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Johns Hopkins University
Marketing Strategy
Spring 2010 Syllabus
COURSE TITLE:
Marketing Strategy—660.350
LOCATION:
216 Hodson
MEETING TIME: Tues./Thurs. 10:30-11:45 a.m.
PROFESSOR:
Leslie L. Kendrick
Office: 104 Whitehead
Office Phone: 410-516-4586
email: [email protected]
OFFICE HOURS:
Mon. /Wed., 2-3 p.m.
REQUIRED TEXT: Cravens & Piercy, Strategic Marketing (ISBN: 978-0-07-338-100-8), 9th
edition, 2009, McGraw-Hill. Online text available for purchase at:
www.coursesmart.com.
Readings Packet--to be provided to students by Professor.
PREREQUISITE:
Principles of Marketing (660.250).
COURSE OBJECTIVES:
1. To provide students with hands-on experience formulating, implementing and controlling a
strategic marketing program for a given product-market entry through case analysis.
2. To expose students to a broad range of cases involving business and consumer product firms,
for profits and non-profit organizations and domestic and foreign companies.
3. To develop an understanding of how the marketing mix can be integrated to achieve
marketplace success.
4. To identify appropriate marketing strategies for new, growth, mature and declining markets.
5. To enhance communication, critical thinking and team-building skills and to apply these skills
in a real-world, hands-on case project.
METHODOLOGY:
These course objectives will be pursued through the use of class and group discussion, case
studies, videotapes, in-class exercises, a guest speaker and a group project with written and oral
presentation components.
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COURSE PROCEDURES:
1. Prior to every class, each student is expected to read the assigned chapter(s), articles and case
studies. Students should come to class prepared to share their thoughts and views on the material.
2. If you must miss a class, it is your responsibility to get the notes from lecture, videos,
cases, speakers, etc. from another student and/or have a student tape record the lecture.
3. All assignments must be typed and submitted at the beginning of class on the due date. Late
work will not be accepted since cases will be analyzed in class. Assignments turned in late
will receive a zero. If a student knows they will not be in class on a day a quiz will be taken or
an assignment is due, it is the responsibility of the student to call the instructor prior to class and
arrange to email or fax the homework to the instructor prior to class or by a mutually agreed
upon time. For extreme illness and other emergency situations, students are required to
obtain documentation from their College's Advising Office or a physician for submission to
the Professor.
4. All assignments must be typed using double spacing and 11- or 12-point type. Points will be
deducted for submissions that are handwritten. Multiple paged assignments must be paginated
and stapled. Please do not use paperclips.
5. All assignments should be spell-checked and grammar checked prior to submission. Points
will be deducted for spelling and grammar errors.
6. No make-up quizzes or assignments will be given. If students arrive late to class and miss
a portion of the quiz, they will have to do the best they can in the time remaining.
7. Honor Code & Plagiarism: Students of the Johns Hopkins community are expected to conduct
themselves honestly on all academic assignments. The students of this college have a collective
and individual responsibility for the ethical welfare of themselves and their peers. Students who
submit materials that are the products of their own mind demonstrate respect for themselves and
the community in which they study.
Each student has the responsibility to document the following in individual and group
papers:
a) Quotations (the exact words/data from another person)
b) Paraphrase (the rewording of another person's ideas/data)
c) Combination of quotation and paraphrase
This applies to all sources of information, including company brochures, phone or in-person
interviews and Internet information. All outside sources of information should be clearly
acknowledged. If there is any doubt or question regarding the use and documentation of outside
sources for academic assignments, the MLA stylebook should be consulted.
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8. The University’s policy on disability accommodations is as follows. Students must
present their instructor with a letter from Dr. Richard Sanders (Director of Academic
Advising in Arts & Sciences), stating the disability and the exact accommodations
needed. If the student is unable to provide a letter, no special accommodations will be
given.
STUDENT LEARNING METHODS/COURSE REQUIREMENTS:
Class Participation. Students are expected to complete all assignments on time, to attend all
classes and to be prepared for discussion sessions. Students should have read, studied and
thought about the assigned material for each class. Students are expected to arrive at class on
time. Daily quizzes will be given at the beginning of class and students who arrive late will
have to do their best in the time remaining. Participation points will be deducted for students
who leave class early—i.e. after they have taken the quiz.
Quizzes. In order to encourage students to do the assigned reading in advance of class, a quiz
will be given at the beginning of the Tuesday class period. This quiz will consist of eight
true/false questions that cover major concepts from the current period's assigned readings (text
chapters, cases and articles) and will be worth up to 8 points, 1 point for each question. No make
up quizzes will be given. If students miss a class for any reason, their quiz grade will be zero for
that day. Only the top 10 of 11 quiz grades will be counted, for a total of 80 quiz points for the
semester. Studying for the daily quizzes will not only prepare students for class, but also allow
for better integration of text concepts into the group case assignment due at the end of the
semester.
Case Data Analysis Assignment. This individual assignment will serve to familiarize students
with "working the numbers" in a marketing case. Students will be required to analyze the data
provided in the supplemental Bear Creek Golf Case, answer the questions provided by the
Professor (separate handout) and then submit this assignment at the beginning of class on the due
date noted in this syllabus. This assignment also serves to familiarize students with the level of
analysis expected for the final group case/presentation.
Case Questions/Analysis Assignments. Each student will be responsible for doing the
following individually: 1) Submitting to the instructor typed answers to the case questions
provided at the beginning of class and 2) Analyzing case data to support answers to questions
(where applicable) and including it in separate labeled attachments. NOTE: Case Questions
may not be turned in at the end of class or after class, since they will be discussed during
class. If a student is ill, they must email it as a Word attachment to the Professor prior to
10:30 a.m. on the day of class.
Case Study Components. A "building block" approach, where students have the opportunity to
start analyzing cases, one component at a time, will be used in this course. A description of each
case component is included in Appendix A. In addition, sample "component" papers will be
distributed prior to assignment due dates. Each student will be required to submit case
component reports throughout the semester, according to the due dates in the Course Schedule
section of this syllabus. A total of four case study components will be done individually. This
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includes the Situation Audit, SWOT Analysis & Problem/Decision Statement and the
Identification and Analysis of Alternatives.
Individual Case. Each student will prepare one full individual case write up on Coke Japan.
This will include all case study components described in Appendix A, pages 10-12. Length
should be 8-10 pages double spaced (including SWOT worksheet) but excluding appendices,
spreadsheets, etc. Students are not to use any outside sources (library references, Internet,
etc.) for this project since actual company actions taken since the case was written may bias
student recommendations. The only exception is that students may reference their textbook,
case book, or articles disseminated by the instructor. Points will be deducted for use of outside
sources. In addition, only data provided in the case is to be used. Assumptions may be made
regarding missing or incomplete information in the case; however, they must be stated
clearly in footnotes or in an appendix.
Team Case. Teams will choose one of the following three cases for this assignment: Capital
Magazine (France), Cima Mountaineering or Metropolitan Museum of Art. Each team will
analyze their case and the data within it and prepare a written case analysis (containing all case
study components described in Appendix A) for the Professor by the end of the semester. Some
guidelines that should aid your group with its team case analysis are included in Appendix B. A
corresponding oral presentation will be done by each team as well.
Teams are not to use any outside sources (library references, Internet, etc.) for this project
since actual company actions taken since the case was written may bias student
recommendations. The only exception is that students may reference their textbook, case book,
or articles disseminated by the instructor. Points will be deducted for use of outside sources. In
addition, only data provided in the case is to be used. Assumptions may be made regarding
missing or incomplete information in the case; however, they must be stated clearly in
footnotes or in an appendix.
Each team will be responsible for submitting one copy of their team's written report and one hard
copy of the Powerpoint slides at the beginning of class, prior to their team's oral presentation.
The written report should include all of the case components noted in the appendix and should be
about 10 pages long (excluding appendices). The oral presentation should be a maximum of 25
minutes long.
Peer evaluation will be used for the written portion of this project as an incentive for teams to
work together cohesively.
Teams should review "Pitfalls to Avoid in Case Analysis" in Appendix C of this syllabus
prior to starting this project.
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Case Brief Assignment. The last individual assignment due during one of the two last class
meetings is an abbreviated version of the case study components described in Appendix A. This
modification has been made to minimize student preparation time when the focus is on
preparation of team cases. The Case Brief consists of the following: 1) Problem/Decision
Statement and 2) A list of two feasible growth alternatives and 3) A list of three feasible criteria
upon which you would analyze them. Please do not include an analysis--just list the
alternatives and the criteria by number. The Case Briefs are to be done on the team case(s)
being presented by groups other than your own. For example, if your group is analyzing Case
"A" and Cases "B" and “C” are being done by other groups, each team member in your group
must individually prepare a Case Brief on Cases B and C.
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GRADING:
Points
% of Grade
Class Participation
--in class exercises, contribution to discussion, attendance 40
10%
Quizzes (8 points/quiz, best 10 of 11)
80
20%
Case Study Components (3 @ 25 points each)
75
18.75%
Case Data Analysis Assignment
25
6.25%
Case Questions & Analysis (4 cases @ 10 points each)
40
10%
Individual Case Analysis
30
7.5%
Case Brief Assignment(s)--1/2 a page per case
10
2.5%
Group Project
--Oral presentation (20 points)
--Written report (80 points)
100
25%
TOTAL
400
100%
Grades will be awarded on the following basis:
97%+ A+
93%-96% A
90%-92% A87%-89% B+
83%-86% B
80%-82% B77%-79% C+
73%-76% C
70%-72% C60%-69% D
Below 60% F
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COURSE SCHEDULE--MARKETING STRATEGY
Date
Topic(s)
Reading
Jan. 26
Course Introduction & Syllabus Review
Market Driven Strategy
Sample quiz (not graded)
Video: Stanford's "A Tale of Two Restaurants"
Text: Ch. 1
Jan. 28
NY Times Case 1-2
NY Times Case 1-2
Feb. 2
Strategic Marketing Planning &
Markets and Competitive Space
J&J Case 2-4
Kodak vs. Fuji (suppl.)
Quiz #1
Text: Ch. 1A, 2
Boston Redsox Case (suppl.)
J & J Case 2-4
Kodak vs. Fuji (suppl.)
Articles: 1, 2
Feb. 4
Due: Boston Redsox case questions
Feb. 9
Strategic Marketing Segmentation &
Learning About Customers and Markets
Campbell’s Soup Case 2-3 (suppl.)
Exercise: Launching a New Medical Journal
Quiz #2
Feb. 11
Due: Bear Creek Golf assignment (typed)
Feb. 16
Strategic Customer Relationship Management &
Market Targeting
Nano-phase Technologies Case 6-19
Quiz #3
Feb. 18
Sample Situation Audit—Food Lion
Dairyland Seed Case 6-12
Feb. 23
Strategic Relationships
Stanford Video: Jumping the Curve
Quiz #4
Feb. 25
Due: Situation Audit Case Component—Blair
Water Purifiers/India Case 6-10
Sample Food Lion Problem/Decision Statement
Text: Ch. 3, 5
Bear Creek Golf (suppl.)
Campbell’s Soup Case 2-3
(suppl.)
Article: 3
Text: Ch. 4, 6
Dairyland Seed Case 6-12
Nano-phase Case 6-19
Articles: 4
Text: Ch. 7
Blair Water Case 6-10
Article: 5
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COURSE SCHEDULE--MARKETING STRATEGY (con’t)
Date
Topic(s)
Reading
March 2
Innovation and New Product Strategy
P&G Case 6-17
Apex Chemical (suppl.)—Summary Assessment
Table
Quiz #5
Text: Ch. 8
L’Oreal Case 6-14
P&G Case 6-17
Apex Chemical Case 3-3
(suppl.)
Articles : 6, 7
March 4
Due: L’Oreal SWOT Worksheet &
Problem Decision Statement
March 9
Strategic Brand Management
Sample Food Lion Analysis of Alternatives
Pfizer Case 6-6 (suppl.)
Quiz #6
March 11
Text: Ch. 9
Pfizer Case 6-6 (suppl.)
Article: 8, 9
Due: Team Case Situation Audit & Problem/
Decision Statement
Stanford Video: Building a Blue Chip Brand
Cima Case 6-25
March 23
Value Chain Strategy & Pricing Strategy
Wal-Mart Case 6-9
Stanford Video: Dell Computer
Quiz #7
Text: Ch. 10, 11
Camar Case 6-16 (suppl.)
Wal-Mart Case 6-9
Articles: 10, 11
March 25
Due: Camar Case Component—Analysis of
Alternatives
March 30
Promotion, Advertising & Sales Promotion
Strategies
Wind Technology Case (suppl.)
Quiz #8
April 1
Due: Murphy Beer Case Questions
April 6
Sales Force, Internet & Direct Marketing
Strategies
Innovex Case 6-21
Quiz #9
April 8
Text Ch. 12
Wind Technology (suppl.)
Murphy Beer Case 6-11
Articles: 12, 13
Text Ch. 13
Stone & Lewis Case 6-17
(suppl.)
Innovex Case 6-21
Articles: 14, 15
Due: Stone & Lewis Case questions
Due: Team Case Growth Alternatives & Criteria
Handout: Coke Japan Case (suppl.)
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COURSE SCHEDULE--MARKETING STRATEGY (con’t)
Date
Topic(s)
Reading
April 13
Designing Market Driven Organizations
Duraplast Case 6-8
Quiz #10
Ch. 14
Duraplast Case 6-8
Article: 16
April 15
Due: Coke Japan Individual Case
April 20
Marketing Strategy Implementation and Control
& Marketing Metrics
NY Islanders (suppl.)
Bacova Guild Case (suppl.)
Quiz #11
April 22
Due: Bacova Guild Case Questions
April 27
Guest Speaker
April 29
Due: Case Briefs (on other teams’ cases)
Case Project Team Time
May 11
Final case project due—written paper and oral
presentations.
Time: 9 a.m. -12 noon
Course Wrap-up and Evaluations
Ch. 15, 15A
NY Islanders case (suppl.)
Bacova Guild Case (suppl.)
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APPENDIX A
CASE STUDY COMPONENTS
Below you will find detailed explanations of each of the components of a written case study.
You will have the opportunity to develop your individual case analysis/preparation skills through
the case component assignments due throughout the semester. The only component we will not
practice individually is the "Recommendations" section, however, a sample Recommendations
section from a previous semester's team project will be made available for you to review.
Each team's oral presentation will include all of the components below except the Executive
Summary.
Executive Summary (1 to 1 1/2 pages)
* Summarizes the entire report. One to two sentences synopsize key points from each section,
including the Recommendations. The purpose of the Executive Summary is to provide the reader
with an abbreviated synopsis of your analysis, findings and recommendations, which can be read
quickly.
Situation Audit (2 pages)
* The situation audit provides a brief overview of the keys aspects of the case. Subheads for each
section are preferred.
* Three "required" areas to cover: Market Analysis and Trends, Competition and Financial
Performance (includes reference to financial case data you have analyzed and attached). Optional
areas to cover (will differ for every case-you must ascertain the case focus): Corporate
Mission/Objectives, Target Market Strategy, Positioning Strategy, Marketing Program Activities
(product, price, promotion, placement).
SWOT Analysis Worksheet (2 pages/worksheet format)
* Dissect case and transfer all relevant information to worksheet.
* Remember that your "Internal" factors, whether "strengths" or "weaknesses" apply to what the
company itself has done to date.
* When completing the "External" portion of the worksheet, consider the industry and the
external factors that may impact it in the future, and remember that much of this information will
not be supplied in the case.
Problem/Decision Statement1 (1/2 page or less)
* Identify the main problem, opportunity, or issue in the case. State it as a question. Make sure
that you aren't confusing "symptoms" with problems. A decline in sales and/or profit would be
symptoms of a problem. For example, perhaps the company is not targeting the appropriate
market. Or, a new competitor with a superior product may have entered the market recently,
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David W. Cravens, Charles W. Lamb, Jr. and Victoria L. Crittenden, Strategic Marketing Management Cases, 5th
ed., (NY: Irwin, 1996) 705.
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having an impact on sales.
* If two or more unrelated problems are noted, rank them in order of importance. It is possible
for one solution to solve multiple problems.
Identification and Analysis of Alternatives (2 pages)
* Identify two "growth strategy" alternatives-product development, market development, market
penetration, diversification that seem the most feasible for the company, given the information
provided in the case.
* Identify three criteria upon which each alternative will be evaluated and state these criteria (i.e.
Profitability, Industry/Market Growth Potential, Strategic/Organizational "Fit", Resource
Requirements, Competitor Reactions). Keep in mind that the single most important factor for
many marketing decisions is profitability, so this should almost always be one of your factors.
NOTE: Sales Potential should only be chosen as a criterion when Profitability cannot be
calculated, since Profitability incorporates sales potential.
* Evaluate each alternative in terms of each criterion as was done in the sample student papers
distributed in class. Remember that the sample student papers were based on different cases, so
don't assume that the criteria for the sample case will be relevant for your case.
* Developing a Company Summary Assessment table (see p. 677 in CLC Case book—handout
from Instructor) will complement your written analysis and aid you/your group in deciding what
your final recommendation will be. The table should include each of the criteria chosen for your
analysis. This table is not a substitute for a strong analysis of each alternative based on the
criteria chosen. (For the group case, this table may be included in an Appendix, but should be
referred to in the body of your paper.)
Recommendations2 (2 pages)
* Recommend (by name) one of the alternatives identified in your analysis. This
recommendation should logically "flow" from your Analysis of Alternatives section.
* Discuss the specific actions (including the development of marketing or other plans) that
should be taken to support the chosen alternative. Make sure to discuss target markets, market
segmentation and the 4 P's as they relate to your recommendation. In addition, all groups should
apply material from text Chapters 9, 10 and 11 as appropriate. For the "promotion" element of
the marketing mix, please provide some detail on personal selling, advertising, sales promotion
and public relations. These are just a few questions that should be considered...
Will you be developing new products?
Will pricing change?
What adjustments will be made in the promotional mix (advertising, personal selling, sales
promotion and public relations)?
Will adjustments need to be made regarding distribution channels?
2
David W. Cravens, Charles W. Lamb, Jr. and Victoria L. Crittenden, Strategic Marketing Management Cases, 5th
ed., (NY: Irwin, 1996) 709.
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* Explain who will do what, when and where (i.e. Will additional staff or departments be needed
if your recommendation is implemented? Who will handle implementation? What is the
timeframe for implementation? What controls (refer to text Chapter 14) will be in place to
identify/correct problems quickly?)
* Project the expected costs and returns associated with your recommendations. Spreadsheets or
other calculations should be included in Appendices labeled "A", "B", etc. but you may refer to
results in body of text. All data and/or calculations should be footnoted and all assumptions made
should be explained in an appendix.
* Explain the contingencies that may alter the attractiveness of your recommendation (anything
internally, within the company, or externally, in the environment). Hint: Refer to the Weaknesses
and Threats portions of your SWOT.
Remember: No outside research for this assignment. But, all case data/ideas and text
material used in your paper must be footnoted. For groups' oral presentations, a "Source"
line should appear at the bottom of every Powerpoint slide documenting case/text
data/material that is referenced in that slide.
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APPENDIX B
TEAM CASE--GENERAL GUIDELINES
* Outside research is not permitted (and points will be deducted for evidence of use of
outside resources, including company web pages).
* Groups are expected to demonstrate their understanding of text concepts through use of
relevant text terminology, application of text concepts/models, etc. In addition, groups are
expected to "work the numbers" provided in their case, which includes stating assumptions
where necessary. The "learning objectives" for your case (noted on the team case selection
handout) provide hints as to its focus. NOTE: Please do not define marketing terms/concepts
within the body of your paper--assume that fellow students and the instructor are familiar
with the text concepts/definitions. You may paraphrase or quote Walker or Cravens, but you
will then need to use footnotes/endnotes.
* Work smart! Assign deadlines for sections and set up group meetings as soon as groups are
formed! Although your group will need to meet a few times, sections of the case can be assigned
to pairs or individuals so that some team members can begin immediately. Use email, fax and
phone to elicit feedback on drafts. Please make backup copies of all material on disk! Also, make
sure to have several team members (if not the whole team's) input for every section as a checking
mechanism (to insure that all major issues have been addressed).
* Discuss with your team members their personal areas of expertise—i.e. you want to identify
those team members who are strong writers/proofreaders...vs. those who are more comfortable
analyzing case data and developing financial statements and financial ratios...and assign tasks
accordingly. Also, consider that assembling and proofing the paper and the Power Point
presentation will take some time, so keep this in mind when delegating work for each team
member.
* All group members should review "Pitfalls To Avoid In Case Analysis" in Appendix C in the
syllabus before beginning work on their case.
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APPENDIX B (con't)
TEAM CASE—POINT ALLOCATIONS
Written Portion (80 points total):
Section
# Points
Executive Summary
5
Situation Audit (due 3/12)
8
SWOT Worksheet
12
Problem/Decision Statement (due 3/12)
5
Identification and Analysis of Alternatives (include financials in appendix)
25
Recommendations (includes financials)
25
Total
80
NOTE: Since there is no mid-term or final exam in this course, integration of text and
readings concepts must be evident throughout the written portion of the team case project
or points will be deducted.
Oral Portion (20 points total):
Section
Situation Audit
SWOT Highlights (includes key elements only)
Problem/Decision Statement
Identification and Analysis of Alternatives
Recommendations
Presentation (professionalism, knowledge of material, clarity of presentation)
# Points
3
3
2
5
5
2
Total
20
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APPENDIX C
PITFALLS TO AVOID IN CASE ANALYSIS
The following are selected "pitfalls" provided by J. Paul Peter and James H. Donnelly, Jr., in A
Preface to Marketing Management, 7th edition, Irwin, 1997. Students should make sure to
review this list carefully prior to beginning individual and team case analyses:
1. Rehashing The Case Material...the instructor and other students are all familiar with the case
details, so avoid using your page allowance to repeat information readily available in the case.
Rather, you should focus on analysis.
2. Inadequate Definition Of The Problem...students must identify the central issues and make
sure not to confuse "symptoms" with "problems". For example, falling short of sales goals for a
new product would be a symptom; the problem might be that the target market has not been
adequately penetrated.
3. Narrow Vision Analysis...cases are often labeled "pricing" cases or "promotion" cases, but
this does not mean that other marketing variables should be ignored.
4. The Search For "The Answer"...there are usually several viable alternatives or "answers" for
every case.
5. Not Enough Information...in real life, the marketing manager is often missing pieces of
information that would aid in making the optimal decision. Students must make reasonable
assumptions (which are stated in their papers) in order to devise a solution.
6. Use of Generalities...recommendations must be specific in nature. For example, "targeting
new markets" would be too general. Rather, students must suggest the specific markets to
target...Target mothers with children aged 2-6 or target health conscious males under age 50.
7. Realism...solutions must be realistic. For example, suggesting a $500,000 advertising
campaign for a firm with sales of $1 million, would be unrealistic.
8. The Marketing Research Solution...often, additional marketing research would be helpful,
but it does not solve the problem or get a decision made. Students should avoid recommending
additional marketing research as the solution to the problem. However, additional research may
be recommended, but students must specify the type, the timeframe and a budget for the
research.
9. Premature Conclusions...avoid coming to a conclusion after the first reading of the case.
Instead, wait until after your analysis is complete.
/s10350syl
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