academic arrangements
- YouX Student Care - Advocacy, confidential counselling, welfare support and advice
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
- Academic Integrity Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment Policy
- Reasonable Adjustments to Learning, Teaching & Assessment for Students with a Disability Policy
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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Fraud Awareness
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