BU.360.701.XX –Competitive Intelligence – Instructor Name – Page1 of 11
/Competitive Intelligence
2 CreditsBU.360.701.XX
[NOTE: Each section must have a separate syllabus.]
[Day &Time / ex: Monday, 6pm-9pm]
[Start & End Dates / ex: 3/24/17-5/12/17]
[Semester / ex: Fall 2017]
[Location / ex: Washington, DC]
Instructor
[Full Name]
Contact Information
[Email Address]
[Phone Number, (###) ###-#### (Optional)]
Office Hours
[Please specify the day and time of the 2 hours that will be dedicated to office hours each week. For evening classes, faculty may wish to hold their office hours by phone or email. While faculty are permitted to state “and by appointment,” office hours should not be held exclusively by appointment.]
Required TextsLearning Materials
The assigned readings associated with each session (1–8) are indicated in the course calendar as NT for the 2015 edition of the Fleisher/Bensoussan text and OT for the 2007 edition, allowing students to use either textbook, whichever is easiest to obtain.
NT= Fleisher, C. S., & Bensoussan, B.E. (2015). Business and competitive analysis: effective application of new and classic methods, 2nd edition. Upper Saddle River, NJ: Pearson FT Press.
OT= Fleisher, C.S., Bensoussan, B.E. (2007). Business and competitive analysis: effective application of new and classic methods. Upper Saddle River, NJ: Pearson Education FT Press.
Additional readings will be provided within Blackboard, deposited in eReserves, or as links to websites from the weekly syllabus, detailed below.
Course Description
Competitive Intelligence (CI), as defined by the Society of Competitive Intelligence Professionals (SCIP), is a systematic and ethical program for gathering, analyzing, and managing external information that can affect an organization’s plans, decisions, and operations. Students learn to apply the CI process and CI-related methodologies, techniques, and tools to better analyze an organization’s current and future competitive position. Students apply analytical and socio-technical techniques to improve organizational decision making as related to CI, and should understand the issues related to the collection, analysis, and management of external information.
Prerequisite(s)
None
Learning Objectives
By the end of this course, students will be able to:
- Articulate the role of Competitive Intelligence (CI) and Competitive Analysis (CA) within for-profit and not-for-profit organizations.
- Build a comprehensive and cost-effective information strategy—independent of media and format—that is appropriate to your organization’s culture.
- Organize CI in a logical fashion and make it accessible to those who need to/should use it, applying appropriate measures of security, so as to point toward a solution.
- Appreciate effective, ethical techniques for conducting primary and secondary research, as well as the importance of ethics when presenting CA results and recommendations.
- Develop actionable CI products to meet the needs of your organization/client.
To view the complete list of Carey Business School’s general learning goals and objectives, visit the Carey website.
Attendance
Attendance and active participation are part of each student’s course grade. Students are expected to attend all scheduled class sessions. Each class will include opportunities for teams to work together. Failure to attend class will result in an inability to achieve the objectives of the course. Excessive absence will result in loss of points for team participation. Regular attendance and active participation are required for students to successfully complete the course. Students who are ill or traveling for business should inform the instructor in advance of class and utilize Adobe Connect to participate in the session. As guest speakers will be leading off each session, either in-person or through Adobe Connect, promptness to class is essential and will be made part of your grades.
Assignments
Assignment / Learning Objectives / WeightAttendance and active participation in class discussion, including team project work conducted inclass and online discussion (Blackboard) / 1,2 / 15%
Primary research (team project) / 4 / 15%
Homework assignments designed to demonstrate the topic covered in the readings and class discussion / 3 / 14%
Company profile (individual effort) / 3 / 20%
Teaching of one analytic technique / 4 / 16%
Team CI presentation / 5 / 20%
Total / 100%
Weekly assignments can be found in the Course Calendar below, with individual and team efforts clearly denoted. Assignments are due by [date]. That way, the instructor can revise the content for the next class to reinforce concepts not fully grasped the previous week.
Each meeting will include an in-class exercise during which concepts covered in the class will be applied, and the results of team efforts shared with the rest of the class. (It would be helpful to bring a laptop or tablet computer to class, though not essential, as students will be working in teams. As long as one person on the team has a device, that should be sufficient.)
Students are encouraged to contribute to the Discussion Board throughout the semester, commenting on postings and adding additional threads. Reading about an event in the news, for example, making a connection between the event and your organization’s work, summarizing news items for others, and distributing widely are essential activities for CI professionals. Thoughtful postings can help to raise your grade.
Students will work in teams on an actual CI project introduced on Day 1 of the course. This semester, your “client” is interested in a sector known as “population health.” The finalassignment,applying the lessons learned throughout the course, will be a presentation to your “client.” Guidelines for developing these presentations, including content expected, will be covered during class.
Each member of the team will select an individual organization within that industry sector to profile. While the information gathered to complete each company profile should inform the team presentation, company profiles must be submitted separately and will be graded as an individual effort. The team presentation is due by [date]; company profiles should be submitted by [date]to give the instructor sufficient time to review and grade within deadlines set by the registrar.
In addition to the secondary research to be conducted during the semester, teams will conduct primary research. This will consist of developing a suitable data collection instrument, most likely an interview questionnaire (and protocol for conducting the interview via email, telephone, or in-person), though survey is another option. Criteria for identifying and selecting potential respondents for this primary research gathering effort will be covered during class. Teams should post the data collection instrument, protocols, and targeted respondents for primary research in their group discussion section in Blackboard so that the instructor can comment and guide each team to a successful conclusion that will inform their final presentation (and get a better grade on both deliverables as a result). The primary research project should be completed by [date] and results used to inform the final presentation ([date]).
Students will be assigned one CI analytic technique to teach to the class during Week 6 ([date]). Your effort will be measured by the instructor as well as by your classmates. A list of analytic techniques is posted on Blackboard. Assignments will be made during an early session of the course to provide sufficient time for students to research and develop a presentation for the class. Guidelines for presentations will be covered in-class, with additional material posted in Blackboard. You’ll want to describe each technique, identify its purpose, “best used for,” strengths and weaknesses, “how to do it,” and walk us through a quick example of the technique in action.
Grading
Effective Fall 2017: The grade of A is reserved for those who demonstrate extraordinarily excellent performance as determined by the instructor. The grade of A- is awarded only for excellent performance. The grades of B+, B, and B- are awarded for good performance. The grades of C+, C, and C- are awarded for adequate but substandard performance.The grades of D+, D, and D- are not awarded at the graduate level (undergraduate only). The grade of F indicates the student’s failure to satisfactorily complete the course work.
Please note that for Core and Foundation courses, a maximum of 25% of students may be awarded an A or A-; the grade point average of the class should not exceed 3.3. For Elective courses, a maximum of 35% of students may be awarded an A or A-; the grade point average of the class should not exceed 3.4. (For classes with 15 students or fewer, the class GPA cap is waived.)
Tentative Course Calendar
The instructors reserve the right to alter course content and/or adjust the pace to accommodate class progress. Students are responsible for keeping up with all adjustments to the course calendar.
In preparation for the course, please readthe following article: Bose, R. (2008). “Competitive intelligence process and tools for intelligence analysis.” IndustrialManagement & Data Systems, 108: 510-528. This will help our discussions over the coming weeks. Click on the FindIt tab on the JHU libraries site (library.jhu.edu) to determine which database is likely to have this article available in full-text.
Week / Content / Reading / Due1 / Personal introductions
Review of syllabus and formation of teams (the basis for the semester’s work)
The evolution of CI
CI function within a variety of settings
What’s required to manage an enterprise-wide, comprehensive, and ongoing CI program
Corporate culture and the importance of buy-in
Positioning of the function within the organization
CI Process and Cycle
Allocating your time: Achieving the right balance in apportioning the time you spend on CI
Building your proactive CI team and an appropriate process
Exercise #1 (in-class):
This semester we will be working in teams, focusing on specific organizations, establishing CI programs in each, from start to finish. Today, teams will form and begin to focus on a particular industry sector. A link to an introductory recording from your “client,” whose interest is in “population health,” is posted in Blackboard. / Reading:
NT=Fleisher/Bensoussan 2015 textbook.Preface + Chapters 1 & 2.
OT= Fleisher and Bensoussan 2007 textbook, Chapters 1–4.
Reading:
Fuld, L. (1994). The new competitor intelligence. Chapter 1 at
If you can’t reach the book via this link, click Resources in the top navigation bar and scroll to the References section. This title is the second listed. (You may need to complete a registration form in order to gain access to the book online; there is no charge.)
Reading:
Chapter 12 (Part 1)ofCompetitive intelligencebyMatt H. Evans (
Reading:
Chapter 12 (Part 2)ofCompetitive intelligencebyMatt H. Evans ( / Homework assignment #1 (individual) due by [date]:
Please update the CI surveys discussed during this first class session by identifying more recent surveys. You need not download the full-text, nor find the instruments themselves, but you should be able to point to one or two press releases or articles discussing the results. Remember to let me know how you found these new CI survey reports and how useful you think they are to practicing professionals. Deposit your work in the Assignment section of Blackboard.
2 / Establishing the scope and focus of your CI efforts
Defining the competition and selecting screening criteria
Key Intelligence Topics (KIT) and Questions (KIQ)
Using the Web for gathering intelligence, including social networking tools. (We’ll discuss the JHU library and databases available through it, plus others, in a later session.)
The importance of environmental scanning, monitoring, and alerting mechanisms in CI work
Demo:
FirstRain
Exercise #2 (in-class):
In an effort to limit the scope of your team project, develop a set of KITs and KIQs for your CI project. Use your team’s group space on Blackboard to post your input so that the instructor can review and guide you in modifying these through the semester.
(NOTE: There is no grade for this “assignment,” but the KITs and KIQs developed here and refined throughout the semester will be included in your team presentation, [date]) / Reading:
NT=Fleisher/Bensoussan 2015 textbook, Chapters 3–5.
OT= Fleisher and Bensoussan 2007 textbook,Chapters 5–7.
Reading:
Combs, R. (1993). Competitive intelligence handbook. Chapters 1–2 at (Click on CI Book in left navigation bar.)
“Reading”:
BEK’s CI Favorites (Instructions concerning how to gain access to Delicious entries will be given during class.)
Reading:
“Thoughts on building a quality website” at
Watch aYouTube Video covering KITs at
Reference bookmark:
Sabrina I. Pacifici’sCompetitive intelligence selective resource guide / Homework assignment #2 (individual) due by [date]:
Identify “comparables” (or peer comparisons) for your team’s chosen industry. (We’ll discuss what this means during class.) Tell me how you came up with this group of competitors (e.g., where did you look for competition and what did you find that helped/did not help). The purpose of the exercise is not getting the “right” answer, but to understand the process of appropriately narrowing the scope of any CI project. Points will be given for innovative efforts and multiple avenues of inquiry. Why are these more important organizations to monitor than others operating in the same space? Which have you excluded from your market basket of comparables, and why? Deposit your work in the Assignment section of Blackboard.
3 / Assessing the global business environment and monitoring change
Scanning the environment
Benefits of a stream of information
Collecting data and information that raises questions
Understanding complex market and industry trends: Anticipating innovation
Identifying and monitoring market conditions: What’s driving change?
Gathering industry-specific intelligence
Exercise #3 (in-class):
Within your team, create a PESTLE analysis for your case. (Guidelines will be provided in class.) These must be incorporated into your team presentation for [date].
Demo:
Archna Bhandari, LuxidBioPharmaNavigator / Reading:
NT=Fleisher/Bensoussan 2015 textbook, Chapters 6–8.
OT= Fleisher and Bensoussan 2007 textbook,Chapters 19–22.
Reading:
Combs, R. (1993). Competitive intelligence handbook. Chapters 3–4 at (Click on CI Book in left navigation bar.)
Reading:
Using the internet as a dynamic resource tool for knowledge discovery by Marcus P. Zillman (
Reading:
Klass, G. M. (2008). Just plain data analysis: Finding, presenting, and interpreting social science data. Chapter 1 has been placed on electronic reserve for you by the JHU library.
There is a recorded demo of Gale Business Insights at
/ Homework assignment #3 (individual) due by [date]:
Tell me one thing that happened (“event”) in the past month or two that may affect your team’s industry (and how you found out about it). How might this development affect the competition? Deposit your work in the Assignment section of Blackboard.
4 / Company-specific resources: official and not
Building the company profile: key elements (target and scope-dependent)
Competitive Technical Analysis, including patent research and analysis
Demo:
Manzama
Exercise #4 (in-class):
FIND ME! Industry and company online research team competition. / Reading:
NT=Fleisher/Bensoussan2015 textbook, Chapters9–13.
OT= Fleisher and Bensoussan 2007 textbook,Chapters 8–11.
Reading:
Freepint Buyers Guide/CI. 9/2011 (available in Blackboard)
Reading:
Building a competitor profileavailable at / Homework assignment #4 (individual) due [date]:
Identify one resource that you think will be helpful to you with your term project and one that you likely will not use. Explain the rationale for your decisions. Please indicate how you found the resources/were familiar with them. (BEK’s CI favorites and the Zillman reading from last week may be helpful to you.) The “answer” is not as important as the process you use, or the rationale for evaluating quality. Deposit your work in the Assignment section of Blackboard.
5 / Planning and conducting primary research
- Determining what you need to know
- Locating experts
- Determining your approach
- Surveys and focus groups
- Getting around the gatekeepers
- Good interviewing techniques
- Identifying venues
- Collection techniques
- Debriefing and reporting
Demo:
Digimind
Exercise #5 (in-class):
Please review the two case studies in your assigned reading for this week (displayed in the next column) prior to the session so that you will be able to participate in the class discussion. / Reading:
NT=Fleisher/Bensoussan 2015 textbook, Chapters14–15.
OT= Fleisher and Bensoussan 2007 textbook,Chapters 12–16.
“In the company of spies: When competitive intelligence gathering becomes industrial espionage” (case study by Andrew Crane, Indiana University Kelley School of Business), available from Business Horizons (2005) 48, 233–240 (Elsevier ScienceDirect database, JHU library)
The ethics of competitive intelligence(case study by Jennifer Jordan and Professor Sydney Finkelstein), available at
Reading:
Musings on conducting competitive intelligence ethically
Reading:
Are these 4 biases impacting your market research?
Reading:
DIY detection: Competitive intelligence for SMEs by Vernon Prior at
Review this slide deck for additional interviewing technique tips:
Are these 4 biases impacting your market research?
Interesting Infographic Quant vs. Qual:
Recent post by on interviewing from John McGonagle: / Homework assignment #5 (individual) due by [date]:
Identify upcoming conferences and exhibitions you would attend if this CI project were “for real,” indicating individuals with whom you would want to meet there and what you’d hope to learn from them that you don’t know already. Remember to indicate the research process you used to find announcements of these conferences. Deposit your work in the Assignment section of Blackboard.
REMINDER:
Student presentation – assigned CI analysis technique – due by [date] (so that the instructor can upload the presentations to Blackboard, making them available for all students to access)
6 / Individual student intros to analyses. Students will choose from a list (made available within Blackboard) and devise presentations that explain the use of their assigned CI analysis technique to the class. (Instructor will cover additional techniques.) Elements to cover in your presentation include:
- Description and purpose of the analysis
- History regarding the development of the analysis
- Strengths and weaknesses of the approach
- Best used for…
- How to do it
- An example.
Demo:
Victor Knip, M-Brain / Reading:
NT=Fleisher/Bensoussan2015 textbook, Chapters 16–21.
OT= Fleisher and Bensoussan 2007 textbook,Chapters 17–18.
A SWOT example from the American Marketing Association
SWOT analysis becomes SWOC analysis
Porter’s Five Forces
War Games
Scenario Analysis
Win-Loss / Homework assignment #6 (individual) due [date]:
Based on your readings and what you learned from your fellow students in class today, determine ALL of the analyses that would help you to complete your team presentation indicating what each would tell you that would get you closer to the “answer.” (Some of these analyses should be performed and contribute to your team presentation on [date].) Deposit your work in the Assignment section of Blackboard.
REMINDER:
Primary research team projects, discussed during Week 5, are due next week ([date]).Only one member of each team need deposit the work via the Assignment section of Blackboard, as long as the names of all team members are included in the submission.
7 / Intelligence dissemination
- Alerting mechanisms: Push AND Pull
- A regular forum
- Sharing raw data and mapping information flows
- Visualization tools and dashboarding
Presenting what you know: Making intelligence actionable
Developing, designing, implementing, and altering strategies in response to your intelligence and analysis: The ‘best practices’ approach
Role of technology in supporting and facilitating the CI function
Demo:
Sean Smith, InfoDesk / Reading:
NT=Fleisher/Bensoussan2015 textbook, Chapters 22–25.
OT= Fleisher and Bensoussan 2007 textbook, Chapters 23–24.
Watch the Comintelli recorded webinarsthat most interest you at
You will need to sign in and get a password, but there is no fee. / Homework assignment #7 (individual) due [date]:
Tell me one new thing you learned about your industry/company/competition as a result of your analysis that surprised you. How will you recommend that your organization deal with this situation?
8 / Goals, Metrics, and Dimensions: Evaluating your CI process and program using a Six Sigma approach
Course wrap-up and evaluations
Team presentations, designed for senior management, explaining the competitive situation within your industry. / Reading:
NT=Fleisher/Bensoussan2015 textbook, Chapters 26–29.
OT= Fleisher and Bensoussan 2007 textbook, Chapters 25–29.
Watch the BI video at / Team presentations:
Only one team member need submit the presentation to Blackboard, but please include the names of your team members on the cover. Rubric for grading to be provided in Blackboard.
Competitor profile (individual effort):
Develop an in-depth competitor profile for your team’s case. Deposit your work in the Assignment section of Blackboard.
Carey Business School