Download Intro to Marketing - NYU Stern School of Business

MKTG-UB.1.1.004.FA14: INTRODUCTION TO MARKETING
Assoc. Prof. Ambar Machfoedy
Fall 2014
Welcome to Introduction to Marketing. I look forward to meeting you in our first class on
September 2, 2014 and getting to know you during the Fall semester. Here is the preliminary
course syllabus. Almost all of the details you need on the course are here. If you have the time,
you may want to read it before class starts. It contains helpful information on the course
objectives, what you will learn in the course, your responsibilities, how the course is conducted,
and the course assignment. You might also want to complete the Personal Information Form at
the end of the syllabus, which helps me get to know you.
T
The text for the course is: R. Kerin, S. Hartley & W. Rudelius, Marketing, 12th edition,
Irwin/McGraw-Hill.
AF
The 12th edition is the latest edition. The NYU Bookstore is selling the regular hardback version
of the textbook. McGraw-Hill also sells a loose-leaf version that you can put in your own binder,
and an eBook version, which has a timed, 180-day subscription, for lower prices. The eBook
version allows you to search the entire book, print out pages you need, and highlight, make
notes, and share them with your classmates. You can get information about the eBook at
www.CourseSmart.com and at http://textbooks.vitalsource.com.
R
The case packet will be available at the Bookstore soon after class begins.
Regards,
D
Do email me if you have any question on the course, and I look forward to meeting all of you!
Assoc. Prof. Ambar Machfoedy
Email: [email protected]
1
MKTG-UB.1.1.001.FA14 : INTRODUCTION TO MARKETING
Associate Professor Ambar Machfoedy
Fall 2014
CLASS HOURS:
CLASS ROOM:
OFFICE HOURS:
PHONE:
E-MAIL:
TEACHING FELLOW:
TF OFFICE HOURS:
Tuesdays & Thursdays / 3:30 – 4:45 pm
TBA
Tuesdays & Thursdays / 2:15 – 3:15 pm
914-548 9038
[email protected]
TBA
TBA
http://newclasses.nyu.edu (don’t use a “www” prefix)
AF
COURSE WEB SITE:
T
TF office hours, which will be announced early in the semester, are held in the Ernst & Young
Learning Center, Tisch LC27. For other times, please use e-mail to set up an appointment. You
can also send email queries to the TFs. The TFs will grade your assignments. The best way to
contact the TF is via e-mail.
R
Please check the class’ NYU Classes website regularly for class announcements and instructions.
You should always check the postingsbefore coming to class – some postings may be crucial in
ensuring that you are in step with the rest of the class. Please go to the website for a copy of all
course handouts. This site contains many things you will find useful over the course of the
semester.
1.
D
Please read this syllabus carefully. It is your guide to the course and will help you learn more and
do your best. It describes the course's objectives, how it is conducted, your responsibilities, and a
synopsis of each session. There are also study questions for each case that is not part of an
assignment. A copy of this syllabus appears on the course web site. All handouts and
assignments will be posted on the site as they become available.
COURSE OBJECTIVES, DESCRIPTION & SCHEDULE
Marketing is about building profitable customer relationships. The aim is to create value for
customers, and to capture value in return. Effective marketing strategy satisfies customer needs
and creates customer value while allowing the firm to achieve its objectives.
This course has been designed to introduce you to the core concepts of marketing. It provides a
comprehensive introduction to the key issues involved in the development of a balanced and
integrated approach to the marketing of products and services.
Businesspeople in all areas need a solid understanding of marketing strategy to succeed. The
knowledge and skills that you will gain in this course will be relevant and applicable in your
future (and even present) work and social life – whether you are an employee, employer or a
consumer.
2
Upon completion of this course, you will be able to understand the underlying principles of the
marketing discipline, the goals of the marketing system, and how marketing is used by different
types of organizations. Essentially, you will be in a good position to make meaningful
contributions in the development of marketing strategies for organizations that you may be
involved with – for profit and not-for-profit.
The course uses a combination of lectures, class discussion, case studies, assignments, and
exams. The remainder of this syllabus describes the course and your responsibilities in it.
COURSE SCHEDULE
Date
T, 9/2

Topic
Course Introduction & Overview
Readings, Assignments & Details
Chapter 1
2
TR, 9/4

Marketing, Customers & the Concept of Value
Due: Personal Information
Forms Chapter 1
3
T, 9/9


The Marketing Environment
Marketing & Corporate Strategies I
4
TR, 9/11

Marketing & Corporate Strategies II
Chapters 2 & 3
Case Study: “Chobani: Making
Greek yoghurt a household name”
pg 21
Chapters 2 & 3
5
T, 9/16

Consumer Behavior I
Chapter 5
6
TR, 9/18

Consumer Behavior II
Chapter 5
7
T, 9/23

Organizational Markets & Buyer Behavior
Chapter 6
TR, 9/25


Marketing Math
Overview of Market Research Process
Chapter 8
T, 9/30
W, 10/1


Quiz 1
Guest Speaker 1
9
10
AF
R
D
8
T
Session
1
12:30 pm – 1:40 pm
Paulson Auditorium, UC 50 Tisch
Hall.
No Class in lieu of Guest Speaker #1
11
T, 10/7

Target Marketing I
Chapter 9
12
TR, 10/9



Target Marketing II
Positioning Strategy and Market Maps
Case Study Discussion
Chapter 9
Case: Starbucks: Delivering
Customer Service
T, 10/14

No Class
TR, 10/16


New Product Development I
Case Study Discussion
13
Chapter 10
Group Case Study Assignment
3
Due
Case: Steinway (A)
Chapter 10
TR, 10/18

New Product Development II
15
W, 10/22

Guest Speaker 2:
16
TR, 10/21

Managing Products I
12:30 pm – 1:40 pm
Paulson Auditorium, UC 50 Tisch
Hall.
Chapter 11
17
TR, 10/23

Managing Products II
Chapters 11
18
T, 10/28

Managing Services
Chapters 12
19
TR, 10/30

Distribution Channels I
Chapter 15
20
T, 11/4


Distribution Channels II
Case Study Discussion
Chapter 15
Case: Z-Corporation
21
W, 11/5

Guest Speaker 3
22
TR, 11/6

No Class in lieu of Guest Speaker #2
23
T, 11/11

No Class in lieu of Guest Speaker #3
24
TR, 11/13

Quiz #2
Chapters 17-19
23
T, 11/18

Marketing Communications I
Chapters 17-19
24
TR, 11/20

Marketing Communications II
Chapters 17-19
25
T, 11/25

The Pricing Decision I
Chapter 13-14
D
R
AF
T
14
12:30 pm – 1:40 pm
Paulson Auditorium, UC 50 Tisch
Hall.
THANKSGIVING BREAK: November 27 – 30
2.
27
TR, 12/3

The Pricing Decision II
Chapter 13-14
28
T, 12/8

Course Summary & Conclusion
Individual Case Assignment Due
Case: Clocky
29
TR, 12/10

FINALS
COURSE MATERIALS
The text for the course is:
R. Kerin, S. Hartley & W. Rudelius, Marketing, 12th edition, Irwin/McGraw-Hill. The NYU
Bookstore is selling the regular hardback version of the textbook. McGraw-Hill also sells a
loose-leaf version that you can put in your own binder, and an eBook version, which has a timed,
4
180 day subscription, for lower prices. The eBook version allows you to search the entire book,
print out pages you need, and highlight, make notes, and share them with your classmates. You
can get information about the eBook at www.CourseSmart.com and at
http://textbooks.vitalsource.com.
In order to get the most from this course it is extremely important that you are prepared for class.
I will only highlight the material covered in the text or readings, on the assumption that you can
do the required background reading yourselves and you would prefer to have new information
and experiences in class that supplement your basic theoretical readings. As such, if you have
questions on the text or readings, it is your responsibility to let me know prior to class (via
email), or at the beginning/end of class.
AF
T
I will not repeat much of what is covered in the assigned readings. So if you do not prepare for
class adequately, you will learn substantially less from the discussions and exercises, and not
only will you not be able to participate in class effectively, but it is also likely that you will not
perform well on the exams and cases. Class meetings do not test you on the background material
directly, but they are based on your understanding and retention of the text material. Therefore
reading the background material is crucial.
D
R
Press Articles: In some classes we will discuss examples from articles that have appeared in the
popular and business press, such as the The New York Times, BusinessWeek, Fortune and Inc.
These help create an interesting class discussion and show how marketing affects current events
and in turn, are affected by them. Whenever possible, we will look at an image of these articles
in class. You can get any of the NY Times articles for free on the Times web site. You can also
obtain articles for most publications from the NYU Virtual Business Library, at
http://library.nyu.edu/vbl/. Just click “Journals/Newspapers/E-Books” on the left side of the
homepage. If you are taking Stern courses, you should take the time to learn how to use the
VBL.
3.
SUMMARY OF YOUR GRADE
Your grade is earned through the following activities, which are discussed in detail in this
syllabus:
Class participation
Group Case Study Project (Steinway)
Individual Case Study Project (Clocky)
Market research assignment
Two quizzes
Final exam
4.
15%
15%
15%
5%
30% (15% each)
20%
CLASS PARTICIPATION - 15% of grade
You will learn the most from this class if you and your classmates participate fully. You all have
5
different experiences and insights, and a great deal of what you learn in class is from each other.
You make no contribution with silence. A portion of your class participation grades will also
come from your class attendance.
Many sessions of the course will involve interaction and I expect each class member to be
prepared at all time, in every class. To reinforce this expectation, I will occasionally randomly
select (i.e., cold call) a class member to comment on the topic of discussion, whether or not the
student’s hand is raised. This is the kind of thing that might happen at a business meeting, or any
meeting, where suddenly someone asks your opinion and expects you to be prepared. The skills
you acquire from participating in class and with your group will serve you well in your future
positions, whether you pursue marketing as a career or not.
T
Class participation means contributing to class discussion in a way that benefits your classmates
and helps them learn. You don't have to speak frequently or in every class to earn the highest
possible class participation grade. Some of you may be shy about speaking out, but you still need
to participate. Class participation is not graded by any "curve" - it is possible and desirable for
everyone in the class to earn a high grade for class participation.
AF
Class discussion should encourage the free and open exchange of ideas. If you want to challenge
what I, or another student, have said, do so. Constructive criticism is always welcome and is an
important part of the Stern experience. Do not be upset if I challenge something you say - we
learn most when we have to defend our positions. If you ever feel that my comments or the
comments of any student are not constructive, please let me know.
D
R
Sometimes we will have to stop discussion and move on to the next topic before hearing from
everyone - there is limited time in each session and we want to use it wisely. Please don't take it
personally if there isn't time to call on you. Often we will try to hear first from class members
who have not participated much before hearing from others who have spoken more often.
It is important for your classmates, and me, to know who you are. Please fill out the Personal
Information Form at the end of this syllabus and hand it in at the second class, so I can learn
more about you. Please also write a name card with your first name in big block letters and use it
in every class. This helps your classmates, and me, know who you are.
If you are not in class, you can't learn the material in the course nor contribute to the benefit of
your classmates. I realize that occasionally you may be absent. Whenever you know in advance
that you will be absent, please let me know in advance. If you miss class, be sure to obtain copies
of notes from at least two of your classmates to ensure that you do not miss any important
material.
5.
CASES
We will use case studies extensively in the course. These are a required part of the course, and
are contained in the course case packet at the bookstore. The cases included in the packet are:
6




Starbucks: Delivering Customer Service
Steinway & Sons: Buying a Legend (A)
Z-Corporation
Clocky: The Runaway Alarm Clock
Cases describe interesting marketing problems encountered by real firms. We use them as good
examples that illustrate and apply marketing concepts and skills in the course. Cases also give
you an opportunity to make and justify marketing decisions. In cases, we will focus on
identifying the marketing problems, introducing marketing concepts and skills that can help
solve these problems, and applying these concepts and skills to recommend a course of action for
the firm. There is no "right" or “wrong” answer to a case, but usually some answers are better
than others. The strength of your reasoning and analysis is as important as your
recommendations.
Group Case Study Project – Steinway & Sons: Buying a Legend (A)
Individual Case Study Project – Clocky: The Runaway Alarm Clock
AF


T
You are expected to prepare carefully for all case studies and be ready to discuss them in class.
You will also have 2 Case Study written assignments:
R
In the case discussions, I will introduce new frameworks and techniques that help address the
marketing problems in the case. These frameworks are useful tools for analysis. The key is to
understand how they are applied in the specific case, and to appreciate how such frameworks can
also be used in other contexts.
D
The amount you learn from a case depends on how carefully you read and analyze it. You are
expected to read each case thoroughly and come to class ready to contribute to case discussions.
In many cases some of the material is, by design, not particularly relevant to the problem at hand.
At the same time, the case may omit other data you would like to have. This can be a pain, but it
does reflect the real world of business. Some of our discussion may revolve around what
"missing information" we would like to have.
Analyzing a case:
While the case study questions are designed to help you focus on important case topics, you also
should begin to establish your own, independent ability to analyze marketing situations.
Analyzing cases is a good way to start developing this ability. A good case analysis should look
at the following:
1) What are the important problems confronting this firm? This includes anticipating problems
before they occur so the firm can take steps to prevent them, as well as identifying existing
problems.
2) What information do you have that is useful for addressing these problems?
3) What are the different solutions to these problems? What are the strengths and weaknesses of
each solution?
4) Which solution would you choose, and why is it better than the others?
7
5) How would you implement this solution?
6) If a firm faces several problems, what are the relationships between them and between the
solutions you have chosen? This is especially important in marketing, where each part of
marketing strategy, and each part of the marketing mix, affects the others. Remember, you
need to choose an overall solution that keeps, or creates, a balanced and coordinated
marketing mix.
GROUP AND INDIVIDUAL WRITTEN CASE ASSIGNMENTS (15% EACH)
The Steinway and Clocky cases provide you with opportunities to apply what you are learning to
more complex problems and contexts. It will take several hours to read and study the case, and
perhaps ten more hours to help your team prepare and write-up an analysis. Come to class
prepared to offer your opinions or be called on even if you don’t volunteer.
T
You will do the Steinway case in groups. Teams will be announced in class and/or via email.
Your team is responsible for allocating responsibilities and making sure that everyone
contributes in a timely manner. Please do not ask me or the TF to become involved in settling
any disagreement between team members. You must do this by yourselves.
AF
You will complete the Clocky case individually. Invariably and inevitably, you may discuss the
case with your classmates, but the report itself will have to be an original piece of work of your
own effort.
TWO QUIZZES – 30% of grade
D
6.
R
TURNITIN
You will need to submit a bound (or stapled) hard copy, and an electronic copy to Turnitin on the
class website. Turnitin is an Internet-based plagiarism-detection service which checks documents
for plagiarism.
Two closed-book quizzes are noted on the syllabus. The quizzes will consist of multiple choice
questions and brief essay questions on materials drawn from the textbook, cases, lectures, and
guest speakers. Some of the questions will involve quantitative analysis. The quizzes will be
closed-book. You will have 45-60 minutes to complete each quiz. Each quiz is worth 15% of
your grade for the course.
7.
FINAL EXAM – 20% of grade
The final exam will cover the entire course and will be held during the normal examination
period. No make-up will be offered and you will not be permitted to take the exam early. Some
questions may be based on the guest speaker presentations. This is a closed-book exam. Please
be sure to bring a calculator.
8.
MARKETING RESEARCH ASSIGNMENT – 5% of grade
Companies often need to learn more about their current and potential customers – who they are,
what they want, how they make choices, how they use products, etc. One of the best ways for
8
them to gather information is to design and conduct research studies themselves, or to engage an
outside company to do it for them. We will discuss the marketing research process in class.
The Marketing Research Assignment is designed to enrich your understanding of the value of
research to the formulation of sound marketing strategy. It consists of two options -- you can
choose either one, or a combination of both. That is, to satisfy the Marketing Research
Assignment, you need a combined total of three experiments and/or Marketing Research
Exercises.
AF
T
Option 1: Subject Pool Participation. The first option is participation in the Marketing
Department Subject Pool. This gives you an opportunity to be part of marketing research in
action and later evaluate it with the advantage of firsthand experience. With this option, you will
be a subject (participant) in three studies (under an hour each) currently being conducted by
Marketing Department faculty. (Note that while the people running the studies are usually Ph.D.
students, they are conducting the research for or with members of the Marketing Department
faculty, who supervise them closely.) Once these studies are finished, you will receive written
debriefings on each. It is also likely that we will discuss the purpose, design, implications, etc.,
of at least one of these studies in class as an example of what can be learned about consumers
through research.
D
R
Participation in the Subject Pool is easy and usually enjoyable for most students. All you have to
do is show up for the studies and follow instructions. You may participate in one, two or three
studies but you must participate in a combined total of three studies and/or Market Research
Exercises (see Option #2 below for more information). While the studies are usually fun, they
are also serious. Therefore, you should take them seriously and provide honest and careful
responses to all questions you are comfortable answering. You will not be required to answer any
question(s) that make(s) you feel uncomfortable. Sign-ups will occur on-line three times during
the term (once for each study assigned to our class) and the sessions for that study will usually
occur within the next week or two. I will announce when sign-ups become available for each
study.
At the beginning of each study, the experimenter will explain what the study is about, what your
rights are as a participant in the study, and any risks or special benefits of participation. You will
be asked to read and sign a consent form stating that you agree to participate in the study. You
will be given one copy of the consent form to keep. If you prefer not to participate in the study,
or if you withdraw from the study once you begin, you may complete one of the Marketing
Research Exercises described below (see Option #2) and will receive the same credit as if you
had completed the experiment.
For students who will be under 18 years of age: If you would like to participate in the subject
pool studies but are under 18 years of age, it is a Federal government and a University
requirement that you must provide a signed consent form from your parent or legal guardian for
each experiment you participate in. Please see me if you are under 18 and would like to
participate in one or more experiments. I will provide you with a copy of the parental consent
form for each experiment. Please ask your parent or legal guardian to read and sign the form.
The form must then be returned to me prior to your participating in the experiment. Note that if
9
you prefer to do the three marketing research exercises described as “Option 2” below, you do
not need to have your parent or legal guardian complete these forms.
Option 2: Marketing Research Exercises. As an alternative to participating in one, two or three
Subject Pool studies (Option #1, above), a second option is to complete one, two or three
Marketing Research Exercises. Each exercise involves a write-up no longer than one page and
will give you additional experience with marketing research and its application to marketing
strategy. These exercises are due on the day of your final exam. No exceptions will be made, so
please plan ahead.
The marketing research assignments that are alternatives to participating in the subject pool will
be listed on the course web site and are as follows:
AF
T
1. Designing a Survey (Howlin' Coyote Chili): Read Appendix A of Chapter 2 (pp. 52-63).
Paradise Kitchens often does taste tests to evaluate new chilies that might be added to its
Howlin' Coyote line. As part of the taste test, participants are asked to complete a short
questionnaire summarizing their reactions. You have been asked to design this questionnaire.
Create a one-page (max.) questionnaire that includes questions on the following:
a. The respondent's reactions to the chili tasted
b. Good names for the new chili
c. How often the respondent eats chili
d. The most useful additional question(s) that fit within the page limit
D
R
2. Generating Ideas (Breathe Right): Read the Breathe Right case at the end of Chapter 7 (pp.
190-191). CNS and 3M have employed you to generate ideas of characters and situations for
advertisements targeting "snorers." Brainstorming is often used to come up with new
advertising ideas. Assemble a group of at least 4 people for a brainstorming session and do
the following:
a. Tell them the objective of the session
b. Give them the rules for brainstorming. These are:
1. Strive for quantity of ideas, without special concern for quality.
2. Feel free to "piggyback" on others' ideas.
3. Be creative and try looking at the problem from another viewpoint.
4. DO NOT evaluate or criticize AT ALL during the session.
c. Give them 5-7 minutes to generate ideas and record as many as you can.
d. Write one page (max.) indicating: the number of participants, the number of ideas they
generated as a group, the advantages of this technique, and the disadvantages of this
technique.
3. Analyze the Jamba Juice case on pages 619-620 of the text and write a one-page (max.)
response to the questions at the end of the case.
10
9.
GUEST SPEAKERS
We will have three guest speakers during the semester. These speakers are senior executives with
considerable experience in marketing. Their talks usually focus on how they have attacked
challenging marketing problems that their firms face. Each talk will consist of a presentation by
the guest speaker, followed by a question and answer session. These talks give a fascinating view
into how marketing problems are identified and solved in the business world. They also give you
a chance to see how marketers apply the kinds of concepts that you are learning about in class.
10.
TEACHING FELLOW
T
These guest speaker talks are an important part of the course, and you are expected to attend
them. The quizzes and exams may contain questions relating to the guest speaker talks. All talks,
unless advised otherwise, will be held in Paulson Auditorium, on the UC level of Tisch, from
12:30 pm – 1:40 pm.
MY OFFICE HOUR
R
11.
AF
The Teaching Fellow for the course is [TBA]. He/She is a student at Stern who has done well in
the Marketing course when she took it as part of her program requirement. The TF is here to help
you and will be very happy to answer any questions. She will also help grade assignments. The
TF will hold office hours twice a week in Ernst & Young Learning Center, Tisch LC27. Her
contact information and office hours are listed at the beginning of the syllabus.
12.
D
My office hour is on Tuesdays and Thursdays from 2.15 pm to 3.15 pm at Suite 803 Tisch Hall.
My door will be open for consultation during this time slot. For consultation outside of the
Office Hour, please email me to arrange for an appointment.
COURSE POLICIES – PLEASE READ VERY CAREFULLY
Students often ask about course policies in a number of areas, such as keeping current with the
class, missed exams and quizzes, regrading, and the honor code. These are very important for
you to know and observe. Please read the following very carefully. Please also be sure to read
the Stern School policies that affect all Stern classes, at
http://www.stern.nyu.edu/portal-partners/current-students/undergraduate/resourcespolicies/academic-policies/index.htm
Grade policy
At NYU Stern, we strive to create courses that challenge students intellectually and that meet the
Stern standards of academic excellence. To ensure fairness and clarity of grading, the Stern
faculty have adopted a grading guideline for core courses with enrollments of more than 25
students in which approximately 35% of students will receive an “A” or “A-“ grade. In core
classes of less than 25 students, the instructor is at liberty to give whatever grades they think the
11
students deserve, while maintaining rigorous academic standards.
Please see www.stern.nyu.edu/undergraduate/grading for “Teaching and Grading at the NYU
Stern Undergraduate College” for more information.
Regrading Requests
In line with Grading Guidelines for the NYU Stern Undergraduate College, the process of
assigning of grades is intended be one of unbiased evaluation. This means that students are
encouraged to respect the integrity and authority of the professor’s grading system and
discouraged from pursuing arbitrary challenges to it.
ACADEMIC INTEGRITY
AF
T
If a student feels that an inadvertent error has been made in the grading of an individual
assignment or in assessing an overall course grade, a request to have that the grade be reevaluated may be submitted. Students should submit such requests in writing to the professor
within 7 days of receiving the grade, including a brief written statement of why he or she
believes that an error in grading has been made.
R
Integrity is critical to the learning process and to all that we do here at NYU Stern. As members
of our community, all students agree to abide by the NYU Stern Student Code of Conduct, which
includes a commitment to:
D
Exercise integrity in all aspects of one's academic work including, but not limited to, the
preparation and completion of exams, papers and all other course requirements by not engaging
in any method or means that provides an unfair advantage.
Clearly acknowledge the work and efforts of others when submitting written work as one’s
own. Ideas, data, direct quotations (which should be designated with quotation marks),
paraphrasing, creative expression, or any other incorporation of the work of others should be
fully referenced.
Refrain from behaving in ways that knowingly support, assist, or in any way attempt to enable
another person to engage in any violation of the Code of Conduct. Our support also includes
reporting any observed violations of this Code of Conduct or other School and University
policies that are deemed to adversely affect the NYU Stern community.
The entire Stern Student Code of Conduct applies to all students enrolled in Stern courses and
can be found here: www.stern.nyu.edu/uc/codeofconduct
To help ensure the integrity of our learning community, prose assignments you submit to
Blackboard will be submitted to Turnitin. Turnitin will compare your submission to a database of
prior submissions to Turnitin, current and archived Web pages, periodicals, journals, and
publications. Additionally, your document will become part of the Turnitin database.
12
GENERAL CONDUCT & BEHAVIOR
Students are also expected to maintain and abide by the highest standards of professional conduct
and behavior. Please familiarize yourself with Stern's Policy in Regard to In-Class Behavior &
Expectations (http://www.stern.nyu.edu/portal-partners/currentstudents/undergraduate/resources-policies/academic-policies/index.htm) and the NYU Disruptive
Behavior Policy (http://www.nyu.edu/about/policies-guidelines-compliance/policies-andguidelines/bullying--threatening--and-other-disruptive-behavior-guidelines.html).
STUDENTS WITH DISABILITIES
AF
T
If you have a qualified disability and will require academic accommodation of any kind during
this course, you must notify me at the beginning of the course and provide a letter from the
Moses Center for Students with Disabilities (CSD, 998-4980, www.nyu.edu/csd) verifying your
registration and outlining the accommodations they recommend. If you will need to take an exam
at the CSD, you must submit a completed Exam Accommodations Form to them at least one
week prior to the scheduled exam time to be guaranteed accommodation.
Policy on Keeping Current with the Class
D
R
The TF and I will use two methods – in class and e-mail – to make announcements of such
things as syllabus revisions, updates of the lecture slides, details on assignments, grade
breakdowns, and any other important information about which you need to be aware. Not every
announcement will be made both ways. It is your responsibility to check your e-mail and the
course website at least once a day during the week (Monday through Friday) and you will be
expected to be aware of any e-mail announcements within 24 hours of the time the message was
sent. If for some reason you are not able to check your e-mail, find out from a classmate whether
anything was sent that you need to know. It is also your responsibility to be aware of all
announcements and handouts given in class. If you miss a class, get copies of materials from
classmates. Do not ask the TF or me to review what happened in class. If you are having trouble
with e-mail or the class web site, read the notes below before contacting me.
Policy on Using Stern E-mail and the Course Web Site
Neither the TF nor I have the expertise of a computer consultant for answering questions about
how to get access to Stern email and the course site. Here are some helpful hints concerning use
of e-mail and the course website. Many of you are undoubtedly conversant on this subject and
will not need to read them. However, if you have trouble and are still having trouble after using
the instructions below, check first with at least one consultant at one of the Stern computer labs,
or call the Stern Computer Help Desk at 212-998-0180.
Your e-mail address. Once you are registered for this course, the registrar will send your name
to our computer folks and, if you don’t have one already, a Stern e-mail address will be created
for you. Your default password will be your social security number, so change it as soon as
13
possible. To do this, simply visit the Simon web site (http://simon.stern.nyu.edu), log in with
your Stern ID and password, and click on “Change Password.” If you do not have a Stern e-mail
address or cannot access it, please get help at the Stern Computer Help Desk.
If you would prefer to receive e-mail from me at an address other than your Stern e-mail address,
have your Stern e-mail forwarded to your preferred address. To do this, simply visit the Simon
web site (http://simon.stern.nyu.edu), log in with your Stern ID and password, and click on “Email Options.”
Policy on Missed Assignments and Quizzes
T
Inform me in writing (e-mail is fine) of any legitimate quiz and assignment conflicts at least
two weeks in advance. (All quiz and assignment dates have been set and appear in the course
outline.) If I do not receive written notice at least two weeks before the quiz or assignment, you
will not be given the opportunity to take it at another time.
R
AF
If you miss a quiz or assignment due to illness or injury, a make-up will not be scheduled for you
unless I receive a letter from your doctor (on letterhead) indicating the date and time of the
medical problem that prevented you from taking the test. You are responsible for contacting me
concerning missing a quiz as soon as possible, preferably before the exam. If you are unable to
take a make-up exam before the next class session, your doctor’s letter must also indicate the
dates of your medical incapacity. If you have a letter from your doctor, I may choose to give you
a substitute test or I may assign greater weight to another test.
D
GUIDELINES FOR GROUP PROJECTS
The following guidelines were developed by Stern faculty, to help students working on group
projects. If you follow them, these guidelines will help your group do the best it can, and save
time and possible conflict.
Business activities involve group effort. Consequently, learning how to work effectively in a
group is a critical part of your business education.
Every member is expected to carry an equal share of the group’s workload. Your professor will
not supervise the process any more closely than a manager would in similar circumstances. In the
infrequent case where you believe that a group member is not carrying out his or her fair share of
work, you are urged not to allow or permit problems develop to a point where they become
serious. Try to first address these problems among yourselves. It is recommended that your
group establish your own problem-solving process for handling conflicts at the beginning of your
work together. If you cannot resolve conflicts internally after your best efforts, they should be
brought to the attention of your professor who will work with you to find a resolution.
You will be asked to complete a peer evaluation form to evaluate the contribution of each of
14
your group members (including your own contribution) at the conclusion of each project. If there
is consensus that a group member did not contribute a fair share of work to the project, the
professor will consider this feedback during grading.
Guidelines for Effective Group Work
AF
T
Research on groups shows that outcomes do not depend on group members liking each other
personally, but they do depend on effective group processes. Here are some guidelines:
1)
Focus on achieving the best results rather than worrying about interpersonal relationships
2)
Become aware of and respect differences among each other:
a)
Demographic (gender, race, ethnicity, national culture)
b)
Professional (values, skills, personalities)
3)
Meet as soon as possible to
a)
Agree on your group’s ground rules (provided on the next page “Suggested Ground
Rules”)
b)
Decide on the process of collaboration: when you will brainstorm ideas/approaches,
collect data, analyze data, prepare the group project paper
c)
Assign tasks and identify specific deliverables for each meeting and each person
d)
Schedule subsequent meeting times
e)
Agree on how you will exchange work and by which dates
f)
Determine how your group mates will review the combined project and approve it
Know the Content of the Project
D
R
It is in your interest to be involved in all aspects of the project. Even if you divide the work
rather than work on each piece together, you are still responsible for each part. The group project
will be graded as a whole: its different components will not be graded separately. Your exams
may contain questions that are based on aspects of your group projects.
Assumed Rules for Group Participation
To work well as a group, you need to decide on some ground rules that will facilitate your joint
work. Below is a list of common rules related to group work that you should assume are in effect
unless your group decides to change them. Discuss each rule and decide whether you want to
adopt it as a group. Make sure each member commits to the rules you adopt. You can also add
your own rules, such as, “add each member of the group to an IM buddy list.”
1)
Each member will perform a fair share of the group’s work. Free-riding is not acceptable.
2)
Telephone numbers and email addresses will be exchanged promptly.
3)
All members should attend scheduled meetings unless it has been previously arranged
that a member cannot make a specific meeting or there are unavoidable circumstances such as
illness (hangovers don’t normally qualify as a valid form of illness).
4)
To encourage attendance at all meetings, arranging for a combination of face-to-face and
online meetings can help alleviate the strain of scheduling issues.
5)
All members should be prepared for all meetings (read the assignment in advance and
develop some ideas on your own).
15
D
R
AF
T
6)
Meetings will commence no later than six minutes after the agreed start time and
everyone should arrive by that time.
7)
Roles such as chair of a meeting and note-taker should be clearly allocated and should
rotate around the group so that responsibilities are shared.
8)
Anyone can initiate and redirect discussion.
9)
Decisions should be made democratically – in the absence of a clear consensus there
should be a vote.
10)
Aggressive and dominating behavior is not acceptable.
11)
Sexist and racist remarks are not acceptable.
12)
Members should try to encourage contributions– to discussions and decisions – from
everyone, and to assess the value of all contributions.
13)
Members should practice active listening: listen to each other’s ideas, summarize them,
ask questions, and show respect for the other person’s opinion before challenging it.
14)
Tasks that individuals agree to undertake should be completed by the agreed deadline. If
it looks as though there will be a problem meeting a deadline that member should seek help from
other members of the group in time to avoid a delay.
15)
If a group mate asks for help, everyone should try to assist him/her.
16)
If a conflict is emerging, it should be discussed in a group meeting and attempts should
be made to resolve it within the group; if this is unsuccessful, it should be brought to the
attention of the professor.
17)
Each person has the right to point out when these rules are being broken.
18)
All group mates should have responsibility for implementing an effective group process.
19)
All rules can be changed by consensus.
16
PERSONAL INFORMATION FORM: INTRO TO MARKETING
Associate Professor Ambar Machfoedy, Fall 2014
Your Name and Section: ____________________________
Contact phone #:____________________________
Major(s):
____________________________
Preferred e-mail address
(print clearly): _______________________
Please staple or
digitally paste
your photo here
(One that looks
like you!)
Expected
graduation date:_________________
T
1) Please read the following statement and indicate your agreement by providing your
signature below. (Before signing you should be sure to read the syllabus thoroughly).
AF
“I have read the syllabus thoroughly. I understand and agree to the requirements associated
with this course.”
___________________________________________
Signature
_________________
Date
R
2) List here any class you might miss for religious observance.
D
3) What are your 5 and 10-year career goals? (Use the back if you run out of space.)
4) What is your work experience?
5) Tell me something else about yourself that is important to you and/or makes you unique
(your interests, hobbies, background, talents, collections, etc.)
6) What do you expect to get from this course? How does the course fit your career goals?
17