ENTR 410 - Entrepreneurial Marketing
ENTR 410 Entrepreneurial Marketing (3) Principles of Internet marketing and strategies for marketing new ventures on the Web.
Overview | Course Objectives | Materials | Library | Technical Requirements | Course Schedule | Course Requirements | Grading | Academic Integrity | Policies
Overview
This course focuses on marketing strategies for new ventures with a specific emphasis on internet marketing. Entrepreneurs have limited time, financial, human, and other resources to perform their marketing function. In this course, we will concentrate on the key entrepreneurial marketing concepts and methods, and their real world application by entrepreneurs. We will consider entrepreneurial marketing as a process and mindset that leads to sustainable competitive advantage for the new venture; more specifically, persistent pursuit of opportunities, innovation and renovation through an iterative process, risk management, and adaptation will be included in the entrepreneurial marketing. A special emphasis will be given to the marketing function on the internet by exploring how successful marketing efforts on the web operates and how new ventures can benefit from the web technology to market their products. The internet is the most dynamic marketplace that marketers operate. This class will give you the theoretical understanding of the internet marketing for new ventures by focusing on the skills needed to perform practical online marketing functions. Using a simulation game, the course also provides a hands-on application of web marketing strategies specifically geared toward new ventures. After completing this course, you should be able to have a much better understanding of the online presence of a company and improve the use of internet presence of new ventures.
Prerequisite:
ENTR 320, MIS 204, MKTG 301
Course Objectives
- Acquire the foundation skills and knowledge needed to perform marketing tasks in entrepreneurial companies.
- Apply marketing theory and concepts to entrepreneurial ventures.
- Gain knowledge about the importance of a web presence for entrepreneurs from a marketing perspective.
- Develop collaboration skills through simulation gaming in self-disciplined diverse teams.
- Develop strategic and tactical skills and knowledge in internet marketing.
Learning Outcomes
- Recognize the significant changes taking place in today’s business environment and marketing today.
- Identify the role of marketing for new ventures.Identify the critical dimensions of a new ventures and their environment.
- Apply market segmentation and targeting decisions to new ventures.
- Develop an understanding of approaches to formulate product, price, promotion, and place decisions for entrepreneurs.
- Develop skills and understanding for the effective use of internet marketing such as search engine optimization (SEO), email marketing, and website management/analytics to improve new venture’s effectiveness on the web.
Course Materials
Required Materials
You may purchase course materials from Barnes & Noble College (the bookstore used by Penn State's World Campus). For pricing and ordering information, please see the Barnes & Noble College website. Materials will be available at Barnes & Noble College approximately three weeks before the course begins. Alternatively, you may obtain these texts from other favorite bookstores. Be sure you purchase the edition/publication date listed.
Harvard Business Review Cases and Readings
Harvard Business Review cases and readings may be required in this course.
Course Reserves
This course requires that you access Penn State library materials specifically reserved for this course. You can access these materials by selecting Library Resources in your course navigation, or by accessing the Library E-Reserves Search and search for your instructor's last name.
Library Resources
Many of the University Libraries resources can be utilized from a distance. Through the Libraries website, you can
- access magazine, journal, and newspaper articles online using library databases;
- borrow materials and have them delivered to your doorstep—or even your desktop;
- get research help via email, chat, or phone using the Ask a Librarian service; and
- much more.
You can view the Online Students' Library Guide for more information.
You must have an active Penn State Access Account to take full advantage of the Libraries' resources and services. Once you have a Penn State account, you will automatically be registered with the library within 24–48 hours. If you would like to determine whether your registration has been completed, visit the Libraries home page and select My Account.
Technical Requirements
| Operating System | Canvas, Penn State's Learning Management System (LMS), supports most recent versions of Microsoft Windows and Apple Mac operating systems. To determine if your operating system is supported, please review Canvas' computer specifications. |
|---|---|
| Browser | Canvas supports the last two versions of every major browser release. It is highly recommended that you update to the newest version of whatever browser you are using. Note: Cookies must be enabled, and pop-up blockers should be configured to permit new windows from Penn State websites. |
| Additional Canvas Requirements | For a list of software, hardware, and computer settings specifically required by the Canvas LMS, please review Canvas' computer specifications. |
| Additional Software | All Penn State students have access to Microsoft Office 365, including Microsoft Office applications such as Word, Excel, and PowerPoint. |
| Hardware | Monitor: Monitor capable of at least 1024 x 768 resolution |
| Mobile Device (optional) | The Canvas mobile app is available for versions of iOS and Android. To determine if your device is capable of using the Canvas Mobile App, please review the Canvas Mobile App Requirements. |
Student Education Experience Questionnaire (SEEQ)
During the semester you will receive information for completing the Student Education Experience Questionnaire (SEEQ). Your participation is an opportunity to provide anonymous feedback on your learning experience. Your feedback is important because it allows us to understand your experience in this course and make changes to improve the learning experiences of future students. Please monitor email and course communications for links and availability dates.
If you need technical assistance at any point during the course, please contact the Service Desk.
For registration, advising, disability services, help with materials, exams, general problem solving, visit World Campus Student Services!
Course Schedule
Note: All due dates reflect North American eastern time (ET).
- Course begins: First Day of Semester
- Course ends: Last Day of Semester
The schedule below outlines the topics we will be covering in this course, along with the associated time frames and assignments.
Note that all dates reflect North American Eastern Time (ET). This ensures that all students have the same deadlines regardless of where they live. All lesson assignments must be submitted by 11:59 PM (ET) on the last day of the timeframe indicated below for the lesson unless otherwise stated.
Discussion forum first posts are due Thursday of the lesson week assigned.
Lesson 1: Introduction to Entrepreneurial Marketing
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| Readings: | Textbook
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(All assigments are due by 11:59 pm on Sunday of the week unless otherwise noted by instructor) |
Lesson 2: Selecting Developing and Evaluating Products
| Time frame: | Week 2 |
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| Readings: | Textbook
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(All assigments are due by 11:59 p.m. on Sunday of the week unless otherwise noted by instructor) |
Lesson 3: Pricing Decisions
| Time frame: | Week 3 |
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Lesson 4: Public Relations
| Time frame: | Week 4 |
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Lesson 5: Public Relations
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Lesson 6: Advertising Decisions
| Time frame: | Week 5 |
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Lesson 7: Midterm
| Time frame: | Week 6 |
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Lesson 8: Distribution Decisions
| Time frame: | Week 7 |
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Lesson 9: Entrepreneurial Sales
| Time frame: | Week 8 |
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Lesson 10: Entrepreneurial Sales Management
| Time frame: | Week 8 |
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Lesson 11: Networks, Partners, and Entrepreneurial Success
| Time frame: | Week 9 |
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| Readings: | Textbook
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(All assigments are due by 11:59 pm on Sunday of the week unless otherwise noted by instructor) |
Lesson 12: People and Partners: Team Building
| Time frame: | Week 10 |
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| Readings: | Textbook
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Lesson 13: Market Research and Demand Forecasting
| Time frame: | Week 11 |
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Lesson 14: Entrepreneurial Branding
| Time frame: | Week 12 |
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| Readings: | Textbook
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Lesson 15: Entrepreneurial Financing
| Time frame: | Week 13 |
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| Readings: | Textbook
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| Activities: |
(All assigments are due by 11:59 pm on Sunday of the week unless otherwise noted by instructor) |
Final Exam
| Time frame: | Week 14 |
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Course Requirements
There are 1,000 possible total points to be earned in this course.
Exams
The exams are designed to assess your understanding and ability to apply and communicate the important theoretical and practical concepts learned in the course. These exams will consist of two parts multiple-choice and essay questions. For the multiple choice portion, you will be asked to pick the best answer from among the choices presented. This portion is timed and only one submission is allowed. In the midterm there are 30 questions and you have one hour to complete the exam. For the final there are 40 questions and 80 minutes to complete the exam.
Essay questions will assess your understanding of important concepts covered in the lessons/readings you will be asked to answer 6-8 questions 10pts each. For the essay questions, provide comprehensive answers to each question based on your understanding of the entreprenurial marketing principles and the ideas presented in the articles. Answer all parts of the essay questions thoroughly. A few of sentences for the essays will not be sufficient to earn points. The essay portion of the exam is not timed. We advise that you write and SAVE your answers in a word document before copying the responses in to the box.
Both the Midterm and the Final will consist of these two portions.
Self-Check
It is expected that students read the assigned textbook and Lesson content available online. To ensure that students are completing the assigned readings for each lesson, students will be required to complete a graded matching activity each week that directly correlates to these assignments. Each lesson's matching activity presents students with a definition and a pull-down list of terms from which they must choose a match. To do well in this activity, you must comprehend the course content and basic concepts discussed in the lesson content and readings. You will use reasoning as well as differentiation. This activity also enhancing your recognition and understanding of the concepts and the terminology used in the course content. Other important skills required for completing these activities include making inferences, conceptualizing the concepts, and drawing conclusions from the lesson content. Again, the matching activity questions are drawn from the course lessons, as well as the assigned readings, case studies, and videos.
Entrepreneurial Fieldwork
I. Sales Observation Report (Due Lesson 10)
This assignment requires you to locate an entrepreneur (who also does personal selling) and arrange to spend some time with him/her to observe his/her sales call activities and/or how he/she engages personal selling. Then you provide a written summary of your observations and make reflections about your observations and entrepreneurial selling.
Arranging the visit/shadow the call
You should apply several criteria to your selection of an entrepreneur with whom to work.
- Find an entrepreneurial company that you are interested in observing.
- Spend time with the salesperson (entrepreneur) “in the field” or actual selling situation. The purpose is to observe the sales calls.
- Make it clear to the salesperson that you will be responsible for your own transportation to and from your pre-arranged meeting place (either face-to-face or cyber-space). Assure the salesperson that you will not be a burden and will not take valuable time away from their work.
- Observe the salesperson without interrupting. Ask questions only when appropriate.
When you have completed the activity, thank the salesperson in person, and then send a written thank you note.
Report Your Experience
Prepare a three page written report in which you address the following questions:
- What are the salesperson’s principal duties?
- What product(s) did the salesperson sell?
- What is the salesperson’s attitude toward the job? How do you know?
- How would you describe the prospects and customers you encountered?
- What qualifications do you think needed for the job you observed?
- What type of sales presentation method did he/she use?
- How different (if there is any difference) what is being practiced from what you have learned in this course?
- Others (add other observations not listed above)
Also, have a conversation with the salesperson and record his or her answers about the selling process. You can ask the following questions during your conversations:
- Who is the strongest competitor (Company? Person?)
- What do you like most about selling? What do you like least?
- What advantages and disadvantages are there to the entrepreneurial sales positions?
- What prospecting methods do you use? Which ones yield better results?
- How many calls do you usually have to make to close a sale? How is your performance evaluated?
- How long do your customers stay with you? How loyal are they? Why?
- What kind of support do you get or do you need to do your selling job effectively? What departments or functional units are the most critical?
- Others (add other questions not listed above).
Finally, attach one of the salesperson’s (entrepreneur) business cards (scanned image) to your report before submitting it.
________________________________________________
Entrepreneurial Ecosystem memo (due Lesson 11)
Your goal is to meet with the entrepreneur again to learn more about the entrepreneurial ecosystem he/she has.
Ask questions about
- customers,
- key business participants, and the
- community engagement.
What specific actions is the entrepreneur taking to accelerate product adoption through word-of-mouth communication? What kind of partnerships have been established with business participants and benefits obtained? Specific engagements in the community and how those actions are influencing venture success and sustainability? Share the insights that you learned in a 1-page (max) memo. In this memo, I also want you to add your comments and suggestions that you thought the entrepreneur could benefit from if those actions were to be implemented.
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Entrepreneurial Research memo (Due Lesson 13)
You may use the same entrepreneur you had contacted in the previous lessons. Your goal is to meet with the entrepreneur again to learn more about their information needs and use. Because entrepreneurs are so very busy with the business, many don't simply have the time or resources to explore marketing research options. Therefore, please be careful with your questions and soften them as needed.
Start with getting information about if they have undertaken any marketing research research recently. Make sure that this is a conversation about understanding how the entrepreneurs gather and utilize research information for their decision making. Other discussion areas might include
- the type of the information they need the most
- how they obtain that information
- how do they know or estimate their market size
- how much resources are spent on gathering that information, and any other ways they deal with their information needs.
- Also, mention about TAM, SAM, and the Bass model.
Get their feedback about their knowledge (formal or information) about those concepts and discuss how they could benefit from such information in their business. Share the insights that you learned in a 1-page (max) memo. In this memo, I also want you to add your comments and suggestions that you thought the entrepreneur could benefit from the information learned in this lesson.
Simulation
MIMIC Pro Internet Marketing is a marketing simulation game designed to teach students the Internet Marketing essentials including the development of landing pages, creating ad campaigns, search engine optimization and email marketing.
You have been hired to manage online marketing for Kent’s Camera Castle. They have dominated the local market for a while but their online presence is suffering. They have a website but their online sales have not been doing well. Your job is to take the lead and get the online sales back on track. Your boss gives you some basic guidance and wishes you luck on figuring out how you’re going to sell these cameras online. Your task is getting your products online, driving traffic to your website, converting traffic to sales. You will do this by creating a website for your company and managing a Pay-Per Click and email marketing campaign. Your goal is to make as much money as you can for your company through your digital marketing efforts. Your team will be ranked against the other teams in your class according to how many conversions you have, how high your return on ad spending is, and how much profit you made.
You will work in teams (3-5) on MIMIC Pro Internet Marketing and your performance will be assessed against the other teams in the class. The first round decisions of the game is made individually and the rest of the round decisions are made as a team. See the Simulation Resource page in Lesson 1 for more details.
You will get further instructions from your instructor about how to register and purchase the simulation.
Peer Evaluation
Because success in business and marketing relies on working well within a team, individual accountability plays an important part in that process. Your team hopefully worked well to complete all group assignments. To get feedback from your team, you will be evaluating your peers on their individual contributions to that group assignments using a structured Peer Evaluation Rubric, which will ask each team member to score his/her peers on a scale from one to five along four dimensions:
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Cooperation
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Dependability and Commitment
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Participation
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Quality of Work
Case Analysis
Throughout the semester, students will be assigned real life cases to do a comprehensive analysis. Case analyses are useful in providing you with practical experience in dealing with entrepreneurial marketing problems faced in the “real world.” This type of applied experience is vital in developing a complete understanding of the development, implementation, and management of entrepreneurial marketing strategies. There are four written case analyses selected for you for this course. Written case analyses reports should not be less than 5 pages, word processed with a double space margin. Since there are no perfect solutions to the cases assigned, students will be graded on: (a) organization, (b) understanding the marketing issues, (c) originality of ideas and solution alternatives, (d) breadth and depth of coverage of the issues, (e) clarity of exposition, and (f) thoroughness in integrating the multiple components of the cases.
After reading the case studies, students will work independently to answer a series of questions related to the cases using the suggested case analysis format. Students are expected to reflect upon what has been learned in the textbook as well as the lesson material.
Suggested Format for Written Case Analyses
The case analysis method is frequently used in various business schools. It offers various benefits to students by providing real life scenarios and illustrating the complications of marketing strategy decisions. It gives students an opportunity to apply the conceptual knowledge learned throughout the course and understand that the marketing decisions are not made in a vacuum but in an environment where several factors are not under the control of the decision maker. The Harvard Business School cases are well-known and frequently used by scholars across the nation. Four specific cases are selected for this global marketing course. You need to read each of these cases thoroughly and perhaps more than once in order to understand the issues faced and solutions need to be offered. Each case is unique and there is no single best method to tackle the issues presented in these cases. Multiple solutions could be supported but what is important is how you analyze the case and offer solutions that are backed by the conceptual knowledge learned in this course. Although there is no single best solution, we suggest that you analyze the case using the following guidelines and provide in-depth analysis of your evaluation of the case. Your write-up should be sufficient for detailed analysis of the case by using the following outline areas. A rubric will be used to assess the quality of your analysis in each area.
Situational Assessment (SWOT ANALYSIS)
In this section you need to develop a synopsis and evaluation of current situation. When conducting SWOT analysis, try to be more diagnostic and do not simply restate information given in the case. Assess relevant environmental information, market, and competitors. What are the firm's objectives? Are they financially sound? Provide quantitative assessments, if applicable. What are firm's strengths and weaknesses? Do they have any core competency? Are the assumptions and opinions held by management realistic?
Identify Problem(s)
When trying to identify the issues/problems in the presented in the case, do not mix-up the symptoms with underlying problems. Remember, problems are the causes and symptoms are effects. For instance, sales decline may be the result of low sales force morale and high turnover but these might be due to the other organizational factors. You need to focus on the cause rather than the symptoms.
Identify/evaluate Alternative Courses of Actions
Prepare a list of feasible strategic alternatives that are available for the decision makers. Discuss the advantages and disadvantages of each one and then refine your list. Are they feasible given the various constraints? How does the alternative address the issues you have identified in the previous step? Make sure to support each alternative by evaluation of its pros and cons.
The Case Analysis Rubric will provide the criteria upon which you will be graded (see individual assignment page for details)
Participation in Online Discussions
Students are expected to participate in online discussions board for each Lesson. You are expected to post your discussion timely and respond to at least two postings of your classmates for each discussion question. For discussion board posting and replies,
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please be thoughtful application of assigned reading (past and present) to the current discussion.
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contribute to moving the discussion and analysis forward.
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build upon the comments of your classmates (demonstrating your understanding of these comments as well as your own analytical skills).
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include evidence or logic.
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tie relevant current events or personal experience to the discussion.
Pay attention to the open and closed dates for discussion. You may not post (for a grade) once a discussion is closed (at the end of that lesson).
Active participation is required and will include posting answers to questions posed by the instructor and replying to other participants’ postings. The first post is your analysis of the question. This initial posting should occur on or before Thursday of that week, response posts are due Sunday. You must respond to at least two other posts by the time the discussion is closed. Keep in mind that there might be times where there will be two discussions occurring concurrently. It is your responsibility to keep track of your own participation in these discussions. The good thing is that you are in direct control of this aspect of your grade! Remember to post your initial response early in the lesson and to respond to at least two other posts by your classmates for each question.
You will be assessed on both quality of your postings. When posting to the discussion area, type in your comments directly into the discussion forum. Do not type your comments into a document and then attach it to the discussion, unless specifically advised to do so.
Grading
| Numerical value | Letter grade |
|---|---|
| 93 and above | A |
| 90–92.99 | A- |
| 87–89.99 | B+ |
| 83–86.99 | B |
| 80–82.99 | B- |
| 77–79.99 | C+ |
| 70–76.99 | C |
| 60–69.99 | D |
| below 60 | F |
Please refer to the University Grading Policy for Undergraduate Courses for additional information about University grading policies.
If, for reasons beyond the student's control, a student is prevented from completing a course within the prescribed time, the grade in that course may be deferred with the concurrence of the instructor. The symbol DF appears on the student's transcript until the course has been completed. Non-emergency permission for filing a deferred grade must be requested by the student before the beginning of the final examination period. In an emergency situation, an instructor can approve a deferred grade after the final exam period has started. Under emergency conditions during which the instructor is unavailable, authorization is required from one of the following: the dean of the college in which the candidate is enrolled; the executive director of the Division of Undergraduate Studies if the student is enrolled in that division or is a provisional student; or the campus chancellor of the student's associated Penn State campus.
For additional information please refer to the Deferring a Grade page.
Academic Integrity
According to Penn State policy G-9: Academic Integrity , an academic integrity violation is “an intentional, unintentional, or attempted violation of course or assessment policies to gain an academic advantage or to advantage or disadvantage another student academically.” Unless your instructor tells you otherwise, you must complete all course work entirely on your own, using only sources that have been permitted by your instructor, and you may not assist other students with papers, quizzes, exams, or other assessments. If your instructor allows you to use ideas, images, or word phrases created by another person (e.g., from Course Hero or Chegg) or by generative technology, such as ChatGPT, you must identify their source. You may not submit false or fabricated information, use the same academic work for credit in multiple courses, or share instructional content. Students with questions about academic integrity should ask their instructor before submitting work.
Students facing allegations of academic misconduct may not drop/withdraw from the affected course unless they are cleared of wrongdoing (see G-9: Academic Integrity ). Attempted drops will be prevented or reversed, and students will be expected to complete course work and meet course deadlines. Students who are found responsible for academic integrity violations face academic outcomes, which can be severe, and put themselves at jeopardy for other outcomes which may include ineligibility for Dean’s List, pass/fail elections, and grade forgiveness. Students may also face consequences from their home/major program and/or The Schreyer Honors College.
How Academic Integrity Violations Are Handled
World Campus students are expected to act with civility and
personal integrity; respect other students' dignity, rights, and
property; and help create and maintain an environment in which all
can succeed through the fruits of their own efforts. An environment
of academic integrity is requisite to respect for oneself and
others, as well as a civil community.
In cases where academic integrity is questioned, the Policy on Academic Integrity indicates that procedure requires an instructor to inform the student of the allegation. Procedures allow a student to accept or contest a charge. If a student chooses to contest a charge, the case will then be managed by the respective college or campus Academic Integrity Committee. If that committee recommends an administrative sanction (Formal Warning, Conduct Probation, Suspension, Expulsion), the claim will be referred to the Office of Student Accountability and Conflict Response.
All Penn State colleges abide by this Penn State policy, but review procedures may vary by college when academic dishonesty is suspected. Information about Penn State's academic integrity policy and college review procedures is included in the information that students receive upon enrolling in a course. To obtain that information in advance of enrolling in a course, please contact us by going to the Contacts & Help page .
Student Responsibilities and Conduct
- Students are responsible for online course content, taking notes, obtaining other materials provided by the instructor, taking tests (if applicable), and completing assignments as scheduled by the instructor. As a general rule, students should plan on logging into the course at least three times per week and spending at least three hours per course credit per week on the course, e.g., if the course is three credits, the student should plan on spending at least 9-12 hours per week on the course, just as they would in a residence course.
- Students are responsible for keeping track of changes in the course syllabus made by the instructor throughout the semester.
- Students are responsible for monitoring their grades.
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Students must contact their instructor (and teammates when working on any collaborative learning assignments) as soon as possible if they anticipate missing long periods of online time due to events such as chronic illnesses, death in the family, business travel, or other appropriate events. The instructor will determine the minimal log on time and participation required in order to meet course responsibilities. In the event of other unforeseen conflicts, the instructor and student will arrive at a solution together.
- Requests for taking exams or submitting assignments after the due dates require documentation of events such as illness, family emergency, or a business-sanctioned activity.
- Conflicts with dates on which examinations or assignments are scheduled must be discussed with the instructor or TA prior to the date of the examination or assignment.
- Students are responsible for following appropriate netiquette (network etiquette) when communicating with their instructor and classmates. For reference, see the Academic Success Kit.
- Behaviors that disrupt other students’ learning are not acceptable and will be addressed by the instructor.
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For severe and chronic problems with student disruptive behavior, the following will be applied for resolution:
- Senate Committee on Student Life policy on managing classroom disruptions: Office of Student Accountability and Conflict Response.
- Penn State Principles
Policies
Late Policy
Late Assignments will not be accepted. It is your responsibility to contact the instructor prior to the due date of an assignment if you are aware of extenuating circumstances that will impact your ability to meet a deadline. The instructor will determine if alternative arrangements may be made.
Blank or Erroneous Assignment Submissions
It is your responsibility to ensure that you have uploaded the correct document to each assignment prior to the assignment due date. Please check your assignment submission immediately after uploading a file in Canvas to ensure that it contains content and is the correct file. If you notice an error, such as a blank or incorrect file, you must resubmit the assignment before the assignment due date. Similarly, you are responsible for ensuring that discussion forum initial posts are not blank and that any website URL submissions (such as links to documents, video recordings, etc.) have the correct sharing settings enabled so that they can be viewed by recipients. Any blank or erroneous submissions that you have not resubmitted by the assignment due date will receive a zero for the assignment.
Accommodating Disabilities
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In order to apply for reasonable accommodations, you must contact the appropriate disability resources office at the campus where you are officially enrolled, participate in an intake interview, and provide documentation based on the documentation guidelines. If the documentation supports your request for reasonable accommodations, your campus's disability resources office will provide you with an accommodation letter. Please share this letter with your instructors and discuss the accommodations with them as early in your courses as possible. You must follow this process for every semester that you request accommodations.
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Veterans and currently serving military personnel and/or dependents with unique circumstances (e.g., upcoming deployments, drill/duty requirements, VA appointments, etc.) are welcome and encouraged to communicate these, in advance if possible, to the instructor in the case that special arrangements need to be made.
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Additional Policies
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