Course Syllabus

Issues and Business and Digital Arts

BA 4v00.005
ATEC 4340.501
Professor John Fowler, BFA, MBA
Spring 2007

Professor Contact Information

Professor John Fowler, BFA, MBA
Senior Lecturer, School of Management
972-883-4697
Room 1.915 Executive Education Center, School of Management
Office hours by appointment

Course Pre-requisites, Co-requisites, and/or Other Restrictions

Students should be in their junior or senior year of study.

Course Description
In the past ten years there has been a revolution in the way business has developed on the internet.
This revolution has created new business models. In some cases the revolution has been a
disruptive force changing the way companies do business, the products they sell and how they
reach the consumer. This digital revolution has created a new leader and manager who is more
willing to take risk, work in teams and is more creative. New industries have emerged that take
advantage of these skill sets, ideas and creative talent. On-line distribution of content including
but not limited to on-line games, video games, downloadable music, TV shows and movies, pod-
cast, on-line marketing, and community sites are examples of this revolution.

This course “Issues in Business and the Digital Arts” will expose students to a variety of
business issues that have arisen in the past ten years. Students will explore a series of business
cases that will address over coming and adapting to disruptive technology, product development,
managing creative organizations, innovation, intellectual property development, and
entrepreneurship.

Students will also participate in a real life business simulation by developing a business plan or
business case for a new start up or product or service in this digital economy. The students will
work in small “partnerships” students developing an initial business plan based on their product
concept, market research, product description and financial plan. The teams will then present their
ideas at the end of the class in a ten minute format that simulates a presentation to venture capital
funding sources.

This class requires each student to:

1. Think strategically and develop a global prospective of the digital economy.

2. Analyze cases that explore selected segments of the digital economy and industries that
have been impacted by the internet. Students will report back on how companies adapted
their strategy to change, develop new products and become innovative.

Course Syllabus Page 1

 3. Develop a business idea that takes advantage of this digital economy.

Topics include
- The Digital Economy Emerging Markets and Opportunities
- New Leaders and Managers Who have Grown Up in the Digital World
- Overcoming Digital Disruption
- Internet Distribution
- Creating Intellectual Property in Borderless Economic Model- The Internet
- Managing Creativity
- Identifying Risk
- Strategic Growth, Marketing and Product Development
- Company Formation
- Concept Development
- Business Planning
- Raising Venture Capital Funds

Student Learning Objectives/Outcomes

This course allows the student to use their knowledge of business, digital entertainment, the
internet along with reasoning and communication skills to analyze and develop solutions to a
variety of business problems facing companies in the global digital economy. The students
business knowledge will be reinforced or expanded by reading and study the assigned cases. It
compliments and takes to another level learning outcomes from other courses where analytical
skills are used, communication of a students point of view are required, and the ability to develop
and communicate the benefits of business ideas.

Learning Outcomes

The student should be able to:

1. analyze business cases developing a matrix that supports their recommended solution
2. develop a business concept from idea to business proposal
3. understand the implications of the internet on global business, its future potential, the
future of management practices that will be in the hands of young managers who have
grown up in the digital age of entertainment, information and socialization
4. be able to develop new product or service ideas and present their ideas in a new venture
presentation

Analyze business cases developing a matrix that supports their recommended solution.
Learning Outcomes addressed:
• students will review cases gathering information from the case on the problems and
issues that face the companies and individuals identified in each of the case,
• students will then analyze solution options that the company and management are
considering to solve their business issues.
• Finally the students will exercise their judgment and develop a recommended course of
action to solve the problems facing the companies and individuals in the case.

Assessment Criteria:
Consistent, logical documentation in the form of a “case matrix” that demonstrates the
individual’s preparation for the case reviews. This will include their recommendation.

Develop a business concept from idea to business proposal

Course Syllabus Page 2

 Learning Outcomes addressed:
• Students will develop a business service or product related to the digital industry, this
may include video games, websites, social networks, distribution strategy and
infrastructure products or services.
• Students will form partnerships of two to three students to develop their concepts.
• They will develop product specifications and descriptions of feature and benefits
• They will do market research to determine the market viability of their idea. This will
include markets, identify a target audience and value proposition for their product or
service.
• Students will develop a financial business model and identify risk.
• Following a suggested format that has been successful rising money the students will
develop a business case (opportunity paper).
• Students will develop a ten (10) minute presentation outline their idea and request for
funding.

Assessment Criteria:
Participation with their partnership to develop an opportunity paper that describes product
concepts and the business to support creation, distribution of the product and a proposal
requesting funding for the project.

Understand the implications of the internet on global business, its future potential, the future
of management practices that will be in the hands of young managers who have grown up in
the digital age of entertainment, information and socialization.
Learning Outcomes addressed:
• Reading and developing the case matrix will allow students to map out potential new
markets that will use the internet for distribution of products or services.
• Students will have to turn in their case matrix analysis for each of the assigned cases.
• Students will have to confidently report their case recommendation back to the class as
part of the class case discussion.

Assessment criteria:
Attendance in class, prepared to be an active participation in class discussion of cases, work
effectively within partnership (team), demonstration of achievement of learning outcomes through
team presentations

Be able to develop new product or service ideas and present their ideas in a new venture
presentation
Learning Outcomes addressed:
• Be able to professionally present their business idea
• Students will be required to describe their business ideas and report back to the class on
their progress.
• Students will have to sell their business concept and convince the class of the value of
the idea and the return on investment for investors.

Assessment criteria:
Demonstrate the ability to effectively generate interest in an idea and business proposal to secure
funding for the business.

Course Syllabus Page 3

 Required Casebook and Materials
Students will use a case book available in the campus book store or off campus book store.

Learning by the case method (9-376-241)

EA on-line Gaming (HBS 9-804-140)
ATOM FILMS (HBS 9-701-063)
MGAMES (HBS 902M20)
Electronic Arts: The Blockbuster Strategy (9-304-019)
Stainless Steel Studios, Inc. (HBS 9-600-034)
Gameedge.com-A (900A33)
Gameedge.com-B (900A34)
HBS-Pokemon™: Gotta Catch “EM All (9-501-017)
Marvel Comics (9-505-001)
Market Segmentation, Target Market Selection and Positioning (HBS 9-
506-019)
Learning from LeapFrog: Creating Educational and Business Value
(HBS 9-804-062)
Home Video Games: Generation Seven (9-505-072)
Place Your “Bet” Internet Gaming (HBS 902A24)
America’s Looming Creativity Crisis (HBS R0410H)
Managing Creativity (9-396-271)
The Motivation for Creativity in Organization (HBS 9-396-240)
BMG Entertainment (9-701-003)
IPOD vs. Cell phone: A mobile Music Revolution (HBS9-707-419)
Music Downloads (9-704-503)
How to Pitch Brilliant Ideas (reprint R0309)
How to Kill Creativity (HBR 98501)
Creativity Under the Gun (HBR R0208C)
Managing Risk (HBS U0510D)
Digital Economy-The Need For Change (HBS904M63)
Geocast Networks (HBS 9-801-211)
Harlequin Enterprises: The MIRA Decision (HBS 903M07)

Suggested Course Materials

N/A

Assignments & Academic Calendar

Class on Monday at 7:00 pm to 9:45 pm

Holidays
January 15, 2007: Martin Luther King Day
March 5, 2007: Spring Break
Final Presentation
April 30, 2007
CLASS CLASS TOPIC HOMEWORK CASE READING AND ANALYSIS
NO. ASSIGNMENT ASSIGNMENT
01 Business Development in Learning by the case method (9-376-241)
a Digital World EA on-line Gaming (HBS 9-804-140)
02 Identifying Opportunity ATOM FILMS (HBS 9-701-063)
MGAMES (HBS 902M20)
03 Product Development Mission Statement Electronic Arts: The Blockbuster Strategy (9-304-
Script for Elevator 019)

Course Syllabus Page 4

 Speech Stainless Steel Studios, Inc. (HBS 9-600-034)
04 Company Formation 1 Page Executive Gameedge.com-A (900A33)
Summary Gameedge.com-B (900A34)
05 Intellectual Property and HBS-Pokemon™: Gotta Catch “EM All (9-501-017)
Franchise Product Marvel Comics (9-505-001)
Creation
06 Is there a Market? 3 Page Product Market Segmentation, Target Market Selection and
Description Positioning (HBS 9-506-019)
Learning from LeapFrog: Creating Educational and
Business Value (HBS 9-804-062)
07 Strategic Issues 3 Page Product Market Home Video Games: Generation Seven (9-505-072)
Analysis Place Your “Bet” Internet Gaming (HBS 902A24)
08 Creativity in Creative 2 Page Budge and Use America’s Looming Creativity Crisis (HBS R0410H)
Organizations of Proceeds Managing Creativity (9-396-271)
The Motivation for Creativity in Organization (HBS
9-396-240)
09 Strategic Issues in Digital 2 Page Budget and Use BMG Entertainment (9-701-003)
Music of Proceeds IPOD vs. Cell phone: A mobile Music Revolution
(HBS9-707-419)
Music Downloads (9-704-503)
10 Raising Money 1 Page Description of Guest Lecturer
Organization How to Pitch Brilliant Ideas (reprint R0309)
11 Managing Creativity How to Kill Creativity (HBR 98501)
Creativity Under the Gun (HBR R0208C)
12 Managing Risk 1 Page Risk Analysis Managing Risk (HBS U0510D)
Digital Economy-The Need For Change
(HBS904M63)
13 Company Building Geocast Networks (HBS 9-801-211)
Harlequin Enterprises: The MIRA Decision (HBS
903M07)
14 Business Plan 10 Page Business Plan Business Plan Submission
15 Final 10 Min Business Plan Pitch Presentation

Grading Policy
Deliverables as a percentage of grades
Turn in case study analysis prior to class 20% of grade
Business or service plan building blocks 30%
10 page business or service plan 30%
10 minute class presentation represents 20%

Grading Matrix

Mark KNOWLEDGE: Knowledge of REASONING: Analysis, COMMUNICATION:

content from the lecture topic:
facts/supporting details;
themes/issues; and
concepts/ideas/theories
A Key concepts/themes/
issues/ideas are thoroughly
identified, defined and described
Significant facts/supporting
details are included and
accurately described
evaluation, and synthesis of
evidence
Identifies and logically organizes
all relevant evidence
Uses appropriate and
comprehensive critical thinking
skills and habits of mind to
analyze, evaluate, and synthesize
Demonstrates knowledge and
reasoning through oral, written,
visual, dramatic, or mixed media
presentation
All ideas in the presentation are
expressed in a way that provides
evidence of the student's
knowledge and reasoning
processes
The presentation is well focused

Course Syllabus Page 5

 Has no factual inaccuracies evidence with a well-defined thesis
Reaches informed conclusions Presentation shows substantial
based on the evidence evidence of organization
Presentation shows attention to
the details of specific
performance conventions
B Key concepts/themes/ Identifies and organizes some of Some ideas in the presentation
issues/ideas are partially the relevant evidence are expressed in a way that
identified, defined, and described Uses partial critical thinking provides evidence of the
Some facts/supporting details are skills and habits of mind to student's knowledge and
included analyze, evaluate, and synthesize reasoning processes
May have a major factual evidence The presentation demonstrates a
inaccuracy, but most information Reaches informed conclusions focus and thesis with several
is correct based on the evidence narrative gaps
Presentation demonstrates
adequate evidence of
organization
Presentation has mistakes in
attention to the details of specific
performance conventions
C Few key concepts/themes/ Identifies little relevant evidence Most ideas in the presentation
issues/ideas are identified, and omits most of the evidence are not clearly expressed
defined, and described Uses unclear or inappropriate The presentation demonstrates
Facts/supporting details are not critical thinking skills and habits insufficient focus and a poorly
included of mind to analyze, evaluate, and defined thesis
Information is largely inaccurate synthesize evidence Presentation demonstrates
or irrelevant Reaches inaccurate conclusions insufficient evidence of
based on the evidence organization
Presentation has multiple
mistakes in attention to the
details of specific performance
conventions
F Key concepts/themes/ Important evidence relevant to Expression of all ideas in the
issues/ideas are not identified, the problem is not identified presentation is unclear
defined, and described Critical thinking skills and habits The presentation demonstrates
Facts/supporting details are not of mind are absent little focus and lacks a thesis
included Conclusions are lacking or Presentation demonstrates little
Information is inaccurate or unclear evidence of organization
absent Presentation has no attention to
the details of specific
performance conventions
A further mark will be added based on the assessment of the overall report in terms of participation,
completeness, coherence and comprehensiveness, credibility. (+/-)

Course & Instructor Policies

Assignments should be submitted via email and as a hard copy in the classroom.
Students should notify Professor Fowler in advance if class will be missed or an assignment turned
in late.

Course Syllabus Page 6

Field Trip Policies
Off-campus Instruction and Course Activities

Off-campus, out-of-state, and foreign instruction and activities are subject to state law and
University policies and procedures regarding travel and risk-related activities. Information
regarding these rules and regulations may be found at the website address
http://www.utdallas.edu/BusinessAffairs/Travel_Risk_Activities.htm. Additional information is
available from the office of the school dean. Below is a description of any travel and/or risk-
related activity associated with this course.

Student Conduct & Discipline

The University of Texas System and The University of Texas at Dallas have rules and regulations
for the orderly and efficient conduct of their business. It is the responsibility of each student and
each student organization to be knowledgeable about the rules and regulations which govern
student conduct and activities. General information on student conduct and discipline is contained
in the UTD publication, A to Z Guide, which is provided to all registered students each academic
year.

The University of Texas at Dallas administers student discipline within the procedures of
recognized and established due process. Procedures are defined and described in the Rules and
Regulations, Series 50000, Board of Regents, The University of Texas System, and in Title V,
Rules on Student Services and Activities of the university’s Handbook of Operating Procedures.
Copies of these rules and regulations are available to students in the Office of the Dean of
Students, where staff members are available to assist students in interpreting the rules and
regulations (SU 1.602, 972/883-6391).

A student at the university neither loses the rights nor escapes the responsibilities of citizenship.
He or she is expected to obey federal, state, and local laws as well as the Regents’ Rules,
university regulations, and administrative rules. Students are subject to discipline for violating the
standards of conduct whether such conduct takes place on or off campus, or whether civil or
criminal penalties are also imposed for such conduct.

Academic Integrity

The faculty expects from its students a high level of responsibility and academic honesty. Because
the value of an academic degree depends upon the absolute integrity of the work done by the
student for that degree, it is imperative that a student demonstrate a high standard of individual
honor in his or her scholastic work.

Scholastic dishonesty includes, but is not limited to, statements, acts or omissions related to
applications for enrollment or the award of a degree, and/or the submission as one’s own work or
material that is not one’s own. As a general rule, scholastic dishonesty involves one of the
following acts: cheating, plagiarism, collusion and/or falsifying academic records. Students
suspected of academic dishonesty are subject to disciplinary proceedings.

Plagiarism, especially from the web, from portions of papers for other classes, and from any other
source is unacceptable and will be dealt with under the university’s policy on plagiarism (see

Course Syllabus Page 7

 general catalog for details). This course will use the resources of turnitin.com, which searches the
web for possible plagiarism and is over 90% effective.

Email Use

The University of Texas at Dallas recognizes the value and efficiency of communication between
faculty/staff and students through electronic mail. At the same time, email raises some issues
concerning security and the identity of each individual in an email exchange. The university
encourages all official student email correspondence be sent only to a student’s U.T. Dallas email
address and that faculty and staff consider email from students official only if it originates from a
UTD student account. This allows the university to maintain a high degree of confidence in the
identity of all individual corresponding and the security of the transmitted information. UTD
furnishes each student with a free email account that is to be used in all communication with
university personnel. The Department of Information Resources at U.T. Dallas provides a method
for students to have their U.T. Dallas mail forwarded to other accounts.

Withdrawal from Class

The administration of this institution has set deadlines for withdrawal of any college-level courses.
These dates and times are published in that semester's course catalog. Administration procedures
must be followed. It is the student's responsibility to handle withdrawal requirements from any
class. In other words, I cannot drop or withdraw any student. You must do the proper paperwork
to ensure that you will not receive a final grade of "F" in a course if you choose not to attend the
class once you are enrolled.

Student Grievance Procedures

Procedures for student grievances are found in Title V, Rules on Student Services and Activities,
of the university’s Handbook of Operating Procedures.

In attempting to resolve any student grievance regarding grades, evaluations, or other fulfillments
of academic responsibility, it is the obligation of the student first to make a serious effort to
resolve the matter with the instructor, supervisor, administrator, or committee with whom the
grievance originates (hereafter called “the respondent”). Individual faculty members retain
primary responsibility for assigning grades and evaluations. If the matter cannot be resolved at
that level, the grievance must be submitted in writing to the respondent with a copy of the
respondent’s School Dean. If the matter is not resolved by the written response provided by the
respondent, the student may submit a written appeal to the School Dean. If the grievance is not
resolved by the School Dean’s decision, the student may make a written appeal to the Dean of
Graduate or Undergraduate Education, and the deal will appoint and convene an Academic
Appeals Panel. The decision of the Academic Appeals Panel is final. The results of the academic
appeals process will be distributed to all involved parties.

Copies of these rules and regulations are available to students in the Office of the Dean of
Students, where staff members are available to assist students in interpreting the rules and
regulations.

Incomplete Grade Policy

As per university policy, incomplete grades will be granted only for work unavoidably missed at
the semester’s end and only if 70% of the course work has been completed. An incomplete grade
must be resolved within eight (8) weeks from the first day of the subsequent long semester. If the
required work to complete the course and to remove the incomplete grade is not submitted by the
specified deadline, the incomplete grade is changed automatically to a grade of F.

Course Syllabus Page 8

Disability Services

The goal of Disability Services is to provide students with disabilities educational opportunities
equal to those of their non-disabled peers. Disability Services is located in room 1.610 in the
Student Union. Office hours are Monday and Thursday, 8:30 a.m. to 6:30 p.m.; Tuesday and
Wednesday, 8:30 a.m. to 7:30 p.m.; and Friday, 8:30 a.m. to 5:30 p.m.

The contact information for the Office of Disability Services is:

The University of Texas at Dallas, SU 22
PO Box 830688
Richardson, Texas 75083-0688
(972) 883-2098 (voice or TTY)

Essentially, the law requires that colleges and universities make those reasonable adjustments
necessary to eliminate discrimination on the basis of disability. For example, it may be necessary
to remove classroom prohibitions against tape recorders or animals (in the case of dog guides) for
students who are blind. Occasionally an assignment requirement may be substituted (for example,
a research paper versus an oral presentation for a student who is hearing impaired). Classes
enrolled students with mobility impairments may have to be rescheduled in accessible facilities.
The college or university may need to provide special services such as registration, note-taking, or
mobility assistance.

It is the student’s responsibility to notify his or her professors of the need for such an
accommodation. Disability Services provides students with letters to present to faculty members
to verify that the student has a disability and needs accommodations. Individuals requiring special
accommodation should contact the professor after class or during office hours.

Religious Holy Days

The University of Texas at Dallas will excuse a student from class or other required activities for
the travel to and observance of a religious holy day for a religion whose places of worship are
exempt from property tax under Section 11.20, Tax Code, Texas Code Annotated.

The student is encouraged to notify the instructor or activity sponsor as soon as possible regarding
the absence, preferably in advance of the assignment. The student, so excused, will be allowed to
take the exam or complete the assignment within a reasonable time after the absence: a period
equal to the length of the absence, up to a maximum of one week. A student who notifies the
instructor and completes any missed exam or assignment may not be penalized for the absence. A
student who fails to complete the exam or assignment within the prescribed period may receive a
failing grade for that exam or assignment.

If a student or an instructor disagrees about the nature of the absence [i.e., for the purpose of
observing a religious holy day] or if there is similar disagreement about whether the student has
been given a reasonable time to complete any missed assignments or examinations, either the
student or the instructor may request a ruling from the chief executive officer of the institution, or
his or her designee. The chief executive officer or designee must take into account the legislative
intent of TEC 51.911(b), and the student and instructor will abide by the decision of the chief
executive officer or designee.

These descriptions and timelines are subject to change at the discretion of the Professor.

Course Syllabus Page 9