*Please note that this syllabus should be regarded only as a general guide to the course and is subject to change at the instructor’s discretion.

ADGR812001 Marketing Analytics, Credits: 3 Boston College Summer Session 2017

Summer 2, June 26 - August 4, 2017

Mon/Wed 6:00 PM - 9:30 PM

Instructor Name: Letizia Affinito BC E-mail: [XXXX@bc.edu] NA ; laffinitobrandnewmc.com Phone Number: 617 426-1704/857 272-9624 Office: Office Hours: before/after onsite class by appointment

Boston College Mission Statement Strengthened by more than a century and a half of dedication to academic excellence, Boston College commits itself to the highest standards of teaching and research in undergraduate, graduate and professional programs and to the pursuit of a just society through its own accomplishments, the work of its faculty and staff, and the achievements of its graduates. It seeks both to advance its place among the nation's finest universities and to bring to the company of its distinguished peers and to contemporary society the richness of the Catholic intellectual ideal of a mutually illuminating relationship between religious faith and free intellectual inquiry.

Boston College draws inspiration for its academic societal mission from its distinctive religious tradition. As a Catholic and Jesuit university, it is rooted in a world view that encounters God in all creation and through all human activity, especially in the search for truth in every discipline, in the desire to learn, and in the call to live justly together. In this spirit, the University regards the contribution of different religious traditions and value systems as essential to the fullness of its intellectual life and to the continuous development of its distinctive intellectual heritage.

Course Description As industries become increasingly competitive, companies rely more and more on marketing to attract buyers and prove the value of their spend from brand awareness to impact on revenues. Doing so in today’s digital world requires a clear understanding and management of metrics and analytics. The Internet promises to revolutionize the dynamics of international commerce and permits new types of measurement tools that will expand the data available to marketers, including advertising measurement and customer profiling. Specifically designed for Non-Quantitative Managers, this course will provide students with the main tools to lead marketing performance and help them answer key questions such as:

• How can I lead marketing performance by designing the appropriate metrics?• What are the most important marketing metrics and analytics for me to use?• How can I measure my various marketing programs’ impact on revenue and profit?• How can I best communicate marketing results with my executive team and board?

In studying a range of firms across a range of contexts and industries, the course builds on recent advances in

industrial organization and organizational economics. We use a number of cases and real life examples/simulations to discuss each of the points presented in the course. As such, the course ultimately is designed to focus on the essential topics and problems of Marketing Analytics as experienced by business managers in real life situations. The course uses graduate level business case studies from Harvard Business School, Insead Business School, IMD Business School, Stanford University, to present the fundamentals in Marketing Analytics. [See case-list herein]. Lectures will be supplemented by student research and discussion of a number of selected business cases. The course will emphasize two kinds of skills: Analytical skills, which are required for Marketing Analytics; and Administrative skills, which are required for implementation. The course will begin with the analytical skills and then move on to implementation issues. Textbooks & Readings (Required)

Readings: I have selected readings for each topic, and you must read them according to the class schedule. Some of the readings will be available as PDF files in Canvas, while others are available on different websites (I provide the links for those).

Power Point Slide Collection, in Canvas

Cases: I have selected cases for each topic, and you must analyze them according to the class schedule.

Students are also expected to scan newspapers and business periodicals to keep up with current Marketing analytics events of relevance to this course. (The New York Times, The Wall Street Journal, Financial Times, Fortune, Business Week, The Economist, Advertising Age, etc.) Textbooks & Readings (Recommended) 1. Competing on Analytics: The New Science of Winning, Thomas H. Davenport, Jeanne G. Harris

Harvard Business Press, 2007 2. Big Data at Work: Dispelling the Myths, Uncovering the Opportunities , Thomas H. Davenport, Harvard

Business Press, 2014 3. The Analytical Marketer: How to Transform Your Marketing Organization, Adele Sweetwood and Thomas H.

Davenport, Harvard Business Press, 2016 4. Predictive Analytics: The Power to Predict Who Will Click, Buy, Lie, or Die, Eric Siegel, Wiley, 2016

Canvas Canvas is the Learning Management System (LMS) at Boston College, designed to help faculty and students share

ideas, collaborate on assignments, discuss course readings and materials, submit assignments, and much more -

all online. As a Boston College student, you should familiarize yourself with this important tool. For more

information and training resources for using Canvas, click here.

Course Objectives 1. Understand the importance of analytics in decision making 2. Learn different types of data and their implications 3. Analyze implications and needed changes of the analytical organization 4. The student will demonstrate knowledge and competency across cultural settings and will learn the impact of

culture, gender, and age in marketing products and services online/offline as demonstrated by an enormous increase in the globalization environment due to the increased use of internet.

5. The student will demonstrate ethical competency pertaining to the selection and use of analytics as demonstrated by the course material and case discussions.

Grading Final grades for the course will be based upon the following weights: Mid-term exam 30% Individual final exam 40% Class Quizzes/exercises 15% Participation 15% The graduate grading system for Woods College is as follows: A (4.00), A- (3.67) B+ (3.33), B (3.00), B- (2.67) C+ (2.33), C (2.00), C- (l.67) D+ (l.33), D (l.00), D- (.67) F (.00) All students can access final grades through Agora after the grading deadline each semester. Transcripts are available through the Office of Student Services. Deadlines and Late Work Any work submitted after the due date outlined within the Course Schedule will be assessed a 10 pt. grade reduction penalty if no more than 6 days late. Work submitted later than 6 days after due date will be assessed a 20 pt. grade reduction penalty if submitted before the close of the semester. Course Assignments It is expected that you will spend 6-8 hours per week on out-of-class assignments and exercises. These are listed below. Please note that some weeks will require more time and some weeks less time but the average is approximately 7 hours per week over the semester. Course Schedule Date/Week Topic Reading/Assignments Due Date

6/26 On campus

The new customer decision journey: impact on the future of marketing and performance measurement

Basic definitions: Metrics vs Analytics

The interlocking Nature of all Marketing Metrics

Data Availability and Globalization of Metrics

READINGS

Decision-Driven Marketing (click here to read)

Aditya Joshi and Eduardo Giménez

How One Company Used Data to Rethink the Customer Journey (click here to read)

Adele K Sweetwood

How Managers’ Everyday Decisions Create—or Destroy—Your Company’s Strategy (click here to read)

Joseph L. Bower and Clark Gilbert

CASE STUDY: Carolinas Healthcare Systems: Consumer Analytics

Assignment questions:

1. Why has CHS invested in DA?

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2. How successfully has DA been so far? Why?

3. What are Dulin’s most important challenges going forward?

4. Which organizations are best-placed to provide integrated data management for individual patients?

6/28 Online

The Power of Customer Metrics

Importance of Goal Setting

Developing the Set of Metrics

Overview and analysis of the main metrics

READINGS

Marketing Metrics: Note For Marketing Managers,

Michael A. Stanko and Matthew Fleming (2014), Richard Ivey School of Business Foundation

Identify the Marketing Metrics That Actually Matter

Linda J. Popky (2014), Harvard Business Review

CASE STUDY: Choosing the Right Metrics for Listerine Brand Management in Brazil

1. Assess Listerine’s position in the Brazilian market. What objectives do you propose for the brand?

2. If you were Listerine’s brand manager, which marketing metrics would you emphasize as reflecting the brand’s objectives? What are the pros and cons of each marketing metric proposed?

3. Assume that you were tasked with increasing the market share of Listerine while retaining profitability. What system of metrics do you suggest for the brand? How would you link the metrics with possible decision levers?

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7/3 Online

Competing on analytics

Creating value in a digital economy

Anticipating the next move in a consumer’s journey to conversion, and measuring every interaction across channels

The use of new data to drive marketing decisions and measure marketing ROI

Using metrics to drive improvement

READINGS

Competing on Analytics by Thomas H. Davenport (click here to read)

Creating Value in a Digital Economy. Maxwell Wessel

Analytics for the rest of us, Jeff Tanner, Jr

CASE STUDY: Customer Analytics At Bigbasket - Product Recommendations

Assignment questions:

1. What is the difference in the recommender system requirements between Bigbasket and other e-commerce companies such as Amazon and Flipkart?

2. What are the different types of recommender systems? Which recommender system is more appropriate for Bigbasket?

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3. What are the possible data challenges in developing any data model? What approach should be taken to resolve these data challenges?

4. How do we build a Smart Basket for a customer? Can we rank the products customers buy based on what they keep buying in different baskets and how do products appear together in different baskets?+what testing strategy should be applied to find out how the model works?

5. What are the challenges and recommendations in implementing a real world solution of “Smart Basket” and “Did you forget?” use the case?

7/5 On campus

Planning for Marketing ROI in the digital era

Understanding Analytics

Regression analysis

Adopting an analytical mindset

READINGS

Getting More-Granular Data on Customer Journeys (click here to read)

by Deren Baker

Thriving in a big data world, Alden M. Hayashi

How Analytics mindset changes marketing culture, Adele K. Sweetwood (click here to read)

CASE STUDY: CDK Digital Marketing: Addressing Channel Conflict with Data Analytics

Assignment questions:

1. What misalignment(s) caused a channel conflict between manufacturers and dealers in the automotive industry? How was this conflict reflected in the attitudes of GM and its dealers toward the CDK Digital program?

2. How would you characterize CDK Digital’s core competencies as of 2011?

3. Suppose a car shopper’s interests could be known when she visited a dealer website. How would the dealer want to treat her? What aabout the OEM?

4. How can CDK Digital leverage its core competencies to provide a website solution that both GM and its dealers consider to serve their interests?

7/5

7/10 Online

Advertising Analytics 2.0

Web analytics

READINGS

Video Metrics Every Marketer Should Be Watching (click here to read)

Kristen Craft

People are the new channel (click here to read)

7/10

CASE STUDY: Web Analytics at Quality Alloys, Inc.

Assignment questions:

1. How many people visit the website? How do

they come to the website?

Is the website generating interest, and does this interest yield actual sales?

2. Do traditional promotions drive web traffic, and in turn drive incremental sales?

3. How can visits to the website best be modeled?

4. Where and how should QA advertise?

7/12 On campus

TOPICS

Social media monitoring: conducting a social media audit

Building a social analytics program

Digital marketing and customer behaviour measurement

READINGS

Is Social Media Actually Helping Your Company’s Bottom Line? Click here to read)

Frank V. Cespedes

Measurement in a Constantly Connected World (Click here to read)

Paul Muret

CASE STUDY: Managing with Analytics at Procter & Gamble

DATA ANALYTICS SIMULATION: STRATEGIC DECISION MAKING

7/12

7/17 Online

Introduction to predictive analytics

The prediction effect

Persuasion by the numbers

READINGS

Predictive_Analytics_by_Eric_Siegel_Excerpts.CHAPTER 1 (click here to read)

Uplift modeling in direct marketing, Piotr Rzepakowski and Szymon Jaroszewicz (click here to read)

MIDTERM EXAM: Marketing Analytics Challenges (MAC): Individual presentations

You will need to analyze and present your points and recommendations about the following selected case:

CASE STUDY: GoodBelly: Using Statistics to Justify the Marketing Expense

Assignment questions:

1. Build a statistical model to explain the relationship between sales and promotional efforts and interpret the regression output.

2. Does the in-store demo program boost the sales? If so, for how long does the sales lift last?

3. Does the placement of the product within the store affect the sales?

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4. What other factors affect the sales of Goodbelly’s products? Based on the regression output, what are your recommendations to GoodBelly’s management?

5. Are there any suggestions to improve and refine the model?

MIDTERM CLASS EVALUATION

7/19 On campus

Applications of predictive analytics

Predictive analytics: crowdsourcing and Supercharging Effect

READINGS

A Predictive Analytics Primer, Thomas H. Davenport; Tom Davenport (click here to read)

Where Predictive Analytics Is Having the Biggest Impact, Jacob LaRiviere; Justin Rao; Preston McAfee; Vijay K Narayanan; Walter Sun (click here to read)

CASE STUDY: Netflix Leading With Data: The Emergence Of Data-Driven Video

Assignment questions:

1. In its competition with Netflix, where did Blockbuster go wrong? How was the use of customer data a key differentiator? How might Blockbuster have better positioned itself against Netflix?

1. What were the core competencies of Netflix’s current business model?

2. What effects will the rise of the Video on Demand (VOD) market likely have on Netflix’s business model? How does VOD threaten Netflix’s business? What opportunities does it present?

3. Which of Netflix current competencies can it best leverage as a competitive advantage in VOD? Which might be liabilities?

4. What kind of partnerships should Netflix prioritize: partnerships with content providers or with hardware/device manufacturers?

7/19

7/24 Online

Offline and online metrics: how do they need to be integrated to lead global marketing performance

Developing a multichannel

attribution approach: The main key performance indicators in the new digital era and how their planning fits in the

READINGS

Online Metrics: What Are You Measuring and Why?

Raymond Pirouz; Neil Bendle

CASE STUDY: BBVA Compass: Marketing Resource Allocation

ASSIGNMENT QUESTIONS:

1. What is the role of offline and online advertising in acquiring checking account customers for the bank?

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marketing strategy development process

2. In 2010 the bank allocated $1.22 million or 21% of the total ad budget to online advertising for acquiring checking account customers (see Table B and C), while allocating the rest of the budget offline marketing efforts for this account. However, only 5% of the new checking account customers came from the online channel, while offline branches accounted for 80% of the new checking accounts (page 3), Is the 2010 advertising budget allocation between offline and online media appropriate?

3. Why did BBVA sign a multiyear sponsorship deals with NBA and ESPN? Do you agree with this decision?

4. What are the various steps in the online acquisition process and how can the bank improve this process?

5. What is the effective acquisition cost and lifetime value of customers acquired through the online channel?

6. What is the role of display and search advertising in acquiring new checking account customers? Is the 2010 advertising budget allocation between display and search appropriate?

7. Is the budget allocation among various search engines appropriate?

8. Why is the bank spending money across various display ad networks? Which ad networks are working better than others and would you change the budget allocation among them?

7/26 On campus

The changing marketing organization:

o Adopting an analytical mindset

o Realigning your structure

Analytics, data security and compliance

READINGS

“The Analytical Marketer” – An Interview with SAS’ Adele Sweetwood (click here to read)

Realigning your structure, Adele K. Sweetwood (click here to read)

There's No Such Thing as Anonymous Data, Scott Berinato (click here to read)

CASE STUDY: PATIENTSLIKEME

Assignment questions:

1. What value does PatientsLikeMe bring to patients and clinicians? How can patient-generated health data be used to make decisions regarding treatment?

2. In what ways does patient-generated health

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data complement traditional clinical trial processes? What challenges might arise in this context?

3. What would you advise PatientsLikeMe to consider as it aims to scale and grow its business?

4. How does PtientsLikeMe manage the issue of patient privacy? How does this differ from the traditional approach in the healthcare sector?

7/31 Online

The changing marketing organization: o Building talent and

skills o Leading the analytical

organization

Competing on talent analytics

READINGS

The Rise of the Chief Marketing Technologist (2014), HBR

Scott Brinker; Laura McLellan How to Find, Assess, and Hire the Modern Marketer, Adele K. Swetwood (click here to read)

Competing on talent analytics, Thomas J, Davenport (click here to read)

CASE: Cleveland Clinic: Transformation and Growth 2015

Assignment questions: 1. What is Cleveland Clinic overall strategy for

improving value for patients? Identify the critical components and their rationale.

2. Where has the Clinic made the most progress?

3. What are the areas for improvement?

4. Identify and evaluate the Clinic’s various approaches to growing its practice.

5. Which growth initiatives should the Clinic expand and why?

6. What other recommendations would you make to Dr. Cosgrove?

7/31

8/2 On campus

FINAL EXAM

The examination could be a combination of questions and a case study.

Details to be announced

Please note that the above mentioned assignments/business case studies can be subject to change during the course. Written Work Summer Session students are expected to prepare professional, polished written work. Written materials must be typed and submitted in the format required by your instructor. Strive for a thorough yet concise style. Cite literature appropriately, using APA, MLA or CLA style per your instructor’s requirements. Develop your thoughts fully, clearly, logically and specifically. Proofread all materials to ensure the use of proper grammar, punctuation

and spelling. For writing support, please contact the Connors Family Learning Center. Attendance Attending class is an important component of learning. Students are expected to attend all class sessions. When circumstances prevent a student from attending class, the student is responsible for contacting the instructor before the class meets. If a student accumulates an absentee record of more than two classes, the individual is liable to be penalized 25 points for each additional absence. Students who miss class are still expected to complete all assignments and meet all deadlines. A two page typewritten assignment will be due on the case in the session missed the following week. Many instructors grade for participation; if you miss class, you cannot make up participation points associated with that class. If circumstances necessitate excessive absence from class, the student should consider withdrawing from the class. Consistent with BC’s commitment to creating a learning environment that is respectful of persons of differing backgrounds, we believe that every reasonable effort should be made to allow members of the university community to observe their religious holidays without jeopardizing their academic status. Students are responsible for reviewing course syllabi as soon as possible, and for communicating with the instructor promptly regarding any possible conflicts with observed religious holidays. Students are responsible for completing all class requirements for days missed due to conflicts with religious holidays. Accommodation and Accessibility Boston College is committed to providing accommodations to students, faculty, staff and visitors with disabilities. Specific documentation from the appropriate office is required for students seeking accommodation in Summer Session courses. Advanced notice and formal registration with the appropriate office is required to facilitate this process. There are two separate offices at BC that coordinate services for students with disabilities:

● The Connors Family Learning Center (CFLC) coordinates services for students with LD and ADHD. ● The Disabilities Services Office (DSO) coordinates services for all other disabilities.

Find out more about BC’s commitment to accessibility at www.bc.edu/sites/accessibility. Scholarship and Academic Integrity Students in Summer Session courses must produce original work and cite references appropriately. Failure to cite references is plagiarism. Academic dishonesty includes, but is not necessarily limited to, plagiarism, fabrication, facilitating academic dishonesty, cheating on exams or assignments, or submitting the same material or substantially similar material to meet the requirements of more than one course without seeking permission of all instructors concerned. Scholastic misconduct may also involve, but is not necessarily limited to, acts that violate the rights of other students, such as depriving another student of course materials or interfering with another student’s work. Please see the Boston College policy on academic integrity for more information. ©2017 Boston College Summer Session

APPENDIX A

Learning by Case Studies The Harvard Business School Case Method The case method is active learning compared to the passive learning used by most of the European Universities and business schools. It is dynamic, participative and fun. At same time the learning is more practical, related to real business situations. The case method calls for discussion of real- life situations that business executives have faced. As you review cases, you will put yourself in the shoes of the managers, analyze the situation, develop recommendations, and come to class prepared to present and support your conclusions. Case Preparation The use of the case method requires to carefully read and to think about each case before you join class. Typically about 1,5-2 hours of preparation time for each case are needed. No single way to prepare a case works for everyone. However, here are some general guidelines that you can adapt to create a method that works for you. Prepare a Case Step-by-Step Read the professor’s assignment questions. These questions are provided to help you focus on certain aspects of the case. Read the first few paragraphs, then skim the case. Ask yourself, “What, broadly, is the case about, and what types of information am I being given to analyze?” Then, read the case more carefully, underlining text and writing notes. Ask yourself, “What are the basic problems this manager is trying to resolve?” Put yourself in the manager’s shoes. Sort out relevant hypothesis for each assignment question. Execute needed qualitative and quantitative analysis. Develop a set of recommendations, supported by your analysis data and findings. Classroom Experience The classroom environment is at the heart of the St. John’s MBA education. The primary reason for reading the case material before is to put everyone on an equal level in their understanding of the company, industry, and business issues. Once in the classroom, the professor will lead you through a discussion of the case. You will learn more if you come to class prepared to share your ideas and your experiences, and open to listening to your fellow participants as they share theirs. Classroom Experience in a Nutshell The rooms are specifically sized to encourage conversation, cross-talk, and the sharing of ideas. The professor will act as a facilitator, asking questions, driving conversation, and keeping track of ideas on the board or flip-chart as they emerge. We encourage people to raise their hands and be called upon before they speak. This prevents the potential chaos resulting from everyone talking at once. It also allows the professor to get as many people engaged in the

conversation as possible, and to draw on diverse points of view during class. The goal of all of these efforts is to improve your processes of analysis and decision making in situations of ambiguity, time pressure, and limited information—an attempt to replicate exactly what executives face every day in the workplace. What actually happened in a particular case is less relevant because outcomes are the result of effective strategy and effective execution, but also luck. Good strategies and good execution can get derailed by unexpected events. The reverse is true as well. So we try to draw lessons that go beyond the actual outcome of a case. Case Learning Best Practices Investing in your future. Investing in your capabilities. What is more important in your professional career? Take it seriously and maximize the learning and other benefits, with fun. Here is a list of best practices.

Check-list Prepare. Not only is a thorough, individual preparation of each case a great learning experience, it’s a key to being an active participant in the case discussion. Participate. In class, actively express your views and challenge others. Discussion-based learning may seem contrary to how you have learned in other settings in the past. But when you express your views to others, you commit yourself, which, in turn, gets you involved. Share your related experience. During group discussion and class, if you are aware of a situation that relates to the topic being discussed and it would enrich the discussion, share it. So-called “war” stories heighten the relevance of the classroom. And now prepare to laugh, learn, and enjoy the wonderfully stimulating classroom environment of WOODS COLLEGE OF ADVANCING STUDIES.