University of Southern California Marshall School of Business. IOM 499 (IOM 462) Managing a Small Business on the Internet

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1 Course Introduction University of Southern California Marshall School of Business IOM 499 (IOM 462) Managing a Small Business on the Internet Fall 2012 Units: 2.0 Prerequisites: None Schedule: Wednesday, 6:00-7:50pm, ACC 310 Office Hours: Wednesday, 7:50-8:20pm, ACC 310 Professor Richard W. Selby Bridge Hall , cell The internet provides an innovative global digital platform that enables es to communicate information, create relationships, and conduct business in an efficient, effective, and scalable manner. Understanding the current and future uses of the internet for small businesses is essential and empowering for any student. This introductory course summarizes the foundational knowledge and skills that any student needs to know about managing a small business on the internet. This course focuses on internet strategies, tools, and resources organized into eight major themes for managing es: Innovation Market forces Challenges Search and advertising Analytics and targeting Security and privacy Organizational and market impact Future internet trends This course does not assume prior knowledge of internet topics for managing es, and there are no prerequisites. This course is open to all USC students from all schools and all majors. Course Definition (from Course Catalog) Foundational knowledge for managing a on the internet, including strategies, tools, and resources integrated with hands-on skills for developing a website. 1

2 Learning Objectives In this course students will learn: Foundational knowledge and skills for managing a on the internet Knowledge of internet strategies, tools, and resources for managing a Hands-on skills of creating, developing, and launching an internet website for a small business Course Format This course meets for 15 class sessions (except for any conflicts with holidays), and there is an additional session at the end for the final exam. Classes include a mixture of lectures, demonstrations, and discussions. Students are expected to read the materials in advance of class, come to class prepared to discuss the readings, apply the internet skills they learn in class in a project that uses commercial tools to customize a pre-configured system for small businesses, and demonstrate their project to showcase its features. Students are encouraged to collaborate with others on their projects to foster ideas and get feedback for improvements. Course Reading Materials Course reading materials are provided that describe internet business topics including knowledge, resources, and current events in the economy. Course reading materials are organized into a course reader, and the materials are as follows: Innovation The World s Most Innovative Companies in Web/Internet, FastCompany.com, August 27, 2012, 4 pages. The World s Most Innovative Companies in Mobile, FastCompany.com, August 27, 2012, 4 pages. The World s Most Innovative Companies in Social Media, FastCompany.com, August 27, 2012, 3 pages. The World s Most Innovative Companies in Advertising, FastCompany.com, August 27, 2012, 4 pages. The World s Most Innovative Companies: Top 10 by Industry, FastCompany.com, August 27, 2012, 7 pages. Stu Woo, U. S. Web Sales Sparkled for Holiday Season, Wall Street Journal WSJ.com, December 30, 2011, 2 pages. Spencer Ante, Avoiding Innovation s Terrible Toll, Wall Street Journal WSJ.com, January 7, 2012, 3 pages. Market forces Associated Press, Report: Apple Leads the Mobile Computer Market, Wall Street Journal WSJ.com, February 16, 2011, 2 pages. Rolfe Winkler, After Legal Victory, Apple Patently Rules in Mobile Devices, Wall Street Journal WSJ.com, August 26, 2012, 2 pages. John Letzing and Jessica Vascellaro, Apple Seeks U.S. Sales Ban on Eight Samsung Devices, Wall Street Journal WSJ.com, August 27, 2012, 3 pages. 2

3 Amir Efrati and Jessica Vascellaro, Power Shifts Atop Google, Wall Street Journal WSJ.com, January 21, 2011, 4 pages. Christopher Lawton and Nick Wingfield, Nokia Gambles on a Microsoft Lifeline, Wall Street Journal WSJ.com, February 12, 2011, 4 pages. Holly Finn, Can We Humanize the Web?, Wall Street Journal WSJ.com, December 31, 2011, 2 pages. Spencer Ante and Shara Tibken, IBM Buys Software Maker for $1.3 Billion, Wall Street Journal WSJ.com, August 27, 2012, 2 pages. Challenges Emily Steel and Geoffrey Fowler, Big Brands Like Facebook, But They Don t Like to Pay, Wall Street Journal WSJ.com, November 2, 2011, 4 pages. Emily Steel and Geoffrey Fowler, Companies that Like Facebook Ads, Wall Street Journal WSJ.com, November 2, 2011, 3 pages. Roger Cheng, So You Want to Use Your iphone for Work? Uh-oh, Wall Street Journal WSJ.com, April 25, 2011, 4 pages. Michael Totty, The First Virus, Wall Street Journal WSJ.com, September 26, 2011, 3 pages. Mathew Schwartz, Stuxnet Launched by United States and Israel, Information Week InformationWeek.com, June 1, 2012, 2 pages. Daniel Fineren and Amena Bakr, Saudi Aramco Says Most Damage from Computer Attack Fixed, Reuters Reuters.com, August 26, 2012, 1 page. David Kiley and Burt Helm, The Short Life of the Chief Marketing Officer, Business Week BusinessWeek.com, November 28, 2007, 3 pages. Search and advertising Youngme Moon, Google Advertising, Harvard Business School case, Article Product Number , October 11, 2007, 15 pages. David Segal, The Dirty Little Secrets of Search, The New York Times NYTimes.com, February 12, 2011, 9 pages. Susan Wojcicki, Increasing Transparency and Choice with Ads on Search and Gmail, The Official Google Blog googleblog.blogspot.com, October 31, 2011, 3 pages. Search Engine Optimization, Wikipedia Wikipedia.org, December 31, 2011, 8 pages. This article is OPTIONAL reading. Analytics and targeting Julia Angwin, The Web s New Gold Mine: Your Secrets, Wall Street Journal WSJ.com, July 30, 2010, 7 pages. Julia Angwin and Tom McGinty, Sites Feed Personal Details to New Tracking Industry, Wall Street Journal WSJ.com, July 30, 2010, 3 pages. Emily Steel, Using Credit Cards to Target Web Ads, Wall Street Journal WSJ.com, October 25, 2011, 3 pages. Amir Efrati and Jennifer Valentino-Devries, Computers, Too, Can Give Away Location, Wall Street Journal WSJ.com, April 27, 2011, 3 pages. Steve Lohr, The Age of Big Data, The New York Times NYTimes.com, February 11, 2012, 5 pages. 3

4 Press Release, Obama Administration Unveils Big Data Initiative: Announces $200 Million in New R&D Investments, Executive Office of the President of the United States, March 29, 2012, 4 pages. Security and privacy Jennifer Valentino-Devries, How to Avoid the Prying Eyes, Wall Street Journal WSJ.com, July 30, 2010, 3 pages. Julia Angwin, Latest in Web Tracking: Stealthy Supercookies, Wall Street Journal WSJ.com, August 18, 2011, 3 pages. Julia Angwin and Jennifer Valentino-Devries, Google s iphone Tracking, Wall Street Journal WSJ.com, February 17, 2012, 4 pages. Geoffrey Fowler and Amir Efrati, Facebook Adds New Privacy Controls, Wall Street Journal WSJ.com, August 24, 2011, 2 pages. Siobhan Gorman, The Government Model, Wall Street Journal WSJ.com, September 26, 2011, 3 pages. Organizational and market impact Francesco Guerrera, Lessons Learned from Apple, Facebook, Wall Street Journal WSJ.com, August 27, 2012, 2 pages. Chris Murphy, Procter & Gamble CIO Filippo Passerini: 2010 Chief of the Year, Information Week InformationWeek.com, December 4, 2010, 6 pages. Jack Nicas and Daniel Michaels, The Self-Service Airport, Wall Street Journal WSJ.com, August 27, 2012, 3 pages. Prerequisites This course does not assume prior knowledge of internet topics for managing es, and there are no prerequisites. This course is open to all USC students from all schools and all majors. Course Grading Several dimensions of performance factor into the grades for students: Internet-based project. Students will apply the internet business knowledge and skills they learn in class in an project. Students will propose a business idea for an. Class materials will be presented that explain commercial internet options available to es and a framework for deciding among these options. Students will apply the framework to decide on an internet approach that best matches their business idea. They will use commercial tools to customize a pre-configured system for es, and their website will operate using a commercial platform from a supplier who hosts es on the internet. Students will demonstrate their project to showcase its features and collaborate with others on their project to foster ideas and get feedback for improvements. Guidance, instructions, demonstrations, and resources will be provided. Quiz. In order to highlight key concepts as well as provide evaluative feedback to students, there will be a quiz. This quiz serves many purposes including facilitating focus on key 4

5 principles, providing students an opportunity to share their understanding of the material, and identifying areas where further explanations are needed. Exam. The final exam will be comprehensive and cover all materials presented in all classes. This exam will provide students the opportunity to demonstrate their knowledge and skills for managing a on the internet. Class participation. Class participation will be assessed subjectively. All students are expected to contribute to the class discussions. The following table defines the detailed breakdown of the course grading. Grading Type Description Grade Breakdown Internet-based small business project Phase 1: Define business model, internet 9% strategy, and plans for your small business; In-class presentation Phase 2: Select and setup website platform for 9% your ; In-class demonstration Phase 3: Enhance the website for your internetbased 9% ; In-class demonstration Phase 4: Enhance the website for your internetbased 9% ; In-class demonstration Phase 5: Finalize the website for your internetbased 9% ; In-class demonstration Quiz Exam Grade Total Subtotal 45% Quiz 10% Subtotal 10% Final exam 35% Subtotal 35% Class participation Class participation 10% Subtotal 10% Total 100% 100% Course Communication Course communication occurs through the posting of class materials into Blackboard (http://blackboard.usc.edu ), , and announcements in class. All of the presentation materials will be posted into Blackboard, and class announcements will be sent via using Blackboard. Therefore, all students are required to have an active Blackboard account that they use regularly and this account needs to define a correct address. 5

6 Course Outline and Schedule Class and Date #1. 8/29/12 #2. 9/5/12 #3. 9/12/12 Theme: Readings and Class Discussions Innovation Learning Objectives Understand advantages of the internet for small businesses Be aware of example innovative websites Create innovative ideas for how es can use the internet Understand the pitfalls and barriers that have hindered innovation in companies (continued) (continued) 1 Market forces Understand the market forces that are influencing the internet, such as mobile devices and multimedia Identify leading internet companies and how they partner and compete with one another Understand the importance of an internet business model to generate revenue, such as ecommerce, Team Project Phase Team Project Assignments 1 Define business model, internet strategy, and plans for your 1 In-class presentation of business model, internet strategy, and plans for your internetbased small business Exam and Quiz 6

7 #4. 9/19/12 #5. 9/26/12 #6. 10/3/12 #7. 10/10/12 #8. 10/17/12 advertising, and referrals (continued) (continued) 2 Select and setup website platform for your internetbased small business Challenges Understand the 2 challenges that es face using the internet Understand commercial internet options available to small businesses Understand and apply a framework for deciding among commercial internet options for small businesses Search and advertising expand an to multiple markets and devices drive traffic to an using search engines and advertising 2 In-class demonstration of your initial website (continued) (continued) 3 Enhance the website for your No class; Use class time to meet with 3 Quiz (covers class sessions 1-6) 7

8 #9. 10/24/12 #10. 10/31/12 #11. 11/7/12 #12. 11/14/12 N/A. 11/21/12 #13. 11/28/12 your team Analytics and targeting Understand and apply analytics for evaluating usage and trends of an grow a small business s internet traffic using referrals, affiliates, and partnerships 3 In-class demonstration of enhancements to your website (continued) (continued) 4 Enhance the website for your Security and privacy establish internet data security mechanisms for an protect intellectual property when doing business on the internet (continued) (continued) 4 In-class demonstration of enhancements to your website No class; Thanksgiving break Organizational and market impact Understand organizational and market impacts of managing an avoid common mistakes when managing an 4 5 Finalize the website for your 5 8

9 #14. 12/5/12 Final exam. 12/12/12. 7:00pm- 9:00pm Future internet trends Understand future trends for managing an 5 In-class demonstration of final version of your website Final exam (cumulative) USC and Marshall Policies Add/Drop Process In compliance with USC and Marshall policies, classes are open enrollment (R-clearance) through the first week of class. All classes are closed (switched to D-clearance) at the end of the first week. This policy minimizes the complexity of the registration process for students by standardizing across classes. The professor can drop you from the class if you do not attend the first two sessions. Please note: If you decide to drop, or if you choose not to attend the first two sessions and are dropped, you risk not being able to add into another section if offered this semester, since they might reach capacity. You can only add a class after the first week of classes if you receive approval from the instructor. Marshall Grading Guidelines Marshall s course grading policy specifies a target mean GPA of 3.0 for required classes and 3.3 for electives. The mean target for graduate classes is 3.3. Marshall s assignment/exam grading policy specifies that the professor determines what qualifies as an accurate grade on an assignment, exam, or other deliverable, and the professor s evaluation of the performance of each individual student is the final basis for assigning grades for the course. Retention of Graded Coursework Final exams and all other graded work which affected the course grade will be retained for one year after the end of the course if the exam or other graded work has not already been returned to the student. If the exam or other graded work has been returned to the student, it is the responsibility of the student to retain it if he or she desires to do so. Technology Video/Audio Policy Videotaping faculty lectures is not permitted, due to copyright infringement regulations. Audiotaping may be permitted if approved in advance by the professor. Use of any recorded material is reserved exclusively for USC students. Statement for Students with Disabilities Any student requesting academic accommodations based on a disability is required to register with Disability Services and Programs (DSP) each semester. A letter of verification for 9

10 approved accommodations can be obtained from DSP. Please be sure the letter is delivered to the professor as early in the semester as possible. DSP is located in STU 301 and is open from 8:30am to 5:00pm Monday through Friday. The phone number for DSP is (213) Statement on Academic Integrity USC seeks to maintain an optimal learning environment. General principles of academic honesty include the concept of respect for the intellectual property of others, the expectation that individual work will be submitted unless otherwise allowed by an instructor, and the obligations both to protect one s own academic work from misuse by others as well as to avoid using another s work as one s own. All students are expected to understand and abide by these principles. SCampus, the Student Guidebook, contains the Student Conduct Code (available at ). Students will be referred to the Office of Student Judicial Affairs and Community Standards for further review should there be any suspicion of academic dishonesty. The Review process can be found at Failure to adhere to the academic conduct standards set forth by these guidelines will not be tolerated by the USC Marshall community and can lead to dismissal. Emergency Preparedness/Course Continuity In case of an emergency that causes travel to campus to be difficult, USC executive leadership will announce an electronic way for instructors to teach students in their residence halls or homes using a combination of Blackboard, teleconferencing, and other technologies. Professors should be prepared to assign students a Plan B project that can be completed at a distance. For additional information about maintaining your classes in an emergency please see Incomplete Grades Explanation An incomplete (IN) grade may be assigned due to an emergency that occurs after the 12th week of classes. An emergency is defined as a serious documented illness or an unforeseen situation beyond the student s control that prevents a student from completing the semester. Prior to the 12th week, the student still has the option of dropping the class. Arrangements for completing an IN course should be initiated by the student and negotiated with the professor. Class work to complete the course should be completed within one calendar year from the date the IN was assigned. The IN mark will be converted to an F grade should the course not be completed. Sexual Harassment USC policies prohibit sexual harassment. According to Faculty Handbook 2008 Section 6-D, sexual harassment consists of unwelcome sexual advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature when: (a) submission to such conduct is either explicitly or implicitly made a term or condition of an individual s employment, appointment, admission, or academic evaluation; (b) submission to such conduct is used as a basis for evaluation in personnel decisions or academic evaluations affecting an individual; or (c) such conduct has the purpose or effect of unreasonably interfering with an individual s work or 10

11 academic performance, or creating an intimidating, hostile, or offensive working or learning environment. 11

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