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Mktg Syllabus

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Marketing Management MKTG 5150, 007, 077, 080, 086

Fall 2013 8W


Kenneth N. Thompson, Ph.D. Professor of Marketing & Logistics Office Hours: 1:30 – 3:30 TTh and by appointment E-­‐mail: Only use this e-­‐mail address if you cannot reach me via the Blackboard Learn e-­‐mail facility. Use the ‘e-­‐mail’ selection on the Learn menu bar (left side of the Learn window). E-­‐mail traffic initiated via Blackboard Learn is specifically flagged to get my attention.

By the way, do not expect me to respond to e-­‐mail on weekends or after 5:00 p.m. on weeknights. I am often online during these times, but there are no guarantees with my extensive travel schedule this Summer.

Roger Kerin and Robert Peterson (2010), Strategic Marketing Problems: Cases and Comments, 12th Ed. (Upper Saddle River, NJ: Pearson Prentice Hall) ISBN-­‐13: 978-­‐0-­‐13-­‐ 610706-­‐4

Philip Kotler and Kevin Keller (2012), A Framework for Marketing Management, 5th Ed. (Upper Saddle River, NJ: Pearson Prentice Hall) ISBN 978-­‐0-­‐13-­‐253930-­‐2.

Both books are available new and used from and others. An electronic version (e-­‐edition) of the Kotler and Keller text is available from Pearson via the “CourseSmart” website ( CourseSmart works fine with all browsers that I have tested (Safari, Firefox, Chrome, and Windows Explorer) in both Mac and Windows. In addition, there are “apps” for Ipad, Iphone, and Android. Aside from the convenience of having the text available via the Internet, it has the significant advantage of being “searchable.” CourseSmart now provides the option of “checking out” e-­‐books for download onto your computer should you not have regular access to the Internet.

The purpose of this course is to provide an overview of marketing management with special emphasis on the marketing mix, target marketing, and marketing strategy. The course is fundamentally a case course. Cases are selected to highlight important marketing concepts and provide students with experience grappling with decisions commonly encountered by practicing marketing managers. 1

Required Text

Course Overview

Student participation is mandatory. Even though this is an online class, you cannot be a passive learner. You must stay on top of all materials and actively participate in all assigned discussion groups. Failure to make significant contributions to your group’s assigned discussions will result in substantial grading penalties.

Check Blackboard Learn for e-­‐mail (messages) and ‘announcements’ daily. You should log-­‐in at least once per day during the week to make sure you are cognizant of current information and assignments. I make extensive use of “announcements” in this course. The Blackboard announcement tool is a great way to provide additional guidance and clarification on course procedures and materials. You must check for announcements daily – no excuses! Deadlines for assignments and exam closing dates. Deadlines are strictly enforced. This is particularly critical with respect to the online exams and case submissions. I do not recommend that you postpone completing the online exams until the weekend the exams close. Blackboard is notorious for crashing when there is a pending deadline. I will not reset exams in the event that this happens on Friday, Saturday, or Sunday just prior to the exam’s scheduled closing date.

Course Policies


Your grade will be determined based on the following: Case Reports

The primary focus of this course is case analysis and discussion. Six cases are analyzed in this course. Each case is worth 100 points. The list of specific cases assigned and their due dates are contained in Table 1 below. Case reports must be submitted on time. Cases submitted after, but within 24 hours, of the due date will be docked 10%. Cases submitted after that time will be marked as missed and will receive no credit. I will not even look at these missed submissions. Case Brainstorming Discussion Groups I have created brainstorming discussion groups for each case. The use of these discussion groups is optional, however your participation is strongly advised. I’ve set them up to encourage the exchange of ideas and provide a mechanism for sharing case-­‐related thoughts and resolutions to problems you may encounter as you examine the assigned cases. I generally engage in these discussions, providing additional direction for each case. All discussion groups can be accessed via the BLACKBOARD Learn in: Folder 1: Case Brainstorming Discussion Groups. 2

Content and Format of the Case Reports You must generate a written report for each assigned case. These “Case Reports” cannot exceed two (2) pages in length (exclusive of tables and figures), must be typed using single-­‐ spacing, and employ 10 or 12 point font. All written submission should in MS Word format.

The general procedures for conducting a case analysis are contained in the reading from Kerin and Peterson (KP) titled “Marketing Decision Making and Case Analysis.” The DECIDE process for decision making described by Kerin and Peterson in this chapter is an excellent approach for analyzing your cases. However, it is not the format to be employed for your written case reports. Your written reports must follow the format outlined below. The sample case report for the Americana Hotels case (Folder 3) is an excellent template for exactly what I expect on your case reports. Referring to the sample case report (I suggest you print it for review as you read the following information), note that the report is divided into three major sections: Cover Sheet (First Page). The cover sheet should contain the information shown in the sample. Note that this page is centered top to bottom, as well as left to right. This page should not be numbered. Body of Report (Pages 1 and 2).

The body of your report consists of two sections: Definition of the Problem and Recommendation(s). The structure and content of these sections are discussed in more detail below. Tables and Figures (Remaining pages). The remaining pages in your report hold any tables and / or figures that support your discussion. The required structure and content of tables and figures are also examined in detail below. As indicated above, the body of your case report consists of two sections, each of which should begin with the specific headers identified in bold print below: Definition of the Problem.

Define the problem(s) in the case. You should be able to do this with no more than one or two sentences. I generally provide the problem definition for you in my guide to the analysis of each case. Recommendation(s).

This section comprises the bulk of your paper and must be supported with tables and figures. As part of your case analysis you should have thoroughly examined all major alternatives. However, in most cases, the only alternative you present in your paper is your recommended alternative. Summarize your recommendation in the first paragraph of this section. 3

Next, in this section, you should examine each major decision factor (DF) under its own heading, and in detail. Decision factors (DFs) are the major factors in the case which have pointed to your recommendations. Think of DFs as the pro’s and con’s associated with your recommendation. Note the headers for the DFs in the sample Americana Hotels case report: Profitability, Market & Competitive Environments, Physical Characteristics of the Property, Jamaican Political Stability and Future Tourism, and Managerial Experience With Property Types. These headers are akin to headlines used in newspapers. They clearly indicate to the reader the nature of the discussion that follows.

I recommend that you examine my presentation on “The Role of DFs for Conducting Case Analyses.” The .pdf file is contained in the folder titled ‘Instructor's Guides to Your Analysis of the Kerin & Peterson Cases.’ This handout is, in part, the subject of the graded quiz over the syllabus and the sample Americana case. Structuring Your Tables and Figures Tables and figures are used to support your recommendation(s). Tables and figures generally are the best ways to summarize key points of data. “Tables” are employed to summarize numerical data, while “Figures” are used to identify graphics. The proper use of tables and figures is a major component of your grade on each case (see the attached sample grading form). Specific considerations for developing and employing tables and figures are: • All tables and figures are placed at the end of your report, each on its own separate page. • Any tables and figures that you include in your paper should not be a ‘cut and paste’ job from those included in the case or in my case guides. All tables and figures that appear in your report should be based on your interpretation of the information contained in the case. Do not copy tables and figures from the cases (or the guides to case analysis) into your reports (referred to as ‘exhibits’ in the cases).

• All tables and figures should be numbered and titled. Titles should immediately follow the table or figure number, as shown in the sample. Center the title above all tables and figures.

• Tables and figures must be referenced and examined / explained (in detail) in your discussion. Your discussion must tell me exactly what to look for in each specific table or figure that you include. For example, you may want to discuss a break-­‐even analysis that is contained in a table in your report. You could say:


“The break-­‐even analysis is presented in Table 1. Note that the break-­‐even points in unit sales, dollar sales, and in market share are …”).

Elements of your discussion may duplicate information contained in your table/figure footnotes.

Initially develop your tables (and figures) in Excel to ensure that your computations are correct. Then, re-­‐build your tables in Word. Word’s tabling functions are excellent. Please do not embed your Excel spreadsheets into Word. I cannot provide editing comments on specific entries on embedded Excel spreadsheets. In addition, do not send me your Excel spreadsheets – I won’t bother looking at them. You Word document should contain everything relevant to your case report. Key data in all tables and figures should be footnoted. These footnotes should contain specifics on how table entries were computed, the source(s) of the information provided, and any other explanatory points. Use superscripted numbers for your footnotes. The footnote numbers within the table body should occur to the right of the label for your footnoted entry. This number should correspond exactly to the number of the explanation that appears directly below the table body. Note that the footnote explanations are directly below the table body, not at the bottom of the page. Footnotes are a critical component of your tables (and figures). Their proper use is also an essential component of your grade. I expect to see them.

Tables should not be strings of computations e.g. showing me how you computed break even. This is a bad practice. The best approach is to table the end results of your computations and employ footnotes to the table for your calculations and explanations of these calculations.1

• Discuss the key data points in your tables / figures. A mistake many of you will make is the failure to discuss what is in your table. You don’t need to provide the excruciating details of your computations (the footnotes to your tables should contain these details). However, you should highlight key data points and discuss what these mean, along with any critical assumptions, limitations, etc. Use some judgment here. Again, remember that tables and figures do not “stand alone.” You must refer to the table / figure by number and summarize the critical information. Discuss the table. Tell the reader on what to focus. Don’t make the reader ‘dig’ for the meaning inherent in the numbers summarized in your tables. • Your tables / figures should be professional. Poorly constructed exhibits detract from your argument. How you present your information is just as important as what the information says. A question you should always ask is “would I be willing to share these

1 Note that I often violate this policy for tables and figures in my case guides and postmortems. This is done

for pedagogical purposes only.


exhibits with my boss in a business meeting?” This admonition applies to your case as a whole. Pay close attention to your writing style. Keep it professional. Additional Requirements and Suggestions Your paper should be submitted to me via the Blackboard Learn Assignments Tool as an attachment in MS Word format. I have created an ‘assignment’ for the case. These assignments will direct you to submit your reports as attachments to the respective assignment page. Each assignment page also contains a sample of the grading form employed for your reports. Submissions must be sent to me on or before the deadline for the case (See Table 1 for all major deadlines for the course). Again, all submissions should be in Microsoft Word format. Do not send me any Excel spreadsheets. The tables and figures within your report should encapsulate any relevant data from any spreadsheets you employed for your analysis.

I have created guides for the analysis of each case. These guides are contained in the “Instructor’s Guides to Your Analysis of the Kerin & Peterson Cases” folder. The questions posed in these guides are intended as aids to your analysis of each case. Note, however, that the questions in the guides are not to be used as the basis for formatting or organizing your case reports. Students often mistakenly assume that their case reports need only provide answers to the questions posed in the case guides. This is a big ‘no no.’ Do not treat the questions as DFs. However, the questions do suggest what major DFs are likely to exist.

Be sure and read the Kerin and Peterson chapters that precede each group of cases. For example, the chapter preceding the first series of cases is titled “Opportunity Analysis, Market Segmentation and Market Targeting.” This chapter provides direction for the cases that follow. The failure of students to do well on their individual case reports often stems from their failure to read these KP chapters before attempting the case. Indeed, my guides to the analysis of each case assume that you have already digested the KP material. You must adequately address the financial data contained in each case to earn a grade higher than ‘C’ (75%) on any case. The ‘solutions’ to the cases depend heavily on crunching the numbers provided in the case. You will find the Kerin and Peterson chapter on “Financial Aspects of Marketing Management” extremely valuable in this regard. Indeed, your first assignment in the course is to read this chapter and work through the problems at the end of the chapter. This is a graded assignment and I will post the solutions to these problems to Learn. You should take these problems seriously and strive to understand them.

You are not to use materials obtained from the Internet pertaining to any cases employed in this course. In previous classes, I have noted that some students have used language in their individual case reports that compares closely with the language employed in some of the canned case solutions that are available on the Internet. These case solutions generally are either wrong, or are approached and written differently from what I 6

expect in this course. I strongly suggest that you avoid the temptation to use information pulled from the Internet. Moreover, I intend to run suspect reports through the Turn-­‐It-­‐In program to spot check for instances of this behavior. Important Note!!! It is perfectly acceptable for you to collaborate on your case analysis with other students via the ‘brainstorming discussion groups’ mentioned earlier. However, your ‘individual case reports’ for these cases must be written by you alone. You cannot ‘cut and paste’ from what other discussants have written. In addition, any tables or figures you employ must be your own productions. You can employ common data developed within the discussion forum, but how you summarize the data for your individual reports must be your own creation.

A note on how I approach grading cases is in order at this point. I typically employ a grading form (See Table 2 for an example) to grade all cases. The form for each case can be previewed via the assignment tool. Typically, I don’t start grades at 100% and then deduct points for things done incorrectly. Instead, I take a more holistic approach to grading in which I start grades with ‘meets expectations’ and then raise or lower the point awards based how well (or not so well) you have done. My philosophy is that a ‘B’ is the expected grade on a case. To earn an “A,” you must clearly demonstrate that you have conducted a superior analysis and have clearly and concisely communicated to me the essentials of that analysis. Students who fail to adequately make use of the key financial data from the case should expect no more than a “C” grade. Indeed, I will down grade reports in the event of any deficiencies that affect the quality of the recommendation. This includes failure to clearly communicate your recommendation and supporting justification, or failure to follow writing style requirements.


(19 quizzes at 30 points each = 570 points over the 18 chapters from the Kotler and Keller text and a 19th quiz over the contents of this syllabus and the sample Americana Hotels Case.) There is a quiz over this syllabus that is due the second week of class (see Table 1 below). The objective of the quiz is to ensure everyone understands the major policies and guidelines contained therein. This quiz also examines you understanding of the sample American Hotels case and my presentation governing the role of decision factors in case analysis. The primary focus of the American Hotels case is to ensure that you have grasped the basic requirements for analyzing cases, are exposed to the importance of financial information for case analysis, and thoroughly understand my expectations with respect to formatting your case reports.

There are an additional 18 online quizzes covering material assigned from the Kotler and Keller text. I recommend that you complete the quizzes as soon as possible. Reading the KK chapters early in the course provides additional perspectives for the case work. The material in the KK chapters is not directly relevant to the cases. However, these chapters often constitute students’ first exposure to basic marketing management. In my experience, many students have not taken a basic marketing course (MKTG 3650 or MKTG 7

5000) prior to attempting MKTG 5150, even though basic marketing is a prerequisite. As a minimum, these chapters provide an excellent review of basic marketing from a management perspective. All of the KK quizzes are available now for completion. You are allowed to two attempts for each of the 18 quizzes. You keep the highest of the two grades. However, please note that the quizzes close at specific times in the course. If you miss the deadlines you will receive no credit for any quizzes missed. Plan your time accordingly. Participation in Case Discussion Groups. (6 cases at 30 points each = 180 points) You are required to participate in an online discussion of each case. There are six cases worth 30 points each for a total of 180 points. These discussion groups are separate from the case developmental discussion groups. On the Monday each case report is submitted, I will create a number of discussion groups for that case. Each of you will be randomly assigned to one of these groups. Groups will normally contain no more than five students. The discussion will be open until the following Sunday for you to share your ideas and case recommendations.

To receive credit for a given case discussion you must spend some time on-­‐line actively engaging in a ‘give and take’ with other students. When I grade the discussions, I look for the following:

1) How many postings (comments) by other students that you have read. You must have read at least 90% of the available postings. This means that you must revisit the discussion regularly until it closes. 2) The number and quality of your postings. To receive a ‘meets expectations’ grade, I expect to see at least six postings from each group member and at least two of these must contain a response to what someone else has said. In general, your first post should include your recommendation and a summary of your justification. However, do not simply copy and paste your case report into this initial post. Subsequent comments can be questions and / or responses to what other students have written. Remember that this is a minimum requirement. More postings lead to a higher quality discussion. Postings must be more than simply stating that you agree with what someone else has said. Postings that are only one or two sentences in length are frowned upon and probably won’t be counted.

3) The timing of your postings. The discussion of a given case generally will open on the day your individual case reports are submitted. I expect to see posts beginning that day and activity from each group member throughout the time the discussion is open. Don’t wait until the last day or two to engage. Similarly, do not post your comments on the first day and walk away from the discussion. This defeats the purpose of a ‘discussion.’ I award a grade of “0” under these circumstances. Failure to meet expectations on these three dimensions will result in partial credit (or no credit) on discussions. Meeting these minimums generally results in a grade of about 80% 8

to 85% (meets expectations). To get a grade of ‘exceeds expectations’ students must contribute to the discussion throughout the week (at least four days) with substantive comments. Financial Exercises (100 points) The first assignment in the class consists of a series of nine financial exercises from the Kerin and Peterson casebook. These exercises provide you with the financial baseline required for grappling with the cases in this course. The cases are heavily laced with financial data that must be incorporate into your analyses and recommendations. A major objective in this course is exercising your ability to translate your marketing decisions their financial consequences. Indeed, this is a critical skill that is continually exercised in this course. Your Final Grade Your final grade in the class is based on two criteria: 1) your participation in all assignments in each grade category; and 2) your total points earned in the course. In order to receive any grade higher than a C in this class, you must:

• Complete a minimum of 17 quizzes from the Kotler and Keller chapters; • Complete (on time) all 6 assigned individual case summaries; • Complete the financial exercises; • Actively participate in all 6 group discussions for cases.

Failure to meet these minimums will result in a grade no higher than a C, regardless of how many points you have earned in the class. Assuming that you have met the minimum assignment participation requirements outlined in the last paragraph, your final letter grade will be based on the number of points you earned of the 1,450 possible in the class as follows: % Grade Letter Grade 90-­‐100 A 80-­‐89

B 70-­‐79

C 60-­‐69

D below 60 F Final grades are just that, FINAL. The end of the semester is not the time to talk to me about grades. If you are not doing well it is your responsibility to contact me and try to determine how you can improve.


How I Communicate With Students

I make extensive use of the ‘announcements’ tool in Blackboard Learn to disseminate critical information in the class. You should check for announcements on a daily basis. The syllabus is always subject to change and such changes are announced via Blackboard. I may (or may not) post a revised syllabus based on announced changes. I also like to ‘listen in’ on the case development discussion groups. I try to stay on top of your discussion sessions as you analyze each case and will often provide feedback on what I have read.

All communications with me should be via Blackboard Learn e-­‐mail. Do not use Eagle Mail or any other 6e-­‐mail facility.

Treat all e-­‐mail communications as professional correspondence. Remember that you are not e-­‐mailing or texting a peer.

You are to adhere to the following e-­‐mail guidelines: • Employ a subject line that clearly indicates the content of your e-­‐mail. I should not see an ‘RE:’ in the subject line unless you are definitely responding to a previous e-­‐ mail received from me. • The body of your e-­‐mail should begin with an appropriate salutation. You may address me as “Dr. Thompson” or “Professor Thompson.” This may sound pretentious, but titles do matter. I personally do not care, but there are many professionals who get offended when they are addressed in a less than formal manner. Do not begin your salutation with ‘hi’ or ‘hello’ or ‘hey.’ You would be surprised at the number of ‘hey dude’ salutations I receive from undergraduate students each semester. • Pay close attention to spelling, punctuation, and grammar. Do not employ e-­‐mail or ‘texting’ abbreviations, or slang. I strongly recommend that you compose your e-­‐ mail in a word processor and then paste the communication into your e-­‐mail. Most word processing programs have good spelling and grammar checking capabilities. I do not expect all writing to be error free. I certainly make my share of errors. However, you should do your best. International students need to pay particular attention here. The standards apply equally to all students. • The ‘tone’ of your e-­‐mail should be professional. Carefully proof your e-­‐mail before hitting the ‘send’ button. Ask yourself how you would interpret the tone and content of the e-­‐mail had you received it from someone else.

Failure to follow these guidelines may result in your unread e-­‐mail being returned with a note to “edit and resubmit.” 10

Communicating With Dr. Thompson

Addendum on General University and Departmental Policies

Academic Misconduct All work performed in this class must be your own. Violation of this policy can result in a grade of "F" for the course and notification of appropriate university officials for disciplinary action. Academic misconduct consists of, but is not limited to, the use of notes or other memory aids during exams, obtaining/passing answers or other information from/to others during exams, plagiarism, passing copies of exams to others, and obtaining copies of exams from others. You should familiarize yourself with the University’s disciplinary rules and regulations available in the Student Guidebook and the Student Code of Conduct brochure. Both are available from information desk in the Administration building or the third floor of the Student Union. Departmental Policy on Grade Appeals Any student who believes a grade has been inequitably awarded should first contact the instructor who awarded the grade to discuss the issue and attempt to resolve the differences. Any instructor no longer associated with UNT at the time of the appeal will be represented in these proceedings by the chair of the department in question. A student not in residence the semester following the awarding of the grade or a resident student who is unable to resolve the differences with the instructor has 30 days following the first day of the succeeding semester to file a written appeal with the chair of the instructor’s department, or the equivalent administrative unit. Refer to the Undergraduate Catalogue for further details. Departmental Policy on Grade Changes No grade except 'I ' may be removed from a student’s record once properly recorded. Changes are not permitted after grades have been filed except to correct documented clerical errors. Requests for error corrections must be initiated immediately after the close of the semester for which the grade was recorded. A faculty member who believes an error has been made in calculating or recording a grade may submit in person a request with a detailed justification for a grade change to the department chair and the appropriate dean. The Registrar accepts requests for grade changes only from the academic deans. University Policy on Awarding and Removal of Incomplete (I) The grade of I is a non-­‐punitive grade given only during the last one-­‐fourth of a semester. This grade can be awarded only if a student: 11

• • •

passing the course; Is Has reasons beyond the control of the student why the work cannot be completed on schedule; and, Arranges with the instructor to finish the course at a later date by completing specific requirements that the instructor must list on the grade sheet.

A student may remove a grade of I within one year by completing the stipulated work, paying a fee at the Bursar’s Office and returning the permit form to the instructor. Obtain the Student Request to Remove Grade of I from the departmental secretary. The instructor then files the permit form in the Registrar’s Office along with the grade, and the grade point average is adjusted accordingly. If a student does not complete the stipulated work within the time specified (not to exceed one year after taking the course), the instructor may change the grade of I to a grade that carries credit or assign a grade of F if appropriate. The GPA is adjusted accordingly. A student who could not complete final examinations because of illness may remove a grade of I without payment of the fee. The academic dean is authorized to waive the fee upon certification of illness signed by the attending physician. Departmental Policy For Informing Students of Final Grades Final grades will be posted through the grade book within Blackboard. Please bear in mind that departmental staff are not allowed to give out grades. Do not call or stop by the department office to ask for your grade. Only I can release your grade. Americans With Disabilities Act The College of Business Administration complies with the Americans With Disabilities Act in making reasonable accommodation for qualified students with disabilities. If you have an established disability as defined in the Act and would like to request accommodation, please contact me as soon as possible. My office hours and office number are shown on the first page of this syllabus. Please note: University policy requires that students notify their instructor within the first week of class that an accommodation will be needed. Please do not hesitate to contract me now or in the future if you have a question or if I can be of assistance. Changes to the Syllabus I reserve the right to make changes to this syllabus at any time. Such changes may be verbal in nature or disseminated via announcements in BB. There may not be a hard copy revision to this document. It is your responsibility to stay on top of any changes that have been made, regardless of how the change is disseminated.



Table 1 Schedule of Readings, Cases, Exams, and Deadlines Reading Assignment Cases Assignments/Deadlines Read the Americana case and its associated ‘guide to case analysis.’ Most importantly, make sure you understand the structure of the sample ‘individual case report’ for Americana. This is a good Americana Hotels template for what is expected on Case your own reports.

(introductory ungraded case)

Quiz over the syllabus, My sample Americana Hotels sample case, ‘individual case and Dr. Thompson’s handout on report’ is available ‘The Role of Decision Factors in in the Americana Case Analyses’ must be folder. completed by 11:59pm Sunday Oct 27.

KK Quizz 1 Closes at 11:59pm on Sunday Oct 27 Complete KP Financial Aspects of Marketing Management Problems 1 – 9. Submit your completed solutions to me via the assignment tool. These are graded problems and are due by 11:59 Sunday Nov 3. Solutions will be posted to Blackboard Learn. KK Quizzes 2, 3, 4, 5 Close at 11:59pm on Sunday Nov 3

Chapter Readings: • KP 12: Foundations of Strategic Marketing Management Week 1 • KP 2: Financial Aspects of Marketing Management Oct 21 -­‐ 27 • KP 3: Marketing Decision Making & Case Analysis • KK 13: Defining Marketing for the Twenty-­‐First Century

Week 2 Oct 28 – Nov 3

Chapter Readings: • KP 4: Opportunity Analysis, Market Segmentation, Target Marketing • KK 2: Developing and Implementing Marketing Strategies and Plans • KK 3: Collecting Information & Forecasting Demand • KK 4: Creating Long-­‐term Loyalty Relationships • KK 5: Analyzing Consumer Markets

2KP means ‘Kerin and Peterson.’ Used to identify chapters from the Kerin and Peterson text. 3 KK means ‘Kotler and Keller.’ Used to identify chapters from the Kotler and Keller text.



Reading Assignment

Chapter Readings: • KK 6: Analyzing Business Markets • KK 7: Identifying Market Segments & Targets KK 9: Crafting the Brand Positioning & Competing Effectively • KK 8: Creating Brand Equity Chapter Readings:

• KP 5: Product & Service Strategy and Brand Management • KK 10: Setting Product Strategy & Marketing Through The Life Cycle • KK 11: Designing and Managing Services Chapter Readings: • KP 6: Integrated Marketing Communications • KK 15: Designing & Managing Integrated Marketing Communications • KK 16: Managing Mass Communications • KK 17: Managing Personal Communications Chapter Readings: • KP 7: Marketing Channel Strategy & Management • KK 13: Designing and Managing Integrated Marketing Channels • KK 14: Managing Retailing, Wholesaling, & Logistics


Assignments/Deadlines Zoëcon Individual Case Reports due Monday Nov 4 at 8:00am

Online discussion of Zoëcon case all week (Monday 8:00am through Sunday 11:59pm). KK Quizzes 6, 7, 8 Close at 11:59 pm on Sunday Nov 10 KK Quizzes SDC Individual Case Reports due Monday Nov 11 at 8:00am Online discussion of the SDC case all week (Monday 8:00am through Sunday 11:59pm). KK Quizzes 10, 11 Close at 11:59 pm on Sunday July 148 -­‐ 9 Close at 11:59 pm on Sunday Nov 17 SCFDD Individual Case Reports due Monday Nov 18 at 8:00am Online discussion of SCFDD case all week (Monday 8:00am through Sunday 11:59pm). KK Quiz 15, 16, 17 Closes at 11:59 pm on Sunday Nov 24 BMF Individual Case Reports due Monday Nov 25 at 8:00am Online discussion of BMF case all week (Monday 8:00am through Sunday 11:59pm). KK Quizzes 13, 14 Close at 11:59 pm on Sunday Dec 01

Week 3 Nov 4 – Nov 10

Zoëcon Corp: Insect Growth Regulator

Week 4 Nov 11 – Nov 17

South Delaware Coors (SDC)

Week 5 Nov 18 -­‐ 24

Show Circuit Frozen Dog Dinner (SCFDD)

Week 6 Nov 25 – Dec 01

BatesManor Furniture (A) (BMF)



Reading Assignment

Chapter Readings: • KP 8: Pricing Strategy & Management • KK12: Developing Pricing Strategies and Programs • KK 18: Managing Marketing in the Global Economy


Assignments/Deadlines CCM Case Reports due Monday Dec 2 at 8:00am. Online discussion of CCM case all week (Monday 8:00am through Sunday 11:59pm). KK Quizzes 12, 18 Close at 11:59 pm on Sunday December 8. BW Case Reports due Monday Dec 9 at 8:00am. Online discussion of BW case closes on Thursday Dec 12 at 11:59.

Week 7 Dec 2 -­‐ 8

Cardon Carpet Mills (CCM)

Week 8 Dec 9 -­‐ 13

Burroughs-­‐ Welcome Case (BW)


Table 2.

Preview -­‐ Individual Case Analysis Grading Form Case grading form (rubric) revised February 2010. Objective/Criteria Performance Indicators Inadequate Serious Errors Needs Meets Improvement Expectations Format & Clarity (0 points) (9 points) (11 points) (13 points) of Writing Failed to follow Limited Followed all formatting formatting errors. formatting and requirements. Problems with the organizational Serious problems clarity of the guidelines. with the clarity discussion. Some of the discussion. confusion with the discussion of specific DFs as they relate to the recommendation. Did not fully discuss the meaning of the information presented in tables and figures. Tables and figures not correctly referenced in the discussion. Reader forced to 'hunt' for the meaning of information contained in tables and figures. Spelling & (0 points) (2 points) (3 points) (4 points) Grammar Substantial Problem Minimal errors errors with statement with spelling, spelling, expressed as a grammar, grammar. Clearly choice between punctuation. failed to proof two or more read prior to alternatives submission. identified in the case. Limited understanding of the link between the problem (root cause) and the apparent issue or 16

Exceptional (15 points) Exceptionally well organized, logical progression organized under meaningful headings. Tables and figures correctly referenced and discussed. Clearly shows how the recommendation flows from the DFs in the case.

(5 points) No discernible errors with spelling. Exceptional grammatical clarity.

Objective/Criteria Performance Indicators Inadequate Serious Errors

Needs Meets Improvement Expectations decision stated in the case. (4 points) N/A


Problem Statement

(0 points) (2 points) (3 points) Failed to identify Problem the problem. statement expressed as a choice between two or more alternatives identified in the case. Limited understanding of the link between the problem (root cause) and the apparent issue or decision stated in the case. Recommendation (0 points) (11 points) (14 points) Not consistent Limited with the inconsistencies alternatives and with the decision factors alternatives and presented in the decision factors case. Not presented in the consistent with case. Limited the accepted presentation of solution to the rationale (based case. Clearly on DFs in the failed to draw on case) supporting decision factors recommendation to support the that differs from recommendation. the accepted solution to the case. Quantitative DF Analysis (0 points) (13 points) Failure to fully examine the financial implications of the recommended

(5 points) Problem statement clearly differentiates the problem from the symptoms of the problem and any direct alternative solutions offered in the case.

(17 points) (20 points) Recommendation Clearly flows from consistent with a consideration of case solution. the decision Adequately factors and the supported based alternatives on an apparent in the examination of case. Strong obvious DFs rationale provided presented in the for case. recommendation Recommendation based on DFs not consistent apparent in the with case case. Consistent solution, but well with accepted supported based recommended on DFs. solution to the case. (17 points) (21 points) (25 points) Errors with the Clear attempt to Synthesizes key interpretation, examine the key data and synthesis, financial data in extrapolates extrapolation of the case. quantitative data quantitative data Demonstrates from the case to presented in the ability to extract support


Objective/Criteria Performance Indicators Inadequate Serious Errors course of action. Failed to understand and apply the correct quantitative methods for the case.

Needs Improvement case. Limited understanding of the appropriate financial and other quantitative methods appropriate for the case.

Qualitative DF Analysis

(0 points) (11 points) (14 points) Failed to identify Limited and examine the identification of major qualitative key qualitative DFs. Confuses DFs. Limited question headers examination of from the case how these DFs guides with DFs. support the Confuses recommended background course of action. information from Inappropriately the case with DF. focused the Failure to extract analysis primarily DFs from case on financial data. information. Some inability to extract the full range of DFs from case information.

Meets Exceptional Expectations key quantitative recommendations. data from the Superior case exhibits. understanding of Shows basic the appropriate understanding of financial and other the correct quantitative tools analytic appropriate for techniques for the case. Superior the case. demonstration of Demonstrates the financial ability to use implications quantitative associated with results to the recommended support the decision. recommendation. Quantitative Quantitative analysis agrees analysis is closely with the consistent with correct analysis the correct for the case. analysis for the case. (17 points) (20 points) Identified a Clearly identified subset of the key qualitative qualitative DFs DFs in the case apparent in the and demonstrated case. Correctly how they lend explained how support (or do not the support) the recommendation recommended is consistent with course of action. these DFs. Superior Demonstrated an demonstration understanding of that s/he need to consider understands the both qualitative importance of DFs and considering both quantitative DFs quantitative and for making qualitative DFs. decisions.


Objective/Criteria Performance Indicators Inadequate Serious Errors

Needs Improvement Tables & Figures (0 points) (4 points) (6 points) Poor Limited ability to demonstration of synthesize and the synthesis and convey key data. presentation key Requires data. Clear additional inattention to the attention to the professional professional 'look 'look and feel' of and feel' of tables tables and and figures. figures. May have Tables not fully or merely replicated correctly tables / figures examined in the from the case. discussion. Key Exhibits poorly data based on organized. computations not Exhibits not footnoted in the discussed and table. referenced in the discussion.

Meets Exceptional Expectations (8 points) (10 points) Adequately Clearly and communicates precisely key data communicates key supporting the data supporting DFs and the the DFs and the recommendation. recommendation. Goes beyond Goes beyond tables / figures tables / figures contained in the contained in the case. Acceptable case. Highly professional professional 'look 'look and feel' to and feel' to all all exhibits. exhibits. Exhibits Exhibits fully fully referenced referenced and and footnoted. footnoted. Discussion clearly Discussion highlights clearly highlights important data on important data which the reader on which the should focus. reader should focus.


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