Division of Marketing and Entrepreneurship
A.J. Palumbo school of Business Administration
Revised September 2007
Kenneth A. Saban
I. COURSE HEADING
477W - Strategic Marketing Planning
Revised – September 2007 Author – Kenneth A. Saban
II. COURSE DESCRIPTION
This is the last course in the undergraduate marketing concentration. As a
writing intensive course, it is designed to enable students to apply their
marketing knowledge to real-world business problems. The course will
employ the case study approach to learning. Students will demonstrate their
mastery of the marketing concepts and strategy by identifying marketing
problems, analyzing them, and preparing appropriate solutions for
implementation based on the knowledge acquired through the course
prerequisites (Intro to Marketing, Sales Administration, Research
Applications in Marketing, Product Management and one other marketing
III. LEARNING GOALS
1. To create a learning situation whereby students will be required to a)
master core marketing principles and concepts, and b) apply that
knowledge in solving complex marketing problems that demand clear and
2. To help students understand how other fields of study i.e. business
management, economics, managerial accounting, and supply chain
management are used in marketing decision-making.
3. To help students hone their writing and critical thinking skills as they
formulate answers to case the questions.
IV. SPECIFIC OBJECTIVES
Upon completion of this course, the student will be able to:
1. Understand marketing plans, determine their strengths and weaknesses,
and develop relevant recommendations.
2. Identify marketing problems, analyze them, and prepare appropriate
solutions for implementation.
3. Understand how marketing strategies support corporate goals.
4. Employ parallel fields i.e., business management, economics, managerial
accounting, and supply chain management in solving marketing problems.
5. Improve their written and oral communication skills through a variety of
classroom exercises and assignments.
V. TOPIC OUTLINE
Introduction, Syllabus & Course Review, Personal Benchmarking, and
Course Expectations (2%)
Strategic Marketing Management. Class provides an overview of the strategic marketing management process. Marketing Decision Making and Case Analysis. Class introduces a systematic process for marketing decision-
making and provides an overview of the case analysis methodology. (8%)
Financial Aspects of Marketing. Class provides an overview of concepts from managerial accounting and managerial finance useful in marketing
Opportunity Analysis, Segmentation & Targeting. Class focuses on
identification, evaluation and pursuit of marketing opportunities. (15%)
? Sorzal Distributors (Warm-up case)
? Frito-Lay’s Chips (First graded case)
Product & Service Strategy. Class focuses on the management of the
organization’s product or service offerings. (15%)
? Soft & Silky (Graded case)
? Perpetual Care Hospital (Graded case)
Integrated Marketing Communications. Class raises issues in the design, implementation and evaluation of integrated marketing communications mix.
? Cadbury Beverages (Graded case)
Marketing Channel Strategy. Class introduces a variety of considerations in marketing channel/supply chain selection and modifications. (10%)
? Gateway, Inc. (Graded case)
Pricing Strategy. Class highlights concepts and applications relating to price
? Southwest Airlines (Graded case)
Comprehensive Marketing Cases. Class allows students to deal with the
challenges associated with integrated marketing strategies. (20%)
? Show Circuit (Graded case)
? Nintendo (Graded case)
? Real-world marketing case presented by a regional company.
VI. TEACHING PROCEDURE
As a writing intensive class, instructors will want to employ a variety of
teaching strategies. First is to educate students about The Case Study Method.
This course employs the “Case Method” of learning. As a result, students are
assigned to a “Learning Team” during the first week of class with whom they
will work throughout the semester. Learning teams play a major role in the
educational process by enhancing classroom learning by sharing views,
fostering interaction among diverse class members from different
concentrations, and allowing for more in-depth case analysis than through
By using the Learning Team as a study group, students can deepen their
understanding of material before each case discussion and preparation of case
questions. Therefore, it is important that Learning Teams set aside time
outside the classroom to discuss the case, share views, and sharpen arguments
to strengthen communication and persuasion skills which are in high demand
in today’s highly competitive business community.
Second is to show how other fields of study i.e. business management,
economics, managerial accounting, and supply chain management are
involved in marketing decision-making. This can be achieved by developing
special lectures or more importantly asking faculty from other disciplines to
co-teach a class period.
As this course is different from the other marketing courses, the instructor
should also educate students as to their responsibilities. Students are
responsible for reading and analyzing cases for each class as designated by the
professor in advance of class, and taking a very active role in each class
period. Because the process of learning in this class is contingent upon the
intensity of student discussions, students are expected to share their views
about the case material. In addition to the case assignments, students will be
asked to read ancillary materials. All of which will help students more fully
understand the marketing successes and mistakes. The method of learning
includes: class discussions, small group presentations, and individual analysis
of complex marketing cases.
Third is to establish performance benchmarks by sharing with students
examples of “hall of fame” case work conducted by other students. This step
not only establishes course expectations/rigor levels, but also demonstrates
how other students mastered the course materials. .
The last recommended strategy is to outline what a typical week looks like.
? Day 1 – The professor will introduce related marketing concepts to
students in advance of the assigned casework. Students will be asked to
engage in the discussions of key marketing concepts.
? Day 2 – To help students understand the nature of the case questions, it is
recommended that a day be given to intensive exploration of the issues or
problems presented in the case.
? Day 3 - Working in assigned teams, students will address the assigned
questions for the case. While a team member may work in a specific
question, he or she is responsible for being able to discuss any and all of
the assigned questions.
VII. EVALUATION & GRADESCALE
Individual Case Question Scores 30%
Overall Team Question Scores 30%
Comprehensive Final Exam 30%
Class Participation 10%
NOTE: It is not recommended that extra credit work be offered due to the
significant amount of weekly assignments.
A = 95% or more A- = 90%-94% B+ = 87%-89%
B = 83%-86% B- = 80%-82% C+ = 75%-79%
C = 70%-74% D = 63%-69% F = 62% or less
th Roger A. Kerin and Robert A. Peterson, Strategic Marketing Problems, 11
edition, Pearson Prentice Hall.
Harvard Business School Publishing, Custom Case Package.
Stanford Publishing, Custom Case Package.
thRobert Hartley, Marketing Mistakes & Successes, 9 edition, John Wiley &
Sons, Inc. (2004)
IX. LEARNING OUTCOMES ASESSMENT
Course Goals Learning Outcomes To create a learning situation whereby Compare pre-course exam scores with students will be required to a) master core final exam scores. marketing principles and concepts, and b)
apply that knowledge in solving complex Compare early semester case scores with marketing problems that demand clear and late semester case scores – both decisive answers. individually and by team.
To help students understand how other Analyze the improvement of case
fields of study i.e. business management, questions that draw on the knowledge economics, managerial accounting, and from parallel fields of study. supply chain management are used in
To help students hone their writing and Have students analyze their writing and critical thinking skills as they formulate critical thinking development by answers to case the questions. comparing case answers from the
beginning with the end of term.