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Division of Marketing and Entrepreneurship

By Alvin Rose,2014-01-20 21:31
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Division of Marketing and Entrepreneurship

Division of Marketing and Entrepreneurship

    A.J. Palumbo school of Business Administration

    Duquesne University

    Master Syllabus

    MKTG 477W

    Strategic Marketing

    Revised September 2007

    By

    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

    elective).

    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

    decisive answers.

    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.

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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

    management. (10%)

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.

    (10%)

    ? 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

    determination. (10%)

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    ? 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

    individual review.

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

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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.

    For example:

? 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.

Grading Scale:

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

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VIII. TEXTBOOKS

     th Roger A. Kerin and Robert A. Peterson, Strategic Marketing Problems, 11

    edition, Pearson Prentice Hall.

    Optional Textbooks

    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

    marketing decision-making.

    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.

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