By the end of 2000, Federico Minoli had won his battle. Over the past five years, the “turnaround artist” — as Forbesi magazine dubbed him –- had transformed a company on the verge of bankruptcy into one of the most profitable motorcycle manufacturers in the world; a mechanical concern into a global brand; a fast motorcycle into a symbol of Italian design and tradition, extreme performance, and technical excellence. Under Minoli, Ducati had enjoyed explosive growth and profitability. Revenues had quadrupled since 1996; EBITDA had grown from 33.4 million Euros in 1997 to around 60.0 million Euros in 2000; the market share had gone from 5.1% in the sport bikes segment in 1997 to 6.7% in 2000 (see Exhibit 1). Despite this success, Minoli was concerned with the future of the company. He knew that Ducati could not grow indefinitely, and was struggling with what strategy might overtake these bounds. Minoli and the rest of Ducati’s top management team were considering different alternatives. One alternative was to attack Harley Davidson’s niche with a Ducati interpretation of a cruiser. Was this broadening of Ducati’s traditional niche the right move to sustain the profitable growth of the company? Case Study Link: https://framingham.blackboard.com/bbcswebdav/pid-1077855-dt-content-rid-8442380_1/xid-8442380_1 Prof. Rubric for Case Studies from Syllabus: Case Studies: I am a firm believer in the case-based method of learning. Cases are a great way to see theory in action and learn from the failures and successes of others. I have done my best to pick cases that are thought-provoking and should trigger interesting debates in our class. The point of cases is to help you think critically about the topics we discuss as well as see how marketing strategies are formulated and implemented. Cases need to be read before class so that we can have vigorous debate and dialogue that will make class interesting. A solid portion of your participation grade will also be made up of your insights in our discussions of the cases. Any case material covered in class is fair game for the midterm or final exam. A share of your grade is also made up of your written analysis of the cases. You are expected to write up three of the four cases. A case write-up is to be turned in online before we begin the class where that particular case is to be discussed. No late work will be accepted. They should be structured in the following manner: Define the Problem: Describe the type of case and what problem(s) or issue(s) should be the focus of your analysis List any course concepts that can be applied: Write down any principles, frameworks or theories that connect your course to the issues of this case. List relevant qualitative data: Evidence related to or based on the quality or character of something. List relevant quantitative data: Evidence related to or based on the amount or number of something. Describe the results of your analysis: What evidence have you accumulated that supports one interpretation over another. Describe alternative actions: List and prioritize possible recommendations or actions that come out of your analysis. Describe your preferred action plan: Clear statements of what you would recommend. May include short, medium and long-term steps to be carried out. They should be no longer than two pages. Paper submitted on Black Board.

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Please see attachments for full instructions and reading——————- TWO PARTS:Part I: The Rhetorical précis is a structured four to six-sentence paragraph designed to help you break down a reading to its essential components. 1. Name of author, (optional—a phrase describing the author), genre and title of work, date in parentheses, a descriptive verb such as “assert,” “argue,” “imply,” “suggest,” “claim,” etc., and a “that” clause containing the essay’s main assertion or thesis statement 2. An explanation of how the author develops and/or supports the thesis, usually in chronological order 3. A statement of the author’s apparent purpose, followed by an “in order” phrase 4. A description of the intended audience and/or the relationship the author establishes with the audience. Part II: The second paragraph is a personal/academic reflection—not a precis, but bridging the critical text(s) with literature and the everyday world. In the second paragraph write four to six sentences evaluating how the critical text connects with the assigned literature and how it aligns with your experience in life.

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