Download HSBA 120/B1 Principles of Marketing-Sharma

Springfield College
School of Professional and Continuing Studies
Boston campus
Principles of Marketing, HSBA 120/B 1 (3 credits)
May 2017
Manish Sharma
Address: 529 Main St., Suite 1N4, Boston, MA 02129
Phone number(s): (207)891-9243
College e-mail address: [email protected]
Class Schedule
Dates: Saturdays: 5/20, 6/17, 7/15, 8/12
Time: 09:30 – 5:30 p.m.
Location: Boston
REQUIRED TEXT(S):
All required text will be supplied in the classroom
RECOMMENDED RESOURCES:
Philip Kotler & Kevin Lane Keller. Marketing Management, 13th Edition.New Jersey:
Pearson Education [ISBN 978-0-13-210292-6].
The cost can be found at:
https://www.amazon.com/Marketing-Management-13th-PhilKotler/dp/0136009980/ref=sr_1_3?s=books&ie=UTF8&qid=1493494970&sr=13&keywords=philip+kotler+13th+edition
Links to additional material will be posted on Moodle
COURSE DESCRIPTION:
This course provides a solid understanding of the basic concepts, tools, strategies, and tactics
necessary to develop effective marketing strategies for organizational sustainability in the human
services sector. Students will gain insight into real-world marketing strategies that will enable
them to design effective marketing strategies.
The focus is on the marketing mix, including determining customers' needs in order to provide
the right product; choosing the most effective distribution channel; establishing suitable pricing
levels by balancing profitability with customer appeal and motivating purchases through targeted
promotions. Marketing strategies will be examined in the context of customers' demographics,
market competition, and business environments, considering the uniqueness of the human
services sector.
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COURSE OUTCOMES:
1. Gain familiarization with the four fundamental principles of marketing:
 Product
 Price
 Promotion
 Place
2. Development of market analysis skills unique to the human services sector.
3. Understanding of the design of marketing strategies in order to address identified
organizational needs.
4. Understand the organizational constraints that govern marketing decisions.
5. Ability to develop effective marketing programs.
6. Understand the interaction between consumer behavior and specific marketing strategies.
COURSE FORMAT:
This course is designed to develop your analytical skills and ability to apply marketing concepts
and strategies that help organizatons create value and advance their mission. Teaching methods
include a mix of case studies, simulations, forum discussions and assignments.
Students are expected to come to class fully prepared to discuss business/marketing processes,
challenges, strategies and tactics. Most of your grade will come from meaningful participation,
case study analysis assignments, online forums. The class requires the active participation of all
class members in order to have the range of perspectives and questions that will deepen our
collective understanding of the principles of marketing.
COURSE OVERVIEW:
Below you will find topics and assignments for each of our four course sessions.
SESSION I:
In-class topics:
Introduction to Marketing
 Define marketing for the 21st century
 Developing marketing strategies and plans
 Gathering information and scanning the environment
In preparation for Session II:
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Read: Chapters 4, 5, 6.
Prepare: Case Study Analysis (bring copy of analysis to class for further discussion)
Respond to Moodle Forum/Discussion Topics 2, 3, 4 and 5
SESSION II:
In-class topics:



Conducting market research and forecasting demand
Creating customer value, satisfaction and loyality
Analyzing consumer markets
In preparation for Session III:
Read: Chapters 7,8,9
Prepare: Case Study Analysis (bring copy of analysis to class for further discussion)
Respond to Moodle Forum/Discussion Topics 6, 7, 8 and 9
SESSION III:
In-class topics:



Analyzing business markets
Identifying market segments and targets
Creating brand equity
In preparation for Session IV:
Read: Chapters 10,11,12
Prepare: Case Study Analysis (bring copy of analysis to class for further discussion)
Respond to Moodle Forum/Discussion Topics 10, 11, 12 and 13
SESSION IV:
In-class topics:



Crafting the brand positioning
Dealing with competition
Setting product strategy
ASSIGNMENTS:
Due for Session I: Pre-course assignment(s)
Read
>>Nike
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Nike hit the ground running in 1962. Originally known as Blue Ribbon Sports, the
company focused on providing high-quality running shoes designed for athletes by
athletes. Founder Philip Knight believed high-tech shoes for runners could be
manufactured at competitive prices ifimported from abroad. Nike’s commitment to
designing innovative footwear for serious athletes helped it build a cult following
among U.S. consumers. Nike believed in a “pyramid of influence” in which the
preferences of a small percentage of top athletes influenced the product and brand
choices of others. From the start its marketing campaigns featured accomplished
athletes. Runner Steve Prefontaine, the first spokesperson, had an irreverent
attitude that matched the company’s spirit. In 1985, Nike signed up then-rookie
guard Michael Jordan as a spokesperson. Jordan was still an up-andcomer, but he
personified superior performance. Nike’s bet paid off—the Air Jordan line of
basketball shoes flew off the shelves and revenues hit over $100 million in the first
year alone. As one reporter stated, “Few marketers have so reliably been able to
identify and sign athletes who transcend their sports to such great effect.” In 1988,
Nike aired the first ads in its $20 million “Just Do It” ad campaign. The campaign,
which ultimately featured 12 TV spots in all, subtly challenged a generation of
athletic enthusiasts to chase their goals. It was a natural manifestation of Nike’s
attitude of self-empowerment through sports. As Nike began expanding overseas to
Europe, it found that its U.S.-style ads were seen as too aggressive. Nike realized it
had to “authenticate” its brand in Europe, so it focused on soccer (known as
football outside the United States) and became active as a sponsor of youth
leagues, local clubs, and national teams. However, for Nike to build authenticity
among the soccer audience, consumers had to see professional athletes using its
product, especially athletes who won. Nike’s big break came in 1994 when the
Brazilian team (the only national team for which Nike had any real sponsorship)
won the World Cup. That victory transformed Nike’s image in
Europe from a sneaker company into a brand that represented emotion, allegiance,
and identification. It also helped launch Nike into other international markets over
the next decade, and by 2003, overseas revenues surpassed U.S. revenues for the
first time. In 2007, Nike acquired Umbro, a British maker of soccer-related
footwear, apparel, and equipment. The acquisition helped boost Nike’s presence in
soccer as the company became the sole supplier of uniforms to over 100
professional soccer teams around the world. Nike focused its efforts on
international markets, especially China, during the 2008 Summer Olympics in
Beijing. Although Nike’s rival, Adidas, was the official sponsor of the Olympic
Games, Nike received special permission from the International Olympic
Committee to run Nike ads featuring Olympic athletes during the games. In
addition, Nike sponsored several teams and athletes, including most of the Chinese
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teams and 11 of the 12 high-profile members on the United States men’s basketball
teams. That year, sales in the Asian region grew 15 percent to $3.3 billion and
Nike’s international divisions grew to 53 percent of the company’s revenue. Some
believed Nike’s marketing strategy during the Olympics was more effective than
Adidas’s Olympic sponsorship. In addition to expanding the brand overseas, Nike
successfully entered new athletic footwear, apparel, and equipment product
categories by using endorsements from high-profile athletes and consumer
outreach programs. The Nike Golf brand, endorsed by Tiger Woods, has changed
the way professional golfers dress. Tiger’s powerful influence on the game and his
Nike emblazoned style have turned the greens at the majors into “golf’s fashion
runway.” In addition, Nike has used the superstar to help build its relationship
with consumers. In 2009, it launched a Tiger Web Talkback session at
nikegolf.com, where fans could ask questions and hear Tiger talk about golf. The
session was part of a nationwide Nike Golf consumer experience day, which
included equipment demos, long-drive contests, and in-store specials. In tennis,
Nike has aligned with Maria Sharapova, Roger Federer, and Rafael Nadal to push
its line of tennis clothing and gear. Some called the famous 2008 Wimbledon
match between Roger Federer and Rafael Nadal—both dressed in swooshes from
head to toe—a five-hour Nike commercial valued at $10.6 million. Nike teamed up
with seven-time Tour de France champion Lance Armstrong not only to sell Nike
products but also to help Armstrong’s LIVESTRONG campaign. Nike designed,
manufactured, and sold over 70 million yellow LIVESTRONG bracelets, netting
$80 million for the Lance Armstrong Foundation. It also featured Armstrong’s
message of survival, willpower, and giving in a series of Nike commercials. To
promote its line of basketball shoes and apparel, Nike continues to feature
basketball superstars such as Kobe Bryant and LeBron James. In addition, it
formed a partnership with Foot Locker to create a new chain of stores, House of
Hoops by Foot Locker, which offers only basketball products by Nike brands such
as Converse and Jordan. Recently, Nike’s lead in the running category has grown
to 60 percent market share thanks to its exclusive partnership with Apple. Nike
(Plus) technology includes a sensor that runners put into their running shoes and a
receiver, which fits into an iPod, iTouch, or iPhone. When the athlete goes for a
run or hits the gym, the receiver captures his or her mileage, calories burned, and
pace and stores it until the information is downloaded. Nike is now considered
the world’s largest running club. In 2008 and 2009, Nike hosted the Human Race
10K, the largest and only global virtual race in the world. The event, designed to
celebrate running, drew 780,000 participants in 2008 and surpassed that number
in 2009. To participate, runners register online, gear up with Nike technology,
and hit the road on race day, running any 10K route they choose at any time
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during the day. Once the data is downloaded from the Nike receiver, each
runner’s official time is posted and can be compared to the times of runners from
around the world. Like many companies, Nike is trying to make its company and
products more eco-friendly. However, unlike many companies, Nike does not
promote its efforts. One brand consultant explained, “Nike has always been about
winning. How is sustainability relevant to its brand?” Nike executives agree that
promoting an eco-friendly message
would distract from its slick high-tech image, so efforts like recycling old shoes
into new shoes are kept quiet. Today, Nike dominates the athletic footwear market
with a 31 percent market share globally and a 50 percent market share in the
United States. Swooshes abound on everything from wristwatches to skateboards
to swimming caps. The firm’s long-term strategy focuses on basketball, running,
football, women’s fitness, men’s training, and sports culture. As a result of its
successful expansion across geographic markets and product categories, Nike is
the top athletic apparel and footwear manufacturer in the world, with corporate
fiscal 2009 revenues exceeding $19 billion.
Write(Answer the following in 2 to 3 pages)
Questions 1. What are the pros, cons, and risks associated with Nike’s core
marketing strategy?
2. If you were Adidas, how would you compete with Nike?
Sources:
Justin Ewers and Tim Smart,“A Designer Swooshes In,”
U.S.News & World Report ,January 26,
2004,p.12; “Corporate Media Executive of the Year,”
Delaney Report ,January 12,2004,p.1; Barbara Lippert,“Game Changers:Inside
the Three Greatest Ad Campaigns of the Past Three Decades,” Adweek ,
November 17,2008; “10 Top Nontraditional Campaigns,” Advertising Age
,December 22,2003,p.24; Chris Zook and James Allen,“Growth Outside the
Core,” Harvard Business Review, December 2003, p.66; Jeremy Mullman,“NIKE;
What Slowdown? Swoosh Rides Games to New High,” Advertising Age , October
20,2008,p.34; Allison Kaplan,“Look Just Like Tiger (until you swing),” America’s
Intelligence Wire ,August 9, 2009; Reena Jana and Burt Helm,“Nike Goes
Green,Very Quietly,” BusinessWeek , June22,2009.
Kotler (52-53)
Due for Session II
Chapters (available in Moodle)
Submit: Case Study 1
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Forum/Discussion Topics 2, 3, 4 and 5
Due for Session III
Chapters (available in Moodle)
Submit: Case Study 2
Submit: Marketing Plan Draft
Forum/Discussion Topics 6, 7, 8 and 9
Due for Session IV
Chapters (available in Moodle)
Submit: Case Study 3
Submit: Final Assignment – Marketing Plan
Forum/Discussion Topics 10, 11, 12 and 13
COURSE PARTICIPATION:
Definition of In-Class Participation:
All talk does not constitute good class participation. Class participation that contributes to a
positive grade is characterized by the following:
 Ties personal experiences to the concepts being studied, gives an orderly, brief version of the
experience, with a point that is stated clearly;
 Avoids repeating in a different form points made by others;
 Shows evidence of having completed, understood, and applied the readings for the course;
 Incorporates ideas shared by others and the instructor to create “a fuller picture” of the
concept under discussion;
 Poses real-life questions or challenges that spring from the discussion and attempts to shape
an “informed” conclusion.
Definition of Online Class Participation (Moodle Web-enhanced Discussion
Link)
The success of your learning experience in online discussion is dependent on the active
participation of all students. Therefore, it is imperative that you enter each discussion link
prepared to participate in the class discussions, which requires that you not only post your
responses to the questions in a timely manner allowing time for others to respond, but you must
also respond/react/provide substantive feedback to other’s postings.
It should be noted that not all engagement in class discussions constitutes substantive class
participation. Class participation in an online environment is characterized by the following:
 Connects personal experiences to the concepts being studied, gives an orderly, brief version
of the experience, with a point that is stated clearly;
 Avoids repeating points made by others;
 Shows evidence of having completed, understood, and applied the reading for the course;
 Incorporates shared ideas to create an understanding of the concept under discussion;
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 Poses real-life questions or challenges that spring from the discussion and attempts to shape
an informed conclusion.
GRADING CRITERIA:
Your final grade will be composed of the following assignments:
In Class Activity:
Class Participation
10
Written Case Study/Solo Assignments
Case Study
Case Study
Case Study
Total:
5
5
5
15
Moodle Forum/Discussion Posts
Pre-Course Assignment #1
Moodle activity #2, #3, #4
Moodle activity #5, #6, #7
Moodle activity #8, #9, #10
Moodle activity #11, #12, #13
Total:
(4 points per Moodle activity)
2
12
12
12
12
50
Final Assignment – Team Marketing Plan
Written Presentation
Oral Presentation
Total:
20
5
25
Total Points
GRADING:
A = 95-100
A- = 90-94
B+ = 87-89
100
B = 82-86
B- = 79-81
C+ = 76-78
C = 73-75
C- = 70-72
D+ = 66-69
D = 62-65
D- = 59-61
F = 58 and below
NOTE: Each student in the course is responsible for all SPCS academic
policies and college policies as found in the School of Professional and
Continuing Studies Student Handbook.
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SPECIAL SERVICES: Springfield College and the School of Professional and Continuing
Studies are committed to providing an equal educational opportunity for all students. Any
student who requires a reasonable accommodation to meet the requirements of this course is
encouraged to notify the instructor as soon as possible. Reasonable services and
accommodations are provided for students with physical, psychological, and learning disabilities
based on need. The disability must be documented with appropriate evaluations administered by
qualified professionals. This documentation must be on file with Dr. James R. Whitley,
Assistant Dean/Campus Director (617) 242-3361 ext.225, campus designee for the SPCS Office
of Student Support Services.
The syllabus is a binding agreement between the faculty member and the students in the
course. After distribution of the syllabus, any changes to the syllabus must be (1) agreed to
by all parties without coercion, (2) distributed in writing, and (3) distributed to all parties.
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Rubric for Assessing Formal Writing Assignments
The rubric below is designed to help students and instructors define what quality writing is and
the criteria by which SPCS evaluates all students.
1. Clarity of Expression: The writer expresses ideas in a natural voice that permits a smooth
reading and clear communication of ideas. The ideas are written so they can be understood
easily, and the reader does not have to struggle to understand what the writer is saying.
2. Logical Organization of Ideas: Most college papers require an introductory paragraph (or
two) that grabs the reader’s attention, makes the reader want to continue reading, and gives
the reader some idea of what the paper is about. The main idea of the paper does not have to
be stated in the opening sentence or even in the opening paragraph, but it should be clear
before the end of the essay. What’s important is that the reader has a sense of the writer’s
direction throughout the essay and that each paragraph should flow logically into the next.
3. Elaboration and Detail: The writer needs to develop the ideas of the essay fully and provide
adequate supporting detail. Details can include examples, allusions, statistics, quotations,
paraphrases, summaries, and more. Has the writer answered questions such as “what,” “what
if,” “why not,” “how,” “how come”?
4. Critical Thinking: The writer needs to demonstrate the ability to analyze a subject from
different perspectives, identify what’s at stake in each of these perspectives, and connect his
or her conclusions to the central theme of the paper. It is not enough to present supportive
examples without making clear the significance of these examples and how they advance the
point the writer is trying to make.
5. Effective Use of Research Techniques Where Appropriate: The writer needs to select
appropriate material from references to support ideas, use a variety of references, integrate
the source material smoothly into the flow of the paper, and demonstrate consistent and
correct use of the APA documentation style.
6. Effective Use of Language and Diction: The writer should use a vocabulary that is suitable
to the subject and the audience. Are the words used accurately and effectively?
7. Mechanics and Usage: Mechanics include the standard conventions of spelling,
capitalization, punctuation, and correct paragraph indentation. Usage involves issues of verb
tenses, apostrophes, subject-verb agreement, noun-pronoun agreement, run-on sentences,
sentence fragments, and misplaced as well as dangling modifiers. Occasional errors that do
not interfere with the reading of a text may be considered acceptable.
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