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= Market Research for IT Startups =
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= MathematicalAnalysis II =
  
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* '''Course name''': MathematicalAnalysis II
 +
* '''Course name''': Market Research for IT Startups
 
* '''Code discipline''':
 
* '''Code discipline''':
  +
* '''Subject area''': Technological Entrepreneurship
−
* '''Subject area''': Multivariate calculus: derivatives, differentials, maxima and minima, Multivariate integration, Functional series. Fourier series, Integrals with parameters
  
   
 
== Short Description ==
  
== 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 ==
  
== Prerequisites ==
   
 
=== Prerequisite subjects ===
  
=== Prerequisite subjects ===
  +
* N/A
−  
   
 
=== Prerequisite topics ===
  
=== Prerequisite topics ===
  +
* N/A
−  
   
 
== Course Topics ==
  
== Course Topics ==
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! Section !! Topics within the section
  
! Section !! Topics within the section
 
|-
  
|-
  +
| Ideation tools ||
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| Differential Analysis of Functions of Several Variables ||
 
  +
# Art VS Creativity
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# Limits of functions of several variables
  
  +
# Ability to discover
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# Partial and directional derivatives of functions of several variables. Gradient
  
  +
# How to generate ideas
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# Differentials of functions of several variables. Taylor formula
  
  +
# Creativity sources
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# Maxima and minima for functions of several variables
  
  +
# Ideation in groups
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# Maxima and minima for functions of several variables subject to a constraint
  
  +
# Rules for ideation for startups
 
|-
  
|-
  +
| Market research content ||
−
| Integration of Functions of Several Variables ||
 
  +
# Types of research: primary vs secondary
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# Z-test
  
  +
# How to plan a research
−
# Double integrals. Fubini’s theorem and iterated integrals
  
  +
# Market research chapters content
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# Substituting variables in double integrals. Polar coordinates
  
  +
# Frameworks used in a market research (SWOT, Persona, etc)
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# Triple integrals. Use of Fubini’s theorem
  
  +
# Tools and sources to conduct a competitors analysis
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# Spherical and cylindrical coordinates
  
−
# Path integrals
  
−
# Area of a surface
  
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# Surface integrals
  
 
|-
  
|-
  +
| Customer development ||
−
| Uniform Convergence of Functional Series. Fourier Series ||
 
  +
# Interviews are the main tool for “Get Out The Building” technique
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# Uniform and point wise convergence of functional series
  
  +
# The "Mum's Test"
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# Properties of uniformly convergent series
  
  +
# Jobs-To-Be-Done
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# Fourier series. Sufficient conditions of convergence and uniform convergence
  
  +
# Good and bad interview questions
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# Bessel’s inequality and Parseval’s identity.
  
 
|-
  
|-
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| Integrals with Parameter(s) ||
+
| Market sizing ||
  +
# Market analysis VS market sizing
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# Definite integrals with parameters
  
  +
# Sizing stakeholders and their interests
−
# Improper integrals with parameters. Uniform convergence
  
  +
# Sizing methods
−
# Properties of uniformly convergent integrals
  
  +
# TAM SAM SOM calculation examples
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# Beta-function and gamma-function
  
  +
|-
−
# Fourier transform
  
  +
| 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) ==
  
== Intended Learning Outcomes (ILOs) ==
   
 
=== What is the main purpose of this course? ===
  
=== 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.
−
The goal of the course is to study basic mathematical concepts that will be required in further studies. The course is based on Mathematical Analysis I, and the concepts studied there are widely used in this course. The course covers differentiation and integration of functions of several variables. Some more advanced concepts, as uniform convergence of series and integrals, are also considered, since they are important for understanding applicability of many theorems of mathematical analysis. In the end of the course some useful applications are covered, such as gamma-function, beta-function, and Fourier transform.
  
   
 
=== ILOs defined at three levels ===
  
=== ILOs defined at three levels ===
Line 61: Line 72:
 
==== Level 1: What concepts should a student know/remember/explain? ====
  
==== Level 1: What concepts should a student know/remember/explain? ====
 
By the end of the course, the students should be able to ...
  
By the end of the course, the students should be able to ...
  +
* Market research techniques using open data,
−
* find partial and directional derivatives of functions of several variables;
  
  +
* Typology of market assessment methods,
−
* find maxima and minima for a function of several variables
  
  +
* Types of research data and their application,
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* use Fubini’s theorem for calculating multiple integrals
  
  +
* Market research components: competitors overview, value proposition, trend watching, venture status, business models, buyers profile etc
−
* calculate line and path integrals
  
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* distinguish between point wise and uniform convergence of series and improper integrals
  
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* decompose a function into Fourier series
  
−
* calculate Fourier transform of a function
  
   
 
==== Level 2: What basic practical skills should a student be able to perform? ====
  
==== 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 ...
  
By the end of the course, the students should be able to ...
  +
* Methods of ideation,
−
* how to find minima and maxima of a function subject to a constraint
  
  +
* TAM SAM SOM method, 2 approaches,
−
* how to represent double integrals as iterated integrals and vice versa
  
  +
* Applied tools and resources for market sizing,
−
* what the length of a curve and the area of a surface is
  
  +
* Principles to work with business hypotheses
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* properties of uniformly convergent series and improper integrals
  
−
* beta-function, gamma-function and their properties
  
−
* how to find Fourier transform of a function
  
   
 
==== Level 3: What complex comprehensive skills should a student be able to apply in real-life scenarios? ====
  
==== 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 ...
  
By the end of the course, the students should be able to ...
  +
* Identify and describe the market
−
* find multiple, path, surface integrals
  
  +
* Assess market potential for any business idea
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* find the range of a function in a given domain
  
  +
* Conduct relevant market research before starting up a business
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* decompose a function into Fourier series
 
  +
* Use the most relevant and high-quality data for a market research
  +
 
== Grading ==
  
== Grading ==
   
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! Grade !! Range !! Description of performance
  
! Grade !! Range !! Description of performance
 
|-
  
|-
−
| A. Excellent || 85-100 || -
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| A. Excellent || 85.0-100.0 || -
 
|-
  
|-
−
| B. Good || 65-84 || -
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| B. Good || 70.0-84.0 || -
 
|-
  
|-
−
| C. Satisfactory || 45-64 || -
 +
| C. Satisfactory || 50.0-69.0 || -
 
|-
  
|-
−
| D. Poor || 0-44 || -
 +
| D. Fail || 0.0-50.0 || -
 
|}
  
|}
   
Line 106: Line 114:
 
! Activity Type !! Percentage of the overall course grade
  
! Activity Type !! Percentage of the overall course grade
 
|-
  
|-
  +
| Paper #0: Market research structure || 0-10 scale (costs 10% final)
−
| Test 1 || 10
  
 
|-
  
|-
  +
| Paper #1: TAM SAM SOM || 0-10 scale (costs 20% final)
−
| Midterm || 25
  
 
|-
  
|-
  +
| Workshops activity || 3 points for each of 7 workshops: 1 point=participation, 2 points=discussion, 3 points=valuable results (costs 21% final)
−
| Test 2 || 10
  
 
|-
  
|-
  +
| Paper #2: Market research || 0-10 scale (costs 30% final)
−
| Participation || 5
  
 
|-
  
|-
−
| Final exam || 50
 +
| Final Presentation || 0-10 scale (costs 20% final)
 
|}
  
|}
   
 
=== Recommendations for students on how to succeed in the course ===
  
=== 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.<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
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== Resources, literature and reference materials ==
  
== Resources, literature and reference materials ==
   
 
=== Open access resources ===
  
=== Open access resources ===
  +
* - article with reflections on the methodology book on the 55 typical business models
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* Robert A. Adams, Christopher Essex (2017) Calculus. A Complete Course, Pearson
  
  +
* - 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.
−
* Jerrold Marsden, Alan Weinstein (1985) Calculus (in three volumes; volumes 2 and 3), Springer
  
  +
* - 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 ===
  
=== Closed access resources ===
  +
* Crunchbase.com
  +
* Statista.com
   
  +
=== Software and tools used within the course ===
  +
* Boardofinnovation.com
  +
* Miro.com
  +
* Notion.com
  +
* MS Teams
   
−
=== Software and tools used within the course ===
  
−
 
 
= Teaching Methodology: Methods, techniques, & activities =
  
= Teaching Methodology: Methods, techniques, & activities =
   
 
== Activities and Teaching Methods ==
  
== Activities and Teaching Methods ==
 
{| class="wikitable"
  
{| class="wikitable"
−
|+ Activities within each section
 +
|+ Teaching and Learning Methods within each section
 
|-
  
|-
−
! Learning Activities !! Section 1 !! Section 2 !! Section 3 !! Section 4
 +
! 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
−
| Homework and group projects || 1 || 1 || 1 || 1
  
 
|-
  
|-
−
| Midterm evaluation || 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
−
| Testing (written or computer based) || 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
−
| Discussions || 1 || 1 || 1 || 1
  
−
|}
 
−
== Formative Assessment and Course Activities ==
  
−  
−
=== Ongoing performance assessment ===
  
−  
−
==== Section 1 ====
  
−
{| class="wikitable"
  
−
|+
 
 
|-
  
|-
  +
| 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
−
! Activity Type !! Content !! Is Graded?
  
 
|-
  
|-
  +
| inquiry-based learning || 1 || 1 || 1 || 1 || 1 || 1 || 1
−
| Question || Find <math>{\textstyle \lim \limits _{x\to 0}\lim \limits _{y\to 0}u(x;y)}</math> , <math>{\textstyle \lim \limits _{y\to 0}\lim \limits _{x\to 0}u(x;y)}</math> and <math>{\textstyle \lim \limits _{(x;y)\to (0;0)}u(x;y)}</math> if <math>{\textstyle u(x;y)={\frac {x^{2}y+xy^{2}}{x^{2}-xy+y^{2}}}}</math> . || 1
  
  +
|}
  +
{| class="wikitable"
  +
|+ Activities within each section
 
|-
  
|-
  +
! Learning Activities !! Section 1 !! Section 2 !! Section 3 !! Section 4 !! Section 5 !! Section 6 !! Section 7
−
| Question || Find the differential of a function: (a) <math>{\textstyle u(x;y)=\ln \left(x+{\sqrt {x^{2}+y^{2}}}\right)}</math> ; (b) <math>{\textstyle u(x;y)=\ln \sin {\frac {x+1}{\sqrt {y}}}}</math> . || 1
  
 
|-
  
|-
  +
| Interactive Lectures || 1 || 1 || 1 || 1 || 1 || 1 || 1
−
| Question || Find the differential of <math>{\textstyle u(x;y)}</math> given implicitly by an equation <math>{\textstyle x^{3}+2y^{3}+u^{3}-3xyu+2y-3=0}</math> at points <math>{\textstyle M(1;1;1)}</math> and <math>{\textstyle N(1;1;-2)}</math> . || 1
  
 
|-
  
|-
  +
| Lab exercises || 1 || 1 || 1 || 1 || 1 || 1 || 0
−
| Question || Find maxima and minima of a function subject to a constraint (or several constraints):<br><math>{\textstyle u=x^{2}y^{3}z^{4}}</math> , <math>{\textstyle 2x+3y+4z=18}</math> , <math>{\textstyle x>0}</math> , <math>{\textstyle y>0}</math> , <math>{\textstyle z>0}</math> ;<br><math>{\textstyle u=x-y+2z}</math> , <math>{\textstyle x^{2}+y^{2}+2z^{2}=16}</math> ;<br><math>{\textstyle u=\sum \limits _{i=1}^{k}a_{i}x_{i}^{2}}</math> , <math>{\textstyle \sum \limits _{i=1}^{k}x_{i}=1}</math> , <math>{\textstyle a_{i}>0}</math> ; || 1
  
 
|-
  
|-
  +
| Group projects || 1 || 0 || 0 || 0 || 0 || 1 || 1
−
| Question || <math>{\textstyle u=x^{2}y^{3}z^{4}}</math> , <math>{\textstyle 2x+3y+4z=18}</math> , <math>{\textstyle x>0}</math> , <math>{\textstyle y>0}</math> , <math>{\textstyle z>0}</math> ; || 1
  
 
|-
  
|-
  +
| Flipped classroom || 1 || 1 || 1 || 1 || 1 || 1 || 0
−
| Question || <math>{\textstyle u=x-y+2z}</math> , <math>{\textstyle x^{2}+y^{2}+2z^{2}=16}</math> ; || 1
  
 
|-
  
|-
  +
| Discussions || 1 || 1 || 1 || 1 || 1 || 1 || 1
−
| Question || <math>{\textstyle u=\sum \limits _{i=1}^{k}a_{i}x_{i}^{2}}</math> , <math>{\textstyle \sum \limits _{i=1}^{k}x_{i}=1}</math> , <math>{\textstyle a_{i}>0}</math> ; || 1
  
 
|-
  
|-
  +
| Presentations by students || 1 || 0 || 1 || 0 || 0 || 0 || 1
−
| Question || Let us consider <math>{\textstyle u(x;y)={\begin{cases}1,&x=y^{2},\\0,&x\neq y^{2}.\end{cases}}}</math> Show that this function has a limit at the origin along any straight line that passes through it (and all these limits are equal to each other), yet this function does not have limit as <math>{\textstyle (x;y)\to (0;0)}</math> . || 0
  
 
|-
  
|-
  +
| Oral Reports || 1 || 0 || 1 || 0 || 0 || 0 || 1
−
| Question || Find the largest possible value of directional derivative at point <math>{\textstyle M(1;-2;-3)}</math> of function <math>{\textstyle f=\ln xyz}</math> . || 0
  
 
|-
  
|-
  +
| Cases studies || 0 || 1 || 0 || 1 || 1 || 1 || 0
−
| Question || Find maxima and minima of functions <math>{\textstyle u(x,y)}</math> given implicitly by the equations:<br><math>{\textstyle x^{2}+y^{2}+u^{2}-4x-6y-4u+8=0}</math> , <math>{\textstyle u>2}</math> ;<br><math>{\textstyle x^{3}-y^{2}+u^{2}-3x+4y+u-8=0}</math> . || 0
  
 
|-
  
|-
  +
| Experiments || 0 || 0 || 1 || 0 || 0 || 0 || 0
−
| Question || <math>{\textstyle x^{2}+y^{2}+u^{2}-4x-6y-4u+8=0}</math> , <math>{\textstyle u>2}</math> ; || 0
  
 
|-
  
|-
  +
| Written reports || 0 || 0 || 1 || 0 || 0 || 1 || 0
−
| Question || <math>{\textstyle x^{3}-y^{2}+u^{2}-3x+4y+u-8=0}</math> . || 0
  
 
|-
  
|-
  +
| Individual Projects || 0 || 0 || 0 || 1 || 0 || 0 || 0
−
| Question || Find maxima and minima of functions subject to constraints:<br><math>{\textstyle u=xy^{2}}</math> , <math>{\textstyle x+2y-1=0}</math> ;<br><math>{\textstyle u=xy+yz}</math> , <math>{\textstyle x^{2}+y^{2}=2}</math> , <math>{\textstyle y+z=2}</math> , <math>{\textstyle y>0}</math> . || 0
  
 
|-
  
|-
  +
| Peer Review || 0 || 0 || 0 || 0 || 0 || 0 || 1
−
| Question || <math>{\textstyle u=xy^{2}}</math> , <math>{\textstyle x+2y-1=0}</math> ; || 0
  
−
|-
 +
|}
  +
−
| Question || <math>{\textstyle u=xy+yz}</math> , <math>{\textstyle x^{2}+y^{2}=2}</math> , <math>{\textstyle y+z=2}</math> , <math>{\textstyle y>0}</math> . || 0
  
  +
== Formative Assessment and Course Activities ==
−
|}
 
  +
−
==== Section 2 ====
  
  +
=== Ongoing performance assessment ===
  +
  +
==== Section 1 ====
 
{| class="wikitable"
  
{| class="wikitable"
 
|+
 
|+
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! Activity Type !! Content !! Is Graded?
  
! Activity Type !! Content !! Is Graded?
 
|-
  
|-
  +
| 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
−
| Question || Represent double integrals below as an iterated integrals (or a sum of iterated integrals) with different orders of integration: <math>{\textstyle \iint \limits _{D}f(x;y)\,dx\,dy}</math> where <math>{\textstyle D=\left\{(x;y)\left|x^{2}+y^{2}\leq 9,\,x^{2}+(y+4)^{2}\geq 25\right.\right\}}</math> . || 1
  
 
|-
  
|-
  +
| 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
−
| Question || Represent integral <math>{\textstyle I=\displaystyle \iiint \limits _{D}f(x;y;z)\,dx\,dy\,dz}</math> as iterated integrals with all possible (i.e. 6) orders of integration; <math>{\textstyle D}</math> is bounded by <math>{\textstyle x=0}</math> , <math>{\textstyle x=a}</math> , <math>{\textstyle y=0}</math> , <math>{\textstyle y={\sqrt {ax}}}</math> , <math>{\textstyle z=0}</math> , <math>{\textstyle z=x+y}</math> . || 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
−
| Question || Find line integrals of a scalar fields <math>{\textstyle \displaystyle \int \limits _{\Gamma }(x+y)\,ds}</math> where <math>{\textstyle \Gamma }</math> is boundary of a triangle with vertices <math>{\textstyle (0;0)}</math> , <math>{\textstyle (1;0)}</math> and <math>{\textstyle (0;1)}</math> . || 1
  
  +
|}
  +
  +
==== Section 2 ====
  +
{| class="wikitable"
  +
|+
 
|-
  
|-
  +
! Activity Type !! Content !! Is Graded?
−
| Question || Change order of integration in the iterated integral <math>{\textstyle \int \limits _{0}^{\sqrt {2}}dy\int \limits _{y}^{\sqrt {4-y^{2}}}f(x;y)\,dx}</math> . || 0
  
 
|-
  
|-
  +
| 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
−
| Question || Find the volume of a solid given by <math>{\textstyle 0\leq z\leq x^{2}}</math> , <math>{\textstyle x+y\leq 5}</math> , <math>{\textstyle x-2y\geq 2}</math> , <math>{\textstyle y\geq 0}</math> . || 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
−
| Question || Change into polar coordinates and rewrite the integral as a single integral: <math>{\textstyle \displaystyle \iint \limits _{G}f\left({\sqrt {x^{2}+y^{2}}}\right)\,dx\,dy}</math> , <math>{\textstyle G=\left\{(x;y)\left|x^{2}+y^{2}\leq x;\,x^{2}+y^{2}\leq y\right.\right\}}</math> . || 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
−
| Question || Having ascertained that integrand is an exact differential, calculate the integral along a piecewise smooth plain curve that starts at <math>{\textstyle A}</math> and finishes at <math>{\textstyle B}</math> : <math>{\textstyle \displaystyle \int \limits _{\Gamma }\left(x^{4}+4xy^{3}\right)\,dx+\left(6x^{2}y^{2}-5y^{4}\right)\,dy}</math> , <math>{\textstyle A(-2;-1)}</math> , <math>{\textstyle B(0;3)}</math> ; || 0
  
−
|}
+
|}
  +
 
==== Section 3 ====
  
==== Section 3 ====
 
{| class="wikitable"
  
{| class="wikitable"
Line 213: Line 234:
 
! Activity Type !! Content !! Is Graded?
  
! Activity Type !! Content !! Is Graded?
 
|-
  
|-
  +
| Oral test || Good or bad interview question? <br> Useful or useless feedback? || 0
−
| Question || Find out whether the following functional series converges uniformly on the indicated intervals. Justify your answer. <math>{\textstyle \sum \limits _{n=1}^{\infty }e^{-n\left(x^{2}+2\sin x\right)}}</math> , <math>{\textstyle \Delta _{1}=(0;1]}</math> , <math>{\textstyle \Delta _{2}=[1;+\infty )}</math> ; || 1
  
−
|-
  
−
| Question || <math>{\textstyle \sum \limits _{n=1}^{\infty }{\frac {\sqrt {nx^{3}}}{x^{2}+n^{2}}}}</math> , <math>{\textstyle \Delta _{1}=(0;1)}</math> , <math>{\textstyle \Delta _{2}=(1;+\infty )}</math> || 1
  
−
|-
  
−
| Question || Show that sequence <math>{\textstyle f_{n}(x)=nx\left(1-x\right)^{n}}</math> converges non-uniformly on <math>{\textstyle [0;1]}</math> to a continuous function <math>{\textstyle f(x)}</math> , but <math>{\textstyle \lim \limits _{n\rightarrow +\infty }\int \limits _{0}^{1}f_{n}(x)\,dx=\lim \limits _{n\rightarrow +\infty }\int \limits _{0}^{1}f(x)\,dx}</math> . || 1
  
 
|-
  
|-
  +
| Workshop || Work on your customer profile using the Persona template. Make a client interview script with the help of the Problem-validation-script. || 1
−
| Question || Decompose the following function determined on <math>{\textstyle [-\pi ;\pi ]}</math> into Fourier series using the standard trigonometric system <math>{\textstyle \left.\left\{1;\cos kx;\sin kx\right\}\right|_{k=1}^{\infty }}</math> . Draw the graph of the sum of Fourier series obtained. <math>{\textstyle f(x)={\begin{cases}1,\;0\leq x\leq \pi ,\\0,\;-\pi \leq x<0.\end{cases}}}</math> || 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
−
| Question || Prove that if for an absolutely integrable function <math>{\textstyle f(x)}</math> on <math>{\textstyle [-\pi ;\pi ]}</math> <br><math>{\textstyle f(x+\pi )=f(x)}</math> then <math>{\textstyle a_{2k-1}=b_{2k-1}=0}</math> , <math>{\textstyle k\in \mathbb {N} }</math> ;<br><math>{\textstyle f(x+\pi )=-f(x)}</math> then <math>{\textstyle a_{0}=0}</math> , <math>{\textstyle a_{2k}=b_{2k}=0}</math> , <math>{\textstyle k\in \mathbb {N} }</math> . || 1
  
−
|-
 +
|}
  +
−
| Question || <math>{\textstyle f(x+\pi )=f(x)}</math> then <math>{\textstyle a_{2k-1}=b_{2k-1}=0}</math> , <math>{\textstyle k\in \mathbb {N} }</math> ; || 1
  
−
|-
  
−
| Question || <math>{\textstyle f(x+\pi )=-f(x)}</math> then <math>{\textstyle a_{0}=0}</math> , <math>{\textstyle a_{2k}=b_{2k}=0}</math> , <math>{\textstyle k\in \mathbb {N} }</math> . || 1
  
−
|-
  
−
| Question || Show that sequence <math>{\textstyle f_{n}(x)=nx\left(1-x^{2}\right)^{n}}</math> converges on <math>{\textstyle [0;1]}</math> to a continuous function <math>{\textstyle f(x)}</math> , and at that <math>{\textstyle \lim \limits _{n\rightarrow +\infty }\int \limits _{0}^{1}f_{n}(x)\,dx\neq \lim \limits _{n\rightarrow +\infty }\int \limits _{0}^{1}f(x)\,dx}</math> . || 0
  
−
|-
  
−
| Question || Show that sequence <math>{\textstyle f_{n}(x)=x^{3}+{\frac {1}{n}}\sin \left(nx+{\frac {n\pi }{2}}\right)}</math> converges uniformly on <math>{\textstyle \mathbb {R} }</math> , but <math>{\textstyle \left(\lim \limits _{n\rightarrow +\infty }f_{n}(x)\right)'\neq \lim \limits _{n\rightarrow +\infty }f'_{n}(x)}</math> . || 0
  
−
|-
  
−
| Question || Decompose <math>{\textstyle \cos \alpha x}</math> , <math>{\textstyle \alpha \notin \mathbb {Z} }</math> into Fourier series on <math>{\textstyle [-\pi ;\pi ]}</math> . Using this decomposition prove that <math>{\textstyle \cot y={\frac {1}{y}}+\sum \limits _{k=1}^{\infty }{\frac {2y}{y^{2}-\pi ^{2}k^{2}}}}</math> . || 0
  
−
|-
  
−
| Question || Function <math>{\textstyle f(x)}</math> is absolutely integrable on <math>{\textstyle [0;\pi ]}</math> , and <math>{\textstyle f(\pi -x)=f(x)}</math> . Prove that<br>if it is decomposed into Fourier series of sines then <math>{\textstyle b_{2k}=0}</math> , <math>{\textstyle k\in \mathbb {N} }</math> ;<br>if it is decomposed into Fourier series of cosines then <math>{\textstyle a_{2k-1}=0}</math> , <math>{\textstyle k\in \mathbb {N} }</math> . || 0
  
−
|-
  
−
| Question || if it is decomposed into Fourier series of sines then <math>{\textstyle b_{2k}=0}</math> , <math>{\textstyle k\in \mathbb {N} }</math> ; || 0
  
−
|-
  
−
| Question || if it is decomposed into Fourier series of cosines then <math>{\textstyle a_{2k-1}=0}</math> , <math>{\textstyle k\in \mathbb {N} }</math> . || 0
  
−
|-
  
−
| Question || ## Decompose <math>{\textstyle f(x)={\begin{cases}1,\;|x|<\alpha ,\\0,\;\alpha \leqslant |x|<\pi \end{cases}}}</math> into Fourier series using the standard trigonometric system.<br>Using Parseval’s identity find <math>{\textstyle \sigma _{1}=\sum \limits _{k=1}^{\infty }{\frac {\sin ^{2}k\alpha }{k^{2}}}}</math> and <math>{\textstyle \sigma _{2}=\sum \limits _{k=1}^{\infty }{\frac {\cos ^{2}k\alpha }{k^{2}}}}</math> . || 0
  
−
|-
  
−
| Question || Using Parseval’s identity find <math>{\textstyle \sigma _{1}=\sum \limits _{k=1}^{\infty }{\frac {\sin ^{2}k\alpha }{k^{2}}}}</math> and <math>{\textstyle \sigma _{2}=\sum \limits _{k=1}^{\infty }{\frac {\cos ^{2}k\alpha }{k^{2}}}}</math> . || 0
  
−
|}
 
 
==== Section 4 ====
  
==== Section 4 ====
 
{| class="wikitable"
  
{| class="wikitable"
Line 249: Line 247:
 
! Activity Type !! Content !! Is Graded?
  
! Activity Type !! Content !! Is Graded?
 
|-
  
|-
  +
| Workshop || Estimate your target market using the TAM-SAM-SOM template in MIRO. Explain the data. || 1
−
| Question || Find out if <math>{\textstyle \displaystyle \int \limits _{0}^{1}\left(\lim \limits _{\alpha \to 0}{\frac {2x\alpha ^{2}}{\left(\alpha ^{2}+x^{2}\right)^{2}}}\right)\,dx=\lim \limits _{\alpha \to 0}\int \limits _{0}^{1}{\frac {2x\alpha ^{2}}{\left(\alpha ^{2}+x^{2}\right)^{2}}}\,dx}</math> . || 1
  
 
|-
  
|-
  +
| Case study || Learn a market sizing case: online babysitting service || 0
−
| Question || Differentiating the integrals with respect to parameter <math>{\textstyle \varphi }</math> , find it: <math>{\textstyle I(\alpha )=\int \limits _{0}^{\pi /2}\ln \left(\alpha ^{2}-\sin ^{2}\varphi \right)\,d\varphi }</math> , <math>{\textstyle \alpha >1}</math> . || 1
  
  +
|}
  +
  +
==== Section 5 ====
  +
{| class="wikitable"
  +
|+
 
|-
  
|-
  +
! Activity Type !! Content !! Is Graded?
−
| Question || Prove that the following integral converges uniformly on the indicated set. <math>{\textstyle \displaystyle \int \limits _{0}^{+\infty }e^{-\alpha x}\cos 2x\,dx}</math> , <math>{\textstyle \Delta =[1;+\infty )}</math> ; || 1
  
 
|-
  
|-
  +
| 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
−
| Question || It is known that Dirichlet’s integral <math>{\textstyle \int \limits _{0}^{+\infty }{\frac {\sin x}{x}}\,dx}</math> is equal to <math>{\textstyle {\frac {\pi }{2}}}</math> . Find the values of the following integrals using Dirichlet’s integral<br><math>{\textstyle \int \limits _{0}^{+\infty }{\frac {\sin }{\alpha x}}x\,dx}</math> , <math>{\textstyle \alpha \neq 0}</math> ;<br><math>{\textstyle \int \limits _{0}^{+\infty }{\frac {\sin x-x\cos x}{x^{3}}}\,dx}</math> . || 1
  
 
|-
  
|-
  +
| 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
−
| Question || <math>{\textstyle \int \limits _{0}^{+\infty }{\frac {\sin }{\alpha x}}x\,dx}</math> , <math>{\textstyle \alpha \neq 0}</math> ; || 1
  
  +
|}
  +
  +
==== Section 6 ====
  +
{| class="wikitable"
  +
|+
 
|-
  
|-
  +
! Activity Type !! Content !! Is Graded?
−
| Question || <math>{\textstyle \int \limits _{0}^{+\infty }{\frac {\sin x-x\cos x}{x^{3}}}\,dx}</math> . || 1
  
 
|-
  
|-
  +
| Workshop || Exercises: <br> Personal SWOT Analysis <br> List of Personal Achievements <br> Analysis of Motivating Activities <br> Your Personal Vision || 0
−
| Question || Find out if <math>{\textstyle \displaystyle \int \limits _{0}^{1}\left(\int \limits _{0}^{1}f(x,\alpha )\,d\alpha \right)\,dx=\int \limits _{0}^{1}\left(\int \limits _{0}^{1}f(x,\alpha )\,dx\right)\,d\alpha }</math> if <math>{\textstyle f(x;\alpha )={\frac {\alpha -x}{(\alpha +x)^{3}}}}</math> . || 0
  
  +
|}
  +
  +
==== Section 7 ====
  +
{| class="wikitable"
  +
|+
 
|-
  
|-
  +
! Activity Type !! Content !! Is Graded?
−
| Question || Find <math>{\textstyle \Phi '(\alpha )}</math> if <math>{\textstyle \Phi (\alpha )=\int \limits _{1}^{2}{\frac {e^{\alpha x^{2}}}{x}}\,dx}</math> . || 0
  
 
|-
  
|-
  +
| 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
−
| Question || Differentiating the integral with respect to parameter <math>{\textstyle \alpha }</math> , find it: <math>{\textstyle I(\alpha )=\int \limits _{0}^{\pi }{\frac {1}{\cos x}}\ln {\frac {1+\alpha \cos x}{1-\alpha \cos x}}\,dx}</math> , <math>{\textstyle |\alpha |<1}</math> . || 0
  
−
|-
 +
|}
  +
−
| Question || Find Fourier transform of the following functions:<br><math>{\textstyle f(x)={\begin{cases}1,&|x|\leq 1,\\0,&|x|>1;\end{cases}}}</math> || 0
  
−
|-
  
−
| Question || <math>{\textstyle f(x)={\begin{cases}1,&|x|\leq 1,\\0,&|x|>1;\end{cases}}}</math> || 0
  
−
|-
  
−
| Question || Let <math>{\textstyle {\widehat {f}}(y)}</math> be Fourier transform of <math>{\textstyle f(x)}</math> . Prove that Fourier transform of <math>{\textstyle e^{i\alpha x}f(x)}</math> is equal to <math>{\textstyle {\widehat {f}}(y-\alpha )}</math> , <math>{\textstyle \alpha \in \mathbb {R} }</math> . || 0
  
−
|}
 
 
=== Final assessment ===
  
=== Final assessment ===
 
'''Section 1'''
  
'''Section 1'''
  +
# For the final assessment, students should complete the Market Research paper.
−
# Find all points where the differential of a function <math>{\textstyle f(x;y)=(5x+7y-25)e^{-x^{2}-xy-y^{2}}}</math> is equal to zero.
  
  +
# 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.
−
# Show that function <math>{\textstyle \varphi =f\left({\frac {x}{y}};x^{2}+y-z^{2}\right)}</math> satisfies the equation <math>{\textstyle 2xz\varphi _{x}+2yz\varphi _{y}+\left(2x^{2}+y\right)\varphi _{z}=0}</math> .
  
  +
# 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.
−
# Find maxima and minima of function <math>{\textstyle u=2x^{2}+12xy+y^{2}}</math> under condition that <math>{\textstyle x^{2}+4y^{2}=25}</math> . Find the maximum and minimum value of a function
  
  +
# Grading criteria for the final project presentation:
−
# <math>{\textstyle u=\left(y^{2}-x^{2}\right)e^{1-x^{2}+y^{2}}}</math> on a domain given by inequality <math>{\textstyle x^{2}+y^{2}\leq 4}</math> ;
  
  +
# 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 2'''
  +
−
# Domain <math>{\textstyle G}</math> is bounded by lines <math>{\textstyle y=2x}</math> , <math>{\textstyle y=x}</math> and <math>{\textstyle y=2}</math> . Rewrite integral <math>{\textstyle \iint \limits _{G}f(x)\,dx\,dy}</math> as a single integral.
  
−
# Represent the integral <math>{\textstyle \displaystyle \iint \limits _{G}f(x;y)\,dx\,dy}</math> as iterated integrals with different order of integration in polar coordinates if <math>{\textstyle G=\left\{(x;y)\left|a^{2}\leq x^{2}+y^{2}\leq 4a^{2};\,|x|-y\geq 0\right.\right\}}</math> .
  
−
# Find the integral making an appropriate substitution: <math>{\textstyle \displaystyle \iiint \limits _{G}\left(x^{2}-y^{2}\right)\left(z+x^{2}-y^{2}\right)\,dx\,dy\,dz}</math> , <math>{\textstyle G=\left\{(x;y;z)\left|x-1<y<x;\,1-x<y<2-x;\,1-x^{2}+y^{2}<z<y^{2}-x^{2}+2x\right.\right\}}</math> .
  
−
# Use divergence theorem to find the following integrals <math>{\textstyle \displaystyle \iint \limits _{S}(1+2x)\,dy\,dz+(2x+3y)\,dz\,dx+(3y+4z)\,dx\,dy}</math> where <math>{\textstyle S}</math> is the outer surface of a tetrahedron <math>{\textstyle {\frac {x}{a}}+{\frac {y}{b}}+{\frac {z}{c}}\leq 1}</math> , <math>{\textstyle x\geq 0}</math> , <math>{\textstyle y\geq 0}</math> , <math>{\textstyle z\geq 0}</math> ;
  
 
'''Section 3'''
  
'''Section 3'''
  +
−
# Find out whether the following functional series converge uniformly on the indicated intervals. Justify your answer. <math>{\textstyle \sum \limits _{n=1}^{\infty }{\frac {xn+{\sqrt {n}}}{n+x}}\ln \left(1+{\frac {x}{n{\sqrt {n}}}}\right)}</math> , <math>{\textstyle \Delta _{1}=(0;1)}</math> , <math>{\textstyle \Delta _{2}=(1;+\infty )}</math> ;
  
−
# Show that sequence <math>{\textstyle f_{n}(x)={\frac {\sin nx}{\sqrt {n}}}}</math> converges uniformly on <math>{\textstyle \mathbb {R} }</math> to a differentiable function <math>{\textstyle f(x)}</math> , and at that <math>{\textstyle \lim \limits _{n\rightarrow +\infty }f'_{n}(0)\neq f'(0)}</math> .
  
 
'''Section 4'''
  
'''Section 4'''
  +
−
# Find out if <math>{\textstyle \displaystyle \int \limits _{0}^{1}\left(\int \limits _{0}^{1}f(x,\alpha )\,d\alpha \right)\,dx=\int \limits _{0}^{1}\left(\int \limits _{0}^{1}f(x,\alpha )\,dx\right)\,d\alpha }</math> if <math>{\textstyle f(x;\alpha )={\frac {\alpha ^{2}-x^{2}}{\left(\alpha ^{2}+x^{2}\right)^{2}}}}</math> .
  
  +
'''Section 5'''
−
# Find <math>{\textstyle \Phi '(\alpha )}</math> if <math>{\textstyle \Phi (\alpha )=\int \limits _{0}^{\alpha }{\frac {\ln(1+\alpha x)}{x}}\,dx}</math> .
  
  +
−
# Prove that the following integral converges uniformly on the indicated set. <math>{\textstyle \displaystyle \int \limits _{-\infty }^{+\infty }{\frac {\cos \alpha x}{4+x^{2}}}\,dx}</math> , <math>{\textstyle \Delta =\mathbb {R} }</math> ;
  
  +
'''Section 6'''
−
# Find Fourier integral for <math>{\textstyle f(x)={\begin{cases}1,&|x|\leq \tau ,\\0,&|x|>\tau ;\end{cases}}}</math>
  
  +
  +
'''Section 7'''
  +
   
 
=== The retake exam ===
  
=== The retake exam ===
 
'''Section 1'''
  
'''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 2'''
   
Line 301: Line 315:
   
 
'''Section 4'''
  
'''Section 4'''
  +
  +
'''Section 5'''
  +
  +
'''Section 6'''
  +
  +
'''Section 7'''

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

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