THE
THE
MRKT
488
Spring 2002 E-mail:uqy@psu.edu
Instructor: Dr. Ugur Yucelt Office: E-356K, Olmstead Bldg
Class Time: MW:
Classroom: 330 Olmstead Bldg. Web site:
Office Hours:
MW:
M:
Also, by appointment and whenever
I am in my office.
ON-LINE
MARKETING
REQUIRED TEXTS:
Brad Alan Kelindl. Strategic Electronic Marketing (2nd), Thomson/South-Western, 2003.
Sid L. Huff, Michael Wade and Scott Scneberger. Cases in Electronic Commerce (2nd )
McGraw-Hill/Irwin, 2002.
SUPPLEMENTS:
PR Smith and Dave Chaffey. eMarketing excellence, Butterwort Heinmann, 2002.
Eloise Coupey. Marketing and the Internet, Prentice-Hall, 2001.
Terri C. Albert and William B. Sanders. e-business.marketing, Prentice-Hall, 2003.
Craig Van Slyke and
Allan Afuah and Christopher L. Tucci. Internet Business Models and Strategies,
McGraw-Hill/Irwin, 2001.
Robert W. Price. E-Business 01-02, MaGraw-Hill/Irwin, 2001.
ADDITIONAL
OUTSIDE
COURSE DESCRIPTION:
Internet Technology has introduced a new marketing strategy for companies that they want to reach a large group of customers in domestic and global markets. Generally speaking, marketers and consumers directly affect each other, and without participation of both parties, there would not be any marketing environment, Accordingly, marketing environment in the Internet can be described as virtual shopping through hyperlinks, which enable the shopper to acquire desired information by moving from one page to another in a flexible sequence.
In the marketing environment, reducing uncertainty is an important goal of consumers; therefore, they prefer to shop from the most familiar offline 'brick-and mortar' retailers. On the other hand, if they decide to buy online, they choose a retailer that it has both offline and online presence as called 'click-and mortar' companies. Since the Internet marketing is not yet equal to the most familiar purchasing habits and consumers cannot visit stores, cannot touch their purchase, and cannot bring it home, the Internet marketing may become more likely a supplementary way to shop, similar to catalog or mail order shopping. Marketers, if they decide to sell on the Internet, must understand the nature of the market and the challenges that they will face on daily basis. Continuing success may be expected as long as classic marketing tactics such as quality, reliability, and service have been implemented, and they always plan to offer: (1) something new and surprising, (2) something useful and essential, and (3) something that touches consumers' emotions.
THEREFORE, THIS COURSE IS DESIGNED TO INTRODUCE KNOWLEDGE
AND USAGE OF ON-LINE MARKETING RESOURCES FOR APPLICATION IN THE PROCESS OF
ON-LINE MARKETING PLANNING AND PROMOTIONAL STRATEGY. THE ECCOMPLISHMENT OF THESE OBJECTIVES
REQUIRES THAT STUDENT GROUPS INVESTIGATE AND WRITE A MARKETING STRATEGY FOR
EITHER A PRODUCT OR SERVICE BASED ON-LINE MARKETER. STUDENTS WILL OBTAIN FAMILIARITY WITH ONLINE
AND HARD COPY RESOURCES AND WILL DEVELOP A MARKETING PLAN EMPLOYING ELECTRONIC
COMMUNICATION TOOLS. THE COURSE
EMPHASIZES INDIVIDUAL AND GROUP ASSIGNMENTS, ON-LINE EXERCISES, AND THREE
QUIZZES. THE CASE METHOD OF LEARNING MAY
BE USED ACCOSIONALLY. COURSE COMPONETS
INCLUDE USAGE OF THE INTERNET, USAGE OF ON-LINE MARKETING INTELLIGENCE SOURCES,
USAGE OF WOLDWIDE WEB AS A COMMUNICATION MEDIUM, AND FRONT PAGE SOFTWARE FOR
WEB PAGE DESIGN.
PREREQUISITES:
MRKT 370.
COURSE OBJECTIVES:
1. TO INTRODUCE STUDENTS THE ELECTRONIC/ON-LINE MARKETING AND COMMUNICATIONS ENVIRONMENTS THAT ARE AVAILABLE IN TODAY’S FAST-PASED BUSINESS WORLD.
2. TO EXTEND STUDENTS’ KNOWLEDEGE ON-LINE MARKETING SKILLS BY BUILDING BASIC PRINCIPLES OF MARKETING MANAGEMENT.
3. TO
ENHANCE STUDENTS’ INTEREST OF TOPICS PERTINENTS TO INTERACTIVE/ON-LINE TECHNOLOGIES
AND THEIR APPLICATION TO MARKETING STRATEGY.
4. TO
ENABLE THE STUDENTS TO DEVELOP THE SKILLS REQUIRED FOR COMPLETION OF A
MARKET STUDY/ PLANNING FOR
PRODUCT/COMPANY OR SERVICE ON THE INTERNET.
5. TO
ENCOURAGE STUDENTS TO IMPROVE/DEVELOP TEAM WORKING SKILLS AND TASK DELEGATION.
COURSE REQUIREMENTS:
THE COURSE WILL HAVE A LECTURE AND
CASE/ISSUE DISCUSSION FORMAT,
WITH AN IMPORTANT EMPHASIS ON ISSUE GENERATION AND
DISCUSSION. EACH STUDENT'S COURSE GRADE
WILL BE A FUNCTION OF HIS/HER PERFORMANCE ON THE FOLLOWING COURSE REQUIREMENT
COMPONENTS.
1.
DESIGN AND IMPLEMENTATION OF TEAM/GROUP PROJECT
2.
ACTIVE LEARNING EXERCISES
3.
WRITTEN GROUP CASE STUDY/PRESENTATIONS
4. THREE SHORT QUIZES
5. CLASS PARTICIPATION/CONTRIBUTION.
6. PRESENTATION
OF TEAM PROJECT
SOME DETAILS ABOUT ASSIGNMENTS:
THROUGHOUT THE SEMESTER STUDENTS WILL BE RESPONSIBLE
FOR COMPLETION OF SEVERAL IN CLASS AND OUT‑OF‑CLASS EXERCISES (SEE
THE ASSIGNMENTS). SOME OF THESE ASSIGNMENTS WILL SERVE AS DISCUSSION POINTS
WITHIN A GROUP ENVIRONMENT IN CLASS.
STUDENTS WILL ALSO BE GRADED ON THEIR CONTRIBUTION TO CLASS DISCUSSIONS.
YOUR CONTRIBUTION TO THE KNOWLWDGE AND IMPROVEMENTS OF COURSE DESIGN WILL BE
RECOGNIZED AND REWARDED. THE EXERCISES
WILL BE A TEAM/GROUP PROJECT, WHICH REQUIRES LIBRARY RESEARCH AND FIELD WORK
AND ONLINE EXERCISES. THEIR PURPOSE IS TO GIVE STUDENTS AN
TEAM/GROUP PROJECT:
GROUP/TEAM POJECTS PROVIDE STUDENTS WITH AN
ACCORDINGLY, TEAM/GROUP PROJECT (MAXIMUM TWO/THREE STUDENTS) IS THE MOST IMPORTANT ELEMENT OF THE LEARNING PROCESS. THE PROJECT SHOULD BE COMPREHENSIVE, AND DISCUSS AND DEAL WITH AN ON-LINE MARKETING PLAN OF A LARGE AND WELL KNOWN DOMESTIC OR MULTINATIONAL CORPORATION, AND HAVE FOLLOWING OBJECTIVES:
1. Develop a plan that incorporates the
Internet to achieve identified strategic goals.
2. Choose a company/product for which you
believe the Internet could be introduced as a strategic element for reaching
marketing GOALS. For example, you could choose an offline product for which
marketing efforts could be enhanced by using the Internet. Alternatively, you
could focus on a product that is only available through an Internet source,
whether it is digitally or physically distributed.
Project Components:
A)
Situation
Analysis:
a)
Review
existing plan, if available.
b)
Examine
environmental factors (e.g., policy, technology, competition).
B)
SWOT
analysis (explore market opportunity – supply and
Demand, threat, weaknesses).
C)
Determine
Target Markets:
a)
Note
that your "markets" may not just
consist of your customers, but also investors and employees.
b) Set Goals/Objectives.
-
Branding
-
Loyalty
-
Revenue
D)
Design
the Marketing Mix Strategies:
a) Consider the implications of the Internet as content, channel,
and communication for each of the marketing mix element.
E)
Describe
Key Components of Your Action Plan:
a) Activities that must happen to achieve objectives
b) Timeline for these
activities
F)
Ongoing
Evaluation of Plan Implementation:
a)
How
it will deal with treat/weakness.
b)
How
it will deal with opportunities.
c)
Pitfalls
and fall-back plans.
Project
Characteristics:
a) Length: Total report should be
between 12-15 pages excluding tables and
figures.
b) Format: Typed, double-spaced, with
appropriate business writing.
c) Timeline:
Proposal due: Week 5
-
The
first drafts of issues through Goals/Objectives due: Week 10
-
Final
draft due: Week 13
-
Final
report due: Week 15
SUMMARY OF
EXPECTATIONS:
THE COMPANY/PRODUCT WHICH YOU WILL DESIGN AN ON-LINE
MARKETING PLAN WILL BE YOUR OWN CHOOSING; HOWEVER, BEFORE YOU START YOU SHOULD
DISCUSS YOUR TITLE (COMPANY/PRODUCT NAME) WITH A WRITTEN PROPOSAL NOT LATER
THAN 5TH WEEK. PLEASE MAKE SURE THAT YOUR TEAM/GROUP PROJECT SHOULD
BE ANALYTICAL AND DEFEND YOUR REASONS WITH REAL DATA, FACTS AND EVIDENCES. YOU
SHOULD AVOID SUMMARY TYPE OF PAPERS AND USE AS MANY COMPANY SOURCES ON THE
INTERNET AND JOURNAL ARTICLES AS POSSIBLE.
DUE DATE OF THE FIRS DRAFT IS 13TH WEEK. PROJECTS WILL NOT BE ACCEPTED IF THE TOPICS
ARE NOT APPROVED. DUE DATE FOR THE FINAL
REPORT IS THE LAST WEEK OF THIS SEMESTER. PLEASE MAKE AN EXTRA COPY OF YOUR
PROJECT FOR YOURSELF, BECAUSE THE ORIGINAL WILL NOT BE RETURNED. IF YOU WANT TO
LEARN MY COMMENTS ABOUT YOUR PROJECT, PLEASE ENCLOSE A BLANK SHEET OF PAPER.
A GUIDELINE FOR PROPOSAL WRITING:
1. TITLE
2.
INTRODUCTION/BACKGROUND
3. PURPOSE OF THE STUDY
4.BIBLIOGRAPHY/REFERENCES
ORAL PRESENTATIONS:
AT THE END OF THIS SEMESTER, EACH TEAM WILL BE RESPONSIBLE TO MAKE A 30 MINUTUS ORAL PRESENTATION TO SUMMARIZE AND DEMONSTRATES THE MAJOR POINTS OF THEIR ON-LINE MARKETING/PROMOTIONAL PLAN. FINAL REPORT WILL BE SUBMITTED AT THAT TIME. EACH TEAM MEMBER WILL PRESENT THE PORTION OF THEIR WRITTEN REPORT. DURING THE ORAL PRESENTATIONS, YOU MUST ACT PROFESSIONALY ANDMUST WEAR BUSINESS LIKE SUIT/DRESS. I EXPECT THAT EACH MEMBER OF TEAM/GROUPS ENCOURAGE EACH OTHER FOR THIS IMPORTANT PORTION OF ORAL PRESENTATIONS.
SMALL GROUP DISCUSSIONS:
DURING THIS SEMESTER, SMALL GROUP DISCUSSION WILL BE MANDATORY
IN EACH CLASS. FOR GROUP DISCUSSION, YOU
WILL HAVE A CHAPTER/READINGS FOR ASSIGNMENTS TO DEVELOP ANSWERS TO THE SET OF QUESTIONS
ABOUT VARIOUS ASPECTS OF THE ON-LINE MARKETING/INTERNET. THESE QUESTIONS WILL
BE USED FOR CLASS DISCUSSION EVERY WEEK.
PLEASE MAKE SURE THAT EACH GROUP WILL BE RESPONSIBLE TO GIVE THEIR ANSWERS
TO ME WITH THE NAME OF GROUP MEMBERS WHO WERE ATTENDING THE CLASS/DISCUSSION ON
THAT DAY.
ACTIVE LEARNING EXERCISES:
ON WEEKLY BASIS, THERE WILL BE SEVERAL ACTIVE LEARNING EXERCISES, WHICH YOU WILL FIND AT THE END OF EACH CHAPTER. THESE EXERCISES ARE RELATED TO THE PRACTICAL APPLICATIONS OF E-MARKETING. ANSWERS TO THESE EXERCISES WILL BE DISCUSSED IN CLASS. IF YOU CHOOSE, YOU CAN BRING YOUR FAVORITE WEB SITE INTO CLASS DISCUSSSION. FOR SEVERAL EXERCISES, WRITTEN ANSWERS WILL BE EXPECTED AFTER THE CLASS DISCUSSION. PLEASE SEE THE CONTENTS FOR THE DUE DATES. YOU. CAN ALSO USE MY E-MAIL ADDRESS AND THE ANGEL PAGE FOR CORRESPONDENCE AND INFORMATION EXCHANGE.
WRITTEN CASE ANALYSIS/CLASS DISCUSSION:
EACH GROUP WLL BE RESPONSIBLE TO READ AND PREPARE A WRITTEN REPORT FOR THE CASE, WHICH THEY ARE ASSIGNED. ONLY ONE WRITTEN CASE REPORT IS EXPECTED FROM THE GROUP THAT IS ASSIGNED FOR THE PRESENTATION. THE WRITTEN CASE REPORT MUST BE 10-15 PAGES. IN ADDITION, EACH GROUP MUST PREPARE THEIR OWN ANSWERS FOR CLASS DISCUSSION. YOU SHOULD REMEMBER THAT EACH OF YOU WILL BE EVALUATED ON THEIR CLASSROOM PARTICIPATION/CONTRIBUTION DURING THE CLASS DISCUSSION. FOR PREPARATION OF WRITTEN CASE REPORTS AND PRESENTATIONS, EACH GROUPS WILL BE REPONSIBLE TO ARRANGE MEETINGS IN ADVANCE AND REPORT ANY PROBLEM THAT MAY CAUSE INEFFICIENT AND UNACCEPTABLE GROUP FUNCTIONS. CASE PRESENTATIONS WILL BE CRITIQUED BY TWO/THREE STUDENTS EACH WEEK. NAMES WILL ANNOUNCED SHORTLY.
GENERALLY SPEAKING, CASE ANALYSIS/DISCUSSION PLACES
INTELLECTUAL DEMAND ON THE STUDENTS THAT ARE SUBSTANTIALLY DIFFERENT THAN THE
OTHER EDUCATIONAL METHODS. THE PRINCIPAL
OBJECTIVE OF THIS APPROACH IS TO REDUCE THE AMOUNT OF TIME TO BE PUT IN DECISION
MAKING PROCESS. IN ADDITION, CASE ANALYSIS PLACES THE STUDENT IN A SIMULATED
BUSINESS ENVIRONMENT, WHICH HAS A LITTLE STRUCTURE TO DRAW CONCLUSION. THE ANALYST HAS LIMITED TIME AND INCOMPLETE
INFORMATION IN DEALING WITH CASE PROBLEM. YOU SHOULD REMEMBER THAT THERE IS NOT
ONE BEST ANSWER AND PERFECT SOLUTION FOR THE CASE. EACH ANALYSIS AND SET OF RECOMMENDATIONS IS
BASED UPON UNIQUE SET OF PERCEPTIONS, ANALYTICAL SKILLS, EFFORTS, AND TIME
FRAME. THAT IS TO SAY THAT QUALITY OF
SOLUTION MUST BE BASED UPON COMPLETENESS, SUBSTANTIATION OF CLAIMS, AND
CREATIVITY. THIS IS AN IMPORTANT
OBSERVATION, WHICH SHOULD BE USED WHEN ANALYST ATTACK THE CASE PROBLEM, AND
REFLECT ON HOW HIS/HER PERFORMANCE HAS BEEN EVALUATED. IT IS ADVISABLE TO ALL OF YOU THAT LIBRARY
RESEARCH MAY GREATLY IMPROVE THE QUALITY OF YOUR SOLUTION/RECOMMENDATIONS.
GUIDELINES FOR CASE ANALYSIS/PRESENTATION:
ALTHOUGH THERE ARE DIFFERENCES IN LENGTH, SCOPE AND DEGREE
OF DIFFICULTY, CASES MAY HAVE MANY THINGS IN COMMON AND CAN BE APPROACHED USING
A GENERAL ANALYTICAL FRAMEWORK AS THEY ARE PRESENTED BELOW:
1. IDENTIFICATION AND SPECIFICATION OF THE PROBLEM. This step should constitute the single most
important aspect of case preparation. To accomplish this task, you must read
and think about the case several times.
Next, a list of potential problems should be prepared. Then the list should be purged of all items,
which are symptomatic of more fundamental problems. Finally, topic areas should
organize the remaining items that truly constitute the problem areas in terms
of degree of importance, or. A precise
tightly written statement of the case problem(s) should be presented for every
case.
2. DEVELOPMENT OF ALTERNATIVE APPROACHES TO THE CASE PROBLEM. This step should contain a description of the organization strategy in the areas of marketing mix changes in the emphasis of the product, promotion, pricing and physical distribution. A well develop case presentation will develop at least three alternatives but not more than six alternative action plans. Each alternative should contains "how" and "why" aspects of the choice, and "pros" and
"cons" of the decision. For each "pro" and "con" statement, a summary statement should be included for final selection.
3. SELECTION THE MOST PROMISING
ALTERNATIVE. This step deals with
the best alternative in comparison of "pros" and "cons" of
all of the others. In this situation,
analysts usually find themselves in an environment surrounded with incomplete
information and lack of time and experience.
These excuses, although understandable, are unacceptable in the real
world as well as in case analysis. In
order to support your justification about the best alternative, a
well-documented rationale must be presented.
Before making the selection, following information may be useful:
a)
Time and dollar cost of alternatives.
b)
Discussion of how the alternatives are to be used in solving the case problem.
c) Courses of action should be taken if decision is favorable/unfavorable.
4. RECOMMENDATION. The chosen alternative should be highlighted
and justified over the others. Reasons
must be stated clearly with evidence and strengths are overcoming the
weaknesses.
5. IMPLEMENTATION. This step is essential part of the decision-making
process. In this last section of the case report, the analyst must plan and
make explicit decision to implement his/her recommendation. Consideration should be given to timing,
organizational reaction, competitive reaction, resource requirements, and
availability, methods of measuring and tracking performance. Marketing mix strategies must be clearly
defined in this section.
QUIZES:
THREE IN CLASS QUIZES ARE SCHEDULED FOR THIS COURSE. EACH QUIZ WILL COVER THE MATERIALS, WHICH WILL BE DICUSSES PRIOR TO THAT QUIZ.
CLASS PARTICIPATION/CONTRIBUTION:
IT'S EXPECTED THAT EACH STUDENT WILL PARTICIPATE IN CLASS
DISCUSSION. SINCE A PORTION OF YOUR GRADE WILL BE DERIVED FROM
VERBAL PARTICIPATION/CONTRIBUTION IN CLASS, YOU MAY IMPROVE
YOUR CLASS AVERAGES IF YOU ATTEND EACH CLASS FAITFULLY AND
COMMENT/CONTRIBUTE INTELLIGENTLY. YOUR PARTICIPATION WILL BE
GRADED BY BASING UPON YOUR INVOLVEMENT AND INTEREST IN CLASS
DISCUSSIONS.
YOU SHOULD BE SURE THAT PARTICIPATION IS NOT
VOLUNTARY, INDEX CARDS WILL BE USED TO ENCOURAGE
PARTICIPATION
IN CLASS DISCUSSION/CONTRIBUTION.
PEER RATINGS:
EACH TEAM MEMBER IS REQUIRED TO SUBMIT A PEER RATING FORM.
THIS FORM WILL CONTAIN AN EVALUATION FOR EACH TEAM MEMBER. CONTENT OF THE
RATING WILL BE KEPT CONFIDENTIAL. PEER RATING FORMS WILL BE DISTRIBUTED AT THE
END OF THIS SEMESTER, AND SHOULD BE SIGNED, FOLDED, STAPLED AND GIVEN TO ME. THE MAIN
REASON OF PEER EVALUATION IS THAT GROUP PROJETS/ASSIGNMENTS ARE
COLLOBORATIVE EFFORTS, AND EACH STUDENT SHOULD HAVE
THE FOLLOWING EVALUATIVE SCALE WILL BE USED:
·
A: group member did much more than his/her
share
·
B: group member did somewhat more than
his/her share
·
C: group member did exactly his/her share
·
D: group member did somewhat less than
his/her share
·
F: group member did much less than his/her
share
If the majority of the group gives a member a “C” average or better, then the group member’s individual grade will be the same as the group grade. On the other hand, if the majority of the group gives a member a “D”, then the group member’s individual grade will be 15 points less than the group grade. If the majority of the group gives a member an “F”, then the group member’s individual grade will be 30 points less than the group grade.
GRADING POLICY:
THE COMPONENTS OF THE COURSE WILL BE ASSIGNED THE
FOLLOWING
APPROXIMATE WEIGHTS FOR THE PURPOSE OF DETERMINING GRADES.
WRITTEN TEAM PROJECT/PRESENTATION‑‑-‑‑‑‑‑20%
CASE ANALYSIS/DISCUSSION/CONTRIBUTION/
PRESENTATION---------------------------------------------20%
ONLINE
EXERCISES/PARTICIPATION/
CONTRIBUTION---------------------------------------------15%
QUIZ I------------------‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑----------------‑‑15%
QUIZ
II----------------------------‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑------------‑15%
QUIZ III--------------------------------------------------------15%
GRADING GUIDELINES:
93 and above...A
90-92.9............A-
87-89.9............B+
83-86.9............B
80-82.9............B-
77-79.9............C+
70-76.9............C
60-69.9............D
Below 60.........F
ATTENDANCE:
ATTENDANCE TO EACH CLASS IS EXPECTED UNLESS UNUSUAL
CIRCUMSTANCES OCCUR. PLEASE DISCUSS THE REASONS WITH ME IF YOU CANNOT ATTEND
THE CLASS. ATTENDANCE WILL BE CONTROLLED ON A WEEKLY BASIS. SHOULD ANY STUDENT
INCUR AN EXESSIVE NUMBER OF ABSENCES, I RESERVE THE RIGHT TO LOWER HIS/HER
GRADE.
MAKE‑UP EXAM POLICY:
IF YOU SEE THAT YOU WILL NOT BE IN CLASS ON A TEST DAY,
YOU MUST ASK A PERMISSION TO DO SO. AN
UNAUTHORIZED ABSENCE FROM THE TEST WILL BE COUNTED AS A "0" GRADE.
ACADEMIC INTEGRITY:
For your assignments,
projects and examinations, I will suggest that you hould strictly follow the
STUDENTS WITH DISABILITIES:
The
CONTENTS OF THE COURSE*
WEEK SUBJECT CHAPTERS
1 COURSE OVERVIEW/GROUP ARRANGEMENT
INTRODUCTION TO E-BUSINESS CHPT.1
----------------------------------------------------------
2 UNDERSTANDING E-BUSINESS TECHNOLOGY CHPT.2
D.A.Griffit and J.W.Palmer. “Leveraging the Web for Corporate Success”,
Business Horizon, January/February, 1999, pp3-10.
Active Learning: Exercise 2.1
Exercise 2.2
Exercise 2.3
---------------------------------------------------------------------------------------------------------
3. INTERNET
TECHNOLOGY CHPT.2
(Appendix)
S. S. Cohen, J. Bradford Delong and J. Zysman. “The Next Industrial Revolution”,
The Milken Institute Review, First Quarter 2000, pp.16-22.
Active Learning: Exercise A2.1
Exercise A2.2
Case:
Salesdriver: The Lorimar Request (p.91)
-------------------------------------------------------------------------------------------------------
4. E-BUSINESS COMMUNICATIONS CHPT.3
D. Barton. “Build a Strong Customers-Brand Relationships”., e-Business Advisor,
April, 2000, pp. 34-40.
Active Learning: Exercise 3.1
Exercise 3.2
Exercise: 3.3
QUIZ I
(
-----------------------------------------------------------------------------------------------------------
5
WEB
PAGE DESIGN
CHPT. 3
(Appendix)
Marcia Stepanek. “ How an Internet Opened Up the Door to Profits”, Business
Week,
Active Learning: Exercise A3.1
Exercise A3.2
Case: Cisco Systems Inc.: Managing
Corporate Growth Using Internet (p.55)
------‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑-------------------------
6. E-BUSINESS DISTRIBUTION SYSTEMS AND
SUPPLY CHAIN MANAGEMENT CHPT. 4
Dirk Van den Poel and J. Leunis. “Consumer Acceptance of the Internet as a Channel
of Distribution”, Journal of Business Research, 45 (1999), pp. 249-256.
Active Learning: Exercise 4.1
Exercise 4.2
Exercise 4.3
Case:
OP4.com: Choosing a Web-site Design Agency (p.68)
-----------------------------------------------------------------------------------------------------------
7. E-BUSINESS VALUE STRATEGIES CHPT. 5
Tim Mack. “Electronic Marketing: What You Can Expect”, The Futurists,
March/April 2000, pp. 40-44.
Active Learning : Exercise 5.1
Exercise 5.2
Exercise 5.3
Case: Grocery Gateway.com (p.133)
‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑------------------------------------------------------
8. E-COMMERCE CHPT. 6
Steve Hamm and M. Sepanek. “From Reengineering to E-Engineering”, Business
Week,
Active Learning : Exercise 6.1
Exercise 6.2
Exercise 6.3
QUIZ II
(
-----------------------------------------------------------------------------------------------------
SPRING BREAK: No
class March 10-14
-----------------------------------------------------------------------------------------------------------
9. E-BUSINESS
PROMOTION CHPT. 7
Bob Tedeschi. “Going online to Buy a car”,The new York Times, September 16
2002.
Active Learening: Exercise 7.1
Exercise 7.2
Exercise 7.3
Case:
Metropolitan Life Insurance: E-Commerce(p.264)
10. THE MARKET CHPT. 8
Bob Tedesch. “Online
Shopping Hraded Toward a Strong Season”, The
New
York Times (nytimes.com),
Active Learning: Exercise 8.1
Exercise 8.2
Exercise 8.3
Case: Reuters’ Internet Strategy (A)
(p.292)
-----------------------------------------------------------------------------------------
11. INFORMATION COLLECTION AND USE CHPT. 9
pp. 55-60.
Active Learning : Exercise 9.1
Exercise 9.2
Exercise 9.2
Case: eLance.com: Preventing
Disintermediation (p.282)
------------------------------------------------------------------------------------------
12. E-BUSINESS MANAGEMENT CHPT.10
L. Pitt, P. Berthon and Jean-Paul Berthon. “Changing Channels: The Impact of the
Internet”, Business Horizxan, March/April 1999, pp.19-28
Active Learning : Exercice 10.1
Exercise 10.2
Exercise 10.3
Case: Looks.com
(A): Building Asia’s First Health, Beauty and Fashion E-Tailor (p.223)
------------------------------------------------------------------------------------------------------------
13. E-BUSINESS CAREER CHPT.10
(Appendix)
L. Pitt, P. Berthon and R. T. Watson. “Cyberservice: Taming Service Marketing
Problems with the World Wide Webb”, Business Horizon, January/February,
pp. 11-18.
Active Learning: Exercise A10.1
Exercise A10.2
QUIZ III
(
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14. E-BUSINESS STRATEGY CHPT. 11
D. A. Griffith and J. W. Palmer. “Leveraging the Web for Corporate Success”,
Business Horizon, January/February 1999, pp.3-10
Active Learning: Exercise 11.1
Exercise 11.2
Exercise 11.3
Case: Blinds to
go: Evaluating the blindsToGo.com Retail E-Commerce Venture (P.240)
-----------------------------------------------------
15 PRESENTATION OF THE TEAM/GROUP PROJECTS
‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑‑-------------‑‑‑‑‑‑‑‑‑‑‑‑------
*Tentative
list. Subject to change.
UY: