Difference between revisions of "IU:TestPage"

From IU
Jump to navigation Jump to search
 
Line 1: Line 1:
   
  +
= Market Research for IT Startups =
−
= Physics I - Mechanics =
  
−
* Course name: Physics I - Mechanics
 +
* '''Course name''': Market Research for IT Startups
  +
* '''Code discipline''':
−
* Course number: XYZ
  
  +
* '''Subject area''': Technological Entrepreneurship
   
−
== Course Characteristics ==
 +
== Short Description ==
  +
This course is for students who see themselves as entrepreneurs. The course is designed for the early development of business ideas and provides methods and guidelines for business research. The course teaches how to assess the potential of business ideas, hypothesis thinking, methods for generating ideas and testing their quality
   
  +
== Prerequisites ==
−
=== Key concepts of the class ===
  
−
* fundamental concepts of physics for calculating problems of mechanics in \begin{itemize}
  
−
* statics,
  
−
* dynamics.
  
   
  +
=== Prerequisite subjects ===
−
=== What is the purpose of this course? ===
  
  +
* N/A
−
This course provides the fundamental concepts of physics, in particular focusing on classical mechanics. In general, the aim of this course is: \begin{itemize} \item to study physical phenomena and laws of physics, the limits of their applicability, application of laws in the most important practical applications; to get acquainted with the basic physical quantities, to know their definition, meaning, methods and units of their measurement; to imagine the fundamental physical experiments and their role in the development of science; to know the purpose and principles of the most important physical devices; \item to acquire skills of work with devices and equipment of modern physical laboratory; skills of use of various methods of physical measurements and processing of experimental data; skills of carrying out physical and mathematical modeling, and also application of methods of the physical and mathematical analysis to the decision of concrete natural science and technical problems; \item to understand the logical connections between the sections of the course of physics, to develop the idea that physics is a universal basis for the technical Sciences, and that those physical phenomena and processes that are still limited in use in technology, in the future may be at the center of innovative achievements of engineering. \end{itemize}
  
−
=== Course objectives based on Bloom’s taxonomy ===
  
   
  +
=== Prerequisite topics ===
−
==== - What should a student remember at the end of the course? ====
  
  +
* N/A
−
By the end of the course, the students should be able to
  
−
* the basic physical phenomena and processes on which the principles of action of objects of professional activity, areas and possibilities of application of physical effects are based;
  
−
* fundamental concepts, laws and theories of classical and modern physics, limits of applicability of basic physical models;
  
−
* basic physical quantities and constants, their definitions and units of measurement;
  
−
* basic physical quantities and constants, their definitions and units of measurement;
  
−
* methods of physical research, including methods of modeling physical processes;
  
−
* methods for solving physical problems important for technical applications;
  
−
* physical bases of measurements, methods of measurement of physical quantities;
  
−
* technologies of work with different types of information;
  
   
  +
== Course Topics ==
−
==== - What should a student be able to understand at the end of the course? ====
  
  +
{| class="wikitable"
−
By the end of the course, the students should be able to
  
  +
|+ Course Sections and Topics
−
* allocate physical content in systems and devices of different physical nature;
  
  +
|-
−
* carry out the correct mathematical description of physical phenomena in technological process;
  
  +
! Section !! Topics within the section
−
* build and analyze mathematical models of physical phenomena and processes in solving applied problems;
  
  +
|-
−
* solve typical problems in the main branches of physics, using methods of mathematical analysis and modeling;
  
  +
| Ideation tools ||
−
* apply concepts, physical laws and methods of problem solving to perform technical calculations, analysis and solution of practical problems, research in professional activities;
  
  +
# Art VS Creativity
−
* to use modern physical equipment and devices in solving practical problems, to use the basic techniques of error estimation and experimental data processing;
  
  +
# Ability to discover
  +
# How to generate ideas
  +
# Creativity sources
  +
# Ideation in groups
  +
# Rules for ideation for startups
  +
|-
  +
| Market research content ||
  +
# Types of research: primary vs secondary
  +
# How to plan a research
  +
# Market research chapters content
  +
# Frameworks used in a market research (SWOT, Persona, etc)
  +
# Tools and sources to conduct a competitors analysis
  +
|-
  +
| Customer development ||
  +
# Interviews are the main tool for “Get Out The Building” technique
  +
# The "Mum's Test"
  +
# Jobs-To-Be-Done
  +
# Good and bad interview questions
  +
|-
  +
| Market sizing ||
  +
# Market analysis VS market sizing
  +
# Sizing stakeholders and their interests
  +
# Sizing methods
  +
# TAM SAM SOM calculation examples
  +
|-
  +
| Data for a research ||
  +
# Sources and tools for competitors overview
  +
# Sources and tools for product and traffic analysis
  +
# Sources and tools for trend watching
  +
# Life hacks for search
  +
|-
  +
| Founder motivation ||
  +
# Ways to Stay Motivated as an Entrepreneur
  +
# Exercises for founders motivation
  +
|-
  +
| Pitch Day ||
  +
# Market research results presentations
  +
|}
   
  +
== Intended Learning Outcomes (ILOs) ==
−
==== - What should a student be able to apply at the end of the course? ====
  
  +
−
By the end of the course, the students should be able to
  
  +
=== What is the main purpose of this course? ===
−
* methods of analysis of physical phenomena in technical devices and systems;
  
  +
This course aims to give students theoretical knowledge and practical skills on how to assess market potential at an early stage of an IT startup (or any company) development. The ultimate goal is to teach students to conduct market research for their business.
−
* skills of practical application of the laws of physics, including in the design of products and processes;
  
  +
−
* methods of theoretical research of physical phenomena and processes, construction of mathematical and physical models of real systems, solutions of physical problems;
  
  +
=== ILOs defined at three levels ===
−
* skills in the use of basic physical devices;
  
  +
−
* methods of experimental physical research (planning, staging and processing of experimental data, including the use of standard software packages);
  
  +
==== Level 1: What concepts should a student know/remember/explain? ====
−
* skills of applying knowledge in the field of physics to study other disciplines.
  
  +
By the end of the course, the students should be able to ...
−
=== Course evaluation ===
  
  +
* Market research techniques using open data,
  +
* Typology of market assessment methods,
  +
* Types of research data and their application,
  +
* Market research components: competitors overview, value proposition, trend watching, venture status, business models, buyers profile etc
  +
  +
==== Level 2: What basic practical skills should a student be able to perform? ====
  +
By the end of the course, the students should be able to ...
  +
* Methods of ideation,
  +
* TAM SAM SOM method, 2 approaches,
  +
* Applied tools and resources for market sizing,
  +
* Principles to work with business hypotheses
  +
  +
==== Level 3: What complex comprehensive skills should a student be able to apply in real-life scenarios? ====
  +
By the end of the course, the students should be able to ...
  +
* Identify and describe the market
  +
* Assess market potential for any business idea
  +
* Conduct relevant market research before starting up a business
  +
* Use the most relevant and high-quality data for a market research
  +
  +
== Grading ==
  +
  +
=== Course grading range ===
 
{| class="wikitable"
  
{| class="wikitable"
  +
|+
−
|+ Course grade breakdown
  
 
|-
  
|-
  +
! Grade !! Range !! Description of performance
−
! Type !! Points
  
 
|-
  
|-
  +
| A. Excellent || 85.0-100.0 || -
−
| Labs/seminar classes || 0
  
 
|-
  
|-
  +
| B. Good || 70.0-84.0 || -
−
| Interim performance assessment || 30
  
 
|-
  
|-
  +
| C. Satisfactory || 50.0-69.0 || -
−
| Exams || 70
  
  +
|-
  +
| D. Fail || 0.0-50.0 || -
 
|}
  
|}
   
  +
=== Course activities and grading breakdown ===
−
=== Grades range ===
  
 
{| class="wikitable"
  
{| class="wikitable"
  +
|+
−
|+ Course grading range
  
 
|-
  
|-
  +
! Activity Type !! Percentage of the overall course grade
−
! Grade !! Points
  
 
|-
  
|-
  +
| Paper #0: Market research structure || 0-10 scale (costs 10% final)
−
| A || [85, 100]
  
 
|-
  
|-
  +
| Paper #1: TAM SAM SOM || 0-10 scale (costs 20% final)
−
| B || [70, 84]
  
 
|-
  
|-
  +
| Workshops activity || 3 points for each of 7 workshops: 1 point=participation, 2 points=discussion, 3 points=valuable results (costs 21% final)
−
| C || [50, 69]
  
 
|-
  
|-
  +
| Paper #2: Market research || 0-10 scale (costs 30% final)
−
| D || [0, 49]
  
  +
|-
  +
| Final Presentation || 0-10 scale (costs 20% final)
 
|}
  
|}
−
=== Resources and reference material ===
  
−
* Fundamentals of Physics (Halliday and Resnick) 10ed, ISBN 978-1-118-23072-5
  
−
* Arya A. Introduction to Classical Mechanics, Benjamin Cummings
  
−
== Course Sections ==
  
−
The main sections of the course and approximate hour distribution between them is as follows:
  
−
=== Section 1 ===
  
   
  +
=== Recommendations for students on how to succeed in the course ===
−
==== Section title ====
  
  +
Participation is important. Showing up and participating in discussions is the key to success in this course.<br>Students work in teams, so coordinating teamwork will be an important factor for success.<br>Reading the provided materials is mandatory, as lectures will mainly consist of discussions and reflections not slides or reading from scratch.<br>The main assignment in the course is Market research paper which is supposed to be useful not only for this course but s a basis for future business oriented courses
−
Kinematics of particles
  
   
  +
== Resources, literature and reference materials ==
−
==== Topics covered in this section ====
  
−
* Mathematical review (vectors)
  
−
* Measurements and One Dimension Motion (Along a Straight Line)
  
−
* Motion in Two and Three Dimensions
  
   
  +
=== Open access resources ===
−
==== What forms of evaluation were used to test students’ performance in this section? ====
  
  +
* - article with reflections on the methodology book on the 55 typical business models
  +
* - a book with instructions on how to communicate with your potential users. How to conduct interviews so that you understand what the client wants to say and not what you want to hear.
  +
* - the case book on the Jobs To Be Done. With JTBD, we can make predictions about which products will be in demand in the market and which will not. The idea behind the theory is that people don't buy products, but "hire" them to perform certain jobs.
  +
* A selection of with a summary of key ideas from Harvard Business Review
  +
* F. Sesno "" - the book on how to get information out of people through questions.
  +
* a visual guide book to dealing with your inner procrastinator
  +
  +
=== Closed access resources ===
  +
* Crunchbase.com
  +
* Statista.com
  +
  +
=== Software and tools used within the course ===
  +
* Boardofinnovation.com
  +
* Miro.com
  +
* Notion.com
  +
* MS Teams
  +
  +
= Teaching Methodology: Methods, techniques, & activities =
  +
  +
== Activities and Teaching Methods ==
  +
{| class="wikitable"
  +
|+ Teaching and Learning Methods within each section
  +
|-
  +
! Teaching Techniques !! Section 1 !! Section 2 !! Section 3 !! Section 4 !! Section 5 !! Section 6 !! Section 7
  +
|-
  +
| Problem-based learning (students learn by solving open-ended problems without a strictly-defined solution) || 1 || 1 || 1 || 1 || 1 || 1 || 1
  +
|-
  +
| Project-based learning (students work on a project) || 1 || 1 || 1 || 1 || 1 || 1 || 1
  +
|-
  +
| Differentiated learning (provide tasks and activities at several levels of difficulty to fit students needs and level) || 1 || 1 || 1 || 1 || 1 || 1 || 1
  +
|-
  +
| Contextual learning (activities and tasks are connected to the real world to make it easier for students to relate to them); || 1 || 1 || 1 || 1 || 1 || 1 || 1
  +
|-
  +
| Business game (learn by playing a game that incorporates the principles of the material covered within the course). || 1 || 1 || 1 || 1 || 1 || 1 || 1
  +
|-
  +
| inquiry-based learning || 1 || 1 || 1 || 1 || 1 || 1 || 1
  +
|}
  +
{| class="wikitable"
  +
|+ Activities within each section
  +
|-
  +
! Learning Activities !! Section 1 !! Section 2 !! Section 3 !! Section 4 !! Section 5 !! Section 6 !! Section 7
  +
|-
  +
| Interactive Lectures || 1 || 1 || 1 || 1 || 1 || 1 || 1
  +
|-
  +
| Lab exercises || 1 || 1 || 1 || 1 || 1 || 1 || 0
  +
|-
  +
| Group projects || 1 || 0 || 0 || 0 || 0 || 1 || 1
  +
|-
  +
| Flipped classroom || 1 || 1 || 1 || 1 || 1 || 1 || 0
  +
|-
  +
| Discussions || 1 || 1 || 1 || 1 || 1 || 1 || 1
  +
|-
  +
| Presentations by students || 1 || 0 || 1 || 0 || 0 || 0 || 1
  +
|-
  +
| Oral Reports || 1 || 0 || 1 || 0 || 0 || 0 || 1
  +
|-
  +
| Cases studies || 0 || 1 || 0 || 1 || 1 || 1 || 0
  +
|-
  +
| Experiments || 0 || 0 || 1 || 0 || 0 || 0 || 0
  +
|-
  +
| Written reports || 0 || 0 || 1 || 0 || 0 || 1 || 0
  +
|-
  +
| Individual Projects || 0 || 0 || 0 || 1 || 0 || 0 || 0
  +
|-
  +
| Peer Review || 0 || 0 || 0 || 0 || 0 || 0 || 1
  +
|}
  +
  +
== Formative Assessment and Course Activities ==
  +
  +
=== Ongoing performance assessment ===
  +
  +
==== Section 1 ====
 
{| class="wikitable"
  
{| class="wikitable"
 
|+
 
|+
 
|-
  
|-
  +
! Activity Type !! Content !! Is Graded?
−
! Form !! Yes/No
  
 
|-
  
|-
  +
| Discussion || Difference between Art and Creativity. Examples from your personal experience <br> Tools to manage your attention: work with exercises above <br> Is it true that an ideation stage is the very first step to take when starting your own business? If not, what needs to be done before? <br> Idea diary: share your experience, was it useful? How to keep motivation to continue? <br> Sharing your business ideas: is it risky for a founder? Why? <br> Name and discuss principles of hypothesis thinking <br> Name and comment on ideation tool you know. Did you have an experience with it? <br> Where to take creativity? Your advice <br> Lets find examples of “Steal like an artist” approach among startups <br> Create a list of 5 business ideas you have ever had in your mind. Choose 1 and make an exhaustive list of the problems that are associated with the proposed business idea. || 0
−
| Development of individual parts of software product code || 0
  
 
|-
  
|-
  +
| Workshop || Break into teams, choose from the list below 1 tool to work with. Use the templates to create new business ideas. Summarize the results. Share your results and experience of using the template with other teams || 1
−
| Homework and group projects || 1
  
 
|-
  
|-
  +
| Exercise || Start an "Idea diary" (not necessarily business ideas): create a convenient place for notes (notion, pinterest, instagram, paper notebook, etc.). Note the time/place/circumstances of ideas coming, learn to write down ideas. Draw conclusions from 1 week's work: where, when, how, why new ideas arise and whether you can manage their flow. || 0
−
| Midterm evaluation || 1
  
  +
|}
  +
  +
==== Section 2 ====
  +
{| class="wikitable"
  +
|+
 
|-
  
|-
  +
! Activity Type !! Content !! Is Graded?
−
| Testing (written or computer based) || 1
  
 
|-
  
|-
  +
| Discussion || What are the basic steps in market research? <br> What are the commonly used market research methods? <br> What research question types can be asked in surveys? <br> Should startup prefer primary or secondary research? || 0
−
| Reports || 0
  
 
|-
  
|-
  +
| Workshop || SWOT analysis: compare your business idea with competitors and market situation <br> Get familiar with industry trends and reports: Find and create a list of 3 to 5 business research papers or trend reports in your industry || 0
−
| Essays || 0
  
 
|-
  
|-
  +
| Home written assignment || Market research doc: create a structure that is: <br> 1-2 pages long <br> Describes your business idea <br> Contains the structure of your future research <br> Contains a list of questions to answer during the research for each chapter proposed <br> Contains links and references to data sources potentilly interesting to use in a research <br> Its feasible: it should be a chance you may answer all the questions stated in the doc <br> The doc format is designed and well structured || 1
−
| Oral polls || 0
  
  +
|}
  +
  +
==== Section 3 ====
  +
{| class="wikitable"
  +
|+
 
|-
  
|-
  +
! Activity Type !! Content !! Is Graded?
−
| Discussions || 1
  
  +
|-
  +
| Oral test || Good or bad interview question? <br> Useful or useless feedback? || 0
  +
|-
  +
| Workshop || Work on your customer profile using the Persona template. Make a client interview script with the help of the Problem-validation-script. || 1
  +
|-
  +
| Case study || Watch the video with the case study. This is an example of HOW NOT to take a customer discovery interview. Discuss what went wrong? || 0
 
|}
  
|}
   
  +
==== Section 4 ====
−
==== Typical questions for ongoing performance evaluation within this section ====
  
  +
{| class="wikitable"
−
# The position of a particle as it moves along a y axis is given by <math>y=2 sin (\pi t/4)</math>, with t in seconds and y in centimeters. (a) What is the average velocity of the particle between t = 0 and t = 2.0 s? (b) What is the instantaneous velocity of the particle at t= 0, 1.0, and 2.0 s? (c) What is the average acceleration of the particle between t = 0 and t = 2.0 s? (d) What is the instantaneous acceleration of the particle at t = 0, 1.0, and 2.0 s?
  
  +
|+
−
# A woman walks 250 m in the direction 30 <math>^\circ</math> east of north, then 175 m directly east. Find (a) the magnitude and (b) the angle of her final displacement from the starting point. (c) Find the distance she walks. (d) Which is greater, that distance or the magnitude of her displacement?
  
  +
|-
−
# Ship A is located 4.0 km north and 2.5 km east of ship B. Ship A has a velocity of 22 km/h toward the south, and ship B has a velocity of 40 km/h in a direction 37<math>^\circ</math> north of east. (a) What is the velocity of A relative to B in unit-vector notation with toward the east? (b) Write an expression (in terms of and ) for the position of A relative to B as a function of t, where t=0 when the ships are in the positions described above. (c) At what time is the separation between the ships least? (d) What is that least separation?
  
  +
! Activity Type !! Content !! Is Graded?
−
# A baseball is hit at Fenway Park in Boston at a point 0.762 m above home plate with an initial velocity of 33.53 m/s directed 55.0 <math>^\circ</math> above the horizontal. The ball is observed to clear the 11.28-m-high wall in left field (known as the “green monster”) 5.00 s after it is hit, at a point just inside the left-field foul line pole. Find (a) the horizontal distance down the left-field foul line from home plate to the wall; (b) the vertical distance by which the ball clears the wall; (c) the horizontal and vertical displacements of the ball with respect to home plate 0.500 s before it clears the wall.
  
  +
|-
  +
| Workshop || Estimate your target market using the TAM-SAM-SOM template in MIRO. Explain the data. || 1
  +
|-
  +
| Case study || Learn a market sizing case: online babysitting service || 0
  +
|}
  +
  +
==== Section 5 ====
  +
{| class="wikitable"
  +
|+
  +
|-
  +
! Activity Type !! Content !! Is Graded?
  +
|-
  +
| Workshop || Use 3 tools from this lesson's theory that you are least familiar with or have not used at all. From each source, take one insight on the state of your project's market. (For example, the total size of your target market, a leading competitor, number of users, or a growing trend) || 0
  +
|-
  +
| Oral presentation || Take one tool from the list below and create a “how-to” guide to the service for your classmates. The guide could be done in a form of 1) video-instruction 2) text 3) visualized scheme 4) presentation. The guide must answer how to use a tool and give an example of its use on concrete case study. Studying the guide should take your reader not mach then 15 min. || 1
  +
|}
  +
  +
==== Section 6 ====
  +
{| class="wikitable"
  +
|+
  +
|-
  +
! Activity Type !! Content !! Is Graded?
  +
|-
  +
| Workshop || Exercises: <br> Personal SWOT Analysis <br> List of Personal Achievements <br> Analysis of Motivating Activities <br> Your Personal Vision || 0
  +
|}
  +
  +
==== Section 7 ====
  +
{| class="wikitable"
  +
|+
  +
|-
  +
! Activity Type !! Content !! Is Graded?
  +
|-
  +
| Pitch session || The final Market Research report should follow the structure discussed <br> Content of the oral presentation may include: business description, market overview, main sources used in the research, competitors overview, monetization opportunity, market size, further stages of research or business work, team, comments on some challenges during the work || 1
  +
|}
  +
  +
=== Final assessment ===
  +
'''Section 1'''
  +
# For the final assessment, students should complete the Market Research paper.
  +
# It should follow the market research paper structure, contain information about market volume (TAM SAM SOM), data must be gathered with help of data sources learnt.
  +
# The paper should refer to market potential and give the basis to make business decisions, answer questions on how to start and develop your idea, what is your business model, target customer persona, product MVP etc.
  +
# Grading criteria for the final project presentation:
  +
# Market sizing has been carried out
  +
# Customer segments are named
  +
# Сompetitor analysis has been conducted
  +
# At least 2 prominent data sources are used
  +
# Customer discovery interviews conducted
  +
# Future steps are mapped out
  +
# The final report is visualized clearly and transparent
  +
'''Section 2'''
  +
  +
'''Section 3'''
  +
  +
'''Section 4'''
  +
  +
'''Section 5'''
  +
  +
'''Section 6'''
  +
  +
'''Section 7'''
  +
  +
  +
=== The retake exam ===
  +
'''Section 1'''
  +
# For the retake, students have to submit the results of the market sizing exercise with the TAM SAM SOM method in the form of a visual framework studied.
  +
'''Section 2'''
  +
  +
'''Section 3'''
   
  +
'''Section 4'''
−
==== Typical questions for seminar classes (labs) within this section ====
  
−
# Most important in an investigation of an airplane crash by the U.S. National Transportation Safety Board is the data stored on the airplane’s flight-data recorder, commonly called the “black box” in spite of its orange coloring and reflective tape.The recorder is engineered to withstand a crash with an average deceleration of magnitude 3400<math>g</math> during a time interval of 6.50 ms. In such a crash, if the recorder and airplane have zero speed at the end of that time interval, what is their speed at the beginning of the interval?
  
−
# Two vectors are given by \textbf{a}=3\textbf{i}+5\textbf{j} and \textbf{b}=2\textbf{i}+4\textbf{j}. Find (a) <math>\textbf{a}\times\textbf{b}</math> (b) <math>\textbf{a}\cdot\textbf{b}</math> (c) <math>(\textbf{a}+\textbf{b})\cdot\textbf{b}</math> (d) the component of \textbf{a} along the direction of \textbf{b}.
  
−
# A cannon located at sea level fires a ball with initial speed 82 m/s and initial angle 45<math>^\circ</math>.The ball lands in the water after traveling a horizontal distance 686 m. How much greater would the horizontal distance have been had the cannon been 30 m higher?
  
−
# An elevator without a ceiling is ascending with a constant speed of 10 m/s. A boy on the elevator shoots a ball directly upward, from a height of 2.0 m above the elevator floor, just as the elevator floor is 28 m above the ground.The initial speed of the ball with respect to the elevator is 20 m/s. (a) What maximum height above the ground does the ball reach? (b) How long does the ball take to return to the elevator floor?
  
−
# A football player punts the football so that it will have a “hang time” (time of flight) of 4.5 s and land 46 m away. If the ball leaves the player’s foot 150 cm above the ground, what must be the (a) magnitude and (b) angle (relative to the horizontal) of the ball’s initial velocity?
  
   
  +
'''Section 5'''
−
==== Tasks for midterm assessment within this section ====
  
   
  +
'''Section 6'''
   
  +
'''Section 7'''
−
==== Test questions for final assessment in this section ====
  
−
# Two ships are moving parallel to each other in opposite directions with speeds <math>V_1</math> and <math>V_2</math>. One ship shoots at the other. Find the angle of a gun to hit the target at the moment when distant between the ships are closest? The speed of the projectile <math>V_0</math> is constant.
  
−
# The velocity vector of a moving body is always parallel to acceleration vector. What is the trajectory of this body?
  
−
# An object moves with non-constant velocity. Can the average velocity over a time interval <math>(t, t + T)</math> be greater than or equal to the maximum instantaneous velocity at this time interval? Prove your answer.
  
−
# A car starts moving with the initial zero velocity and with the acceleration, which depends on the time as <math>a(t) = 2(1 – exp(-t/15))</math>. Find the average velocity of the car over a time interval 10 s to 40 s.
  
−
# A stone thrown at an angle <math>\alpha = 30^\circ</math> relative to the horizon has the same height H at moments <math>t_1 = 3</math> s and <math>t_2 = 5</math> s after start of his flying. Find the initial stone speed <math>v_0</math> and height <math>H</math>.
  
−
# A right angle is drawn on a paper. The ruler being always perpendicular to the bisector of this angle moves along this bisector at a speed of 10 cm/s. The ends of the ruler intersect the sides of the drawn angle. What is the velocity of the intersection points moving along the sides of the right angle relative to the paper?
  

Latest revision as of 09:50, 29 May 2023

Market Research for IT Startups

  • Course name: Market Research for IT Startups
  • Code discipline:
  • Subject area: Technological Entrepreneurship

Short Description

This course is for students who see themselves as entrepreneurs. The course is designed for the early development of business ideas and provides methods and guidelines for business research. The course teaches how to assess the potential of business ideas, hypothesis thinking, methods for generating ideas and testing their quality

Prerequisites

Prerequisite subjects

  • N/A

Prerequisite topics

  • N/A

Course Topics

Course Sections and Topics
Section Topics within the section
Ideation tools
  1. Art VS Creativity
  2. Ability to discover
  3. How to generate ideas
  4. Creativity sources
  5. Ideation in groups
  6. Rules for ideation for startups
Market research content
  1. Types of research: primary vs secondary
  2. How to plan a research
  3. Market research chapters content
  4. Frameworks used in a market research (SWOT, Persona, etc)
  5. Tools and sources to conduct a competitors analysis
Customer development
  1. Interviews are the main tool for “Get Out The Building” technique
  2. The "Mum's Test"
  3. Jobs-To-Be-Done
  4. Good and bad interview questions
Market sizing
  1. Market analysis VS market sizing
  2. Sizing stakeholders and their interests
  3. Sizing methods
  4. TAM SAM SOM calculation examples
Data for a research
  1. Sources and tools for competitors overview
  2. Sources and tools for product and traffic analysis
  3. Sources and tools for trend watching
  4. Life hacks for search
Founder motivation
  1. Ways to Stay Motivated as an Entrepreneur
  2. Exercises for founders motivation
Pitch Day
  1. Market research results presentations

Intended Learning Outcomes (ILOs)

What is the main purpose of this course?

This course aims to give students theoretical knowledge and practical skills on how to assess market potential at an early stage of an IT startup (or any company) development. The ultimate goal is to teach students to conduct market research for their business.

ILOs defined at three levels

Level 1: What concepts should a student know/remember/explain?

By the end of the course, the students should be able to ...

  • Market research techniques using open data,
  • Typology of market assessment methods,
  • Types of research data and their application,
  • Market research components: competitors overview, value proposition, trend watching, venture status, business models, buyers profile etc

Level 2: What basic practical skills should a student be able to perform?

By the end of the course, the students should be able to ...

  • Methods of ideation,
  • TAM SAM SOM method, 2 approaches,
  • Applied tools and resources for market sizing,
  • Principles to work with business hypotheses

Level 3: What complex comprehensive skills should a student be able to apply in real-life scenarios?

By the end of the course, the students should be able to ...

  • Identify and describe the market
  • Assess market potential for any business idea
  • Conduct relevant market research before starting up a business
  • Use the most relevant and high-quality data for a market research

Grading

Course grading range

Grade Range Description of performance
A. Excellent 85.0-100.0 -
B. Good 70.0-84.0 -
C. Satisfactory 50.0-69.0 -
D. Fail 0.0-50.0 -

Course activities and grading breakdown

Activity Type Percentage of the overall course grade
Paper #0: Market research structure 0-10 scale (costs 10% final)
Paper #1: TAM SAM SOM 0-10 scale (costs 20% final)
Workshops activity 3 points for each of 7 workshops: 1 point=participation, 2 points=discussion, 3 points=valuable results (costs 21% final)
Paper #2: Market research 0-10 scale (costs 30% final)
Final Presentation 0-10 scale (costs 20% final)

Recommendations for students on how to succeed in the course

Participation is important. Showing up and participating in discussions is the key to success in this course.
Students work in teams, so coordinating teamwork will be an important factor for success.
Reading the provided materials is mandatory, as lectures will mainly consist of discussions and reflections not slides or reading from scratch.
The main assignment in the course is Market research paper which is supposed to be useful not only for this course but s a basis for future business oriented courses

Resources, literature and reference materials

Open access resources

  • - article with reflections on the methodology book on the 55 typical business models
  • - a book with instructions on how to communicate with your potential users. How to conduct interviews so that you understand what the client wants to say and not what you want to hear.
  • - the case book on the Jobs To Be Done. With JTBD, we can make predictions about which products will be in demand in the market and which will not. The idea behind the theory is that people don't buy products, but "hire" them to perform certain jobs.
  • A selection of with a summary of key ideas from Harvard Business Review
  • F. Sesno "" - the book on how to get information out of people through questions.
  • a visual guide book to dealing with your inner procrastinator

Closed access resources

  • Crunchbase.com
  • Statista.com

Software and tools used within the course

  • Boardofinnovation.com
  • Miro.com
  • Notion.com
  • MS Teams

Teaching Methodology: Methods, techniques, & activities

Activities and Teaching Methods

Teaching and Learning Methods within each section
Teaching Techniques Section 1 Section 2 Section 3 Section 4 Section 5 Section 6 Section 7
Problem-based learning (students learn by solving open-ended problems without a strictly-defined solution) 1 1 1 1 1 1 1
Project-based learning (students work on a project) 1 1 1 1 1 1 1
Differentiated learning (provide tasks and activities at several levels of difficulty to fit students needs and level) 1 1 1 1 1 1 1
Contextual learning (activities and tasks are connected to the real world to make it easier for students to relate to them); 1 1 1 1 1 1 1
Business game (learn by playing a game that incorporates the principles of the material covered within the course). 1 1 1 1 1 1 1
inquiry-based learning 1 1 1 1 1 1 1
Activities within each section
Learning Activities Section 1 Section 2 Section 3 Section 4 Section 5 Section 6 Section 7
Interactive Lectures 1 1 1 1 1 1 1
Lab exercises 1 1 1 1 1 1 0
Group projects 1 0 0 0 0 1 1
Flipped classroom 1 1 1 1 1 1 0
Discussions 1 1 1 1 1 1 1
Presentations by students 1 0 1 0 0 0 1
Oral Reports 1 0 1 0 0 0 1
Cases studies 0 1 0 1 1 1 0
Experiments 0 0 1 0 0 0 0
Written reports 0 0 1 0 0 1 0
Individual Projects 0 0 0 1 0 0 0
Peer Review 0 0 0 0 0 0 1

Formative Assessment and Course Activities

Ongoing performance assessment

Section 1

Activity Type Content Is Graded?
Discussion Difference between Art and Creativity. Examples from your personal experience
Tools to manage your attention: work with exercises above
Is it true that an ideation stage is the very first step to take when starting your own business? If not, what needs to be done before?
Idea diary: share your experience, was it useful? How to keep motivation to continue?
Sharing your business ideas: is it risky for a founder? Why?
Name and discuss principles of hypothesis thinking
Name and comment on ideation tool you know. Did you have an experience with it?
Where to take creativity? Your advice
Lets find examples of “Steal like an artist” approach among startups
Create a list of 5 business ideas you have ever had in your mind. Choose 1 and make an exhaustive list of the problems that are associated with the proposed business idea.		 0
Workshop Break into teams, choose from the list below 1 tool to work with. Use the templates to create new business ideas. Summarize the results. Share your results and experience of using the template with other teams 1
Exercise Start an "Idea diary" (not necessarily business ideas): create a convenient place for notes (notion, pinterest, instagram, paper notebook, etc.). Note the time/place/circumstances of ideas coming, learn to write down ideas. Draw conclusions from 1 week's work: where, when, how, why new ideas arise and whether you can manage their flow. 0

Section 2

Activity Type Content Is Graded?
Discussion What are the basic steps in market research?
What are the commonly used market research methods?
What research question types can be asked in surveys?
Should startup prefer primary or secondary research?		 0
Workshop SWOT analysis: compare your business idea with competitors and market situation
Get familiar with industry trends and reports: Find and create a list of 3 to 5 business research papers or trend reports in your industry		 0
Home written assignment Market research doc: create a structure that is:
1-2 pages long
Describes your business idea
Contains the structure of your future research
Contains a list of questions to answer during the research for each chapter proposed
Contains links and references to data sources potentilly interesting to use in a research
Its feasible: it should be a chance you may answer all the questions stated in the doc
The doc format is designed and well structured		 1

Section 3

Activity Type Content Is Graded?
Oral test Good or bad interview question?
Useful or useless feedback?		 0
Workshop Work on your customer profile using the Persona template. Make a client interview script with the help of the Problem-validation-script. 1
Case study Watch the video with the case study. This is an example of HOW NOT to take a customer discovery interview. Discuss what went wrong? 0

Section 4

Activity Type Content Is Graded?
Workshop Estimate your target market using the TAM-SAM-SOM template in MIRO. Explain the data. 1
Case study Learn a market sizing case: online babysitting service 0

Section 5

Activity Type Content Is Graded?
Workshop Use 3 tools from this lesson's theory that you are least familiar with or have not used at all. From each source, take one insight on the state of your project's market. (For example, the total size of your target market, a leading competitor, number of users, or a growing trend) 0
Oral presentation Take one tool from the list below and create a “how-to” guide to the service for your classmates. The guide could be done in a form of 1) video-instruction 2) text 3) visualized scheme 4) presentation. The guide must answer how to use a tool and give an example of its use on concrete case study. Studying the guide should take your reader not mach then 15 min. 1

Section 6

Activity Type Content Is Graded?
Workshop Exercises:
Personal SWOT Analysis
List of Personal Achievements
Analysis of Motivating Activities
Your Personal Vision		 0

Section 7

Activity Type Content Is Graded?
Pitch session The final Market Research report should follow the structure discussed
Content of the oral presentation may include: business description, market overview, main sources used in the research, competitors overview, monetization opportunity, market size, further stages of research or business work, team, comments on some challenges during the work		 1

Final assessment

Section 1

  1. For the final assessment, students should complete the Market Research paper.
  2. It should follow the market research paper structure, contain information about market volume (TAM SAM SOM), data must be gathered with help of data sources learnt.
  3. The paper should refer to market potential and give the basis to make business decisions, answer questions on how to start and develop your idea, what is your business model, target customer persona, product MVP etc.
  4. Grading criteria for the final project presentation:
  5. Market sizing has been carried out
  6. Customer segments are named
  7. Сompetitor analysis has been conducted
  8. At least 2 prominent data sources are used
  9. Customer discovery interviews conducted
  10. Future steps are mapped out
  11. The final report is visualized clearly and transparent

Section 2

Section 3

Section 4

Section 5

Section 6

Section 7


The retake exam

Section 1

  1. For the retake, students have to submit the results of the market sizing exercise with the TAM SAM SOM method in the form of a visual framework studied.

Section 2

Section 3

Section 4

Section 5

Section 6

Section 7

Retrieved from "https://eduwiki.innopolis.university/index.php?title=IU:TestPage&oldid=8199"