Marketing Management Case Studies - DOC
Marketing Management Case Studies document sample
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1 TUSCULUM COLLEGE SCHOOL OF BUSINESS COURSE SYLLABUS APPLIED MARKETING MANAGEMENT - MGMT 506 Instructor’s Name Phone (w) (h) E-Mail Course Dates MAOM _______ Course Description: The application of marketing principles, concepts, and theory in the resolution of contemporary, strategic marketing management problems and opportunities. This course focuses on extending graduate management students’ marketing knowledge, decision-making and problem solving abilities. Problem solving/decision making activities based on contemporary marketing cases, problems, and development of a comprehensive marketing plan are utilized. (3 credit hours). Required Text: Packaged together under ISBN 0-13-146081-1 Kotler, P. E. Marketing management (11th ed.) Englewood Cliffs, NJ: Prentice-Hall, Inc. (ISBN 0-13-033629-7) Wood, M. B. (2003). Marketing plan: A handbook with marketing planpro. Englewood Cliffs, NJ: Prentice-Hall. (ISBN 0-13-175947-7) Indicate any other supplemental reading materials. Course Goals: The course goal of MGMT 506 is to teach graduate students to utilize their basic marketing knowledge in developing a pragmatic, practical approach to marketing planning and the management of marketing problems. Specifically, MGMT 506 will help students: 2 develop a comprehensive understanding of the strategic marketing process, and how this process benefits contemporary organizations. learn how the basic concepts of marketing can be used by marketing managers to solve marketing problems. examine recent developments and trends in the market place, and how these dynamics can affect traditional marketing systems and decision-making. learn how to utilize other academic disciplines (economics, finance, etc.) in marketing planning and management. Course Objectives: Upon completion of this course, the graduate student will be able to: prepare and present a comprehensive strategic marketing plan, encompassing actual marketing research; financial budgeting; and forecasting; market opportunity analysis; and the deployment of the marketing mix. This marketing plan will be based upon an actual organizational situation, to be assigned by the instructor. analyze assigned case studies and problems and develop practical marketing management approaches to problems involving all aspects of marketing. (E.g.: segmentation, positioning, differentiation, building value, promotion, etc.) The instructor should take particular care to see that assigned case studies and marketing scenarios call for the utilization of a broad base of these marketing concepts in solving the assigned problem. utilize the worldwide Internet in mass marketing communications, marketing transactions, and in conducting marketing research.. Advanced Competencies: The advanced competencies must be addressed in the course. The Advanced Competencies are: 1. Critical Thinking—narrowing of focus, sorting ideas generated, identifying the most reasonable ones. This involves recognizing opinions vs. facts, being honest with oneself, resisting manipulation, overcoming confusion, asking questions, acknowledging complexity, finding connections between subjects, and being intellectually independent. 3 2. Synthesis of Information—taking independent bits of information, understanding their relevance, and bringing them together into a meaningful order. 3. Problem Solving—defining the problem, thinking about problem is both narrowed and expanded, possibilities are generated, a plan is created and performed. 4. Ethical Decision Making—values and plan in life are clear to the student, information needed to make decisions is available, values are applied to information, and action is taken. 5. Data Analysis and Interpretation—organizing qualitative and/or quantitative data, selecting appropriate analyses or statistical tools, gleaning for similar content/calculating, deriving a finding, interpreting, and practically applying it. These competencies will be addressed in this course. You should indicate how each is addressed in your course format. Some suggestions are listed below, in italics. Critical Thinking – Students will apply textbook theories to real world situations, either in the form of case studies or incidents drawn from personal experience. Because students have experiences both as employees and consumers, they can analyze these situations from differing perspectives. Synthesis of Information – Students will be presented with case studies and asked to analyze the situation. They must start by brainstorming for all potential contributing factors. As the applications often contain more information than the students need, they must prioritize and synthesize the information into a more manageable group of variables. Problem Solving – Students will apply alternative solutions to marketing problems through case studies and current events. More than one potential solution may arise to any given problem. The student must then analyze each potential course of action, predicting the outcome of each. From this analysis, they can then plan their solution, implement the change, and justify their actions should any question arise. Ethical Decision Making – The course addresses the ethics of marketing and how it relates to the value system of U. S. consumers. As consumers, students are asked to analyze, apply, and defend their own ethical values through classroom debates on various issues (i.e. truth in advertising, freedom of speech, and product quality standards). 4 Data Analysis and Interpretation – Students will work with statistical data to generate and support both strategic marketing plans and case study solutions. They must analyze that data and interpret its significance to the problem at hand. Students With Disabilities: Tusculum provides individuals with disabilities reasonable accommodations to participate in educational programs, activities, and services. Students with disabilities requiring accommodations to participate in class activities or meet course requirements should contact Lori McCallister at (423) 636-7300, extension 651 or 1-800-729-0256, extension 651. Tusculum College Learning Center: If any student requires additional academic support, they may obtain it through the Tusculum College Learning Center. For this service, please contact Lori McCallister at (423) 636-7300, extension 651; 1-800-729-0256, extension 651; or by email at email@example.com. The Learning Center is located in Room 100 of Annie Hogan Byrd. The mailing address is Tusculum College Learning Center, Box 5025, Greeneville, Tennessee, 37743. Course Schedule: Include a description of Weekly Individual Assignments and a description of Weekly Learning team Assignments. Include both individual and learning team assignments prior to the first class meeting. Grading System: Instructors must reveal their own grading system. The grading system should include the relative weights and percentages of assignments, tests, etc. The instructors should be specific on how the percentages are derived and what assessment measures are utilized to determine the grade. Separate criteria to measure a particular assignment should be included either her in the syllabus, or provided as an attachment to the syllabus. Grading criteria should be aligned with the learning outcomes. Grading for learning team assignments should be included in the system (the learning team assignments should equal around 20% of the grade). Individual performances of learning team members should be evident in the 5 grading of learning team assignments. Instructors should guard against some members of the learning team “carrying” weak students. Grading Scale: The scale set forth by Tusculum College must be used for all courses. The grading system used by instructors must be converted to this grading scale. 95 - 100 A 90 - 94 A- 87 - 89 B+ 83 - 86 B 80 - 82 B- 77 - 79 C+ 73 - 76 C 70 - 72 C- 0-69 F Explanation of Assignments: All assignments should be described. Information may include nature and objectives of assignments, length, grading criteria, due date, and any other relevant information. Collectively, all of the assignments, tests, and any other activities should contribute to measuring the extent to which students are performing on the course objectives and the competencies. All individual and learning team assignments should be included in this section. Research Assignment: Faculty members should ensure that there is a specific research assignment that requires the students to utilize the Tusculum College library resources either in person or via the Tate Library website: http://library.tusculum.edu. Librarians are available to assist faculty in developing assignments and in instructing and assisting students in their research. Several of the online resources may also be accessed from home with a username and password provided by library staff. For more information, contact Anne Reever, Asst. Library Director for Distance Education, in Greeneville at 423-636-5320 or 1-800-729-0256 extension 5801 or Mary Halliburton, Distance Education Librarian Southeast, in Knoxville at 865- 693-1177 or 1-800-729-0116 extension 5016. Course Attendance Policy: 6 The Tusculum College Professional Studies attendance policy is found in the college catalog. Please note that attendance is mandatory and is monitored across the program, as well as in individual courses. Sanctions may be imposed for excessive misses across the program. Within each course, any student missing more than one third of any course will receive an “F”. Instructors must adhere to Tusculum’s policy, but may specify additional policies on attendance, lateness, and making up work. Instructors must carefully document student attendance, including late arrivals and early departures. Any combination of missing that is greater than 1/3 of the class time is an automatic “F”, and the student is to be assigned the “F” by the instructor. Instructors are expected to hold students accountable for class time missed due to absences. Instructors are encouraged to require that additional assignments/activities be completed to ensure that the student has covered the material missed. A statement to this effect and how the absence may affect the grade, should be included. Academic Dishonesty: Plagiarism is a violation of the Ethics of Social Responsibility competency. As stated in the Graduate and Professional Studies Student Handbook and Research Guide and the Tusculum College Catalog, plagiarism is a form of academic dishonesty. It consists of knowingly presenting in writing or in speech the intellectual or creative work of others as if it were one’s own. This includes: 1. Failing to identify direct or word-for-word quotations by use of appropriate symbols and reference to the source. 2. Restating in your own words the work (ideas, conclusions, words of another )without reference to the source. 3. Presenting as your own, the creative work (for instance, music or photographs) of another without proper acknowledgement. See the Graduate and Professional Studies Student Handbook and Research Guide and the Tusculum College Catalog, for other forms of academic dishonesty and sanctions for dishonest performance. Other Policies: Instructors should provide students with any other policies that they will adhere to during the course. 7 These examples are for the use of instructors only, and should not be included in the standard syllabus given to the students. ATTACHMENT “A” /EXAMPLES This section covers examples that other instructors have used in assigning learning team activities, tests, and individual exercises to their students. Examples Of Learning team Assignments & Activities (Make sure that students have meaningful assignments that fulfill the requirement of meeting an additional four hours a week in learning team. The faculty member may want to have a weekly assignment as well as a major project that will take several weeks of preparation). 1. Develop a course “Venture Team” project which requires the graduate learning teams to: Prepare a comprehensive strategic marketing plan on an actual company, to be approved by the instructor. Students will be expected to actually visit with their selected organizations and to interact with them, as required and appropriate. Apply other graduate and undergraduate disciplines such as economics, finance, management, etc. Apply marketing concepts, principles and terminology as appropriate. Present weekly progress reports to the instructor and the class, which will serve as a critique and discussion session in providing valuable feedback to each learning team on each concept of their marketing plan. Present the final plan to the class, instructor, and the selected company managers, with all learning team members actually participating, 2. Compare different web sites for marketing effectiveness. An example would be amazon.com versus barnes-&-noble.com. Typically, several different perspectives emerge within a group and an interesting debate ensues. 8 3. Case studies or other applied marketing problems that require the learning team to analyze, discuss and prepare either a written paper or to lead a discussion session on how they would apply their marketing knowledge to solve the problem. 4. Work on the computer simulation and exercises that are a part of the graduate marketing textbook. 5. Ask each learning team to prepare and present a lecture on a marketing concept or principle, and how they would apply it to an organizational situation of their choice. (e.g. K-Mart, Enron, Concept Cars, etc.) Examples Of Individual Assignments 1. Case studies or marketing problems assigned by the instructor. 2. A research project involving the use of learned marketing knowledge and the utilization of the advanced marketing competencies. Examples Of Tests & Exams 1. Individual tests involving a marketing management case study or problem, assigned by the instructor. 2. Learning team case study or problem-solving application tests. 3. A final comprehensive exam (either individual or learning team), approximately two - four hours, in length, and involving the application of student knowledge to solve a marketing management problem. Peer Group Critiques A basic difference between the graduate and the undergraduate marketing course can be the time taken to critique and discuss a learning team or individual’s presented work, by fellow classmates, in a mature, objective manner. This can be done on an informal discussion basis, and not actually graded. It is moderated by the instructor. However, it represents an extension of traditional student evaluation by the instructor to a new level of insightful input and knowledge from student 9 colleagues. It is designed to enhance the learning process by involving the interaction of all students in the class.