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) B line (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.