Presentation SPOTIFY

Case study: the challenges of an innovative business model in an online music service Written assignment (case) Activity brief BDI221 DIGITAL ECONOMY (3 ECTS) Online campus Professor: Fabricio Inocencio, PhD | [email protected]

Description Students are required to read the case’s supporting materials, prepare a PowerPoint document, and a recorded video presenting the document. The final presentation document should be prepared using the PowerPoint document guidelines (see next section). The supporting materials are available in the course’s site. Students can form groups up to three people to work on this task.

Format This activity must meet the following formatting requirements:

• Upload one PDF file (PowerPoint) and add one link to your video presentation.

• Use the PowerPoint document guidelines to compose the PowerPoint document.

• Presentation total time should be fit between 10 to 20 minutes.

• Please do not include References and Appendix slides in the presentation. This information should remain only in the PDF, not in the recorded video.

• All students in the group should present with open cameras. Split the presentation time equally among yourselves.

• Use Harvard Referencing System for in-text citation and the Bibliography

Goal(s) The main goals are the student’s application of:

• Providing a critical analysis of how digital technologies have transformed industries.

• Applying a set of tools and methods for assessing a company’s strategy in the digital era.

Due date Date: Sunday, 10 May 2021 Time: 23:59 CEST

Weight towards final grade

This activity has a weight of 60% towards the final grade.

Learning outcomes

• evaluate the key components of the profile of the digital consumer with emphasis on user experience;

• discover the different applications of the digital economy

Assessment criteria

The scoring rubrics are detailed in the next section.

PowerPoint document guidelines

Topic What it is expected Number of slides

Cover Provide title, date, and students names. 1 Table of Contents Provide information about document structure 1 Executive Summary Provide a summary with key takeaways and recommendations 1 Introduction Provide context, frame and identify the problem, explain why it’s relevant for solving it 1-2

Business Model Canvas Analysis

Map the Spotify’s business model using Business Model Canvas [use the provided template or similar format]

1-2

SWOT Analysis Map the Spotify’s Strengths, Weaknesses, Opportunities, and Threats [use the provided template or similar format].

1-2

Business Strategy Analysis

Given what you mapped in the business model and SWOT slides, analyse Spotify’s business strategy: What is working well? What is wrong?

1-2

Conclusions Answer the questions: What are the main root causes of Spotify’s lack of profitability? Is there anything related to its product, technology or business strategy?

1-2

Solutions Provide ideas and potential solutions of (1) how Spotify can increase revenue, (2) how they can offer better royalties compensations, and (3) how they can perform a better profitability and increase the number of users at the same time. The solutions can require or not changes in the product, technology or business model.

1-3

References Provide any additional research references using Harvard styling system. free Appendix Provide any additional detailed information to support previous slides (if needed) free

Rubric: written assignment

Criteria Accomplished (A) Proficient (B) Partially proficient (C) Borderline (D) Fail (F) Problem identification

The business issue has been correctly identified, with a competent and comprehensive explanation of key driving forces and considerations. Impact on company operations has been correctly identified. Thorough analysis of the issue is presented.

The student correctly identified the issue(s), taking into account a variety of environmental and contextual drivers. Key case information has been identified and analyzed.

The student correctly identified the case (issues), considering obvious environmental/contextual drivers. There is evidence of analysis, but it lacks depth.

The student correctly identified the issue(s) but analysis was weak. An absence of context – the work is basically descriptive with little analysis.

The student failed to correctly identify the issue(s); analysis was incorrect or too superficial to be of use; information was misinterpreted.

Information gathering

The student showed skill in gathering information and analyzing it for the purposes of filling the information gaps identified. Comprehensive and relevant.

Relevant information gaps were identified and additional relevant information was found to fill them. At least two different types of sources were used. The student demonstrates coherent criteria for selecting information but needs greater depth.

The student correctly identified at least one information gap and found relevant information, but which was limited in scope. Some evidence of sound criteria for selecting information but not consistent throughout. Needs expansion.

An information gap was identified and the student found additional information to fill it. However, this was limited in scope. Weak criteria for the selection of necessary information.

Information was taken at face value with no questioning of its relevance or value. Gaps in the information were not identified or were incorrect.

Analysis and Conclusions

The student evaluated, analyzed, synthesized all information provided to create a perceptive set of conclusions to support the decisions and solutions.

The student evaluated, analyzed and synthesized to create a conclusion(s) which support decisions and solutions.

The student reached conclusions, but they were limited and provided minimal direction for decision-making and solutions.

The conclusion was reasonable but lacked depth and would not be a basis for suitable strategy development.

The student formed a conclusion, but it was not reasonable. It was either unjustified, incorrect or unrelated to the case in hand.

Solutions The student used problem solving techniques to make thoughtful, justified decisions about difficult and conflicting issues. A realistic solution was chosen which would provide maximum benefit to the company. Alternative solutions were explored and ruled out.

The student used problem solving techniques to make appropriate decisions about complex issues. Relevant questions were asked and answered. A realistic solution was chosen. Alternatives were identified, explored and ruled out.

The student used problem- solving techniques to make appropriate decisions about simpler issues. The solution has limited benefit but does show understanding of implications of the decision. Alternatives were mentioned but not explored.

The student used problem solving techniques to make decisions about simpler issues but disregarded more complex issues. Implications of the decision were not considered. Alternatives were not offered.

The student formed a conclusion, but it was not reasonable. It was either unjustified, incorrect or unrelated to the case in hand.