Download MAOL Syllabus Template: Fall 2009

St. Catherine University
MAOL Program
www.stkate.edu/maol
ORLD # 7400, TO1, CRN 30069
Marketing Strategically
Spring Term 2011
Three Credits
Prerequisite: ORLD 6400
Days: April 9, 16, 30, May 14,
June 18, 25
Time: 8:30AM to 11:30AM
Also: May 21, 9AM to 10:30AM
(online) and May 31, 6PM to 9PM
Location: Mendel 107 for all
classes, except May 31 when we
meet in Mendel 102
Course Syllabus
Instructor Information:
Name: Doug Eichten
Phone: 612-548-3371 (Office), 612-360-7240 (Mobile), 763-559-0495
(Home)
E-mail: [email protected] or [email protected]
Office Hours: Anytime by phone or email, thirty minutes prior to class or by
appointment.
Office: Fontbonne 304B
Course Description:
Strategic marketing management requires the integration of plans
and processes across all functions of the organization guided by
customer/consumer focus (marketing concept) and market
orientation. The process involves addressing critical questions. What
business are we in (or considering)? Is the opportunity real? Who
are the customers? What are their needs (what do they value)? How
good are we at developing and delivering unique value propositions?
Who are our competitors? How can we organize and design
processes to develop and deliver value to our customers/consumers
better than our competitors? How do we achieve successfully
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implementing the marketing strategy? Does the financial return
justify the investment?
Master of Arts in Organizational Leadership Outcomes addressed in
this course:

Lead responsibly by drawing upon their own unique leadership
abilities, experiences and goals, as well as current leadership concepts
and strategies to address organizational issues.

Act with confidence by utilizing self-reflection and awareness to
know why, when and how to lead, follow, model and mentor.

Make ethical decisions by acting from an informed ethical
perspective, considering all stakeholders and applying ethical decisionmaking tools to organizational dilemmas.

Manage strategically by analyzing an organization’s operating
environment, envisioning its future and developing strategic objectives
to manage people, processes and resources effectively.

Achieve organizational goals by applying logic and analytic tools
from economics and accounting to identify problems, generate
creative, pragmatic solutions, implement appropriate actions and
evaluate success.

Conduct and apply research by accessing, critically evaluating and
applying research findings, as well as conducting individual or
collaborative research projects.

Communicate effectively by capitalizing on personal strengths as a
communicator and by employing targeted strategies for influencing,
motivating, advocating, team building and managing conflict.
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
Understand and lead organizational change by working with
others to assess culture, roles, structure, local environment and global
context so as to anticipate, recognize and resolve organizational
problems.

Practice global citizenship by incorporating a global context into
organizational decision-making through strategic recognition of the
world-wide impact of local decisions.
Course Objectives:
The major objective of this graduate course is to provide a solid foundation
for applying the concepts and theories of marketing. As a stand-alone
course in the marketing area, the material covered is broad. We discuss all
facets of marketing from the perspective of consumer, industrial, services,
and not-for-profit firms. The course will cover all aspects of marketing as
they relate to leadership of the organization, as opposed to a practical
approach for those charged with marketing in the organization. Upon
successful completion of this course you will:
1. Become acquainted with the ethical role of marketing in society.
2. Develop an understanding of the role of marketing in the business firm
and the relationship of marketing to organizational development.
3. Develop an ability to make strategic marketing decisions, which should
result in the capability to prepare and assess marketing plans.
4. Apply strategic marketing models, theory and tools to business situations.
5. Understand the complex nature of the marketing function and the highly
skilled organization needed for success.
6. Analyze and communicate marketing issues facing the organization and
the range of solutions available.
7. Understand the constantly changing conditions facing marketers in global
trade environments.
8. Apply marketing management principles to the student’s specific area of
discipline or interest.
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Course Texts and Materials:
Eichten, D. (2010) Marketing strategically casebook (1st ed.). Boston, MA:
Pearson Learning Solutions
Iacobucci, D. (2012 - 2010). MM2 (Second ed.). Mason, Ohio: SouthWestern Cengage Learning
Note: Neither the textbook or the casebook have been used previously at St.
Catherine University. Both should be available at this time in the St.
Catherine University Bookstore
Blackboard: This course will use Blackboard for all announcements,
assignments, additional course material, grading rubrics, grades and,
occasionally, discussion. Students should be trained in the use of
Blackboard prior to the start of the class. Course documents on
Blackboard will include: grading rubrics for all graded assignments,
samples for graded assignments, team assignments for Marketing
concepts, recommended approach for case analysis, team assignments
for case analysis, course structure, Closing Write up document and
Opening Share assignments.
Students should check for the following in Course Documents on
Blackboard:
a. Grading rubrics for all graded assignments
b. Course structure
c. Marketing Concepts team assignments
d. Open Share Assignments
e. Case analysis team assignments
f. Guide to analyzing cases
g. Closing write up
h. Sample written case analyses and final presentation outline
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Course Assignments:
Opening Share
At the start of each class session (with the exception of the online and final
class) up to four students will share an experience, opinion or an
ad/brochure related to the assignments for the class session. Please refer to
Blackboard for assignments and presentation schedule. This assignment will
not be graded.
Closing Write up
During the last few minutes of each class session, students will be asked to
complete a brief form asking information about an important “take away”
and the most effective learning tool employed in today’s session. Also, the
student will be asked to identify a topic from the completed class discussion
that needs to be covered in more depth. This assignment will not be graded
and can be presented anonymously.
Marketing Concepts Team Presentations
Six teams of three students each will be assigned to lead a twenty minute
discussion of one third of that session’s assigned textbook readings.
Assignments will be posted on blackboard before the first class. Each team
should make a presentation and then engage the entire class in an effort to
understand the marketing concepts assigned. Students will stay in the same
teams for the semester and each student will take their turn leading the
preparation, the presentation and the class discussion. Following each full
discussion, the instructor will offer his views of and experience related to the
concepts presented. A single team grade will be given each team for the
three events of the semester.
Two Comprehensive Written Case Analyses
Turn-in written assignments on the required due date. No points will be
awarded for a written case assignment turned in after the case has been
reviewed in class. The elements of a well-written case analysis will be
discussed during the first class and additional support materials will be
posted on Blackboard.
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Your grade is based upon the clarity of the logic that underlies your
recommendation, the use of the facts in the case to support your
recommendation, and the use of appropriate material from this and all
courses taken in the graduate program. (Target length: about 9 pages typed
double spaced, 12-point type, Times New Roman type face.) Follow the APA
writing manual as a guide.



Correct spelling and proper grammar is essential.
Papers will not be accepted after the classroom discussion of the case.
Feel free to discuss with others the cases that are assigned for in-class
discussion. But do not discuss an assigned written case prior to
submitting a case that will be assigned a grade. The graded cases are
considered individual assessments of your progress (e.g.: exams).
Suggested outline:

Analysis: what is the situation/problem?

What issue(s) face the decision-maker for each problem identified?

What options or alternate courses of action might be open to the
decision-maker and what are the advantages and disadvantages of each?

What is your recommendation? Are there any implications or issues that
the decision-maker needs to be concerned about given your
recommendation?
Consider the situation within the time frame identified in the case. It is
tempting to apply knowledge of developments since the case was written.
However, it will be of greater benefit to your analysis if you analyze the case
as of the last date and using the information shared in the document.
Ethics Online Class Analysis
Students will prepare for the online class by reading the Casebook
assignments for that class. Following the online presentation by three guest
speakers on ethics issues in marketing and time for student questions, each
student will write a five to seven page personal reflection on marketing
ethical issues and experiences related to assigned readings, case and guest
speaker presentations in the area of ethics in marketing.
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Final presentation
Each student will be asked to identify a major marketing issue faced
by their invented organization/product. The student must thoroughly
describe the issue in an eight to ten minute (length depending on the size of
the class) presentation to the class. The purpose of the talk is to inform the
class about the issue and convince us that the offered solution will be
effective. The presentation will include a situation analysis, target audience
identification, and message to be delivered, tools that could be employed
and key objectives to be met. The agenda may be a handout or shown as a
slide in a PowerPoint presentation. Visual aids are encouraged. This is a
formal presentation. The student will identify the group that the class
represents as the audience for the presentation. The presentation will be
graded on general effectiveness, thoroughness, creativity, quality of
analysis, use of visual aids, quality of issue chosen and solution
recommended, effective use of public speaking techniques and use of
concepts discussed in class and presented in the textbook.
Grading Scale for all assignments:
A = 96 – 100 points
A - = 92 – 95 points
B + = 88 – 91 points
B = 85 - 87 points
B - = 81 – 84 points
C = 77 – 80 points
C - = 73 – 76 points
U = 72 or fewer points
Assignment grades
Comprehensive written case analysis, each of two comprise 20% of final
grade for a combined total of 40% of final grade
Analysis of ethics issues presented in online course session, 15% of final
grade
Team grade for Marketing Concepts Team Presentations will be 10% of final
grade
Final student in class presentation, 35% of final grade
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Course Requirements:
Attendance
The quality of learning of the class as a whole depends on the engaged and
prepared attendance of each class member. In turn, the group experience
cannot be replicated through individual papers or reading. Students’ grades
will be based in part on attendance, timeliness, preparation and active
participation. Students who fail to attend two or more class sessions may be
dropped from the course. Students are expected to inform the instructor if
they will miss a class in advance.
Incompletes
A grade of Incomplete is given only in cases of dire emergency. See the
MAOL Handbook, the Graduate Catalogue or the on-line Incomplete Form for
information about under what circumstances an incomplete grade can be
given. Published deadlines must be adhered to when filing for an Incomplete
and when completing the required work.
Academic Integrity
Students will be expected to comply with University policies and procedures
regarding academic integrity as spelled out in Le Guide. Independent work
is required on all class work, exams and projects without express
instructions from the instructor regarding assignments involving
collaboration and teamwork. All written work is to be the student’s original
work with correct APA citations for all outside sources from which ideas,
language or quotations are derived.
Plagiarism
Plagiarism is the act of passing off someone else’s work as your own. It
includes such dishonest practices as buying, borrowing or stealing a paper to
turn in as your own or simply copying someone else’s words without putting
them in quotation marks and identifying the author and source. Most
students are not so dishonest as to buy or steal a paper. Many students,
however, inadvertently plagiarize because they do not realize that what they
are doing is, in fact, plagiarism and thus dishonest. Avoiding plagiarism is
much more complicated than simply not copying other people’s work.
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In an attempt to avoid plagiarizing, students often paraphrase the passages
they want to use. Basically, paraphrasing is stating something in different
words. As such, it is a useful device. The problem is that is can lead you to
unintentional plagiarism if it is not done properly. Changing a few words in a
passage and then using it in your paper without documentation is
plagiarism. Changing a few words and then using it in your paper even with
proper documentation is also plagiarism. When you paraphrase other
people’s ideas, you have two choices: 1) you may quote the passage
exactly, put it in quotation marks, and cite it; or 2) you may change the
wording of the passage so that the ideas are explained substantially in your
own words and cite it. Anything in between is plagiarism.
One reason some students inadvertently plagiarize is the pressure they feel
to come up with new ideas, to be original, even with topics that they know
little about. In academic settings such as college courses, it is difficult if not
impossible to come up with totally original ideas, especially on topics with
which you are unfamiliar. When an instructor asks for original thinking,
she/he often means thinking through ideas to find your own perspective on
them and then expressing those ideas in your own way. In doing so, you
may and often should use other people’s ideas to add to or support your
own. When you do so, however, you must give them credit.
O’Neill Center for Academic Development
Please note: Plagiarism will result in a failing grade on the specific
assignment in question, will impact the student’s final course grade and will
result in Academic Probation.
Disability Statement
Students with disabilities who believe that they may need accommodations
in this class are encouraged to contact the Office of Resources for Disabilities
X6563 as soon as possible. If you have a documented disability that
requires accommodation, please provide the instructor with the
accommodation plan at the first class session.
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Evaluation
Grading of student work will be based on criteria included for each
assignment. Students wishing to adjust an assignment to better meet
individual learning needs may negotiate with the instructor to determine
whether a fair and equitable alternative is workable.
Evaluation of courses and instructor by students is an important aspect of
the MAOL Program’s review process. Students will have an opportunity to
evaluate instructional effectiveness, relevance of course content, assigned
readings and texts, assignments, evaluation methods and the quality of the
learning experiences.
Course Schedule
Date
Saturday, April 9
8:30AM to
11:30AM
Saturday, April
16
8:30AM to
11:30AM
Saturday, April
30
8:30 to 11:30AM
Topics
Readings
Definition of
marketing,
Marketing
framework,
Marketing
research,
Marketing plans
Iacobucci:
Chapters 1, 13,
and 15
Marketing
segmentation,
target audiences,
definition of
product, Services
marketing.
Iacobucci:
Chapters 2, 3,
and 5
Positioning,
Branding, Brand
Strategies, Brand
Equity, New
products, Product
life cycle.
Iacobucci:
Chapters 4, 6,
and 7. Eichten
casebook:
Museum of Fine
Arts
Eichten
casebook: Burt’s
Bees: Leaving the
Hive
Eichten
casebook: LG
Electronics, Inc.
Assignments Due
Opening Share
Market Concepts
Team
Presentations
Opening Share
First written case
analysis due
Mktg Concepts
Team Present.
Opening Share
Mktg Concepts
Team Present.
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Saturday May 14
8:30 to 11:30AM
Saturday, May 21
9:00AM to
10:00AM
Pricing,
Distribution
channels,
Customer
evaluations,
Customer
relationship
management.
Iacobucci:
Chapters 8, 9,
and 12
Ethics in
Marketing
Eichten
casebook:
Freeman, Mead,
Gellerman and
Badaracco
articles
Online Webinar
Class
See Instructor
comments on
Ethics on
Blackboard in
Discussion Board
forum.
Meeting bridge
webpage and cell
or land line call
in.
Tuesday, May 31
6:00PM to
9:00PM
Advertising:
definition, goals,
messaging,
measurement.
Integrated
marketing
communications,
and media
selection.
Saturday, June
18
8:30 to 11:30AM
Eichten
casebook:
Comcast
International
marketing Guest
spkr - social
media mktg
Iacobucci:
Chapters:10, and
11.
Eichten
casebook: Glaxo
Eichten
cb:Burnett and
Bartlett –
Samsung case
Opening Share
Second written
case analysis
due.
Mktg Concepts
Team Present.
Blackboard,
Discussion Board
posts of reactions
to assigned
readings and
reactions to
student posts.
Opening Share
Online ethics
course session
analysis due
Mktg Concepts
Team Present.
Opening Share
Mktg Concepts
Team Present.
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Saturday, June
25
Final Student
presentations
8:30 to 11:30AM
*The instructor reserves the right to alter the requirements of the syllabus,
upon prior notification to the students, in class.
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