PRINCIPLES OF MARKETING
SYLLABUS
Principles of
Marketing - Spring 02
Mkt1137 |
Dr. E. W. Schmitt
Office: B1005
Voice Mail: 610-519-4368 |
Email:
Edward.schmitt@villanova.edu |
Hours: M
12:45 - 1:45 F 12:00 - 1:30 Other times by appointment |
COURSE
PREREQUISITE: Sophomore standing |
PREREQUISITE
FOR: 265-2120; 2197; 2220; 2225; 2230; 2277; 2280; 2360,2375;
260-3301. |
TEXTBOOK:
W. D. Perreault, Jr. and E. J. McCarthy, Basic Marketing: A Global-Managerial Approach,
14th edition, Irwin/McGraw-Hill, Burr Ridge, Illinois, 2002 |
"Marketing requires separate work, and a distinct set of activities. But, it is a
central dimension of the entire business. It is the whole business seen from the point of
its final result, that is, from the customer's point of view. Concern and responsibility
for marketing must permeate all areas of the enterprise."
Peter Drucker, Management
COURSE OBJECTIVES
Marketing is the set of human activities directed at facilitating and
consummating exchange. The tools of marketing (product development, pricing, distribution,
communication, etc.) are not only applicable to business organizations but to such
institutions as foundations, government bureaus, museums and public school systems.
Marketing is fundamental to our way of life, it affects us as consumers, as citizens, as
legislators and as businessmen. Looking at our present world (underdeveloped nations,
consumer dissatisfaction, changing values, resources limitations, magnitude of marketing
expenditures, etc.) we can see that marketing is dynamic, complex and froth with problems
and opportunities. This vast potential of unsolved problems and untapped opportunities
demand creativity and resources. Marketing can be exciting if you like to understand and
to cope with human behavior, to contribute to both others and yourself and to confront
uncertain situations.
The goal of this course is to build a basic framework to
enable students to evaluate, describe, and design marketing activities with practical
insights into the real world. This course provides a decision-oriented overview of
marketing management in modern organizations. Like other introductory survey courses, you
will be exposed to and expected to learn the "language of marketing" (that is,
terms, concepts, and frameworks) used by practicing marketing managers. However, it is
also expected that by the end of the course you will have a solid understanding of the
major decision areas under marketing responsibility, the basic inter-relationships of
those decision areas, and an appreciation of how to apply key frameworks and tools
for analyzing customers, competition, and marketing strengths and weaknesses. In
combination, then, the course should help you to develop insight about creative selection
of target markets and blending decisions related to product, price, promotion, and place
(i.e., the marketing mix) to meet the needs of a target market.
These objectives can only be achieved through a joint effort: I
will work to stimulate your interest and learning in these areas, but you will be expected
to display initiative and a program of self-study as well. In that sense, a complementary
objective of the course is to provide you with an environment that will encourage and
reward your own intellectual effort, while simultaneously maintaining rigorous standards
that identify those who are motivated to pursue excellence in their own educational
preparation for a business career.
COURSE FORMAT
The course requires that you use a student CD ROM, work with the Internet
, and communicate with e-mail.
INTERNET EXERCISES
Marketing drives the major Internet
applications such as electronic commerce, customer service, internal marketing, and
opinion polling. Marketing education researchers conclude that marketing curricula that
successfully take advantage of Internet capabilities should gain competitive advantage
over those that do not. Internet technology can make learning more effective, efficient,
fun and versatile. Operating in a computer-mediated environment enhances both general and
specific skills for our marketing students. The technology provides students a wide reach
to special interest topics and extensive contacts. The longer we wait to bring the
Internet to the marketing classroom the less our competitive advantage. Marketers must
stay current and flexible. They must assimilate information effectively and efficiently.
Internet skills are essential to good marketing.The Internet exercises in each chapter of
your text integrate good conceptual coverage of how the Internet relates to course
concepts and how the Internet is changing marketing.
Each exercise is experiential and
should take about twenty five minutes. Sudents can gain participation points by doing a
PowerPoint presentation for an Interent exercise.
LEARNING AIDS Narrated Slide Presentations - On student CD
Chapter Outline Notes-Course web page
Hypertext Database of Course Concepts- On student CD
Multiple Choice Questions for Each Chapter- On student CD and
publishers web page
Chapter Slides, outlines, and lecture notes on my homepage.
GRADES
Two objective tests as noted on the schedule.
. -------------50% or 45%
Final objective and essay
exam------------------------------50%
or 45%
Participation------------------------------------------------10%
If you select to use the
participation as a grade input, you also may add points to the sum
of your test scores by doing five minute presentations in class. I
will cover the format and standards for these presentations in class
.
Because your grade will be based on a
number of different elements, your success in the course does not hinge on any single
outcome. However, your independent reading and study of your text assignments is a core
element of the course and thus it will be a basic contributor to how well you do.
Tests and Final Exam
The tests during the
term and about two-thirds of the final exam are based on a modified objective-test
format and brief essay format.
The tests will consist of multiple-choice questions. You will be asked to pick the best
answer from among those presented and mark your answer on an answer sheet The tests during
the term will involve about 35 multiple choice and three essay questions
each. They will sample about evenly from both
the general concepts and the details presented in the text and in class. Please bring a
few good number 2 pencils (and a good eraser) to the test for the
multiple choice and apen for the essays;
The objective portion of the final exam will be like the midterm,
and will cover what the other two tests did not. The final exam will also
include a discussion question, probably based on a short case
involving all the concepts in the course.
You should recognize from the very beginning that there is much
more material in your reading assignments, and related exercises than is possible to
cover, repeat, and develop in detail in class. Lectures will only touch on some of the
most important issues. Thus, although tests tend to place somewhat more emphasis on topics
that are covered in both the text and in class, the focus of the two tests and the
objective portion of the final is on the core material from your reading. Class lectures
and related assignments will be directly relevant to your understanding of the material
and other aspects of your performance.
Note that the discussion portion of the final exam will about a
quarter of the final exam grade. The discussion portion of the exam will not simply ask
you to recite/rehash a particular idea or concept developed in your reading or a specific
class discussion, but will require that you demonstrate an ability to analyze a situation,
determine relevant issues, and integrate a set of ideas. That is what you are expected to
do with the case assignments we will be covering throughout the course. Thus, that work on
those assignments will be particularly important in developing skills relevant to this
portion of the exam.
Please keep in mind that being prepared and present for the tests
is your responsibility. The tests are on the schedule and I urge you to mark them on your
calendar now. Missing a scheduled test without documentation for serious illness or death
in family will result in a zero for that test. Missed test will be made up by a special
comprehensive exam. When I assign a case, I expect you to prepare a page of notes that
reflect your thinking and key ideas about the case. This need not be in narrative form if
you find it more comfortable to create an outline of bullet points or a summary table of
points, etc. However, Id like these notes to reflect your thinking/conclusions, and
not be just a summary of the "facts" presented in the case. We will typically
discuss a portion of all of the assignment material in classso you will have instant
feedback on your thinking. I will collect the written work from the daily assignments on
an intermittent basis. I check the daily work to see if you are doing the assignment, and
I keep a record. However, this is basically a "check-off" type grading system
and I focus primarily on whether you have put a reasonable effort into it more so than on
being picky about the precision of a particular answer. Because that is the nature of the
evaluation, and because we will have discussed the concepts in class, I may or may not
return the papers from the daily work (and if I do it often will not be at the next
class).
ATTENDANCE POLICY
Since your input to
the class is a planned resource (peer feedback, shared experiences, perceptions, values,
etc.), absences will affect your class participation grade. Please e-mail if you were
absent. Only indicate on this message the day you were absent along with your total number
of absences to date.
The class provides an opportunity for you to develop abilities in
communicating with others about your ideas and approaches for dealing with marketing
management problems. This is important. After graduation you will spend much of your
professional career doing just thatregardless of the specific career area you
pursue. The potential of this opportunity is only fully realized if you make meaningful
contributions to the course in class discussions and debate.
In general, prepared and constructive participation in class is
expected. However, I try to weight it as a positive, not as a negative. In other words,
effective contributions to class tend to help grades, not hurt them. However, I do
"cold call" and there is a difference between not being prepared to respond when
called on and simply wishing to be less verbal. Students who show a pattern of not being
prepared will be graded down on class participation.
Evaluating the quality of class participation is necessarily
subjective. It is based on the direct substantive contribution of the participation, and
on the indirect indicators of quality participation.
The significance of substantive ("content")
contributions will be evaluated relative to the context of the assignment and class
discussion. It is also useful to think about criteria that are used in evaluating
process-oriented aspects of class participation. These are summarized by the set of
questions listed below:
* Is the participant a good listener?
* Are the points madeor questions raisedrelevant to
the discussion?
* Are points linked to the comments of others, but not just a
restatement of a point that has already been made?
* Do comments show evidence of thorough analysis of the
assignment?
* Do comments contribute to our understanding of the situation?
* Is there a willingness to participate?
* Is there a willingness to test new ideas or are all comments
"safe" (e.g. repetition of assignment facts without analysis and conclusions)?
* Do comments show an understanding of theories, concepts, and
analytical devices presented in class lectures or assigned reading materials?
* Do comments and questions reflect a critical but open-minded
weighing of alternative and sometimes conflicting points of view, or are they limited to
advocacy of previously held beliefs?
A Final Note on Grades
The "percentages" given earlier for different
components of performance are provided to give you a specific and clear idea about how
grades are calculated. No ones final course grade will be lower than the grade
calculated based on the straight averages outlined above. At the end of the semester,
however, I look carefully at what each individual has accomplishedand at the overall
pattern of performance. When the overall pattern of the evidence supports it, I give the
student the benefit of the doubt in assigning a final grade. For example, I have sometimes
given a student who does an exceptional job on the final exam and game an extra
"lift" at the time of the final grade because these are integrative jobs and
thus ability demonstrated in these areas is evidence of the type of learning I hope will
take place in the course.
You should feel free to discuss your grades (or grade situation)
with me along the way during the term. However, no changes will be made in grades at the
end of the semester unless I have made a clerical error. Thus, please dont ask that
a grade be changed unless you think that there has been an error of that type.
SOME GENERAL
GUIDELINES
Please participate. What
you put into the class will determine what you get out of itand what others get out
of it.
Please come on time. Late arrivals disturb everyone else. I will
not tolerate habitual lateness.
Please raise your hand to contribute. A number of people may be
eager to have the floor at any given point, but uncontrolled discussions degenerate into
chaos.
Ill use a seating chart because that will help to speed the
process of my getting to know you. So please pick a seat that you like and stick with
itand be certain that you are on the seating chart. (Ill hand out a copy so
you can get to know others in the class, too).
Please keep up with the assignments. It will make the class more
interesting, and more valuable to you in the time ahead. There is quite a lot of
workbut it is a reasonable amount and manageable if you do it along the way. If you
dont, you may find yourself surprised at test timeor trying to pull yourself
out of a hole. No one is well-served by that. Work aggressively in the course from the
very beginning.
I want this course to be a good experience for you. But, I
cant read minds and if you dont tell me what you are thinking there is little
way for me to know. If you have criticisms of the course, the material, or my teaching I
hope you will let me know.
|
The Code of Academic Integrity of Villanova University addresses
cheating, fabrication of submitted work, plagiarism, handing in
work
completed for another course without the instructors
approval, and
other forms of dishonesty. For the first offense, a student who
violates the Code of Villanova University will receive 0 points
for
the assignment. The violation will be reported by the instructor
to
the Deans Office and recorded in the students file.
DAY-BY-DAY ASSIGNMENT SCHEDULE
Legend: Text = Basic Marketing, 13th edition; LA = Learning Aid
(numbers refer to exercises). IE= Internet exercises; NS= Narrated Slides On
Student CD.
WEEK
TOPICS
ASSIGNMENTS
1
1/15
Marketing's Role in the Global
Economy, Marketing's Role
within the Firm or Nonprofit
Organization - Use of learning
tools on student CD
Text: Chapters 1, 2
LA: 2-3 IE pp 17,22,40,42
NS Introduction to Marketing
2
1/22
Focusing Marketing Strategy with
Segmentation and Positioning,
Evaluating Opportunities in the
Changing Marketing
Environment
Text: Chapters 3, 4
LA: 3-3,4-3
IE: pp.67,81,101,110
NS Segmenting and
Positioning
3
1/29
Demographic Dimensions of
Global Consumer Markets, start
Behavioral Dimensions of the
Consumer Market
Text: Chapters 5, start 6
LA: 5-3
IE: pp 133,138,164,173
NS - Buyer Behavior
4
2//5
Behavioral Dimensions of the
Consumer Market (continued),
Business and Organizational
Customers and Their Buying
Behavior.
Text: finish Chapter 6, 7
LA: 7-2
IE:pp187,199
NS:Buyer Behavior Behavior
5
2/12
Improving Decisions with
Marketing Information, start
Elements of Product Planning for
Goods and Services
Text: Chapter 8, start 9
LA8-1,8-2
IE:pp222,227,259,262
NS: Marketing Research
FIRST TEST -CHAPTERS 1-6
6
2/19
Elements of Product Planning for
Goods and Services (continued),
Product Management and
New-Product Development
Text: finish Chapter 9, 10
LA: 10-1,10-2
IE: pp 275,283
NS Product
7
2/26
Place and Development of
Channel Systems, Distribution
Customer Service and Logistics
Text: Chapters 11 and 12
LA11-2,12-2
IE: pp301,317,324,334
NS: Place
3/5 BREAK
8
3/12
Retailers, Wholesalers, and Their
Strategy Planning
Chapter 13
LA: 13-3
IE: p359
9
3/19
Promotion--Introduction to
Integrated Marketing
Communications, start Personal
Selling -TEST 2 chapters 8-13)
Text: Chapter 14, start 15
IE: pp359,395,431
NS: Promotion
SECOND TEST (CHAPTERS 7-12)
10
3/26
Personal Selling (continued),
Advertising and Sales Promotion
Text: finish Chapter 15, 16
LA: 15-2, 16-1, 16-2
IE: pp 413,455,468
11
4/2
Pricing Objectives and Policies,
start Price Setting in the
Business World
Text: Chapter 17, start 18
LA: 17-1, 18-4
IE; PP486,492,524
NS Price
12
4/9
Price Setting in the Business
World (continued), Implementing
and Controlling Marketing Plans:
Evolution and Revolution
Text: finish Chapter 18, 19
LA: 19-2
IE: pp544,562
13
4/18
Managing Marketing's Link with
Other Functional Areas,
Developing Innovative Marketing
Plans
Text: Chapter 20, 21
LA: 20-2.21-1
IE: pp578,581,604
THIRD TEST (CHAPTERS 13-18)
14
4/23 TO LAST CLASS 12/13
Ethical Marketing in a
Consumer-Oriented World, review
and course wrap-up
Text: Chapter 22, review 9-21
LA: 22-2
IE: p636
|