Mrkt e-100 (22862) – Marketing Management Spring 2008 Instructor: Dr. John L. Teopaco Telephone




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MRKT E-100 (22862) – Marketing Management

Spring 2008
Instructor: Dr. John L. Teopaco
Telephone: 617-373-5253
E-mail: j.teopaco@neu.edu
Required Materials: (1) A Framework for Marketing Management, 3rd ed.

By Philip Kotler and Kevin Lane Keller


(2) Coursepack
(3) Mountain Dew: Selecting New Creative, CD ROM case

It is the supreme art of the teacher to awaken joy



in creative expression and knowledge.”

- Albert Einstein


COURSE DESCRIPTION
Marketing is the interface between the company and the marketplace. Managers in all functional areas of business need an understanding of marketing fundamentals. While marketing managers create and implement marketing strategy, managers in accounting, finance and operations also need to understand marketing plans that require their cooperation or approval.
This course covers the processes involved in the creation, communication, sale and distribution of products. It takes a managerial perspective – exposing students to the tasks and decisions faced by marketing managers, including target market selection, competitive positioning, and the formulation of product, pricing, communications and distribution strategies.

COURSE OBJECTIVES
The principal objectives of the course are to enable you to:
1. Understand and apply the basic concepts and frameworks of marketing management

2. Perform rigorous qualitative and quantitative analyses required for the formulation of

effective marketing programs

3. Communicate effectively in writing and orally

4. Develop teamwork skills

GRADING
The course grade will be determined accordingly:
Class participation - 50%

Written case analysis #1 - 25%

Written case analysis #2 - 25%

100%


Your participation grade is based on attendance, punctuality, regularity and quality of contributions to class discussions. [Refer to Appendix-B for a more detailed

description of grading expectations.] Please note: Attendance is a necessary but not sufficient condition for a satisfactory grade. You need to make significant contributions!
COURSE LEARNING PHILOSOPHY
I hear and I forget. I see and I remember. I do and I understand.”

- Ancient Proverb


Marketing management encompasses decision-making skills, analytical abilities, concepts, knowledge, and communications skills. This course is designed to help you develop these skills and capabilities, and specifically, the skill to develop effective solutions based on analysis and reasoning.
Marketing Management is an interactive, discussion course. I do not lecture. For every class, you are required to have fully prepared the assignment and to discuss your preparation in class.

RULES OF THE GAME
Education is not preparation for life; education is life itself.” (Origin unknown)
We shall treat our class sessions as business meetings. As such, attendance, punctuality, preparedness, and meaningful contributions are required. We’ll practice professional demeanor in class. Specifically, we shall adhere to the following protocols:
(1) Arrive on time. Quit on time.
(2) Stay during the entire duration of the class. Take your break prior to class. Do not

leave prematurely. If you must leave early, please alert me in advance.


(3) You may bring beverages to class. Please do not eat in class.
(4) Turn off cell phones.
(5) Only one conversation at a time.
(6) Bring your name card to every class.
(7) Stay in the same seat (at least for the first three weeks).
Violating these protocols is disruptive to class learning and disrespectful to the rest of the class. Since I evaluate your performance for every session, a violation automatically degrades your evaluation for that class. (If you forget your name card or you don’t stay in the same seat, you risk not getting credit for your class contribution that day!)
Be fully prepared for each class session. Be ready to “open” the case discussion at the beginning of class (as described above) and to answer questions that I may pose during discussion. Demonstrate professionalism and commitment!
Active contribution to class learning is the key to success in this course. There is no make-up for missed classes. If you are unable to attend class, please e-mail me in advance. Emergencies will be dealt with on a case-by-case basis.
You are responsible for announcements made in class—assignment changes, extra case data, etc.
If an emergency arises and class is cancelled, in the next class, we shall pick up where we left off (i.e., we’ll cover the assignment that was missed).

CASE ANALYSIS
Education’s purpose is to replace an empty mind with an open one.”

- Malcolm S. Forbes


Cases are vehicles for learning diagnostic skills and for applying concepts and frameworks introduced in readings and conceptual discussions. The learning from a case comes in two ways. The first involves pre-class preparation: the ability to diagnose case problems and issues, to select and apply appropriate forms of analysis (e.g., quantitative, logic, experience, conceptual) and to make decisions about case solutions. Each student should make a decision about what should be done before coming to class and be able to document and present that solution on the basis of analysis.
The second part of learning from cases comes from realizing that other people do not always diagnose, analyze, and solve problems the way you do. Understanding others’ positions, learning from them, and countering them with your own is a critical part of the learning experience. To do so, you must listen to each other as well as talk in class. Only when you have tried to defend your position can you fully understand its strengths and weaknesses. There is no single right answer for a case, just as there is rarely a single right marketing decision in actual practice.
Analysis is more than noting and summarizing case facts. The facts must be noted, but then reasoning must be applied to determine how these facts relate to each other, and most importantly, how these facts point to the underlying causes of the case situation.
[Refer to Appendix-A for a description of the case method of learning and your responsibilities.]

INSTRUCTOR BACKGROUND
I have had a varied career in marketing, consulting and teaching. After receiving my MBA degree from the University of Minnesota, I worked in product management for

The Pillsbury Company, Citibank and Norwest Bank, and in advertising account management for Ogilvy & Mather Advertising.


After this corporate experience, I decided to pursue my passion for teaching by studying for my doctorate in marketing at Harvard Business School. I have taught full-time and part-time at Babson College, Miami University, Boston College, Simmons College, Harvard Extension, Suffolk University, and Northeastern University where I am a

full-time faculty member.




APPENDIX-A
The Interactive/Discussion Method of Learning
The primary learning materials that we will be using are textbook conceptual readings and cases. The most important rule to keep in mind is that you are expected to have fully prepared for class by having thoughtfully read the assigned chapter and answered the assigned discussion questions.
Take a proactive stance when you read the chapters. How does the reading relate to prior chapters’ content? How does it relate to the assigned case and prior cases that we have discussed? How does the content relate to your own personal experience as a consumer? What examples and illustrations vividly bring to life the concepts that you are reading about?
Most importantly, you should be eager and willing to share your insights with the rest of the class! I shall guide and provoke discussion primarily by asking fundamental—even seemingly naïve—questions. You should be prepared to “go with the flow” of the discussion.
Cases deal with real life business situations. Analysis and discussion of cases provide an effective means of developing the attitudes and skills necessary to become an effective manager. There are no right or wrong answers. However, there are good and bad analyses! What is important is the process of arriving at your own conclusions and recommendations, by marshalling evidence in the case, and applying careful and logical thinking.
Since the course is primarily class discussion, certain activities can be very disruptive or distracting, such as arriving late, leaving prematurely, or eating in class (beverages are okay). I shall treat the class sessions as business meetings, and expect you to accord them the same professionalism.

Class Participation
In this course, you will be expected to be present for all class sessions and to arrive on time. You will be evaluated on your performance for each class session. Absentees will get failing grades for missed classes. If you absolutely cannot attend class, please let me know in writing in advance.
Your in-class contributions are all-important because we will be learning from one another. My role is not to “impart wisdom,” but to facilitate your learning from each other. Arriving at a consensus is not the objective of class discussion! To the contrary, comments that identify the pros and cons of alternative decisions or points of view, and generate a healthy debate are strongly encouraged (and rewarded).
Lively, vigorous discussions are the goal, but arguments should always be at a professional level, i.e., no personal attacks or insults. In this spirit, please do not speak unless called upon, and whoever has the floor should receive the full attention of the class. Listen to what he or she has to say! Build on previous speakers’ comments. Do not raise your hand while someone is speaking. Finally, address your comments to the entire class, not just to me.
Grading will be based on quality (depth, insightfulness, contribution to class learning) and quantity (consistency, regularity). Quality counts more. However, one cannot make quality comments without some quantity. Those who do not participate are likely to do poorly in the course.
As mentioned, you are expected to come fully prepared and ready to participate for every class. (Otherwise, please do not bother attending so we can avoid any potential embarrassment and waste of class time.) Be prepared to be called upon to “open” a case by presenting your full analysis and recommendations at the start of class, or to be asked for a comment in the midst of the discussion.
The grading of class participation is necessarily a subjective exercise. However,

high-quality comments have one or all of the following characteristics:



(1) insightfulness, (2) appropriate application of marketing concepts, and (3) advancement of the discussion. Some specific criteria for evaluating discussion contributions are:
Does the student demonstrate an eagerness to participate?
Is the student a good listener? Does he/she build on others’ comments?
Is the student willing to interact with other class members?
Are the points made relevant to the discussion? Are they linked to others’ comments?
Do comments demonstrate evidence of in-depth analysis of the case?
Do comments add to our understanding of the situation?
Do comments make a substantive contribution to the advancement of our analysis?
Is there a willingness to test new ideas, or are the comments “safe?”
Do comments show an understanding of concepts or analytical techniques properly applied to the current situation?
Is the student presenting insightful quantitative analysis?
Is the student presenting ethical considerations and insights?
I will give you a midterm class participation grade. However, if you feel that you are having difficulty getting into the discussions, please talk to me right away. Take advantage of office hours. Don’t wait until mid-term or worse, until the end of the term!
I would like this course to be a learning experience (although a challenging one) for everyone.

APPENDIX - B

Profile of the “A” Student--An Outstanding Performer
Being a successful student, particularly in a case/interactive course, is multi-dimensional. Aside from academic prowess, positive attitudes and behaviors are equally important and indicative of the excellent student.
Grading an entire term’s performance with a single letter grade is a complex and difficult process. Class contribution grades reflect in-class performance. Therefore, they reflect pre-class preparation and effort only implicitly. Massive preparation and personal effort without any corresponding in-class contribution will not warrant a satisfactory grade.
To clarify my grade expectations and values, the following profile (albeit stylized) is an attempt to illustrate why and how an outstanding performer earns an “A” .
Attendance: “A” students have virtually perfect, punctual attendance. Their commitment to the class resembles that of the instructor.
Preparation: They are thoroughly prepared for class. They are ready to share ideas and

insights concerning multiple facets of the case and readings. They have

identified the central issues and concepts. They have examined qualitative and quantitative data thoroughly to support their arguments.
Enthusiasm: They exhibit interest in the class and in the subject. They go beyond the

obvious--looking “behind the facts” of the case. They share pertinent

personal experiences and insights.
Retention: “A” students have retentive minds. They connect past learning--from

previous cases, chapter readings, and previous courses--to the present.


Attitude: They have a winning attitude. They have both the determination and the

self-discipline for success. They show initiative and drive.


Talent: “A” students have something special--exceptional intelligence, extraordinary creativity, organizational skills, diligence, or a combination

thereof. These traits are evident to the instructor and classmates.


Management: They have clearly defined personal goals for the course and are committed to strategies for achieving them. They monitor their performance and are

proactive in making necessary adjustments (i.e., allocating more time to

preparation, meeting with the instructor, forming study groups).
Results: “A” students make consistently high grades on various performance measures--oral and written, qualitative and quantitative.

MRKT E-100 (22862) – Marketing Management

Spring 2008 Course Schedule

MODULE DATE ASSIGNMENT

Course Orientation 1/29 Syllabus

Marketing Overview 2/5 (1) Trap-Ease America

(2) Chapters 1, 2

Segmentation & 2/12 (1) Ford Ka

Positioning (2) Ikea Invades America

2/19 (1) Colgate-Palmolive: Precision

(2) Chapters 7, 9

Marketing Financial 2/26 “Financial Aspects of Marketing”

Analysis Exercises #1, 3, 4, 5


Product Strategy 3/4 (1) Skin-Tique Corporation

(2) Zenith Pet Foods

3/11 (1) Due: Written Case Analysis #1

Starbucks: Delivering Customer Service

(2) Chapters 8, 11


Communications Strategy 3/18 (1) Mountain Dew: Selecting New Creative

(2) Chapter 16

4/1 (1) British Airways: “Go for It, America!”

(2) And Now, a Word from Our Sponsor

4/8 (1) A Blogger in Their Midst

(2) Keeping the Fairway



MRKT E-100 (22862) – Marketing Management

Spring 2008 Course Schedule

MODULE DATE ASSIGNMENT

Selling Strategy 4/15 (1) Mediquip

(2) The Case of the Pricing Predicament

Pricing Strategy 4/22 (1) Computron, Inc.

(2) Pricing: A Value-Based Approach

4/29 (1) Cumberland Metal Industries

(2) Burroughs Wellcome Co.: Retrovir

Distribution Strategy 5/6 (1) Merton Industries

(2) Hendison Electronics

5/13 (1) Due: Written Case Analysis #2

Great American Knitting Mills:

Gold Toe Socks



(2) U.S. Pioneer Electronics Corporation



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