apple case-苹果案例分析研讨报告
苹果公司成功的案例分析3
苹果公司案例分析摘要本文通过对苹果公司发展现状和存在的问题进行研究，对苹果公司的成功做了分析。
了解了苹果公司的发展战略和公司目标，运用波特五力模型分析了公司面临的竞争，运用SWOT模型分析分析了目前苹果发展存在的优势与劣势、机会与威胁，从风险的角度浅谈苹果存在的战略与运营风险、财务风险、人才危机以及与其他公司之间的专利与商标纠纷，并对苹果未来发展进行了展望。
最后通过资料分析，提出了未来苹果的发展方向首先应将充足的精力放在核心产品上，并在营销、发展、品牌、人才开发等方面提出了我们的看法。
关键字：苹果公司、成功、发展目录一、导论 (3)（一）公司简介 (3)二、苹果公司发展现状分析 (3)（一）企业内部环境分析 (3)（二）企业外部环境分析 (4)（三）波特五力模型分析 (6)（四）SWOT分析 (7)三、苹果公司战略 (10)（一）公司层战略 (10)（二）业务层战略 (11)（三）公司营销战略 (12)四、从风险的角度谈苹果公司的危机 (13)（一）战略与运营风险 (13)（二）财务风险 (13)（三）人才危机 (13)（四）法律危机 (13)五、对苹果公司未来的稳定发展展望 (14)（一）企业的营销战略 (14)（二）品牌战略 (14)（三）发展战略 (15)（四）人力资源战略 (15)参考文献 (16)一、导论（一）公司简介1976年4月1日，乔布斯和好友沃兹尼亚克在乔布斯父亲的车库里用1000美元的办起了苹果计算机公司。
1977年1月，苹果公司在风险投资家马库拉投资9.1万美元后正式注册成立。
1980年苹果公司上市。
苹果公司的核心业务是电子科技产品。
苹果的Apple II于1970年代助长了个人电脑革命，其后的Macintosh接力于1980年代持续发展。
最知名的产品是其出品的Apple II、Macintosh电脑、iPod音乐播放器、iTunes商店、iPhone手机和iPad平板电脑等。
苹果案例分析
供应商讨价还价能力 苹果公司主要的特点就是创新。它在加大投入研发的同时，不得不削弱具体 部件的生产规模，所以产品的代工厂商的价格谈判会影响到整体产品的价格。 然而，苹果产品代工所需的技术含量较低，供应商的变动率大，可供选择的 供应商多，而且，在与供应商的关系中，苹果占据绝对主动。苹果在电子行 业内是出了名的要求苛刻的客户，由于苹果和乔布斯对于产品品质和保密性 的追求，因此为其提供代工服务的各厂商往往为满足这些标准而疲于奔命。 例如苹果一直把台湾厂商的利润控制在一个比较低的范围，像鸿海精密公司、 富士康等。 购买者讨价还价能力 苹果几乎所有产品都基于统一的架构和风格，产品之间不会产生巨大的差别， 当用户购买了苹果的一种产品，一般也了解其他的产品，在他们考虑付款购 买其他产品之前就已经知道了他们将得到什么样的产品。新产品能够很快的 上手，而顾客在购买是犹豫也会更少。这样就较少的出现讨价还价的情况。 在全球每一家Apple Store开业或新品发布时，都会有那么一群人排队，他 们都是为了在第一时间买到苹果的新产品。
三.企业渠道设计
（1）苹果公司和中国联通多年的战略合作关系； （2）iPhone产品从立项开始就和联通总公司的市场部确立的功能协 作沟通，达成的对联通3G手机各项功能、应用、数据业务的全面支持； （3）iPhone产品的硬件外观及工业设计在同类产品中具有竞争性； （4）iPhone产品采用Android开放操作系统，Android Market更多 的应用程序在满足消费者需求的同时增大了联通网络的数据流量，同 时也就增加了联通公司的数据销售金额； （5）苹果公司在中国排名第二的市场份额，终端销量大，采用解决 方案的社交手机iPhone有着更大的销量预期，更大的销量意味着联通 网络消费者的增加，是联通公司争取客户的目标所在。 （6）因WCDMA网络刚开始在中国应用，市场上只有包括苹果公司在 内少数厂家提供有限的终端产品，联通公司急需这样得到产品与中国 移动和中国电信争夺终端消费者，尤其是高端消费者，以扩大客户群， 提高ARPU值。
APPLE CASE STUDY
Case Study of Apple, Inc.: how Apple executes its businesses model to control digital content through legal and technological means1IntroductionThis article is intended to assist teaching a business law elective concentrating on e-commerce and internet law and technology with an entrepreneurial approach through emphasizing the interaction between technology, business and law. Faculty who wish to incorporate active learning approaches to an e-commerce or internet technology and law course should find this work most beneficial as it will yield engaged students able to truly understand the significance of legal issues that arise with technology and the ability to address these issues in business enterprises following their classroom experience. It is reported that “students learn best when they are actively involved in and responsible for their own leaning.”2 This exercise is meant to create a forum for active learning along with a context for this experience. “At a basic level, undergraduate law courses inform students about key legal concepts and foundation principles. Students absorb legal concepts better when faculty provide a context or foundation for the review of complex legal materials.”3 With this in mind, students first study business models of current businesses in the technology sector. Students consider their products and services and future plans all as components of any business models in an attempt to analyze what works – companies producing revenue forproducts/services in high demand; and why it works – typically, because these companies create superior, innovative products/services that customers will choose over competitors,’ as well as pay for those products/services. Even if thebusinesses’ products/services are given away free to customers (think Google search queries), companies still produce revenue from (in this example) selling online display ads to third-parties. Through each aspect in a company’s development phase, again with a focus on how technology is a means to accomplish business goals, students quickly discover that the current legal environment lags behind rapid developments in business. This is attributable to the fact that advances in technology applications and innovations outpace legal developments – that law responds to the technology business environment.This case study is completed after a thorough study of a number of topics so that students’ knowledge in these areas allows them to apply it to a real and familiar subject: iPods and the iTunes Music Store. Students first focus on a company’s initial organization phase including how it starts up and what are its products/services. Students then address the legal issues relevant to a company’s start-up phase including: Trademarks, Copyrights, Trade Secrets, Patents, and Contracts. At the end of this unit of study and in an effort to elicit a more sophisticated comprehension of these topics, students work in groups on a Case Study of Apple, Inc., in which they refer back to legal concepts and business strategies studied early in the course, in order to achieve an in-depth understanding of and context for an understanding of how Apple exploits them and how they contribute to Apple’s success. This course concludes with an inventory of the technology Apple deploys, and how it protects this technology through enforcement of intellectual property rights.This course material has been developed and Apple was selected as a vehicle for a case study because the students already are conversant with this technology and the company. It frees students to concentrate on the legal significance of the company’s business and technology strategies. The concepts are presented in a way that resonates with students’ experiences – there is a familiar framework for the materials and this promotes insight and understanding beyond mere abstract academic learning. Specifically, students learn to recognize how each of these components contributes to an aspect of the company’s business plan and thus the company’s success. Through the course materials and case study exercise, students analyze and learn how a company develops a business model, deploys technology, and then uses intellectual property laws as well as contract law, to successfully execute its business plan. This article describes the process and methodology for teaching intellectual property, contracts and entrepreneurial business strategies. The course content is outlined, followed by a discussion of a case study synthesizing all of these course components, and supplemented by discussion points for instructors.I. Course Content:For teaching a course focusing on technology and law with an entrepreneurial approach, we devote the first weeks to developing proficiency in the subject matter of the course. Students read about technology companies, with an emphasis on how technology produces revenue as an end-product or service, or where it contributes to producing revenue as an underlyingcomponent of a product or service. After students understand the role of technology in a successful enterprise, students then turn their attention to the‘building blocks’ or assets of a technology company – the intellectual property (IP), and finally, the exploitation of those assets – the sale or licensing of that IP. There is an emphasis on both skill development and critical thinking in this course, as students learn skills such as registering and checking the legal status IP, use of IP as an asset and for defensive purposes, as well as evaluating IP through the study of cases, statutes, and current developments in the field. It is vital that instructors incorporate international legal materials into the study of IP which is especially impacted by the global economy. For example, registration of the iTunes mark in the U.S. is enforceable only within the U.S., and extraterritorial registration and enforcement of IP rights requires additional legal steps. Study of each form of IP includes domestic as well as international components in case readings, statutes and treaties.a.)TrademarksStudents are assigned readings and cases on Trademarks. Then students are asked to develop a name for a hypothetical business as well as how to register and brand it. Further, students develop a domain name strategy for this mark; and then consider it strategically – what rights mark owners have, including how to protect as well as exploit marks.b.)CopyrightsStudents next study readings and cases on Copyrights. Students are asked to identify business assets that are covered by copyright. They learn how to register a copyright and what rights copyright owners have. They again, learn how to protect copyrights, exploit their value, as well as how to control uses of their copyrights by others. Further, students learn how the Digital Millennium Copyright Act gives ever greater protections to copyright owners and how thislaw strengthens copyright owners’ claims as against users.c.)PatentsStudents next study readings and cases on Patents. As with the other forms of IP, students learn what is statutory subject matter for patents, how to file for patents, and what rights this confers on patentholders. Students are asked to identify business assets potentially covered by patents, and to find out if they are in fact patented. Students learn that unlike trademarks and copyrights, patenting offers more legal protections. Venture capitalists typically evaluate a start-ups’ patent portfolios first, as this is a seen as a crucial gauge of a company’s viability.d.)Trade SecretsStudents then study that final form of IP with readings and cases on Trade Secrets. This is an often underappreciated form of IP, but one which has actually risen in importance, especially as to those companies which need to quickly innovate and market new technology, or modify and update their technology frequently.4 In fact because of the recent Supreme Court ruling in KSR Int’l Co.v. Teleflex, Inc., companies will perhaps be more inclined to protect their IP as a trade secret rather than seeking patent protection because the Supreme Court raised the threshold for non-obviousness.5e.)Contracts and LicensingThe next course topic students cover is Contracts and Licensing, which represents the culmination of the course materials. This course assumes a basic understanding of the elements of a contract (offer, acceptance, consideration, etc.) that students presumably learned in an Introduction to the Legal Environment course, so the emphasis here is on the transactional aspect of contracts and licensing, especially on End-User License Agreements [EULAs], which are now more typically known as Software License Agreements [SLAs]. They are also known as technology transfer agreements. Students are asked to identify companies who would potentially be interested in the purchase or license of the IP assets, and then develop agreements for their sale or transfer. These agreements again have an offensive and defensive posture, as they are meant to translate the IP into revenue, and protect these assets from unauthorized uses and users. Transactional law concerns the process of exploiting the IP through the sale or licensing of these assets. SLAs represent the vehicle for this, and significantly too serve as the medium for content owners to maintain control over uses of the content.f..)AntitrustFinally, students study reading and cases on antitrust issues. While this may not seem to follow, antitrust law addresses agreements too – and concerns illegal agreements in restraint of trade. To the extent agreements are unlawful, antitrust law provides a vehicle for resolution of those issues. In a sense, antitrust law is sort of an off-set to the contracts and licensing agreements. Students are asked to identify practices that restrain trade, typically found where businesses do not compete on price or quality and instead rely on restrictive agreements to inhibit competition. While contracts and licensing are of course legal agreements, software is a non-rival product and highly susceptible to monopoly control, potentially triggering antitrust complaints by competitors and subsequent review by regulators.6Following a comprehensive study of these subjects, students have the components necessary to work on a case study of a technology company, in an effort to have them achieve a more meaningful understanding of how IP and contract law fit into a company’s business model, especially one which relies heavily on technology, where company assets are both physical and digital format, and the distribution involves both traditional retail and internet delivery platforms.II. Case Study Materials and Process:The MP3 technology is thoroughly familiar to students and instructors can capture students’ knowledge of this technology, and use it as a vehicle toeducate students about the interaction of this technology with business and law. Students acquire a more thorough understanding of the materials as they have a familiar platform from which to study these subjects. Students are asked to bring in their iPods, along with a print-out of Apple’s iTunes Terms of Service. (Students work in groups, and it has always been the case that at least one student owns an iPod and is an iTunes user and which is sufficient for this purpose.) Students receive a class exercise to complete in the form of an inventory and questionnaire to complete regarding Apple’s iPod, and its iTunes Music Store [iTMS] software. Students have access to iPods, as well as computers, where they download the iTMS software. They also use their class notes, text, cases and class materials as a reference guide. There are five parts to the inventory/questionnaire. Students first study every physical component of the iPod, including the appearance and design of the product, even the packaging, instructions, logos and symbols, all of which are covered by some forms of IP. Further, they look at the iTMS site and consider how that too is protected by some form of IP. Students inventory all of the above, and identify what form of IP it is potentially and probably covered by. For example, students realize that for Trademarks, the company must have a trademark in the names, for example: Apple, iPod, iTMS. Then they are asked who might want to use these names; what uses are legitimate, and what uses are infringing. For example, to the extent an aspect of the iPod product design is functional, it is covered by patent law; to the extent the product design is nonfunctional, it is covered by trademark law. Again, students are asked about uses.Students are then asked to find when both national and international legal protections expire as to each form of IP they’ve identified. For this students go to various websites, including sites such as the World Intellectual Property Organization, the Library of Congress’s Copyright Office and the Patent and Trademark Office. Typically students first notice that many competitors’ products ‘play off’ of the iPod, including its distinctive name and appearance. For example, students will find when they work on a trademark search that companies have already registered names potentially confusingly similar to the iPod name. As another example, they’ll find that different forms of IP have different terms of protection, that copyrights have a defined term of protection, while trademarks last potentially forever. While this is covered in most business law texts, through this exercise, these issues become ‘real’ to the students, and they gain insight as to how IP is an asset and managers must craft offensive and defensive strategies to manage their IP portfolio domestically and internationally.The next three parts of the inventory address the iTMS Software License Agreement (SLA). Students have hard copies of the SLA, those terms users are asked to agree to as a condition precedent of receipt of the software. This is often the first time students will have taken the time to read these agreements despite having agreed to many such agreements already.7 With their current foundation in IP though at this point they actually understand and appreciate the importance of the iTMS SLA as a business strategy. Students are asked to identify and classify each point of the SLA. For example, when the Terms of Service, Clause 13a provides, “No portion of the Service may be reproduced inany form or by any means. You agree not to modify…sell, distribute, or create derivative works based on the Service, in any manner….,”8 students identify and classify what form of IP that this clause refers to, and what uses it impacts.The fourth aspect of the Case Study asks students to identify instances of where the SLA’s terms provides users with a different set of rights from those provided in the various IP laws. By way of example, in Clause 13a cited in the previous paragraph, students will figure out that Apple’s agreement limits users’ fair use rights. Students begin to see then how contract law interacts with, and in many instances, encloses IP. This is when the students really begin to piece the business model together, and how business, technology and law interact to create a successful company strategy.Finally students are asked to reflect on how it is that Apple can, and does, control content and uses, and then to describe how this impacts innovation and free-market competition, in ways that potentially violate the antitrust laws. Students have so much relevant personal knowledge on these points, and can easily describe how their iPod is unable to do some function that they think it should be able to do. For example, students will say that they cannot interoperate Microsoft’s Zune MP3 player with Apple’s iTMS. And they often say report that they aren’t allowed to make their desired number of copies of a song they could have made had they been starting with a CD version of that same song. They also complain about the copy protection on downloaded songs.Students begin to realize that these restrictions are not inherent in the software and hardware; rather they exist within this technology as a function of the goals of Apple’s business model and legal strategy.After completion of the five-part inventory, students summarize their findings and describe how Apple relies on a legal structure – how it makes use of IP and contract laws – to deploy its technology and achieve success in its business model for competing in the digital media business. Students realize that Apple’s business model for both its hardware and software sales relies on a three-point plan: (1) distribution deals for licensing content from the music labels;(2) integration of is proprietary hardware and software (that excludes other companies) and (3) its ability to control uses and users’ rights through its SLA. Following the students’ findings, and as a way for the student groups to receive feedback on the quality and thoroughness of their work, instructors may lecture on any or all of these points, which build towards a detailed understanding of how Apple integrates technology and law in its business model.III. Discussion Points:The following section describes all facets of Apple’s business model, including how the technology works, and how Apple manages its IP as well as its contracts with content providers, and its agreement (the SLA) withcustomers/users. Discussion of this material is most appropriate after students conduct their own investigation and complete the case study.A.The Business’s Products & Services: Apple introduced its now-signature product, the iPod in 20019, and a pay-per-song service, iTMS just two years later.10 The iPod was an instant success, becoming the default for the MP3 player consumer electronics product category, because of its design and rich features, including capacity, download speed, and ease of use. The iTMS service likewise represented an industry breakthrough in an era defined by (1) free music download services like the illegal, now-defunct KaZaA, and original Napster (which offered low-quality, mainly pirated recordings), and (2) subscription services like the now-defunct PressPlay (which locked in users to fees, and limited uses of the content).11 Apple co-founder and CEO Mr. Steven Jobs’ intent with the MP3 product and iTunes service was to create an online environment closely resembling the physical environment and experience of purchasing music at a shop, because as he noted, “[p]eople want to buy downloads like they buy CDs.”12 It was at once, revolutionary, and obvious – importantly, it closely mimics the way users search p2p for music online, seamlessly integrating the hardware and software. In advance of the launch, he signed unprecedented deals with the five major music labels – BMG, EMI, Sony, Universal, and Warner (now four due to the Sony-BMG merger), to distribute their songs online – and collectively, they control over 70% of the world’s music.13The iTMS service began with 200,000 tracks, now up to 3.5 million tracks; and they’ve sold in excess of 3 billion songs.14 Apple charges 99 cents per download – low enough to generate users’ acceptance (or at the least, not too much resistance), and high enough for labels’ acceptance. Apple has captured approximately 70% of the global market for digital music downloads.15 iTMS is currently selling 5 million songs a day.16 Global market share for the iPod device is more difficult to determine because, while sales are increasing, the market is expanding, the number of manufacturers is expanding, combined with the phenomenon that the digital music player market is morphing, to incorporate musicphones (hence Apple’s recent launch of its iPhone product).17B.The Technology – Patents, Trade Secrets, Standards, Licenses, Royalties:Apple’s business model for its iTMS and iPods sales relies on: (i) distribution deals for licensing others’ content; (ii) integration of proprietary hardware and software (Apple’s proprietary platform the iTMS playable only on Apple’s proprietary iPod players); and (iii) its ability to tightly circumscribe users’ rights based on three points of control: copyright laws, contracts and technology measures.(i)The distribution deals:As to these, the specifics are not published, but clearly the labels placed conditions for content control, and it is equally clear that Apple benefits from these conditions. According to Mr. Jobs, “a key provision of our agreements withthe music companies is that if our DRM [Digital Rights Management] system is compromised and their music becomes playable on unauthorized devices, we have only a small number of weeks to fix the problem or they can withdraw their entire music catalogue from our iTunes store.18” The labels make money as their licensing deal generates revenue, and by demand for similar deals from other sites. Apple makes money as users log onto iTMS for the legal purchase of genuine content. Consider the scenario where there is no control of content, if the labels did not require conditions on the control of content, and Apple did not create any of its own controls for the content: the first user would purchase the content, and then re-distribute that content free, and unlimitedly to all other p2p users. Then there is no significant benefit to the Apple-label licensing deal. The labels’ content distribution deal is significantly compromised; and Apple fares no better – it makes no money from the iTMS (except of course, 99 cents for the 1st and – in theory – only purchased download of each track).(ii)Integration of proprietary hardware and software:Apple has fashioned a ‘go it alone’ strategy,’ for the time-being, keeping iTMS as a closed and unlicensed system, attracting a market with a loyal following. Specifically, Apple first created a digital music player, the iPod, now, a family of iPod MP3 products. Later, Apple created the software, the iTMS site, for the legal purchase of content provided by others. It developed a proprietary DRM system it calls ‘FairPlay,’ that “envelopes each song purchased…in special and secret software so that it cannot be played on unauthorized devices.”19 Andto prevent illegal copies (which would violate the Apple-labels deal, and represent lost Apple revenue), it required that the “DRM system must allow only authorized devices to play the protected music.”20 “[H]ere’s how FairPlay works: When you buy songs at the iTunes Music Store, you can play them on one – and only one – line of portable player, the iPod. And when you buy an iPod, you can play copy-protected songs bought from one – and only one – online music store, the iTunes Music Store.”21 Put another way, FairPlay iTunes songs will not play on anyone else’s (i.e., Sony or Microsoft) hardware. This architecture of control is executed “’top to bottom’ with proprietary systems for selling, playing and protecting music.”22 The FairPlay DRM is managed as a company Trade Secret.A brief background on the technology is useful because technological means are one of the methods of content control that at the foundation of Apple’s business model. Audio files are digitized and compressed before they are transferred. Many readers are familiar with the popular format known as MP3.23 The internet’s fundamental architecture is peer-to-peer so this provides the means of transfer and distribution, and the MP3 format facilitates the near-instantaneous transfer of audio files to the extent users have bandwidth capacity. For its format, Apple chose to adopt AAC (Advanced Audio Coding) technology, also known as MP4. AAC was developed by the MPEG group that includes Dolby, Fraunhofer [FhG], AT&T, Sony and Nokia.24 Sony also uses this format in its PlayStation.25 AAC is known for its superior performance and sound quality. Significantly, and in contrast to MP3 files,26 no patent license fees or royaltypayments are due on the distribution of MP4-encoded files, but fees are due for developers of end-user coder and/or decoder products.27 Every Apple-licensed file is saved in AAC format, and then further encoded with Apple’s proprietary DRM, FairPlay, a digital rights management encryption scheme. FairPlay is based on technology Apple licenses from the creator, Veridisc.The FairPlay digital rights management (DRM) algorithm works by “generating random encryption keys for each title purchased” and then it automatically stores the keys in the user's computer and iPod. The keys are used to decrypt the AAC file to access and play the content. Further, users are required to authorize and de-authorize every computer they want to play titles on.”28 FairPlay does not affect the copy-ability of the file; rather it is used to manage the decryption of the content.FairPlay manages uses, and administers a level of copy protection that apparently is agreeable to both Apple and the labels. It is an open question of course, if the level of copy protection is appropriate as to users, who generate all sorts of euphemisms for ‘FairPlay,’29 and ‘DRM.’30 In fact, what Apple calls iTunes ‘features,’ are what users call ‘limitations.’ It is critical to sort out what FairPlay permits, and what it doesn’t; and then, consider: if it’s not a permitted use, what users are doing anyway with the content; and how users are creating ‘work-arounds,’ and/or ‘hacks,’ in order to use the content as they wish.FairPlay allows these uses for its tracks:•Tracks may be copied to any number of iPods;•Tracks may be played simultaneously on up to five authorized computers every 24 hours by sharing over a local network using Apple’s (again)closed, proprietary system, the Digital Audio Access Protocol [DAAP] – in streaming-format only;•Tracks may be copied to an audio CD any number of times. (This CD may then be ripped or burned, but it does not attain first sale status, and it may not be leased, lent or distributed);•iTunes playlist may be copied to a CD up to seven times, before it has to be changed.31FairPlay does not allow these uses for its tracks:•Track may not be played on a non-iPod player;•Restricts back-up copies: Songs can only be copied to five computers;•Restricts converting to other formats: Songs only sold in AAC with Apple DRM, FairPlay;•Limits portable player compatibility to iPod and other Apple devices only;•No remixing: Cannot edit, excerpt, or otherwise sample songs;•Users may not write AAC files to a data CD-RW and listen to these tracks on a compatible car or home stereo;•Users may not copy them to Personal Digital Assistants [PDAs] (i.e., Palm, BlackBerry devices, etc.);•Users may not stream tracks from personal computers to their home stereos over their home networks.3233Note though, that users may upload to their iTunes Library playlists any content, even content that did not originate from the iTMS, so that users’ playlists typically contain a mix of files that are in a variety of digital formats. Users can burn these tracks to an audio CD, then rip them back into their iTunes library using iTunes’ CD import feature, and convert the selection to MP3, unencumbered by the AAC-FairPlay scheme. Also, iTunes 4.0 users could freely access shared music over the internet but Apple removed this feature.34 The content downloaded from iTMS, because of this AAC+FairPlay scheme, is playable only on Apple’s proprietary players – the iPod family of devices. This integration provides customers with a seamless user experience, from purchase to use. Apple’s business model relies on this integration of software that may or may not be profitable, with its hardware that is profitable. Integration though, in this case, means a corresponding lack of interoperabilityacross the marketplace. So for example, users may not play iTMS content on Microsoft’s Zune, or Sony’s MP3 players, because no portable player aside from Apple’s supports Apple’s FairPlay – its proprietary DRM – that it has not licensed to anyone else. This lack of interoperability may be a key part of Apple’s business model, for it helps maintain digital download market share, and thus is instrumental in the plan to make this unit profitable. But keeping this system proprietary and closed has real costs – it is clear that this lack of interoperability raises antitrust concerns, and has become the central basis for the lawsuit,35 as well as the regulatory inquiries now directed at Apple.36(iii)Apple tightly circumscribes users’ rights based on three points of control: Apple relies on contract laws, IP laws, and technology measures in combination as a strategy to govern users’ actions with respect to purchased content. Apple’s digital content business model thrives because of this three-part regime.Contract Laws: In the purchase of software, users are actually purchasing a license to use the software. They do not own the software itself, in the same way for example, that’s comparable to ownership rights in physical goods such as desks, or even cars. As such, courts construe the parties’ software transaction not as a sale, but rather as a license agreement between the parties defining their respective rights and responsibilities.37 Further, licensing agreements are considered contracts which are subject matter for state-law regulation. Apple deploys these in a format students may characterize as: those ubiquitous,。
苹果公司创新管理案例分析
苹果公司创新管理案例分析苹果公司创新管理案例分析摘要：本文通过对苹果公司内部创新的组织结构、产品创新和公司的创新文化进行研究，深入发掘苹果的创新之道。
与此同时，通过与所学内容相结合，发现苹果目前在创新管理方面所面临的问题，根据自身管理经验提出浅见。
关键词：苹果公司、乔布斯、创新报告目的：在乔布斯代领下的苹果公司近年来越来越受到世人瞩目，不仅使其优秀的产品引人瞩目，其先进创新体系也一直为人津津乐道。
此次报告通过将苹果公司的案例进行深入研究，加之对所学创新管理的融会贯通，帮助苹果公司发现在创新管理方面所面临的问题，也借此加深对此门课程的知识理解与灵活运用。
目录：一、苹果公司及乔布斯简介 .................................................................. ............................................... 1 二、苹果公司的创新管理结构 .................................................................. . (1)1、个人独裁的管理模式................................................................... ............................................. 12、内部组织结构清晰................................................................... ................................................. 2 三、苹果公司的产品创新 .................................................................. (2)1、产品的前瞻性 .................................................................. ...................................................... 3 2、开放式创新................................................................... ............................................................. 3 3、产品创新的成本................................................................... ..................................................... 4 4、核“芯”技术的领跑者................................................................... ......................................... 4 四、苹果公司的文化创新 .................................................................. (4)1、创立“I”语言................................................................... ....................................................... 4 2、产品发布仪式................................................................... ......................................................... 5 3、新的营销模式................................................................... ......................................................... 5 4、追逐风险................................................................... .. (5)五、结论 ....................................................................................................................................... . (5)1、重大的文化危机................................................................... ..................................................... 52、创新结构有待完善................................................................... ................................................. 53、支持性部门缺失................................................................... ..................................................... 6 六、建议 .................................................................. ..................................................................... . (6)1、管理层级下放................................................................... ......................................................... 6 2、强化企业创新文化，发展“乔布斯效应”................................................................. ......... 6 3、建立与公司整体战略相适应的创新战略................................................................... . (6)（1）、建立有效的沟通机制................................................................... ............................. 6 （2）、技术与高层衔接................................................................... ..................................... 7 （3）、改变单一的奖励制度................................................................... ............................. 7 4、建立完善的后续服务部门........................................................................................................ 7 参考文献 .................................................................. ..................................................................... . (8)一、苹果公司及乔布斯简介位于美国加州库比提诺的苹果公司，以卓越的创新理念在全球的高科技企业中文明。
苹果案例分析上课讲义
苹果案例分析苹果案例分析报告专业电子商务班级 31426 姓名田峰苹果公司的企业解析企业概括在美国风险投资的历史中，苹果公司较早展示了风险投资的不同凡响。
1976年，两个二十多岁的青年设计出了一种新型微机（苹果一号），受到社会欢迎。
后来，风险投资家马克首先入股9.1万美元，创办了苹果公司。
从1977年到1980年3年时间，苹果公司的营业额就突破了1亿美元。
1980年，公司公开上市，市值达到12亿美元，1982年便迈入《幸福》杂志的500家大企业行列。
一家新公司在5年之内就进入500家大公司排行榜，苹果公司就是首例。
苹果公司的上市犹如核爆炸的成功一样震憾着世界。
早先在苹果公司下赌注的风险投资家更是丰收而归。
回顾本世纪第一个10年，总裁乔布斯重返公司后，借力几款明星产品使销售额迅速增长，终于走出了20世纪90年代经历的低谷，公司利润率持续处于行业内高端水平。
2004年以来，苹果公司一直保持着两位数的增长率，平均利润率近32%。
2007年苹果推出iPhone，自此，智能手机市场的原有格局完全瓦解。
2009年金融风暴后，业界经营一片惨淡，苹果公司却仍稳居福布斯全球高绩效公司榜单企业文化对苹果公司的重要性苹果公司原有文化的核心是一种鼓励创新、勇于冒险的价值观。
自白手起家，小小的苹果电脑便在技术领域内引发两次变革，迫使包括IBM和微软在内的每一家电脑公司都加入它开启的新潮流。
不仅是勇于创新，事实上，公司一直是我行我素，冒高风险，甚至反主潮流。
公司的信条是进行自己的发明创造，不要在乎别人怎么说，一个人可以改变世界。
正是这种大无畏精神使公司能够推出令广大用户喜爱的Macintosh电脑，开鼠标定位器和图像表示法的风气之先。
公司也一直以这种独创精神为傲。
在其创办初期，公司曾在楼顶悬挂海盗旗，向世人宣称"我就是与众不同"。
然而正是这种价值观造就了苹果的成功。
设计—首先，每个员工都必须牢记苹果比其他任何一家公司都更加注重产品的设计。
苹果公司案例分析
六、总结及建议
苹果并未尽相应的社会责任
给企业造成的影响 1、阻碍企业品牌的可持续发展。 2、影响企业取得长远利益。 4、履行社会责任可以赢得民心； 5、履行社会责任可以赢得国际生存空间； 6、履行社会责任可以发掘商业机会； 7、履行社会责任可以获得免税优惠；
建议 1、积极支持公益事业，履行相应社会责任。 2、权衡相关利益者之间的关系。 3、注重人本发展。 4、加强对供应商的监管能力。 5、注重环保。
感
苹果公司，原称苹果电脑公司，核心业务是电子科技产品。1977年1月， 苹果公司在风险投资家马库拉投资9.1万美元后正式注册成立，乔布斯和沃 兹尼亚克占有公司的2/3的股份，马库拉占有1/3的股份。
苹果最知名的产品是其出品的Apple II、Macintosh电脑、iPod音乐播放 器、iTunes商店、iPhone手机和iPad平板电脑等。在高科技企业中以创新而 闻名。2011年2月，苹果公司打破诺基亚连续15年销售量第一的地位，成为全 球第一大手机生产商。2011年8月10日苹果公司市值超过埃克森美孚，成为全 球市值最高的上市公司。
从员工来说：近些年来，劳工权益受侵犯的事件屡有发生。在供大于求的 劳动力市场，苹果具有主动权，处于强势地位，而劳动者则处于一种无法 自我争取权益的状态，造成劳资关系失衡。这不仅严重损害了社会的公平 正义，也使得苹果企业的发展、产业结构的提升陷于困局。
从消费者来说：苹果公司故意设置产品缺陷，经常运用保留手段一定程度 上损害了消费者的利益。
乔布斯说：
慈善事业等到我们盈利再 说！
--史蒂夫 ·乔布斯
产品创新的王者苹果公司案例分析
产品定义 – 开发与否的关键评估
客户需求 产品创意
产品概念 和测试
市场分析，销售预测 财务分析，技术/生产
产品定义
市场，客户反馈
可行性 财务目标
明确满足需求
Iphone产品定义
4、每周两次匹配的设计会议
•“头脑风暴会议”，各种疯狂的想法，完全不受限制，不管 是新产品特性还是对已有产品的改进。 • “生产会议”，这个会议要把选定的疯狂想法尽可能细化， 怎么做，为什么这么做。
苹果创新成功借鉴
5、定期的样品展示会
苹果产品创新的核心：用户至上
THANK YOU!
产品创意
产品概念
上市推广
4
产品定义
产品测试
产品开发
问题和挑战： • 决定并组织资源完成新产品 • 产品平台的再利用
阶段任务： • 工业设计（实用性、美、环境） • 产品开发战略路线图 • 开发路线图-产品平台规划，产品族
设计，产品构架和衍生产品 • 样机开发 –产品原型
交付： • 产品原型样机 • 产品测试计划 – 客户，样本市场 • 初步生产计划
STEP 4：新产品开发 —— 从绝妙的想法变成绝妙的产品
产品创意
产品平台问题和挑战： • 决定并组织资源完成新产品 • 产品平台的再利用
产品概念
上市推广
4
产品定义
产品测试
产品开发
阶段任务： • 工业设计（实用性、美、环境） • 产品开发战略路线图 • 开发路线图-产品平台规划，产品
族设计，产品 构架和衍生产品 • 样机开发 –产品原型
苹果案例分析
苹果案例分析报告专业电子商务班级 31426 姓名田峰1苹果公司的企业解析企业概括在美国风险投资的历史中,苹果公司较早展示了风险投资的不同凡响。
1976年,两个二十多岁的青年设计出了一种新型微机(苹果一号),受到社会欢迎。
后来,风险投资家马克首先入股9、1万美元,创办了苹果公司。
从1977年到1980年3年时间,苹果公司的营业额就突破了1亿美元。
1980年,公司公开上市,市值达到12亿美元,1982年便迈入《幸福》杂志的500家大企业行列。
一家新公司在5年之内就进入500家大公司排行榜,苹果公司就就是首例。
苹果公司的上市犹如核爆炸的成功一样震憾着世界。
早先在苹果公司下赌注的风险投资家更就是丰收而归。
回顾本世纪第一个10年,总裁乔布斯重返公司后,借力几款明星产品使销售额迅速增长,终于走出了20世纪90年代经历的低谷,公司利润率持续处于行业内高端水平。
2004年以来,苹果公司一直保持着两位数的增长率,平均利润率近32%。
2007年苹果推出iPhone,自此,智能手机市场的原有格局完全瓦解。
2009年金融风暴后,业界经营一片惨淡,苹果公司却仍稳居福布斯全球高绩效公司榜单企业文化对苹果公司的重要性苹果公司原有文化的核心就是一种鼓励创新、勇于冒险的价值观。
自白手起家,小小的苹果电脑便在技术领域内引发两次变革,迫使包括IBM与微软在内的每一家电脑公司都加入它开启的新潮流。
不仅就是勇于创新,事实上,公司一直就是我行我素,冒高风险,甚至反主潮流。
公司的信条就是进行自己的发明创造,不要在乎别人怎么说,一个人可以改变世界。
正就是这种大无畏精神使公司能够推出令广大用户喜爱的Macintosh电脑,开鼠标定位器与图像表示法的风气之先。
公司也一直以这种独创精神为傲。
在其创办初期,公司曾在楼顶悬挂海盗旗,向世人宣称"我就就是与众不同"。
然而正就是这种价值观造就了苹果的成功。
设计—首先,每个员工都必须牢记苹果比其她任何一家公司都更加注重产品的设计。
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我们建议选择3：改变领导，并推出新产品
因为它的目标是：
- 确定关键成功因素 - 每股盈利增长的潜力 - 解决领导力问题
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实施
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(短期-2009年3月 - 2009年9月)
✓ 继任战略 - 董事会董事，史蒂夫·乔布斯和一个外部咨询小组必须： •制定一个有条理的方案来确定理想CEO特征 •决出潜在候选人的名单
✓ 分销 - 利用现有渠道分布 •苹果专卖店 •在线销售
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✓ 苹果正面临着在2009年的每股预期盈利下降，和 必须评估未来领导组织的问题
✓ 为了解决这些问题，苹果应该变革领导层和推出 新产品
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附录
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选项2：变更领导并维持生产的现状
•引入继任计划
•保持现状的渐进式创新
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选项3：改变领导和推出新产品
•引入继任计划 •现有产品的渐进式创新 •向消费者推出新产品
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决策矩阵
决策标准
1.保持领先优势
品牌
2
革新
3
用户友好
3
销售和营销
2
强管理
1
分配
1
总计
12
排名 3 =专注于这个标准 2 =目标标准有效 1 =有点针对标准 0 =没有用于目标标准
蒂姆·库克（Tim Cook） - 负责当前的运营 菲利普·席勒 - 全球范围内营销 托尼·法戴尔 - 创新者 公司外部 – 无先前债务
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(短期-2009年3月 - 2009年9月)
✓ 研究与发展
- 确定一个新产品，并开始研究和设计
•上网本
- 在现有产品线上渐进式创新
✓ 市场营销
- 宣布要开发一个新的产品 - 但不透露进一
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个人科技产业
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个人科技产业
✓成功的关键因素
•品牌 - 产品在同行业中的认可度
•创新 - 通过新产品的研发 •用户友好性 - 易于为消费者所使用 •销售及市场推广 - 能够有效地销售产品 •强大的管理 -公司的创新和高效 •分销 –产品的组装和世界范围内的销售
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个人科技产业
✓ 趋势 •便携性的需求增加
2.继承策略现状生产
1 0 1
1 3 1 7
3.继承策略新产品线
3 3 3
3 3 2 17
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推荐
•为了对所有利益相关的股权持有者负责，苹果必须 能管理，计划，执行从一个CEO决策过渡到下一个积 极成果产出的全过程。 •在PC市场下滑和停滞的情形下，苹果必须以推出新 产品为目标，来解决他们的产品线问题
步的细节
- 允许消费者炒作
- iPhone的价格降低10％
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(短期-2009年3月 - 2009年9月)
✓ 操作
- 100％的增产iPhone - 保持目前iPod Nano的生产现状 - 降低50%的iPod classical产量 - 增加30％的笔记本电脑生产 - 维持台式机的生产现状
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(中期-2009年9月 - 2010年3月)
✓ 继任战略 - 确定最适合企业战略需求的候选人特性
✓ 市场营销 - 宣布发布苹果新的上网本线 • 2010年，在MacWorld世博会上的“iNet”
✓ 操作 - 降低iPod classical 25%的产量 - 开始生产INET
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(长期-2010年3月 - 2010年9月)
✓ 继任战略 - 引入新的候选人选定责任机制，履行如监督管理小组 会议 ，批准产品，并代表苹果向公众发布的职责 ✓ 研究与发展 -针对企业消费者，修改和创新现有的智能手机技术。
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(长期-2010年3月 - 2010年9月)
✓ 市场营销 - 市场新iNet的所有功能于一身，方便用户上网 - 利用病毒式营销资源 - 增加iPhone的市场份额，尤其是在企业
苹果：另一个字节
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战略问题
• 在2009年，苹果正面临着每股预期盈利的下降和对 未来领导组织必要的评估
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建议策略
• 为了所有关键相关的股权持有者利益，苹果必须 能管理，计划，执行从一个CEO决策过渡到下一 个积极成果产出的全过程。
• 在PC市场下滑和停滞的情形下，苹果必须以推出 新产品为目标，来解决他们的产品线问题
•笔记本电脑的销量增加
•“上网本”消费层的增长
•台式机市场的稳定发展
•智能手机的销量增加
•同类产品的竞争加剧
•MP3播放器的销售减少
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苹果企业的分析
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ቤተ መጻሕፍቲ ባይዱ
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可能选项
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选项1：保持领先地位，并推出新产品
•允许史蒂夫·乔布斯继续担任CEO，而蒂姆·库克主管日 常运行 •在保持当前渐进式创新产品策略的同时引入一种激进的 新产品线