Assessment 2: Prepare a Business Case

This document supplies detailed information on assessment tasks for this unit. This is a group assignment, which requires you to work in a group of 3 – 4 students, to prepare a business case.

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Key Information

• Due: Monday, 20 May 2019, 23:59 pm (AEST)
• Weighting: 30%
• Word count: 3,500 words

Assurance of Learning

This assessment assesses the following Unit Learning Outcomes (ULO) and related Graduate Learning Outcomes (GLO):

Purpose: Opportunity for Further Investment-

Refer to the same case study used in Assessment 1: A Transition Towards a Data-Driven Business Model (DDBM): A Case Study of Nettavisen Online Newspaper Publishing Case

Nettavisen is not faced with the burden of a legacy print business and continues to push the boundaries of online exploration by pursuing disruptive business models. These disruptive business models have been extremely successful, as Nettavisen captured a large market share early on, and was consistently one of the top-three online news sites in Norway. The boundaries between exploitation and exploration that define the ambidexterity strategy are composed of five distinct but interrelated dimensions: technology, market, product, resources, and process and business model. Digital media is highly dynamic, which means front-runners face a persistent need for exploration. Nettavisen’s current strategy suggests the shift to a DDBM that can capture audience imagination through creativity and innovation. Furthermore, Nettavisen is able to compete with other social media companies such as Facebook and Google. Although, they have advanced by realising the potential value of data to drive revenues, Nettavisen aims to stop the data leakage from the Norwegian market. Nettavisen leverages its own data sets, combined with other external big data sets, to drive focused, embedded analytics apps and therefore improve editorial decision-making and advertising revenues.

In their constant battle for exploration strategies, how does the current data-driven business model (DDBM) help Nettavisen continue to compete with legacy-news publishers and new media players such as Facebook and Google? What are the other DDBMs that Nettavisen should pursue?

Instructions

Your team has been tasked with the job of exploring other DDBMs for Nettavisen to leverage data and analytics to outperform legacy news publishers and social media players such Facebook and Google You have been asked to produce a business case to enhance their current DDBM with further investments in big data-based strategy and business models. Identify two highly attractive opportunities for further investments in big data and analytics.

The DDBM innovation blueprint (see Figure 2 in the case document), together with the corresponding six fundamental questions of developing a data-driven business, will allow you to follow a step-by-step process to construct a proposed DDBM for Nettavisen:

• What does Nettavisen want to achieve by using big data?
• Who are the customers/users for this DDBM?
• What are the key data sources and key activities for this DDBM?
• How can Nettavisen monetise this DDBM and generate revenues?
• What are the barriers that Nettavisen should consider when pursuing this DDBM?

Your job is to write a convincing business case that provides sound argumentation for choosing a DDBM to respond to digital disruptions in Nettavisen’s turbulent industry context. The business case should assist the management to foresight future revenue models.

Structure

The business case should be guided by the 6-step “Framework for Business Cases” outlined during the Livestream class (this will be covered in Course 3, Week 1 on FutureLearn).

This assessment should be structured as a report. For further support information about Report Writing, refer to the following website: https://www.deakin.edu.au/students/studying/study-support/academic-skills/report- writing.

Formation of Groups

You are required to work in groups of 3 or 4. Once you have organised who is in your group, you will need to enrol in a group for yourself. To access and enrol in a group, click on the following link: https://d2l.deakin.edu.au/d2l/lms/group/user_group_list.d2l?ou=764657

To enroll into a group please liaise with your group members and pick an empty group to enroll into. Do NOT join a group randomly nor without seeking the original group member permissions.

Please note: You MUST enrol into a group by Wednesday, 10 April 2019.

If you have NOT enrolled into a group by this date, the Unit Teaching team will place you in a group, and no

discussion will be entered into to transfer into another group. The Unit Teaching Team’s allocation is final.

Evaluation of Group Work

You will be given an opportunity to evaluate group members on their contribution to this assessment task. Please use the group contribution form (pg 6 in this document), which needs to be attached at the end of your business case for submission.

Rubric

Read the rubric that is located at the end of this document carefully as it outlines what criteria your assessment will be evaluated on.

Live Stream Class

We will discuss the assessment in more detail during the Live stream class this week. You will have an opportunity to ask questions and post questions around the assessment as your pre-seminar activity in the Future Learn platform

• Date: Tuesday, 2 April 2019 (5-7 pm AEDT).
• Venue: Refer to the Future Learn platform for the Live stream class

Assessment Information

Useful Resources

Refer to the reading list for Course 3 for readings that are relevant for this assessment task (https://rl.talis.com/3/deakin/lists/3AC2AAB7-BAB1-39A3-1248-999CC7937FC9.html).

Further Readings:

• Birkinshaw, J., & Gupta, K. (2013). Clarifying the distinctive contribution of ambidexterity to the field of organization studies. Academy of Management Perspectives, 27, 287–298.
• Brownlow, J., Zaki, M., Neely, A., & Urmetzer, F. (2015). Data and analytics—data-driven business models: A blueprint for innovation. Retrieved from http://www.cambridgeservicealliance.org/uploads/downloadfiles/2015%20March%20Paper%20-

%20The%20DDBM-Innovation%20Blueprint.pdf

• Hartmann, P. M., Zaki, M., Feldmann, N., & Neely, A. (2014). Big data for big business? A axonomy of data-driven business models used by start-up firms. Retrieved from http://www.cambridgeservicealliance.org/up- loads/downloadfiles/2014_March_Data%20Driven%20Business%20Models.pdf
• Markides, C. (2013). Business model innovation: What can the ambidexterity literature teach us?

Academy of Management Perspectives, 27(4), 311–323.

• O’Reilly, C. A., & Tushman, M. L. (2004, April). The ambidextrous organization. Harvard Business Review,

74–83.

Submission Details

1. The assignment should be submitted as a Microsoft Word document named after one of the group members FirstName_LastName_GroupNumber (e.g. docx). Only one submission per group required.
2. Group Contribution Form must also be attached as the last page of your (Assessments without this form will not be assessed).

The assessment must be submitted by the due date electronically via Future Learn.

Turnitin

The assessment must be completed/submitted by the due date electronically through Turnitin. There is a designated step within Future Learn providing the links to do this.

Each group is to submit one copy of the assignment only. When submitting electronically, you must check that you have submitted the work correctly by following the instructions provided in Future Learn.

Please note that hard copies or copies via email will NOT be accepted or part of the assignment submitted after the deadline or via email. If the assignment is submitted late, we will apply penalty deductions of the assignment mark.

Extension Requests

No extensions will be considered for this assessment unless a written request is submitted and negotiated with the Unit Chair at least 48 hours before the due date. It is student’s responsibility to keep backups of the assignment

Requests for extensions should be made to Unit/Campus Chairs well in advance of the assessment due date. If you wish to seek an extension for an assignment, you will need to apply by email directly to the unit email (flm is 782@deakin.edu.au), as soon as you become aware that you will have difficulty in meeting the scheduled deadline, but at least 3 days before the due date. When you make your request, you must include appropriate documentation (medical certificate, death notice) and a copy of your draft assignment.

Conditions under which an extension will normally be approved include:

Medical To cover medical conditions of a serious nature, e.g. hospitalization, serious injury or chronic illness. Note: Temporary minor ailments such as headaches, colds and minor gastric upsets are not serious medical conditions and are unlikely to be accepted. However, serious cases of these may be considered.

Compassionate e.g. death of close family member, significant family and relationship problems.

Hardship/Trauma e.g. sudden loss or gain of employment, severe disruption to domestic arrangements, victim of crime. Note: Misreading the timetable, exam anxiety or returning home will not be accepted as grounds for consideration

Special Consideration

You may be eligible for special consideration if circumstances beyond your control prevent you from undertaking or completing an assessment task at the scheduled time.

See the following link for advice on the application process: http://www.deakin.edu.au/students/studying/assessment-and-results/special-consideration

Assessment Feedback

The results with comments will normally be released within 18 business days from the due date.

Referencing

You must correctly use the Harvard referencing system in this assessment. See the Deakin referencing guide.

Academic Integrity, Plagiarism and Collusion

Plagiarism and collusion constitute extremely serious breaches of academic integrity. They are forms of cheating, and severe penalties are associated with them, including cancellation of marks for a specific assignment, for a specific unit or even exclusion from the course. If you are ever in doubt about how to properly use and cite a source of information refer to the referencing site above.

Plagiarism occurs when a student passes off as the student’s own work, or copies without acknowledgement as to its authorship, the work of any other person or resubmits their own work from a previous assessment task.

Collusion occurs when a student obtains the agreement of another person for a fraudulent purpose, with the intent of obtaining an advantage in submitting an assignment or other work.

Work submitted may be reproduced and/or communicated by the university for the purpose of assuring academic integrity of submissions: https://www.deakin.edu.au/students/study-support/referencing/academic- integrity.

FAQs

I am an online student. Which forum I can use to seek membership/arrange groups with peers?

In the first instance, students should use the fortnightly seminar to form groups. Students are welcome to use the Future Learn site to seek for group membership. I highly recommend you use the Future Learn Step that introduces the assignment. You can use the FL step overall assessment to form groups early in Course 1.

If I have any questions about the assessment task, where should I post my question?

Students are encouraged in the first instance to ask questions during the fortnightly live webinar/seminar class.

Students can post questions in the Future Learn Step that introduces the assignment. Students can also use the unit email to seek help from teaching team. Please consult the Futre Learn step before you ask the same question.

Will there be extra help?

Extra drop-in consultation sessions will be available in the weeks leading to the due date via the seminar link on Tuesdays between 7-8 pm. The dates of the extra sessions will be posted in announcements in Future Learn.

Is the word limit strict?

Yes, +- 10% may be provided. References, appendices and TOC is not included in the word limit.

Are tables included in the word count?

Yes, unless you include tables in appendix.

Are Executive summary included in the word count?

Yes, it is included in word count.

What is the 6-step “Framework for Business Cases”?

Details on the framework can be found in FutureLearn content titled “building a business case” and also outlined in the live stream class in Course 3, Week 1.

The 6-steps must be included in the report are as follows:

1. Define the business problem or opportunity (external references to disruptive retail industry is desirable).
2. Business and IT alignment (based on the case study).
3. Identify alternatives (at least 3 options with high level explanations; doing nothing is also an option!)
4. Analyse the alternatives (as identified in step 3):
   • Costs (broad-brush figures, but understanding of different types of costs isimportant).
   • Risks (risk register and matrix).
5. Select the best choice/recommendation.
6. Create a plan for implementation of ideas (high-level project plan).

Note, references are required and appendix is optional.

Assessment 2: Group Member Contribution Form

Each group is asked to print and sign their name and state what proportion of the work they contributed to the overall presentation.

Please state your Group Number 1 :                                                                                                   

If every member of the group contributes equally, the figure entered in the ‘% Effort Contribution’ column above should be 33% (in a 3-member group). If your group has two members, then the figure would be 50% etc. This page should be printed and signed by each member of the group, scanned and added at the end of the business case report.

Individual marks for the assignment may be based on an adjusted group mark, where the adjustment is based on any value below an equal share value. In this case, the Unit Chair may seek additional information from the group.

1 Your group number was be emailed to you together with a list of group members. Contact http://fuch@deakin.edu.au if you have not received this information.

MIS782 Value of Information

Assessment 2: Prepare a Business Case rubric