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SAS and SPSS in Academia: A Competitive Analysis Kenan-Flagler Business School University of North Carolina at Chapel Hill MBA Practicum Team Audrey Gastmeyer Kyle Sorensen Ron Wen Meredith Yoder March 1, 2006

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Page 1: SAS Slides v15

SAS and SPSS in Academia:

A Competitive Analysis

Kenan-Flagler Business School

University of North Carolina at Chapel Hill

MBA Practicum Team

Audrey Gastmeyer

Kyle Sorensen

Ron Wen

Meredith Yoder

March 1, 2006

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The Practicum Team

7 weeks (Jan 6-Mar 1)

Elizabeth CeranowskiManager of Student Programs

Dr. Rebecca RatnerAssociate Professor of Marketing

Objectives Research Insights Recommendations Conclusion

Team Member Class Background MBA Focus

Audrey Gastmeyer 2006 Public Sector Marketing

Kyle Sorensen 2007 Technology Marketing

Ron Wen 2007 Technology Marketing

Meredith Yoder 2007 Defense/Consulting Marketing

Goal

To Construct a Competitive Analysis of

SAS and SPSS in the Academic Community

Project Duration

SAS Liaison

KFBS Advisor

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Agenda

Introduction

Research Methods

Insights

Recommendations

Conclusion

Q&A

Objectives Research Insights Recommendations Conclusion

vs.

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BackgroundObjectives Research Insights Recommendations Conclusion

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Research Methods

Identify Competitive

Products in Industry

Identify Key Variables

for Comparison

Measure Current User

Needs & Perceptions

Compare New User

ExperiencesCompare Strategies

Exploratory

Research

User

Surveys

Usage

DiariesSecondary

Research

= Information

Source

• Preliminary data

gathering through

informal interviews

with users

• Internet Surveys used to

measure consumer

perceptions and product

needs

• Documentation of new

user experiences with

installing, learning, and

using software package

• Research in public

domain (e.g., industry

reports, company

websites, etc.)

Objectives Research Insights Recommendations Conclusion

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Customer Activity Chain

Identified four main activities in the chain

Research aimed at uncovering opportunities to:

▪ Differentiate SAS product

▪ Reach more customers

▪ Improve customer experience and perceptions

▪ Transition academic customers → lifetime customers

Objectives Research Insights Recommendations Conclusion

Customer

Chooses

Product

Customer

Installs

Product

Customer

Learns

Product

Customer

Uses

Product

1 2 3 4

DIFFERENTIATION ACCESS USABILITY APPLICATION

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1 Differentiation

“I’d use SAS if it were point-and-click.”

Faculty are unaware that SAS has a point-and-click product: SAS Enterprise Guide

▪ The name “SAS Enterprise Guide” does not clearly communicate product benefits

▪ Opportunity: Clarify and communicate the product benefits

▪ SAS software is perceived to be more difficult to learn, use, and teach than SPSS

▪ SAS associated with programming, not point-and-click

▪ Opportunity: Market the point-and-click interface

Faculty are unaware of job-related advantages

▪ Opportunity: Quantify and communicate professional benefits of SAS proficiency

Objectives Research Insights Recommendations Conclusion

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1 Differentiation Objectives Research Insights Recommendations Conclusion

Consumer Preferences

Depicts what professors prefer in analytical tool choice.

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1 DifferentiationObjectives Research Insights Recommendations Conclusion

Easy to Use

Easy to Learn

Easy to Teach

More Powerful

More Complex

More Functional

Hard to Use

Hard to Learn

Hard to Teach

Less Powerful

Less Complex

Less Functional

SAS

SPSS

Consumer Value Curves

Depicts the relative perceptions of SAS and SPSS by professors.

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2 Access

“Getting SPSS was much easier than getting SAS.”

Three ways to access software on campus▪ Computer lab

▪ Network license

▪ Individual license

Students▪ Are often frustrated by SPSS performance in university

computer labs

▪ Prefer to download and install SPSS from the website

Faculty facilitate SPSS software access & learning▪ Instructions included in syllabus

▪ Detailed teaching notes to shrink learning curve

IT services’ impact▪ Network download, CDs, distribution information

Objectives Research Insights Recommendations Conclusion

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3 Usability

“Teaching concepts is more important than teaching tools.”

What’s important:▪ Ease of use, teaching, and learning

▪ Functionality

▪ Current level of familiarity

SPSS is viewed as a tool that accomplishes most tasks, but is much easier to use

▪ 71% responded that SAS is not easy to learn

▪ 62% responded that SAS is difficult to use

▪ 54% responded that SAS is difficult to teach

▪ 53% responded that SAS is confusing

Objectives Research Insights Recommendations Conclusion

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4 ApplicationObjectives Research Insights Recommendations Conclusion

“We can’t use SAS LE for real-world examples in class.”

SAS LE is inadequate for many student

assignments

▪ 1,000 row limit

▪ Difficult to export output into Microsoft Office applications

▪ Limited number of accepted data source type inputs

Faculty prefer textbooks that include software-

specific examples

▪ Facilitate student learning

▪ Reduce burden on professor to teach the tool and prepare

examples

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RecommendationsObjectives Research Insights Recommendations Conclusion

Customer

Chooses

Product

Customer

Installs

Product

Customer

Learns

Product

Customer

Uses

Product

1 2 3 4

ACCESS USABILITY APPLICATIONDIFFERENTIATION

Customer

Transition

Rec 5- Virtual SAS Academic Community

Rec 1- EG Tagline

Rec 4- Textbook Alliances

Rec 2- Student Reps

Rec 3- Product Enhancements

EMPLOYMENT

5

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Rec 1- Product Tagline WHAT SAS SAYS NOW

Objectives Research Insights Recommendations Conclusion

Unclear Tagline Faculty?

Students?

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Rec 1- Product Tagline SUGGESTIONS

Product name “Enterprise Guide” does not

convey ease of use

New tag line that emphasizes “point and click”

GUI

Suggestions for tag lines:

▪ SAS Enterprise Guide: Point and Click Solutions

▪ SAS Enterprise Guide: Graphical User Interface

▪ SAS Enterprise Guide: Power without Programming

Objectives Research Insights Recommendations Conclusion

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Rec 2- Student RepsObjectives Research Insights Recommendations Conclusion

Recruit a “SAS Street Team” to:

▪ Identify programs and courses for SAS marketing

▪ Identify opportunities for “lunch and learn” tutorials

▪ Track access channels for students

Used by Dell and Apple to target academic

community

New avenue for reaching faculty and students

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Rec 3- Product EnhancementsObjectives Research Insights Recommendations Conclusion

Improved data file import▪ Allow more data source types in SAS LE

Improved “cut and paste” of SAS output to other applications

Unlimited data rows in SAS LE

Enhanced online help▪ SAS EG/GUI-specific

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Rec 4- Textbook AlliancesObjectives Research Insights Recommendations Conclusion

Strengthen relationships with lead textbook

publishers and authors in SPSS-dominated

disciplines

▪ Emphasize textbook relationships on website

▪ Tailor embedded examples and guides to

meet changing student and faculty needs

Greater presence in textbooks will

▪ Facilitate curriculum development

▪ Directly improve ease of learning

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Electronic distribution of software

Improves student experience

Customer feedback opportunity

Additional SAS support documentation/services

First steps towards SAS Academic Portal

• Student portal

• Faculty portal

Objectives Research Insights Recommendations Conclusion

Rec 5- SAS Academic Portal

Student Portal

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Objectives Research Insights Recommendations Conclusion

Rec 5- SAS Academic Portal

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Objectives Research Insights Recommendations Conclusion

Rec 5- SAS Academic Portal

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Further ResearchObjectives Research Insights ConclusionRecommendations

Undergraduate and community college students along the customer activity chain

Purchase intent if SAS products were distributed online

University IT departments▪ Is there any incentive to make software access for hassle-free

for students?

▪ Who are their employees? Students working part-time?

▪ Does help exist for students in choosing the correct modules to install?

Job-related advantages▪ Are they real and quantifiable for those proficient or certified in

SAS?

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Summary of Recommendations

1. Create a new tagline to better communicate the benefits of SAS Enterprise Guide.

2. Recruit a “SAS Street Team” of student reps to be SAS advocates on campus.

3. Enhance SAS Enterprise Guide features.• Unlimited number of rows in SAS Learning Edition’s version of Enterprise

Guide

• Simplify Help search and results

• Allow easy import of more diverse data sources, e.g. SPSS and Excel files

• Simplify “cut & paste” of output into Microsoft applications for reports and other assignments

4. Partner with additional textbook publishers to proliferate the use of SAS in the classroom.

5. Design a SAS Academic Portal to build a community of users.

Objectives Research Insights ConclusionRecommendations

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Appendix

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Appendix Work Breakdown Structure

Objectives Research Insights Recommendations Conclusion

Competitive Analysis

Benchmarking

Competitive Insights

Primary Research

Secondary Research

Recommendations

Exploratory Interviews

Surveys

Diaries of Use

Company Websites

Public Domain Resources

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Appendix Research Evidence: Differentiation

Objectives Research Insights Recommendations Conclusion

Source Keyword (s), search criteria SAS Jobs SPSS Jobs

Computer Jobs SAS 99

Computer Jobs SPSS 4

socialservice.com SAS 0

socialservice.com SPSS 0

jobscience.com SAS 3

jobscience.com SPSS 2

amstat.org SAS 37

amstat.org SPSS 4

marketingjobs.com SAS 0

marketingjobs.com SPSS 0

Monster SAS >1000

Monster SPSS 633

Monster SAS Statistics 916

Monster SPSS Statistics 278

Monster SAS social science 43

Monster SPSS social science 30

Monster SAS Marketing 742

Monster SPSS Marketing 350

Monster SAS, Salary>100K 114

Monster SPSS, Salary>100K 31

Monster SAS CRM 106

Monster SPS CRM 48

Monster SAS Psychology 46

Monster SPSS Psychology 65

A majority of professors and students across academic fields believe there are

job-related benefits to skills with specific analytical software packages.

56% professors indicated they would be influenced to use a specific tool if job

advantages were firmly identified.

Opportunity to

measure

advantages of

SAS Skills?

•# Jobs

•Job types

•Salary

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Appendix Consumer Identity: The Decision-Maker

Professors generally control the analytical tool choice (and purchase) for academic courses

Familiarity with the product strongly influences this choice

In general, most professors are exposed to SPSS earlier than SAS (i.e., in undergraduate studies)

Focusing attention on SAS adoption in the undergraduate community could yield SAS loyal graduate students and future professors

Objectives Research Insights Recommendations Conclusion

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Appendix SPSS, Inc. SWOT Analysis

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Appendix Perceptual Map: Customer Requirements