*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 Woods College of Advancing Studies Spring 2018 Semester, January 18 – May 10, 2018

Thursdays 6:30 PM - 9:00 PM

Instructor Name: Letizia Affinito BC E-mail: letizia.affinito@bc.edu Phone Number: 857 272-9624 Office: Office Hours: before/after onsite class/zoom call 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) or in the coursepack link.

Power Point Slide Collection, in Canvas

Cases: I have selected cases for each topic, and you must analyze them according to the class schedule. The selection of cases will be available in the coursepack link.

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: Updated, with a New Introduction: The New Science of Winning Hardcover

by Thomas H. Davenport; Jeanne G. Harris, Harvard Business Press, 2017 2. The Analytical Marketer: How to Transform Your Marketing Organization, Adele Sweetwood and

Thomas H. Davenport, Harvard Business Press, 2016 3. 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 through online case discussions and simulations. 2. Learn different types of data and their implications through in class interactive lectures an exercises. 3. Analyze implications and needed changes of the analytical organization through online case discussions and simulations. 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 25% Individual final exam 30% Simulation 10% Class interactive exercises 15% Participation 20% 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. Response time I will respond to your questions and emails within 24 hours (except if I am on vacation at any point during this class and if so, I will let you know). I grade once the week has ended. Online asynchronous discussions will be graded first, usually by Tuesday or Wednesday of the following week. Assignments will be checked off by Thursday or Friday of the following week.

Course Schedule Table listing classes and their topics by date, with work to be completed in a column on the right.

Date/Week Topic Reading/Assignments Due Date

01/18 WEEK 1

On campus

Data Availability and Globalization of Metrics

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

READINGS

Decision-Driven Marketing

Aditya Joshi and Eduardo Giménez

Publication Date: Jul 01, 2014

How One Company Used Data to Rethink the Customer Journey

Adele K Sweetwood

Publication Date: Aug 23, 2016

How Managers’ Everyday Decisions Create—or Destroy—Your Company’s Strategy

Joseph L. Bower and Clark Gilbert

Publication Date: Feb 01, 2007

CASE STUDY: Carolinas Healthcare Systems: Consumer Analytics

John A. Quelch; Margaret Rodriguez

Publication Date: Apr 14, 2015, Revision Date: Sep 08, 2015

01/18

01/25 WEEK 2 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

Publication Date: Jul 31, 2014

Identify the Marketing Metrics That Actually Matter

Linda J. Popky (2014), Harvard Business Review

Publication Date: Jul 14, 2015

KEY TAKEAWAYS: please post in the dedicated discussion created online your Key Takeaways from today’s online video- lectures and readings

01/25

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

Paul W. Farris; Leandro Guissoni; Olegario Araujo

Publication Date: Apr 21, 2016, Revision Date: Oct 14, 2016

02/01 WEEK 3

On campus

Understanding Analytics

Regression analysis

Adopting an analytical mindset

READINGS

Getting More-Granular Data on Customer Journeys

Deren Baker

Publication Date: Jun 08, 2016

Thriving in a big data world

Alden M. Hayashi

Publication Date: Jan 01, 2014

How Analytics mindset changes marketing culture

Adele K. Sweetwood

Publication Date: Oct 24, 2016

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

Florian Zettelmeyer; Greg Merkley

Publication Date: Oct 22, 2014

02/01

02/08 WEEK 4 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

Thomas H. Davenport

Publication Date: Jan 01, 2006

The Problem with Legacy Ecosystems

Maxwell Wessel; Aaron Levie; Robert Siegel

Publication Date: Nov 01, 2016

Dynamic Customer Strategy: Today's CRM, Analytics for the Rest of Us

Jeff Tanner Jr

Publication Date: Jan 01, 2014

KEY TAKEAWAYS: please post in the dedicated discussion created online your

02/08

Key Takeaways from today’s online video- lectures and readings

CASE STUDY: Bankinter: Growing Through Small and Medium Enterprises

F. Asis Martinez-Jerez; Joshua Bellin

Publication Date: Apr 19, 2007, Revision Date: Nov 27, 2007

02/15 WEEK 5

On campus

Social media monitoring: conducting a social media audit

Building a social analytics program

Digital marketing and customer behaviour measurement

READINGS

Video Metrics Every Marketer Should Be Watching

Kristen Craft

Publication Date: Apr 24, 2015

People are the new channel

Cara France and Mark Bonchek

Publication Date: May 07, 2014

INCLASS INTERACTIVE EXERCISES: DEVELOPING A SOCIAL MEDIA AUDIT

02/15

02/22 WEEK 6 Online

Advertising Analytics 2.0

Web metrics and analytics

Review for Midterm

READINGS

Is Social Media Actually Helping Your Company’s Bottom Line?

Frank V. Cespedes

Publication Date: Mar 03, 2015

Measurement in a Constantly Connected World

Paul Muret

Publication Date: June 04, 2013

KEY TAKEAWAYS: please post in the dedicated discussion created online your Key Takeaways from today’s online video- lectures and readings

CASE STUDY: Web Analytics at Quality Alloys, Inc

Rob Weitz; David Rosenthal

Publication Date: Jul 07, 2011

02/22

03/01 WEEK 7 Online

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

You will need to analyze and present (5/8 min) your points and recommendations about the following selected case:

CASE STUDY: TBD

03/01

MIDTERM CLASS EVALUATION

03/15 WEEK 8

On campus

Developing and implementing a data strategy

READINGS What’s Your Data Strategy?

Leandro DalleMule; Thomas H. Davenport

Publication Date: May 01, 2017

INCLASS INTERACTIVE EXERCISES: DEVELOPING A DATA STRATEGY

03/15

03/22 WEEK 9 Online

Introduction to predictive analytics

The prediction effect

Persuasion by the numbers

READINGS

Predictive Analytics

Eric Siegel, Excerpts CHAPTER 1

Publication Date: 2016

Uplift modeling in direct marketing

Piotr Rzepakowski and Szymon Jaroszewicz

Publication Date: February 2012

KEY TAKEAWAYS: please post in the dedicated discussion created online your Key Takeaways from today’s online video- lectures and readings

CASE STUDY: Managing with Analytics at Procter & Gamble

Thomas H. Davenport; Marco Iansiti; Alain Serels

Publication Date: Apr 03, 2013

03/22

04/05 WEEK 10

On campus

Applications of predictive analytics

Predictive analytics: crowdsourcing and Supercharging Effect

READINGS

A Predictive Analytics Primer

Thomas H. Davenport; Tom Davenport

Publication Date: Sep 02, 2014

Where Predictive Analytics Is Having the Biggest Impact

Jacob LaRiviere; Justin Rao; Preston McAfee; Vijay K Narayanan; Walter Sun

Publication Date: May 25, 2016

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

Russell Walker; Mark Jeffery; Linus So; Sripad Sriram; Jon Nathanson; Joao Ferreira; Julia Feldmeier

04/05

Publication Date: Apr 01, 2010

04/12 WEEK 11

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 marketing strategy development process

READINGS

Online Metrics: What Are You Measuring and Why?

Raymond Pirouz; Neil Bendle

Publication Date: Jun 15, 2011, Revision Date: Jan 22, 2015

KEY TAKEAWAYS: please post in the dedicated discussion created online your Key Takeaways from today’s online video- lectures and readings

CASE STUDY: BBVA Compass: Marketing Resource Allocation

Sunil Gupta; Joseph Davies-Gavin

Publication Date: Jan 27, 2011, Revision Date: Apr 20, 2012

04/12

04/19 WEEK 12

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

Publication Date: Oct 4, 2016

There's No Such Thing as Anonymous Data

Scott Berinato

Publication Date: Feb 09, 2015

CASE STUDY: PATIENTSLIKEME

04/19

04/26 WEEK 13

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

Scott Brinker; Laura McLellan

Publication Date: Jul 01, 2014 How to Find, Assess, and Hire the Modern Marketer

Adele K. Swetwood

Publication Date: Jan 06, 2014

Competing on talent analytics

Thomas J, Davenport

04/26

Publication Date: Oct 01, 2010

KEY TAKEAWAYS: please post in the dedicated discussion created online your Key Takeaways from today’s online video- lectures and readings CASE: Cleveland Clinic: Transformation and Growth 2015

Michael E. Porter; Elizabeth Olmsted Teisberg

Publication Date: Feb 06, 2009, Revision Date: Jan 06, 2016

05/03 WEEK 14

On campus

Data Analytics Simulation: Strategic Decision Making Review for Final Exam

Created by Professor Tom Davenport, renowned thought leader on big data, this single-player simulation teaches students the power of analytics in decision-making. Acting as the brand manager for a laundry detergent, students are tasked with turning around the brand's performance by using sophisticated analytic techniques to understand current issues and determine the best strategy for improving performance. Students will be asked to predict market demand, set the channel price, make formulation decisions, determine promotional spending strategy, and communicate their strategy effectively to their managers. The simulation makes use of actual consumer data informed by a multinational consumer goods company.

05/03

05/10 WEEK 15

Online

FINAL TAKE-HOME EXAM The examination could be a QUIZ OR a case analysis.

Details to be announced

05/10

Readings Read the assigned readings through the eyes of a marketer. Look for the main key management issues/problems/opportunities/challenges that are presented therein and take note of your learning and personal thought. Case analysis Analyze the case assigned for each class using the assignment questions as a guideline to be prepared for small group and plenary discussion. Please read Appendix A for guidelines and details. Case written reports will be required if you miss an on campus class.

Please note that the above mentioned assignments/business case studies can be subject to change during the course. Case studies and readings for which a link is not provided will be found either in the Library Resources on the navigation bar or purchased online by accessing the coursepack link.

N.B. Students NEED the following unique link to access the dedicated coursepack:

http://cb.hbsp.harvard.edu/cbmp/access/70851730

Online discussion boards Participation is more heavily weighted in this class because for discussion boards to be successful your participation is critical. Please read Appendix B for guidelines and details. 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. MIDTERM AND FINAL EXAM: International Marketing Challenge (IMC): Individual presentations You will need to analyze and present your points and recommendations about a selected case. You have one of the following options: • Create a multimedia PPT presentation (should take me 5-8 minutes to watch) • Combine writing with video (should take me 5-8 minutes to watch) You will send your presentation through Canvas.

N.B. you will find instructions about how to create a multimedia presentation with Panopto in Canvas ( in the “Start Here” Module) FINAL EXAM: the final exam will be either an assignment to upload or a quiz to take in Canvas. Further details will be provided after midterm. 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 during the Spring term. 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. ©2018 Boston College Spring 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/join the online discussion 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 online/on campus 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. Online and Classroom Experience Both the online and classroom environment is at the heart of the BC MSLA 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 online class/classroom, the professor will lead you through a discussion of the case. You will learn more if you join or come to class prepared to share your ideas and your experiences, and open to listening to your fellow participants as they share theirs.

Classroom and Online Class Experience in a Nutshell The classes 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 online thread, board or flip-chart as they emerge. During on campus classes, 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. 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.

APPENDIX B

Participation Guidelines: Participation is more heavily weighted in this course because for case discussion to be successful your participation is critical. I require you to log on and participate 3 out of 7 days. More is better, but this is the minimum. You will lose discussion points if you only participate one day a week. It is suggested you schedule your online time just like you would any other activity. By being an active part of the course and completing the requirements, you will be well on your way to get the maximum from the Marketing Analytics course. Guidelines for Online Discussion Boards In this class, online discussions will count towards your Assignments grade in the course (see syllabus). The purpose of the discussion board is to frame and promote collaborative learning. Active and regular participation is not only important for me to see, but also important for you in learning the course content and in developing your thoughts and positions on various topics. The three cardinal rules for Discussion Boards: 1.Please remember that the cultural of mutual respect that is part of this course extends into the virtual classroom environment. 2.Participation in these discussion boards is required. 3.Participation alone is not enough; a thoughtful and meaningful approach in your posts is required. (Quality counts!) I look for quality of answers, and to a certain extent, length. Short responses to discussion questions will not earn full points. Make sure answers are straight to the point. Once you meet each week’s minimum posting requirements (2 discussion questions and 2 quality responses to your peers), don’t worry about having some shorter posts to your peers or to me.

Here is the protocol for posting and contributing to an online discussion:

a. You are expected to participate on at least 3 different days.

b. You should begin at least two threads and provide at least two posts in response to other participants’ threads.

c. Posting should be a minimum of one short paragraph and a maximum of two paragraphs. Word totals for each post should be in the 100-200 words range. Whether you agree or disagree explain why with supporting evidence and concepts from the readings/cases or a related experience. Include a reference, link, or citation when appropriate.

d. Be organized in your thoughts and ideas.

e. Incorporate correlations with the assigned readings or topics.

f. Stay on topic.

g. Provide evidence of critical, graduate-level thinking and thoughtfulness in your responses or interactions. Avoid summarizing.

h. Contribute to the learning community by being creative in your approaches to topics, being

relevant in the presented viewpoints, and attempting to motivate the discussion.

i. Be aware of grammar and sentence mechanics.

j. Use proper etiquette. Remember that being respectful is critical.

How many posts? 4 posts per week are required. You need to post on at least two different days a week. 2 posts are your response to 2 of the assigned discussion questions. 2 posts are your quality replies to at least 2 course participants. Your discussion question replies should be posted by Thursday. You have until Monday to complete the remainder of your required postings. You are welcome to post more than that! Discussion question replies are 30 points each, peer responses for case discussion are 20 points each. Maximum points for discussion each week: 60 points. And now prepare to laugh, learn, and enjoy the wonderfully stimulating classroom environment of WOODS COLLEGE OF ADVANCING STUDIES.