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International Assembly for Collegiate Business Education Outcomes Assessment Plan Institution: Academic Business Unit: Date: Davenport University Donald W. Maine College of Business January 22nd, 2016 2013-2015 by the International Assembly for Collegiate Business Education Lenexa, Kansas USA Contents Section I: Mission and Broad-Based Goals .................................................................................................... 3 Mission Statement .................................................................................................................................... 3 Broad-Based Goals .................................................................................................................................... 3 BACHELOR’S-LEVEL PROGRAMS ............................................................................................................... 6 Student Learning Outcomes for Bachelor of Business Administration................................................. 6 Student Assessment for Bachelor of Business Administration ........................................................... 10 Student Rubric for Bachelor of Business Administration.................................................................... 21 BBA – Marketing Learning Outcomes ................................................................................................. 22 BBA – Marketing Assessments ............................................................................................................ 24 BBA – Marketing Rubric ...................................................................................................................... 26 BBA – Marketing: Advertising & Promotion Specialty Learning Outcomes........................................ 28 BBA – Marketing: Advertising & Promotion Specialty Assessment .................................................... 29 BBA – Marketing: Advertising & Promotion Rubric ............................................................................ 30 BBA – Marketing: Business to Business Specialty Learning Outcomes............................................... 31 BBA – Marketing: Business to Business Specialty Assessment ........................................................... 32 BBA – Marketing: Business to Business Specialty Rubric.................................................................... 33 BBA - Marketing: Professional Selling Specialty Learning Outcomes ................................................. 34 BBA - Marketing: Professional Selling Specialty Assessment.............................................................. 36 BBA - Marketing: Professional Selling Specialty Rubric ...................................................................... 38 BBA - Marketing: Sport Marketing Specialty Learning Outcomes ...................................................... 39 BBA - Marketing: Sport Marketing Specialty Assessment .................................................................. 40 BBA - Marketing: Sport Marketing Rubric........................................................................................... 41 OUTCOMES ASSESSMENT PLAN Davenport University Donald W. Maine College of Business Section I: Mission and Broad-Based Goals Mission Statement Mission of the Donald W. Maine College of Business: The Donald W. Maine College of Business supports the vision of Davenport University to be a global leader in higher education upholding its founder’s, M. E. Davenport, call for graduates to make a living, make a life and make a contribution. The Donald W. Maine College of Business brings people and knowledge together to achieve performance-based educational outcomes for students that promote value creation, entrepreneurship and contributes to realizing diverse and thriving business enterprises and communities. Broad-Based Goals Broad-Based Student Learning Goals: Synthesize the Davenport University Excellence System, which includes Global and Intercultural Competence, Civic and Social Responsibility, 1. Ethical Reasoning and Action, Critical and Creative Thinking, Analysis and Problem Solving, Leadership and Teamwork, Information and Technology Proficiency, Written Communication, and Professional Communication. 2. Apply a broad base of business knowledge as it relates to students’ chosen profession. 3. Apply legal and ethical standards as they relate to the global business environment. 4. Demonstrate competencies required to pass relevant certification examinations. 5. Plan resolutions to business/legal problems based upon data analysis. Broad-Based Operational Goals: 1. Donald W. Maine College of Business will achieve annual University-established enrollment goals. 2. Donald W. Maine College of Business will achieve annual University-established employment rate as measured by student placement rate six months after graduation. 3. Donald W. Maine College of Business will achieve annual University-established performance ratings for Employer Perception Survey measuring preparedness of students for the workforce. Donald W. Maine College of Business will achieve annual University-established Student Achievement Measure (SAM) which measures the 4. percent of first-time, full-time and transfer full-time bachelor’s degree seeking students who graduate within 150% of normal time to completion. 5. Donald W. Maine College of Business will achieve annual University-established Graduate Satisfaction rate which measures graduates who would recommend the University to others. Bachelor of Business Administration (BBA) Degrees BACHELOR’S-LEVEL PROGRAMS Student Learning Outcomes for Bachelor of Business Administration General Program Intended Student Learning Outcomes for BBA Program: 1. Program Learning Outcome 1 Apply business decision tools to inform business decision-making. Broad-Based Student Learning Goals Associated with this Outcome: #1 Synthesize the Davenport University Excellence System, which includes Global and Intercultural Competence, Civic and Social Responsibility, Ethical Reasoning and Action, Critical and Creative Thinking, Analysis and Problem Solving, Leadership and Teamwork, Information and Technology Proficiency, Written Communication, and Professional Communication. #2 Apply a broad base of business knowledge as it relates to students’ chosen professions. 2. Program Learning Outcome 2 Integrate major principles in the functional areas of accounting, marketing, finance, human resources, and management to make business decisions. Broad-Based Student Learning Goals Associated with this Outcome: #1 Synthesize the Davenport University Excellence System, which includes Global and Intercultural Competence, Civic and Social Responsibility, Ethical Reasoning and Action, Critical and Creative Thinking, Analysis and Problem Solving, Leadership and Teamwork, Information and Technology Proficiency, Written Communication, and Professional Communication. #2 Apply a broad base of business knowledge as it relates to students’ chosen professions. 3. Program Learning Outcome 3 Develop and present business communication based on professional standards. Broad-Based Student Learning Goals Associated with this Outcome: #1 Synthesize the Davenport University Excellence System, which includes Global and Intercultural Competence, Civic and Social Responsibility, Ethical Reasoning and Action, Critical and Creative Thinking, Analysis and Problem Solving, Leadership and Teamwork, Information and Technology Proficiency, Written Communication, and Professional Communication. #4 Demonstrate competencies required to pass relevant certification examinations. #5 Plan resolutions to business/legal problems based upon data analysis. 4. Program Learning Outcome 4 Apply the principles of ethical, legal, and cultural dimensions as considered in business decision-making. Broad-Based Student Learning Goals Associated with this Outcome: #3 Apply legal and ethical standards as they relate to the global business environment. 5. Program Learning Outcome 5 Apply knowledge of the global business environment. Broad-Based Student Learning Goals Associated with this Outcome: #1 Synthesize the Davenport University Excellence System, which includes Global and Intercultural Competence, Civic and Social Responsibility, Ethical Reasoning and Action, Critical and Creative Thinking, Analysis and Problem Solving, Leadership and Teamwork, Information and Technology Proficiency, Written Communication, and Professional Communication. Assessment Instruments for General Program Intended Student Learning Outcomes— Direct Measures of Student Learning: Performance Objectives (Targets/Criteria) for Direct Measures: 1. Direct Measure 1 Capstone Class Projects for each major: BBA in Accounting: ACCT495 – Accounting Issues and Research BBA in Accounting Fraud Investigation: ACCT495 – Accounting Issues and Research BBA in Human Resource Management: HRMG453 – Strategic Human Resources BBA in Finance: FINC495: Financial Plan Development BBA in Marketing: MKTG441 – Strategic Marketing BBA in Management: BUSN495 – Business Planning Capstone BBA in Sport Management: MGMT421 (SPMG421) – Sport Governance and Regulation BBA in General Business: BUSN495 – Business Planning Capstone BBA in International Business: BUSN496 – International Business Capstone Objective (Target/Criterion) for Direct Measure 1 General Program ISLOs Assessed by this Measure: 85% of students will either Meet Expectations or Exceed Expectations on the grading rubric for this measure. #1 Apply business decision tools to inform business decision-making. #2 Integrate major principles in the functional areas of accounting, marketing, finance, human resources, and management to make business decisions. #3 Develop and present business communication based on professional standards. #4 Understand the principles of ethical, legal, and cultural dimensions as considered in business decision-making. #5 Develop business decisions based on distinctions in cultural and operational business practices.. 2. Direct Measure 2 Comprehensive Case Study Embedded in the capstone course of each BBA Major listed below: BBA in Accounting: ACCT495 – Accounting Issues and Research BBA in Accounting Fraud Investigation: ACCT495 – Accounting Issues and Research BBA in Human Resource Management: HRMG453 – Strategic Human Resources BBA in Finance: FINC495: Financial Plan Development BBA in Marketing: MKTG441 – Strategic Marketing BBA in Management: BUSN495 – Business Planning Capstone BBA in Sport Management: MGMT421 (SPMG421) – Sport Governance and Regulation BBA in General Business: BUSN495 – Business Planning Capstone BBA in International Business: BUSN496 – International Business Capstone General Program ISLOs Assessed by this Measure: #1 Apply business decision tools to inform business decisionmaking. Objective (Target/Criterion) for Direct Measure 2 85% of the students will either Meet or Exceed Expectations for the grading rubric for this measure. #2 Integrate major principles in the functional areas of accounting, marketing, finance, human resources, and management to make business decisions. #3 Develop and present business communication based on professional standards. #4 Understand the principles of ethical, legal, and cultural dimensions as considered in business decision-making. #5 Develop business decisions based on distinctions in cultural and operational business practices.. Assessment Instruments for General Program Intended Student Learning Performance Objectives (Targets/Criteria) for Indirect Measures: Outcomes— Indirect Measures of Student Learning: 1. Indirect Measure 1 Student Survey of Student Learning General Program ISLOs Assessed by this Measure: #1 Apply business decision tools to inform business decisionmaking. #2 Integrate major principles in the functional areas of accounting, marketing, finance, human resources, and management to make business decisions. #3 Develop and present business communication based on professional standards. #4 Understand the principles of ethical, legal, and cultural dimensions as considered in business decision-making. #5 Apply knowledge of the global business environment. 2. Indirect Measure 2 Student reflection paper embedded in the capstone courses. General Program ISLOs Assessed by this Measure: #1 Apply business decision tools to inform business decisionmaking. Objective (Target/Criterion) for Indirect Measure 1 85% of student responses state gaining proficiency in the learning outcomes. Objective (Target/Criterion) for Indirect Measure 2 85% of students reflect gaining proficiency in the learning outcomes. #2 Integrate major principles in the functional areas of accounting, marketing, finance, human resources, and management to make business decisions. #3 Develop and present business communication based on professional standards. #4 Understand the principles of ethical, legal, and cultural dimensions as considered in business decision-making. #5 Apply knowledge of the global business environment. Student Assessment for Bachelor of Business Administration Direct Measure #1 for BBA in Business Administration Capstone Projects embedded in each BBA Major as listed below. a) BBA in Accounting - ACCT495 Project Requirements: 1. Record journal entries after conducting research to determine the best alternative. 2. Document support for the journal entries based on your research using the FASB Codification, Internal Revenue Code, Auditing Standards or other appropriate source. Would IFERs effect these journal entries? 3. Prepare financial statements and note disclosures. 4. Apply analytical procedures and other financial performance measures to provide an organizational performance and financial condition report to management. 5. If the location of the business was headquartered internationally and you were asked to step outside the Code of Ethics for Accountants in a manner culturally accepted in that country, elaborate on how you would respond to this request. 6. Evaluate the internal control structure and provide recommendations for improvement. How might you approach communicating the selection of internal controls when influenced by the ethical, cultural, and legal structure of a non-EU or US held company? b) BBA in Accounting Fraud Investigation – ACCT495 Project Requirements: 1. Record journal entries after conducting research to determine the best alternative. 2. Document support for the journal entries based on your research using the FASB Codification, Internal Revenue Code, Auditing Standards or other appropriate source. Would IFERs effect these journal entries? 3. Prepare financial statements and note disclosures. 4. Apply analytical procedures and other financial performance measures to provide an organizational performance and financial condition report to management. 5. If the location of the business was headquartered internationally and you were asked to step outside the Code of Ethics for Accountants in a manner culturally accepted in that country, elaborate on how you would respond to this request. 6. Evaluate the internal control structure and provide recommendations for improvement. How might you approach communicating the selection of internal controls when influenced by the ethical, cultural, and legal structure of a non-EU or US held company? c) BBA in Human Resource Management – HRMG453 The Trend Company Case Study below has been designed to illustrate the challenges in moving the human resource function from transactional to transformational work. Students will evaluate the case content and follow the prescribed outline to organize and write a report detailing the changes required to enable the human resources function to provide more highly valued processes, systems, and services. The Trend Company Case Study Directions: Leading companies are encouraging, if not urging or demanding, the HR function to become more strategic and less tactical. Some call it a move from transactional work to transformational work. It’s a move away from the day to day administrative duties to activities which build organizational capabilities. To strengthen, energize, and focus their staff members on value-added work, HR leaders are engaging their employees in the process of reengineering the Human Resources function. Assume you are the newly appointed HR Vice President of the Trend Company, a manufacturer operating globally with 25,000 employees. You have been hired by the newly promoted CEO who rose through the ranks over the course of 25 years to replace the son of the founder of the company. The management team is likely to go through a transition over the next few years as its members move toward retirement and new leaders emerge from the ranks below or are brought in from outside the company. Trend manufactures custom bearings and supplies a diverse set of customers including the defense department, energy, construction, and high tech companies. The 60 year old company is a dominant niche player in a highly specialized industry. It is not unusual for the company to routinely make a 30 percent margin on products in all market sectors. Trend bearings can be found in military aircraft, helicopters, armored tanks, construction cranes, wind and other energy producing turbines, and magnetic resonance imaging machines, to name just a few. Fifteen bearing manufacturing plants can be found in five different states: Michigan, North Carolina, South Carolina, Georgia, and California. Two plants are located in Toronto, Canada and Monterrey, Mexico respectively. Currently, forgings are sourced from Asia. It is planned to build a wholly-owned subsidiary in China to both make forgings and manufacture bearings for the Asian market. It is apparent to the recently promoted CEO and her management team that the days of getting 30 percent margins are numbered. Products are being introduced into the global market from China, Vietnam, and Korea. It is anticipated the competition will become quite intense and require Trend to become much more customer focused, lean, and agile. In the months ahead a series of initiatives will be implemented to complement the introduction of an enterprise resource planning (ERP) system. The newly appointed Vice President of Operations is intent on introducing lean manufacturing concepts, continuous improvement, and manufacturing rationalization. The consequence will likely be consolidation of manufacturing facilities, downsizing, and selling off excess capacity. Not everyone is eagerly anticipating the sweeping changes likely to be made in the weeks and months to come. With a long history of strong sales and sizeable profits the company has been able to provide employees with high pay rates and a variety of highly valued benefits. Trend has made the list of the "100 Best Companies to Work For" in North America for six out of the last ten years. Some employees have bragged to others in the community about the "country-club" atmosphere and the perks. The paternalistic management practices of the aging management team have created a sense of entitlement. It is no secret a next generation leadership team will be created over the next several years as the old guard retires. Employees are fearful of a losing long cherished benefits and generous bonuses. While the organization is currently non-union there have been some rumblings about potential organizing campaigns as the word has spread about the comments made by the new VP of Manufacturing about potential plant closings. You have been asked to prepare a plan to reorganize the HR function to be more strategic, customer-focused, accountable, aligned to the business, and above all – truly adding value. Currently, the HR function is viewed as top-heavy, activity focused, tactical, and operating in silos with very little cross department cooperation. Further, the function is known for completing projects late and over budget. To make things worse the CEO has recently learned that the ratio of HR staff to employees in most companies is 1:100. The current ratio in HR is 1:80. HR has an annual budget of $22 M and a staff of 324 employees. A company-wide resource planning system is being piloted in the Finance Function which will eventually support the information technology needs of every function and department. It is anticipated the new information system will include modules specifically designed to support human resources processes and serve as a repository for employee information. The new data warehouse will enable automation of several paper-based processes including employment application tracking, resume screening, succession planning, performance management, training and development, benefit program enrollment, and the internal job posting process. The Finance function has begun the process of outsourcing non-core processes, systems, and activities. To date, the combination of outsourcing and automation has reduced the Finance function headcount by one-third. In a recent strategic planning meeting the following strategic imperatives were identified: ● Retain and attract specialized technical talent. ● Improve or increase diversity. ● Reduce staff and administrative costs. ● Reduce product lead times. ● Establish a wholly-owned subsidiary in Shanghai, China. ● Reduce, eliminate, or outsource non-core business activities. ● Implement Six Sigma, Lean Manufacturing, and Continuous Improvement. ● Reduce healthcare costs. ● Improve customer service. As part of the strategic planning process the following organizational SWOT analysis was completed. Strengths: ● Highly skilled technical staff. ● Loyal employees. ● Dominant market position. ● Profits for reinvestment. ● Diverse customer base. ● State of the art facilities. Weaknesses: ● Lack of high quality candidates for senior leadership positions. ● Entitlement culture. ● Slow decision-making. ● Lack of diversity. ● High cost producer. Opportunities: ● Reduce overhead expense through retirements, natural attrition. ● Automation and process improvement. ● Support to attract new talent. ● Develop and recruit new leaders. ● Shift the culture to be less paternalistic and more entrepreneurial. ● Increase competitiveness through organization development efforts -Six Sigma, Lean Manufacturing, and Continuous Improvement. Threats: ● Lose very senior technical staff and industry knowledge. ● Planned organizational changes cause disruptions. ● Unionization as benefits or wages are cut. ● Inability to make the necessary changes. ● Foreign competition. The current Human Resources organizational structure, functions, and staff member roles are described below. Vice President, Human Resources (1) Director, Labor Relations (1) ● Labor Attorneys (5) ● Labor Relations Representatives (15) Director, Protection Services (10 ● Investigators (5) ● Security Officers (22) Director, Employee Services (1) ● Employee Store Clerks (5) ● Employee Cafeteria Workers (20) ● Executive Dining Chefs and Wait staff (16) Director, Health, Safety, and Wellness (1) · Medical Service Physicians (2) · Industrial Nurses (5) · Industrial Hygiene Engineers (5) · Accident Prevention and Safety Engineers (10) · Corporate Wellness Center Staff (15) · Work and Family Program Administrators (2) · Child Care Center Staff (10) · Counseling Center Psychologists (5) · Counseling Center Social Workers (15) Director, Compensation and Benefits (1) · Compensation Specialists (6) · Benefits Administrators (15) · Relocation Specialists (5) · Worker’s Compensation Administrators (5) · International Compensation Specialists (5) Director, EEO and Diversity (1) · Employment Attorney (1) · EEO Administrators (15) · Diversity Consultants (15) · Diversity Trainers (20) · EEO Complaint Investigators (5) Director, Organizational Development (1) ● Organization Development Consultants (2) ● Human Resource Planning Specialists (3) ● Sales Training Staff (10) ● Management and Employee Development training staff (5) ● Lean Manufacturing Specialists (5) ● Six-Sigma and Continuous Improvement Consultants (5) Director, Employment (1) ● College Recruiters (5) ● Executive Recruiters (2) ● Co-op and Internship Program Coordinators (2) ● School to Work Program and Community Involvement Specialists (3) ● Technical and Professional Recruiters (5) ● Temporary Help Administrators (5) ● Administrative Help recruiters (5) The CEO expects a broad outline of a plan that includes a strategy for moving ahead and some thoughts about how the plan will be executed. As a former college professor, she expects reports sent to her to be adequately supported with evidence. Use the following topical headings and the key question to develop your game plan and organize the report you will prepare and present to the CEO. 1. Preliminary analysis: ● What are your initial thoughts about the current situation? ● Where do you think HR is adding value? ● Where might there be opportunities for change? ● Which functions appear to be “transactional”? ● Which appear to be “transformational”? 2. Initial “game plan”: ● What is your overall goal? ● What steps are you likely to take or follow? ● Who would you involve or include? ● How would you proceed with your analysis? 3. Analyze and assess the current state: ● What would you analyze? ● Who would you involve? ● What data would you collect? ● How would you collect it? ● What would you do with the data once it’s collected? 4. Create a preferred future: ● Who would you involve? ● What would you do? ● What outcomes would you like to achieve? ● What ethical and legal elements would you consider in your change management strategy? 5. Obtain support and buy-in: ● Who would you include? ● What would you do or what steps would you take? ● What information would you use? ● How would you present your case? ● What kind of support would you ask for? 6. Change, Transition, and Implementation: · Who would you involve? · What steps would you take? · How would you prepare those impacted by the change? · How would you deal with the “winners” and “losers”? · What might implementation look like? 7. On-going measures: ● What measures would you track to determine if HR is adding value? ● To whom and how would you communicate those measures? d) BBA in Finance – FINC495 1. Establish and define the client-planner relationship (10%) 2. Gather client data to include goals (15%) 3. Analyze and evaluate your client’s financial status (30%) 4. Develop financial planning recommendations/alternatives (15%) 5. Present the Plan (10%) 6. Evaluate the impact of economic, political, and regulatory issues with regard to the financial plan. (10%) 7. Apply the CFP Board Financial Planning Practice Standards to the financial planning process. (10%) 8. Compare a client’s financial status to one other similarly situated businesses with a similar business model, organizational structure, and public persona (30%). e) BBA in Marketing – MKTG441 Instructions: Students will select or will be provided with an organization for which to conduct research and develop a marketing plan. The marketing plan will include an analysis of the following: Environmental Analysis A summary of the strategic situation for the planning unit (business unit, market segment, product line, etc.) This should include a comprehensive analysis of the external environmental factors, the industry trends and the key competitors (including Porter’s Five Forces of Competition). At least one key competitor is included as part of your research. You should also include the potential of international trends that influence your marketing strategy. The analysis should culminate in a SWOT analysis. Target Market(s) Analysis & Selection Define and describe each major market segment, including customer profiles, customer preferences and buying habits, size and growth estimates, distribution channels. One or more target markets should be identified, selected, and justified. Objectives and Strategies for the Target Market(s) Set objectives for the target market (such as market position, sales, and profits) over a 3-5 year time span. Be sure that each objective is specific, results-oriented, and measurable and incorporates a timeframe. Marketing Position and Mix Summary State and make recommendations as to how management can utilize the elements of the marketing mix to achieve an advantageous and sustainable competitive position relative to the competition in the mind of the target market. Include the following: · Product strategy · Distribution strategy · Price strategy · Promotion · Coordination with other business functions Sales Forecast and Expense Budget Forecast sales and profit for the marketing plan, and prepare the budget for accomplishing the forecast. Be sure to include supporting rationale for development of the sales forecast. Implementation Plan and Control This section contains a discussion and justification of how the marketing plan will be implemented and controlled. It also explains who will be in charge of monitoring and changing the plan should unanticipated events occur and how the success or failure of the plan will be measured. Include both the ethical and legal factors that should be considered as possible obstacles or opportunities in the success or failure of your plan. Develop a calendar displaying the implementation plan, identifying key actions, checkpoints and responsible parties who will participate in execution of the marketing plan. f) BBA in Management – BUSN495 Students individually develop a comprehensive business plan for a business of their choice. The business must have locations with an international reach, either in the manufacturing or sale of its goods or services. The business must be capable of generating at least $250K in revenue in its first year of operation. The plan must be 30-40 pages in length including detailed financial statements for the selected organization. The plan should follow the format indicated in Table 9.1 on page 316 of the textbook. Each section of the plan must contain adequate data and cited sources to be credible and to identify how costs or revenues have been calculated in the financial sections. Include in the plan the ethical and legal considerations that should be addressed in the design of the implementation strategy for the business. g) BBA in Sport Management – MGMT 421 (SPMG421) As a high school athletic director you supervise a large sport program (20 sports) and are determined to be fair to each of the teams. Your problem: 4 sports (girl’s field hockey, boy’s football, and boys and girls soccer) require practice and game time on the only outdoor field you have. Follow the steps in Exhibit 3.5 from the text (Third Edition), culminating in writing a policy that covers the use of the field by your teams (you are not in a position to drop any sports). 1. Develop a cover page (1 page) 2. Define the problem using the example from page 56 of the text. (1/3 page) 3. Collect information and formulate options using the example from page 56 of the text. (1/3 page) 4. Identify laws and requirements from governing bodies (Michigan High School Athletic Association – MHSAA, National Federations of High School Associations - NFHSA, etc) that would come into play regarding practice and games durations. Also consider Title IX implications. Cite your findings. (1/2 page) 5. Choose the favored option and define the action using the example from page 56 of the text. This becomes the policy. (1/2 page) 6. Include cultural elements that would need to be considered to address a cross-cultural student population to include sensitivity to the day and time scheduling of events for these teams so that they too can be considerate of player needs in this regard. 7. Produce a schedule for the month of September, 2015 that identifies the following. (1 page) a. Practice times b. Game times (each team will play 3 games between September 10th and September 30th. h) BBA in General Business – BUSN495 Students individually develop a comprehensive business plan for a business of their choice. The business must be capable of generating at least $250K in revenue in its first year of operation. The plan must be 30-40 pages in length including detailed financial statements for the selected organization. The plan should follow the format indicated in Table 9.1 on page 316 of the textbook. Each section of the plan must contain adequate data and cited sources to be credible and to identify how costs or revenues have been calculated in the financial sections. In your analysis include the legal, ethical, and cultural considerations that would be advisable for the business to examine. i) BBA in International Business – BUSN 496 Mahindra & Mahrinda (M&M) case study. Complete a 11-14 page APA paper (include an introduction, conclusion, and at least 6 references cited appropriately) using the information from the case study (Pages IC-3 through IC-12.). Use the included rubric to answer the following questions: 1. What similarities and differences of operations will M&M encounter when expanding into other countries? 2. Identify three growth areas (geographical regions) for M&M. Support your areas with analysis and data. Be persuasive. 3. Create a strategy to build strong brand recognition in each growth area (region). 4. Provide recommendations for Mahindra & Mahrinda on how to map and address cultural norms and legal conventions in new regions of operation. 5. Perform an environmental scan identifying at least 2 potential issues in at least four of the following areas: social, cultural, political, economic, and ethical 6. Research balance of payments for each of your identified regions and show a 3-5 year trend. Explain if this supports each area as a growth market. As of the time you write this paper, how would the current international monetary system affect your growth area (currency exchange)? Explain for each growth area. Direct Measure #2 for Bachelor of Business Administration Comprehensive Case Study given to all BBA students A comprehensive case study, embedded in the Capstone course of each BBA major as listed above, will be selected each year to maintain integrity of the assessment. The case study will assess all five BBA Degree Program intended student learning outcomes. These outcomes include: 1. Apply business decision tools to inform business decision-making 2. Integrate major principles in the functional areas of accounting, marketing, finance, human resources and management to make business decisions 3. Develop business communication based on professional standards 4. Demonstrate knowledge of the principles of ethical, legal, and cultural dimensions in business decision-making 5. Apply knowledge of the global business environment Indirect Measure #1 for Bachelor of Business Administration Student Survey of Student Learning (Degree Program Level) As a part of a larger survey of student learning for the Bachelor of Business Degree Program, the following survey items will be included to measure student reported proficiency in meeting the established degree program outcomes. On a scale of 1 to 6 (1=not at all proficient and 6=proficient), students will rate their level of proficiency in the program learning outcomes which includes their ability to: ● apply business decision tools in decision-making ● integrate major principles in the functional areas of accounting, marketing, finance, human resources, and management in business decisions ● develop business communications based on professional standards ● understanding principles of ethical, legal, and cultural dimensions used in business decisions ● apply knowledge of global business principles in business decisions Indirect Measure #2 for Bachelor of Business Administration Student Reflections Embedded in each capstone course is a student reflection assignment that requires students to reflect on their knowledge prior to the start of the BBA Degree program and at the end of the program. The reflections should focus on all five BBA Degree Program outcomes and should reflect students’ knowledge and application of business decision tools; major principles of accounting, marketing, finance, human resources and management; ability to communicate using professional standards; knowledge of the ethical, legal, and cultural dimensions and their impact on business decisions; and knowledge of the global dimensions of business. Student Rubric for Bachelor of Business Administration EXCEEDS EXPECTATIONS LEVEL OF ACHIEVEMENT MEETS EXPECTATIONS The student illustrates a superior ability to conduct a qualitative or quantitative analysis. Additionally, the student is able to interpret and use the results of the business analysis. The student is able to adequately illustrate the ability to conduct a qualitative or quantitative analysis. Additionally, the student is able to interpret and use the results of business analysis. The student is not able to illustrate the ability to conduct a qualitative or quantitative analysis. Additionally, the student is unable to interpret and use the results of business analysis. The student adequately demonstrates the integration of the elements of each functional area, such that final decisions reflect components of each of the functional areas meaning, the student incorporates all of the elements of each functional area. The student fails to integrate the elements of each of the functional areas. The student omits at least one of the elements of the functional areas. The student is able to communicate with an adequate level of professionalism, with some The student fails to communicate with an adequate level of professionalism, and their work DOES NOT MEET EXPECTATIONS CRITERIA OF EVALUATION (OUTCOMES) ISLO #1 Apply business decision tools to inform business decision-making ISLO #2 Integrate major principles in the functional areas of accounting, marketing, finance, human resources and management to make business decisions ISLO #3 Develop business communication based Superior ability is illustrated by the appropriateness and effectiveness of the business decision rendered. The student comprehensively integrates of the elements of each functional area, such that final decisions reflect components of each of the functional areas. Additionally, student work is evidenced by a greater depth and breadth of knowledge such that a connection between the functional areas and business decisions are fully integrated. The student is able to communicate with a high level of professionalism, such that the student can take complex business on professional standards situations and simplify them to achieve clarity. evidence to take complex business situations and simplify them to achieve clarity. ISLO #4 Demonstrate knowledge of the principles of ethical, legal, and cultural dimensions in business decision-making ISLO #5 Apply knowledge of the global business environment The student is able to identify, explain, and apply basic principles in all of the areas. The student is able to identify and explain basic principles in all of the areas. The student illustrates a superior level of knowledge of the global business environment factors and makes appropriate recommendations that are supported by credible research. The student illustrates an adequate level of knowledge of the global business environment factors and makes recommendations that are supported by credible research. lacks sufficient evidence to take complex business situations and simplify them to achieve clarity. The student is not able to identify basic principles in at least one of the areas. The student illustrates marginal knowledge of the global business environment factors and makes recommendations that are not supported by credible research. BBA – Marketing Learning Outcomes Major Intended Student Learning Outcomes: BBA in Marketing 1. Intended Learning Outcome 1 Integrate key marketing principles and concepts to create a marketing plan. General Program Student Learning Goals Associated with this Outcome: #1 Apply business decision tools to inform business decision-making. #3 Develop and present business communication based on professional standards. 2. Intended Learning Outcome 2 Analyze marketing environments to inform marketing strategies. General Program Student Learning Goals Associated with this Outcome: #2 Integrate major principles in the functional areas of accounting, marketing, finance, human resources, and management to make business decisions. 3. Intended Learning Outcome 3 Analyze market opportunities to make market segmentation decisions. General Program Student Learning Goals Associated with this Outcome: #2 Integrate major principles in the functional areas of accounting, marketing, finance, human resources, and management to make business decisions. #4 Understand the principles of ethical, legal, and cultural dimensions as considered in business decision-making. 4 Intended Learning Outcome 4 Apply knowledge of the global environment in the marketing context. General Program Student Learning Goals Associated with this Outcome: #5 Develop business decisions based on distinctions in cultural and operational business practices.. 5 Intended Learning Outcome 5 Demonstrate an understanding of the principles of ethical, legal and cultural dimensions in the marketing context. General Program Student Learning Goals Associated with this Outcome: #4 Understand the principles of ethical, legal, and cultural dimensions as considered in business decision-making. Assessment Instruments for Major Intended Student Learning Outcomes— Direct Measures of Student Learning: Performance Objectives (Targets/Criteria) for Direct Measures: 1. Direct Measure 1 Objective (Target/Criterion) for Direct Measure 1 MKTG441 – Strategic Marketing: Strategic Marketing Plan 85% of students will Meet or Exceed Expectations on the grading rubric Major ISLOs Assessed by this Measure: for this measure. #1 Integrate key marketing principle and concepts to create a marketing plan. #2 Analyze marketing environments to inform marketing strategies. #3 Analyze market opportunities to make market segmentation decisions. 2. Direct Measure 2 MKTG421 – International Marketing: Country Notebook Report Objective (Target/Criterion) for Direct Measure 1 Major ISLOs Assessed by this Measure: #4 Apply knowledge of the global environment in the marketing context. #5 Demonstrate an understanding of the principles of ethical, legal and cultural dimensions in the marketing context. Assessment Instruments for Major Intended Student Learning Outcomes—Indirect Measures of Student Learning: 1. Indirect Measure 1 MKTG441 – Strategic Marketing: Student Survey of Student Learning Major ISLOs Assessed by this Measure: #1 Integrate key marketing principle and concepts to create a marketing plan. #2 Analyze marketing environments to inform marketing strategies. #3 Analyze market opportunities to make market segmentation decisions. #4 Apply knowledge of the global environment in the marketing context. #5 Demonstrate an understanding of the principles of ethical, legal and cultural dimensions in the marketing context. 85% of students will Meet or Exceed Expectations on the grading rubric for this measure. Performance Objectives (Targets/Criteria) for Indirect Measures: Objective (Target/Criterion) for Indirect Measure 1 85% of student responses state gaining proficiency in the learning outcomes. BBA – Marketing Assessments Direct Measure #1 for BBA in Marketing MKTG441 - Strategic Marketing Strategic Marketing Plan Instructions: Students will select or will be provided with an organization for which to conduct research and develop a marketing plan. The marketing plan will include an analysis of the following: Environmental Analysis A summary of the strategic situation for the planning unit (business unit, market segment, product line, etc.) This should include a comprehensive analysis of the external environmental factors, the industry trends and the key competitors (including Porter’s Five Forces of Competition). The analysis should culminate in a SWOT analysis. Target Market(s) Analysis & Selection Define and describe each major market segment, including customer profiles, customer preferences and buying habits, size and growth estimates, distribution channels. One or more target markets should be identified, selected, and justified. Objectives and Strategies for the Target Market(s) Set objectives for the target market (such as market position, sales, and profits) over a 3-5 year time span. Be sure that each objective is specific, results-oriented, and measurable and incorporates a timeframe. Marketing Position and Mix Summary State and make recommendations as to how management can utilize the elements of the marketing mix to achieve an advantageous and sustainable competitive position relative to the competition in the mind of the target market. Include the following: · Product strategy · Distribution strategy · Price strategy · Promotion · Coordination with other business functions Sales Forecast and Expense Budget Forecast sales and profit for the marketing plan, and prepare the budget for accomplishing the forecast. Be sure to include supporting rationale for development of the sales forecast. Implementation Plan and Control This section contains a discussion and justification of how the marketing plan will be implemented and controlled. It also explains who will be in charge of monitoring and changing the plan should unanticipated events occur and how the success or failure of the plan will be measured. Develop a calendar displaying the implementation plan, identifying key actions, checkpoints and responsible parties who will participate in execution of the marketing plan. Direct Measure #2 for BBA in Marketing MKTG 421 - International Marketing Country Notebook Report Instructions: Using one of the Latin American countries defined in the Country Manager simulation, students will create a complete Country Notebook. The project will comprise of the following sections: Environmental Analysis: Cultural Analysis: This should include a short profile of the company, the product, and the country being researched. Other aspects of culture to include: geography, social institutions, education, political and legal system across culturally ethical distinctions, religion and aesthetics, living conditions, and language. Economic Analysis: This should include the population and growth rates; economic statistics (GDP, PPP); economic activities; principle industries; labor statistics; and international trade statistics. Market Audit and Competitive Market Analysis: This should include a product analysis (relative advantage, compatibility, complexity, triability, observability); product potential problems and resistance; and the market (Geographic region; forms of transport and communication, consumer buying habits; distribution, advertising, and competitors). Marketing Plan: This should include the target market, five-year sales plan; five-year profit forecast; SWOT analysis; and marketing strategies that include: · Product adaptation or modification (core component, packaging, support service component) · Promotion Mix (Advertising, sales promotion, personal selling) · Distribution (port selection, mode of distribution, documentation required) · Types of distribution (micro analysis): types and number of retailers, wholesalers, import/export agents, warehousing Price determination: including costs (shipment, transportation, handling expenses, insurance); terms of sale (methods of payment, pro forma financial statements and budgets); resources required (personnel, finances, production capacity) Indirect Measure #1 Student Survey of Student Learning As a part of a larger survey of student learning for the BBA Marketing Major, the following survey items will be included to measure student reported proficiency in meeting the established Marketing major outcomes. On a scale of 1 to 6 (1=not at all proficient and 6=proficient), students will rate their level of proficiency in the Marketing major learning outcomes which include the student’s ability to: ● integrate marketing principles and concepts ● analyze marketing environments ● analyze market opportunities for market segmentation decisions ● apply global environment knowledge to marketing understand of ethical, legal, and cultural dimensions as applied to marketing BBA – Marketing Rubric EXCEEDS EXPECTATIONS CRITERIA OF EVALUATION (OUTCOMES) ISLO #1 Students will integrate key marketing principles and concepts to create a marketing plan ISLO #2 Students will analyze marketing environments to inform marketing planning decisions ISLO #3 Students will analyze market opportunities to inform marketing decisions The student illustrates a sophisticated level of integration of concepts and shows how different components (analysis of environments, market opportunities) inform goal setting and marketing strategies. In addition, the student shows a sophisticated ability to relate all the main concepts, culminating in a logical, coherent report. The student conducts a comprehensive analysis of the external environmental factors, the industry trends and the key competitors (including Porter’s Five Forces of Competition). The analysis culminates in a SWOT analysis that is fully supported with evidence from credible sources. The student conducts a comprehensive analyses of market segments utilizing various bases of segmentation; and informed by the outcome of the analyses, the student recommends a segment or segments. The final recommendations are fully supported. LEVEL OF ACHIEVEMENT MEETS EXPECTATIONS The student illustrates an acceptable level of integration of concepts and shows how different components (analysis of environments, market opportunities) inform goal setting and marketing strategies. In addition, the student adequately shows the relationship among concepts, culminating in a logical, coherent report. The student conducts an adequate analysis of the external environmental factors, the industry trends and the key competitors (including Porter’s Five Forces of Competition). The analysis culminates in a SWOT analysis that is adequately supported with evidence from credible sources. The student conducts an adequate analyses of market segments utilizing various bases of segmentation; and informed by the outcome of the analyses, the student recommends a segment or segments. The final recommendations are adequately supported. DOES NOT MEET EXPECTATIONS The student fails to integrate concepts and fails to articulate how different components (analysis of environments, market opportunities) inform goal setting and marketing strategies. In addition, the student fails to show how concepts are related, and does not achieve a logical, coherent report. The student conducts a shallow analysis of the external environmental factors, the industry trends and the key competitors (including Porter’s Five Forces of Competition). The analysis fails to culminate in a SWOT analysis and is not supported with evidence from credible sources. The student fails to conduct an analyses of market segments utilizing various bases of segmentation; further the student fails to recommends a segment or segments. ISLO #4 Students will apply knowledge of the global environment to the marketing context The student conducts a comprehensive analysis of the global environmental factors affecting an organization and makes marketing mix recommendations that are fully supported by the results of the analysis and by credible research. The student conducts an adequate analysis of the global environmental factors affecting an organization and makes marketing mix recommendations that are adequately supported by the results of the analysis and by credible research. The student conducts a limited analysis of the global environmental factors affecting an organization and fails to makes marketing mix recommendations that are supported by the results of the analysis and by credible research. ISLO #5 Students will demonstrate an understanding of the principles of ethical, legal and cultural dimensions in the marketing context The student clearly describes professional ethical norms, values, and guidelines and explains how they apply to marketing. Further, the student clearly describes cultural and legal dimensions and fully explains how they guide marketing decisions. The student sufficiently describes professional ethical norms, values, and guidelines and explains how they apply to marketing. Further, the student sufficiently describes cultural and legal dimensions and explains how they guide marketing decisions. The student fails to describe professional ethical norms, values, and guidelines and to explain how they apply to marketing. Further, the student fails to describe cultural and legal dimensions and fails to explain how they guide marketing decisions. BBA – Marketing: Advertising & Promotion Specialty Learning Outcomes Specialty Intended Student Learning Outcomes: Marketing Specialty: Advertising & Promotion 1. Intended Learning Outcome 1 Create a promotion plan for a brand or organization. Major Student Learning Goals Associated with this Outcome: #1 Integrate key marketing principle and concepts to create a marketing plan. #2 Analyze marketing environments to inform marketing strategies. #3 Analyze market opportunities to make market segmentation decisions. #4 Apply knowledge of the global environment in the marketing context. #5 Demonstrate an understanding of the principles of ethical, legal and cultural dimensions in the marketing context. 2. Intended Learning Outcome 2 Develop performance measures for promotion programs. Major Student Learning Goals Associated with this Outcome: #1 Integrate key marketing principle and concepts to create a marketing plan. Assessment Instruments for Specialty Intended Student Learning Outcomes—Direct Measures of Student Learning: 1. Direct Measure 1 MKTG314 – Media Planning: Media Plan Project Specialty ISLOs Assessed by this Measure: #1 Create a promotion plan for a brand or organization. #2 Develop performance measures for promotion programs. Performance Objectives (Targets/Criteria) for Direct Measures: Assessment Instruments for Specialty Intended Student Learning Outcomes—Indirect Measures of Student Learning: 1. Indirect Measure 1 Student Survey of Student Learning Specialty ISLOs Assessed by this Measure: #1 Create a promotion plan for a brand or organization. #2 Develop performance measures for promotion programs. Performance Objectives (Targets/Criteria) for Indirect Measures: Objective (Target/Criterion) for Direct Measure 2 85% of students will Meet or Exceed Expectations on the grading rubric for this measure. Objective (Target/Criterion) for Indirect Measure 1 85% of student responses state gaining proficiency in the learning outcomes. BBA – Marketing: Advertising & Promotion Specialty Assessment Direct Measure #1 for BBA in Marketing – Advertising & Promotion Specialty MKTG314 – Media Planning Media Plan Project Instructions: Students will prepare a written Media Plan report for a specific industry. Students will select a product or industry and will utilize library resources (databases) and online research to construct a national Media Plan based on a predetermined budget with media costs provided by the instructor via supplemental materials. The Media Plan should include the following components: · Media Objectives: goals the media are expected to achieve; target market identification; and media exposure required. · Competitive Analysis: competitors’ budgets (industry) and leading competitor’s media use · Media selection analysis: media used by competitors; media vehicles used by competitors; and industry timing of media delivery · Target Audience Analysis & Recommendations: identify the target audience (demographics), product usage, and media behavior. · Media habits of Target Audience: programs target market views/listens to/browses; media concentration of the target audience · Recommended media selection and rationale: rationale used for selecting media. This should include program types, scheduling options, media habits, cost-efficiencies · Media strategy: this lays out the proposed strategies to accomplish objectives. Strategies will include media/medium selected, target audience, media to be used, timing, and media selected to deliver the information. · Flowchart & Budget: This highlights the following: media selection, media vehicles, media scheduling, budgets for each medium & total budgets. . Performance Measures: Include targets and milestones to measure the outcome of media plan implementation. Indirect Measure #1 for BBA in Advertising – Advertising & Promotion Specialty Student Survey of Student Learning As a part of a larger survey of student learning for the BBA Marketing Specialty, Advertising and Promotion Specialty, the following survey items will be included to measure student reported proficiency in meeting the established specialty outcomes. On a scale of 1 to 6 (1=not at all proficient and 6=proficient), students will rate their level of proficiency in the specialty learning outcomes which include the student’s ability to: ● create a promotional plan for a brand or organization develop performance measures for promotion programs BBA – Marketing: Advertising & Promotion Rubric CRITERIA OF EVALUATION (OUTCOMES) ISLO #1 Students will develop a promotional plan for a brand or organization EXCEEDS EXPECTATIONS LEVEL OF ACHIEVEMENT MEETS EXPECTATIONS DOES NOT MEET EXPECTATIONS The student develops a comprehensive promotional plan that includes a situation analysis, marketing and advertising objectives, a clearly stated communication statement, and a campaign concept that culminates The student develops an adequate promotional plan that includes a situation analysis, marketing and advertising objectives, a clearly stated communication statement, and a campaign concept that culminates in a series of ads across several media. The student develops a promotion plan that omits any of the following steps: a situation analysis, marketing and advertising objectives, a communication statement, or a campaign concept. The plan fails to culminate in a series of ads across several media. ISLO #2 Students will develop performance measures for promotion programs in a series of ads across several media. The student clearly demonstrates how various components of the promotion are related and how all the components inform the final ads and the selected media. The student fully justifies all decisions and supports them with research. The student develops a variety of metrics to measure promotional outcomes. Further, the student fully supports and justifies the selected metrics. The student adequately demonstrates how various components of the promotional plan are related and how all the components inform the final ads and the selected media. The student adequately justifies all decisions and supports them with research The student fails to demonstrate how components of the promotional plan are related and how all the components inform the final ads and the selected media. The student fails to justify all decisions and supports them with research. The student develops at least one metric to measure promotional outcomes. Further the student adequately supports and justifies the selected metric. The student fails to develop any metrics to measure promotional outcomes, or the student fails to support and justify the selected metric. BBA – Marketing: Business to Business Specialty Learning Outcomes Specialty Intended Student Learning Outcomes: Marketing Specialty: Business to Business 1. Intended Learning Outcome 1 Apply key marketing principles and concepts in a business-to-business context. Major Student Learning Goals Associated with this Outcome: #1 Integrate key marketing principle and concepts to create a marketing plan. #5 Demonstrate an understanding of the principles of ethical, legal and cultural dimensions in the marketing context. 2. Intended Learning Outcome 2 Develop business-to-business marketing strategies to inform strategic decision-making. Major Student Learning Goals Associated with this Outcome: #2 Analyze marketing environments to inform marketing strategies. #3 Analyze market opportunities to make market segmentation decisions. #4 Apply knowledge of the global environment in the marketing context. Assessment Instruments for Specialty Intended Student Learning Outcomes—Direct Measures of Student Learning: 1. Direct Measure 1 MKTG404 – Business-to-Business Marketing: Comprehensive Case Study Specialty ISLOs Assessed by this Measure: #1 Apply key marketing principles and concepts in a Business-toBusiness context. #2 Develop Business-to-Business marketing strategies to inform strategic decision-making. Performance Objectives (Targets/Criteria) for Direct Measures: Assessment Instruments for Specialty Intended Student Learning Outcomes—Indirect Measures of Student Learning: 1. Indirect Measure 1 Student Survey of Student Learning Specialty ISLOs Assessed by this Measure: #1 Apply key marketing principles and concepts in a Business-toBusiness context. #2 Develop Business-to-Business marketing strategies to inform strategic decision-making. Performance Objectives (Targets/Criteria) for Indirect Measures: Objective (Target/Criterion) for Direct Measure 1 85% of students will Meet or Exceed Expectations on the grading rubric for this measure. Objective (Target/Criterion) for Indirect Measure 1 85% of student responses state gaining proficiency in the learning outcomes. BBA – Marketing: Business to Business Specialty Assessment Direct Measure #1 in BBA in Marketing – Business-to-Business Marketing MKTG404 – Business-to-Business Marketing Comprehensive Case Study Instructions: Students will complete a comprehensive analysis of a Business-to-Business case. The case is comprehensive and allows the student to first identify the key problem faced by a firm, then to analyze the past and current situation and to evaluate all components of the industrial marketing mix and then develop strategies to address the problem. Finally, the student considers organizational alternatives and program implementation. Student should prepare an 8-10 page case study analysis guided by the outline below: · Introduction to case (including a brief overview of case) · Explain the major problems the organization faces and what are the causes of these problems? This includes internal and external factors causing these problems. · If the organization were to conduct custom market research, what information should they attempt to get? What method(s) should be used? · What strategies should the organization establish in specific product-markets? · Are the organization’s pricing and cost structures competitive for its products? What actions should management take to improve pricing and costs? · What changes should the organization make to improve results in the business? · What distributor policies does the organization need to develop? · Where are the weaknesses in organization and how could the company improve the organization? · What actions should management take regarding the current product line and new product development? · What new country markets (suggest at least two) might the organization consider and how would management assess opportunities in each? Which would be the best potential new country market and why? · What three recommendations would you provide the organization to improve their business model? Suggest an implementation plan for these three recommendations. Indirect Measure #1 for BBA in Marketing – Business-to-Business Marketing Student Survey of Student Learning As a part of a larger survey of student learning for the BBA Marketing Specialty, Business-to-Business Specialty, the following survey items will be included to measure student reported proficiency in meeting the established specialty outcomes. On a scale of 1 to 6 (1=not at all proficient and 6=proficient), students will rate their level of proficiency in the specialty learning outcomes which include student’s ability to: ● apply key marketing principles and concepts in a Business-to-Business context ● develop business-to-business marketing strategies for decision-making BBA – Marketing: Business to Business Specialty Rubric EXCEEDS EXPECTATIONS CRITERIA OF EVALUATION (OUTCOMES) LEVEL OF ACHIEVEMENT MEETS EXPECTATIONS DOES NOT MEET EXPECTATIONS ISLO #1 Apply key marketing principles and concepts in a business-tobusiness context ISLO #2 Develop businessto-business marketing strategies to inform strategic decision-making The student comprehensively applies marketing concepts – including internal & external environments, market segmentation, buyer behavior, and marketing mix principles – in a business-to-business situation. Further, the student fully articulates the relationship among all the concepts as they inform decision-making. The student conducts a comprehensive analysis of a firm’s situation and then develops a variety of marketing strategies that fully address a specific business problem. Further, the student clearly articulates the relationship among a firm’s situation, strategies, and recommendations and fully supports his/her arguments. The student adequately applies marketing concepts – including internal & external environments, market segmentation, buyer behavior, and marketing mix principles – in a businessto-business situation. Further, the student adequately articulates the relationship among all the concepts as they inform decision-making. The student fails to apply one or more of the marketing concepts – including internal & external environments, market segmentation, buyer behavior, and marketing mix principles – in a business-to-business situation. Further, the student fails to articulate the relationship among all the concepts as they inform decisionmaking. The student conducts an adequate analysis of a firm’s situation and then develops marketing strategies that adequately address a specific business problem. Further, the student adequately articulates the relationship among a firm’s situation, strategies, and recommendations and adequately supports his/her arguments. The student fails to conduct an analysis of a firm’s situation and fails to develop any marketing strategies that address a specific business problem. Further, the student fails to articulate the relationships among a firm’s situation analysis, strategies, and recommendations and fails to support his/her arguments. Marketing: Professional Selling Specialty Learning Outcomes Specialty Intended Student Learning Outcomes: Marketing Specialty: Professional Selling 1. Intended Learning Outcome 1 Develop and deliver sales presentations Major Student Learning Goals Associated with this Outcome: #1 Integrate key marketing principle and concepts to create a marketing plan. #3 Analyze market opportunities to make market segmentation decisions. #4 Apply knowledge of the global environment in the marketing context. #5 Demonstrate an understanding of the principles of ethical, legal and cultural dimensions in the marketing context. BBA – BBA – BBA - 2. Intended Learning Outcome 2 Apply sales management concepts in the analyses, formulation, and evaluation of sales programs. Major Student Learning Goals Associated with this Outcome: #1 Integrate key marketing principle and concepts to create a marketing plan. #2 Analyze marketing environments to inform marketing strategies. Assessment Instruments for Specialty Intended Student Learning Outcomes—Direct Measures of Student Learning: 1. Direct Measure 1 MKTG342 – Advanced Professional Selling: Role Play as Seller Specialty ISLOs Assessed by this Measure: #1 Develop and deliver sales presentations. Performance Objectives (Targets/Criteria) for Direct Measures: 2. Direct Measure 2 MKTG305 – Sales Management: Comprehensive Case Study Specialty ISLOs Assessed by this Measure: #1 Develop and deliver sales presentations. #2 Apply sales management concepts in the analyses, formulation, and evaluation of sales programs. Objective (Target/Criterion) for Direct Measure 2 Assessment Instruments for Specialty Intended Student Learning Outcomes—Indirect Measures of Student Learning: Performance Objectives (Targets/Criteria) for Indirect Measures: 1. Indirect Measure 1 Student Survey of Student Learning Objective (Target/Criterion) for Indirect Measure 1 Specialty ISLOs Assessed by this Measure: #1 Develop and deliver sales presentations. #2 Apply sales management concepts in the analyses, formulation, and evaluation of sales programs. Objective (Target/Criterion) for Direct Measure 1 85% of students will Meet or Exceed Expectations on the grading rubric for this measure. 85% of students will Meet or Exceed Expectations on the grading rubric for this measure. 85% of student responses state gaining proficiency in the learning outcomes. BBA - Marketing: Professional Selling Specialty Assessment Direct Measure #1 for BBA for Marketing – Professional Selling Specialty MKTG342 – Advanced Professional Selling Role Play as Seller Instructions: Role Play Paper The students are required to research their selling situation thoroughly and provide a detailed document/paper of their company (seller), customer or buyer, product/service, and possible objections. This document or paper then becomes the basis for the buyer's role and comprises the following sections: · Description of the company manufacturing or distributing the product or service you selected. This includes: Historical perspective; Sales volume; Number of stores, plants; Image of the company; and Products/services company sells. · Description of purchaser (or company) to whom the product/service is being sold: historical perspective, sales volume, number of stores, image of company, products/services, and purchasing policies and procedures. · Description of product/service you are selling: features, advantages, benefits, prices and ordering requirements, and guarantees. · An exhaustive list of all possible objections and how you would helpfully respond to them (minimum of 20) · A list description of visual aids you have prepared for use in your actual presentation Miscellaneous · Miscellaneous: your objective for this presentation and all assumptions made · Sources of your information Instructions: Role Play Presentation Students will present their role play which will comprise of the following steps: · · · · · Approach & relationship building: gaining good first impression and buyer attention; building rapport with the buyer. Identifying and confirming buyer needs: using the SPIN sequence Presenting the products/services with appropriate visual aids/demonstrations Overcoming buyer objectives Closing the presentation by gaining agreement/commitment Direct Measure #2 for BBA in Marketing – Professional Selling Specialty MKTG305 – Sales Management Comprehensive Case Study Instructions: Students will be given a comprehensive case study for analysis. Their analysis and paper should include the following steps: · Review the case and identify the key relevant facts: these include opportunities, strengths, threats, and weaknesses. These facts also point to external environmental factors and trends · Identifying the root cause of the problem the firm is facing and the main challenges facing the firm. · Generating alternative courses of action to address the identified problems. This stage might also answer the case questions · Evaluating alternatives and selecting the best alternatives based on the analysis of the key relevant factors. Justifying the most relevant alternative(s) based on the organization’s strengths and opportunities. · Action plan: provide an action plan to implement the alternatives selected · Metrics: providing applicable metrics to measure the performance. Indirect Measure #1 for BBA in Marketing – Professional Selling Specialty Student Survey of Student Learning As a part of a larger survey of student learning for the BBA Marketing Specialty, Professional Selling Specialty, the following survey items will be included to measure student reported proficiency in meeting the established specialty outcomes. On a scale of 1 to 6 (1=not at all proficient and 6=proficient), students will rate their level of proficiency in the specialty learning outcomes which include the student’s ability to: ● develop and deliver sales presentations apply sales management concepts in the analyses, formulation, and evaluation of sales programs BBA - Marketing: Professional Selling Specialty Rubric EXCEEDS EXPECTATIONS CRITERIA OF EVALUATION (OUTCOMES) ISLO #1 Students will develop and deliver a sales presentation ISLO #2 Students will apply sales management concepts in the analyses, formulation, and evaluation of sales programs The student provides a comprehensive description of the customer to whom a product/service is being presented as well as the product/service being sold. Further the student develops a superior sales presentation that includes all the following steps: gaining buyer attention and creating a credible rapport; clearly identifying and confirming buyer needs; overcoming objectives, and closing the presentation. The presenter delivers an outstanding presentation that meets all professional standards of communication. The student conducts a comprehensive analysis of a business-to-business situation, clearly identifies key issues/problems facing an organization, and clearly illustrates how they affect the organization’s sales decisions. In addition, the LEVEL OF ACHIEVEMENT MEETS EXPECTATIONS The student provides an adequate description of the customer to whom a product/service is being presented as well as the product/service being sold. Further the student develops an adequate sales presentation that includes all of the following steps: gaining buyer attention and creating a credible rapport; clearly identifying and confirming buyer needs; overcoming objectives, and closing the presentation. The presenter delivers an average presentation that meets all professional standards of communication. The student conducts an adequate analysis of a business-to-business situation, adequately identifies key issues/problems facing an organization, and adequately illustrates how they affect the organization’s sales decisions. In addition, the student discusses a few alternative solutions DOES NOT MEET EXPECTATIONS The student fails to provide a description of the customer to whom a product/service is being presented as well as the product/service being sold. Further the student fails to develop a sales presentation that includes all the following steps: gaining buyer attention and creating a credible rapport; clearly identifying and confirming buyer needs; overcoming objectives, and closing the presentation. The presenter fails to deliver a presentation that meets all professional standards of communication. The student fails to conduct an analysis of a business-to-business situation or to identify key issues/problems facing an organization. Further the student fails to illustrate how the key issues affect the organization’s sales decisions. In addition, the student fails to discuss student discusses a variety of alternative solutions from which he/she selects some that fully address the identified problem(s). All arguments and solutions are fully supported. from which he/she selects a few that address the identified problem(s). All arguments and solutions are adequately supported. alternative solutions to address the problem(s). No support is provided for the arguments and solutions presented. BBA - Marketing: Sport Marketing Specialty Learning Outcomes Specialty Intended Student Learning Outcomes: Marketing Specialty: Sports Marketing 1. Intended Learning Outcome 1 Apply key marketing concepts in the context of sport marketing. Major Student Learning Goals Associated with this Outcome: #1 Integrate key marketing principle and concepts to create a marketing plan. #2 Analyze marketing environments to inform marketing strategies. #3 Analyze market opportunities to make market segmentation decisions. #5 Demonstrate an understanding of the principles of ethical, legal and cultural dimensions in the marketing context. 2. Intended Learning Outcome 2 Develop a communication plan to inform strategic planning in sport marketing. Major Student Learning Goals Associated with this Outcome: #1 Integrate key marketing principle and concepts to create a marketing plan. #2 Analyze marketing environments to inform marketing strategies. #4 Apply knowledge of the global environment in the marketing context. Assessment Instruments for Specialty Intended Student Learning Outcomes—Direct Measures of Student Learning: 1. Direct Measure 1 MKTG350 – Sport Advertising and Promotion: Marketing Plan Performance Objectives (Targets/Criteria) for Direct Measures: Objective (Target/Criterion) for Direct Measure 1 Specialty ISLOs Assessed by this Measure: #1 Apply key marketing concepts in the context of sport marketing context. #2 Develop a communication plan to inform strategic planning in sport marketing. Assessment Instruments for Specialty Intended Student Learning Outcomes—Indirect Measures of Student Learning: 1. Indirect Measure 1 Student Survey of Student Learning 85% of students will Meet or Exceed Expectations on the grading rubric for this measure. Performance Objectives (Targets/Criteria) for Indirect Measures: Objective (Target/Criterion) for Indirect Measure 1 85% of student responses state gaining proficiency in the learning outcomes. Specialty ISLOs Assessed by this Measure: #1 Apply key marketing concepts in the context of sport marketing context. #2 Develop a communication plan to inform strategic planning in sport marketing. BBA - Marketing: Sport Marketing Specialty Assessment Direct Measure #1 for BBA in Marketing – Sport Marketing Specialty MKTG350 - Sport Advertising and Promotion Marketing Plan Instructions: Students will conduct research on a USA sport franchise currently engaged in advertising and media relations. Students will present their plan and justify their decisions to the class in the final session(s) of the course. The plan should comprise the following sections: Background: This includes a description of the history of the franchise and revenue (tickets and sponsorships). Competitive analysis (SWOT): This will comprise strengths (Internal to the firm), weaknesses (Internal), opportunities (External); and threats and trends (External). Situation Analysis: This includes goals for upcoming season and 4 P’s analysis (Improvements) including product, price, place and promotion analysis. Business Objectives: this entails developing marketing goals for season and season objectives and goals Strategy Development: this include creating the key message of media campaign, identifying the primary and secondary target audience, and creating advertising and media strategies Implementation: this entails creating action plans, marketing and advertising budgets, and outlining implementation and control procedures. Indirect Measure #1 for BBA in Marketing – Sport Marketing Specialty Student Survey of Student Learning As a part of a larger survey of student learning for the BBA Marketing Specialty, Sports Marketing Specialty, the following survey items will be included to measure student reported proficiency in meeting the established specialty outcomes. On a scale of 1 to 6 (1=not at all proficient and 6=proficient), students will rate their level of proficiency in the specialty learning outcomes which include the student’s ability to: ● apply key marketing concepts in sport marketing develop a communication plan for sport marketing strategic planning BBA - Marketing: Sport Marketing Rubric CRITERIA OF EVALUATION (OUTCOMES) ISLO #1 Apply key marketing concepts in the context of sport marketing EXCEEDS EXPECTATIONS LEVEL OF ACHIEVEMENT MEETS EXPECTATIONS DOES NOT MEET EXPECTATIONS The student demonstrates a superior ability to apply marketing principles – including marketing environmental factors, market segmentation bases, and the marketing mix principles - to a sport marketing situation. Further, the student develops business objectives which are fully justified and supported. Finally, the student fully illustrates the relationship among all the concepts, The student demonstrates an adequate ability to apply marketing principles – including marketing environmental factors, market segmentation bases, and the marketing mix principles - to a sport marketing situation. Further, the student adequately develops business objectives which are justified and supported. Finally, the student adequately illustrates the relationship The student fails to apply marketing principles – including marketing environmental factors, market segmentation bases, and the marketing mix principles - to a sport marketing situation. Further, the student fails to develop business objectives which are justified and supported. Finally, the student fails to illustrate the relationship among all the concepts, showing how they showing how they inform the planning process. All statements are fully supported and justified. ISLO #2 Develop a communication plan to inform strategic planning in sport marketing The student conducts a comprehensive situation analysis; clearly identifies, describes, selects, and justifies target audiences; and develops a detailed media and advertising plan tailored to a specific audience. Further, the student develops detailed action plans, budgets, and performance measures. The student demonstrates a superior ability to integrate all concepts to create a coherent, logical plan. among all the concepts, showing how they inform the planning process. All statements are adequately supported and justified. The student adequately conducts a situation analysis; identifies, describes, selects, and justifies target audiences; and develops a detailed media and advertising plan tailored to a specific audience. Further, the student develops adequate action plans, budgets, and performance measures. The student proficiently integrates all concepts to create a coherent, logical plan. inform the planning process. Little or no support is provided for arguments and statements made. The student fails to conduct a situation analysis or to identify, describe, select, and justify target audiences, and fails to develop a detailed media and advertising plan tailored to a specific audience. Further, the student fails to develop detailed action plans, budgets, and performance measures. The student fails to integrate all concepts to create a coherent, logical plan.