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1、Principles of Marketing Syllabus for Spring Semester, 2006 Porter Hall 4, Tuesday/Thursday, 8:00-9:50AMFacilitator: Prof. Carter Crockett(805) 565-6182crockettwestmont.eduOffice:Deane Hall, #102 Available Hours:Mon. & Wed.1:00-5:00PM; Tues. & Thur. 3:15-5:00 (roughly) and by appointmentBrief Descrip
2、tor:An introduction to the principles, concepts, strategy and tactics of marketing. This course provides an overview of marketing, the empathetic art of building relationships between products and services and unique consumers, businesses and markets. Abstract theory and concepts are brought to life
3、 by case studies, examples and a major student-run marketing event at the end of the semester. In these ways, this class will serve as a training ground for evaluating marketing, creating and executing ideas, and grappling with the current trends, ethics and controversies of modern marketing. Object
4、ives: To develop a solid grasp of what marketing is, and the important ways it is changing To critically consider, and reasonably respond, to the marketing we are unavoidably exposed to To nurture the capacity to translate marketing ideas and concepts into marketing materials To take in, evaluate an
5、d articulately engage in individual and group discussions and projects To foster the empathy and the capacity to listen that is required in order to understand a target audience To sensitively navigate the emotional, moral and social controversies that are increasingly important in contemporary mark
6、eting To try ones hand at the art of marketing in the context of pricing, positioning and promoting products and services at an auction eventCourse OverviewIt is estimated that, every day, US consumers typically encounter over 60,000 visual impressions, sound bytes, and commercially-driven messages.
7、 These messages can manipulate or educate. They tell us of things we need, dont need, want, dont want, and didnt even know we wanted. Marketing is pervasive in Western culture, and the role of marketing is a growing subject of debate for a number of reasons (e.g. increasingly dynamic and global mark
8、ets, new technology and forms of communication, ethical concerns, etc.). This course aims to introduce many of the concepts, skills and techniques that marketers use to navigate these pressing issues and concerns. Furthermore, the classroom will provide students the opportunity to begin to craft the
9、ir own marketing preferences and creative style, in the context of evaluating case studies and working to execute their own initiatives. In this way, students will begin to grapple with marketing issues and discern if they have what it takes to excel in the empathetic art of marketing.Course FormatT
10、his course is a blend of lecture and dialogue. As such, it anticipates regular attendance and full engagement in all individual and group activities. The lectures will be used to frame, build on and extend the subject matter covered in the readings from the text (Boone & Kurtz, 2006). While this por
11、tion of the format is fairly straight-forward, the form in which dialogue and discussion is meant to take place warrants further explanation:DialogueThis class is designed to feel like an ongoing group discussion, one in which you will be asked to engage in discussion and presentations that will req
12、uire you to evaluate competing perspectives and defend your own views. In this vein, your voice will be a necessary part of bettering your own expression as well as a tool for helping others in the class to evaluate their own perspectives (vis-vis your own). This means that failing to participate wi
13、ll not only negatively impact you, but potentially everyone else in the room that stands to benefit from your perspective. One of the primary opportunities you will be given to engage will be in the context of case study discussions. For this reason, reading of the cases and chapters assigned before
14、 class will be essential for enabling you to meaningfully contribute. As you complete the readings, write down any questions, disagreements or ideas that it sparks. A personal journal can be helpful in this regard. One additional requirement for facilitating openness and the productive classroom dia
15、logue that this class requires is respect for others. So, engagement and respect are key qualities that will be required if you hope to excel in this class. We should expect nothing less of each other. Core Texts Boone, Louis & Kurtz, David. (2006) Contemporary Marketing, South-Western/Thomson. Godi
16、n, Seth. (2005) All Marketers are Liars: The Power of Telling Authentic Stories in a Low-Trust World, Portfolio.GradingParticipation (attendance + debates + respectful engagement)15%Written Assignments (mini-cases + other assignments)15%First Exam10%Second Exam10%Auction Participation (offering + pr
17、omotion + sale + feedback)20%Reflective Essay15%Final Exam15%Caution: Avoid Christian JargonWe will approach our topic from a Christian worldview, and explore it as such in class, in whatever language is edifying and appropriate to the class. However, the realm of business is generally governed by s
18、ecular language and perspectives. As such, all students are asked to restrict their use of Christian jargon where possible and particularly on written essays and exams, unless clearly solicited. The one place where this does not apply is in your personal “Reflective Essay”. In all other essays and e
19、xams, write as you would in a secular business context (i.e.- avoid words like calling, blessed, prayerfully or feeling led to do something). To the extent that these concepts are important to you (and I hope they are), you will need to express them using terminology that holds meaning in a secular
20、context. This will require you to demonstrate a sensitivity to those unfamiliar with such concepts and a capacity to put important terms in their language, hopefully while still conveying the intended meaning. It can be difficult to exercise this skill in a business environment, and as such, this cl
21、assroom hopes to offer a training ground for practicing and developing this skill.Term ScheduleThe following is subject to change. Updates and changes will be announced in class as necessary.DateReading/Assignment DueJan.10 No Reading DueJan.12 Contemporary Marketing: Ch. 1- Creating Satisfaction th
22、rough Relationships Begin reading: All Marketers are LiarsJan.17Martin Luther King Holiday - No ClassJan.19 Contemporary Marketing: Ch. 2- Strategic Planning and the Marketing processJan.24 Contemporary Marketing: Ch. 3- Creating an Effective Marketing PlanJan.26 Contemporary Marketing: Ch. 4- The M
23、arketing Environment, Ethics & CSRJan. 31 Contemporary Marketing: Ch. 5- Consumer BehaviorFeb. 2 Contemporary Marketing: Ch. 6- B2B MarketingFeb. 7First ExamFeb. 9 Contemporary Marketing: Ch. 7- Serving Global MarketsFeb. 14 Contemporary Marketing: Ch. 8- Marketing Research, Support Systems & Sales
24、Forecasting Finish reading: All Marketers are LiarsFeb. 16 Contemporary Marketing: Ch. 9- Market Segmentation, Targeting & Positioning Class Debate: Are Marketers Liars?Feb. 21Presidents Holiday No ClassFeb. 28 Contemporary Marketing: Ch. 10- Relationship Marketing, CRM & One-to-OneMar. 2 Contempora
25、ry Marketing: Ch. 11- Product & Service StrategiesMar. 7 Contemporary Marketing: Ch. 12- Category & Brand Management; New Product Dev.Mar. 9Second ExamMar. 14-16Spring Recess No ClassMar. 21 Contemporary Marketing: Ch. 13- Marketing Channels and Supply Chain ManagementMar. 23 Contemporary Marketing:
26、 Ch. 14- Direct Marketing and Resellers: Retail & WholesaleMar. 28 Contemporary Marketing: Ch. 15- Integrated Marketing CommunicationsMar. 30 Contemporary Marketing: Ch. 16- Advertising and Public RelationsApr. 4 Contemporary Marketing: Ch. 17- Personal Selling and Sales Promotion Class Debate: Is E
27、vangelism Marketing?Apr. 6 Contemporary Marketing: Ch. 18/19- Price Concepts, Approaches & StrategiesApr. 11 Auction item class presentationsApr. 13 Auction item class presentationsApr.14,17Easter BreakApr. 18 Auction item class presentationsApr. 20AuctionApr. 25 Contemporary Marketing: Ch. 19- Pric
28、ing StrategiesApr. 27 Reflective Essay- DueMay. 2Final ExamMarketing Mini-CasesDuring the course of this semester, each student is required to create at least one marketing mini-case for class discussion. This can be any message youve read or heard in any place, channel or media that is in some inte
29、ntional way meant to help market a product or service. When you find something interesting that you think the rest of us can learn from: 1) Introduce it to the class, 2) Be prepared to field some questions from your classmates, and 3) Write a mini-case analysis of the message. You will be allotted a
30、pproximately 10 minutes of class time. Suggested Format:Introduction:Introduce company, product/service, and featured marketing elementAnalysis:Who is the intended audience?Primary:Secondary:Other/unintended:What is the intended message?Primary:Secondary:Other/unintended:What is the chosen delivery
31、mechanism/channel?Primary:Secondary:Other/unintended:What results or achievements are likely hoped for?Primary:Secondary:Other/unintended:Poll the class: Is this marketing element a Hit or a Miss?(Be prepared to tally the results, write the result on the report, and ask classmates to explain their r
32、easons)HitMissConclusion:In your opinion, what would make this marketing element better? (e.g. different intentional (or unintentional) audience, message, delivery or result)What is your basis/support/research for making such a conclusion?Note: Integrate theory and concepts from class where useful i
33、n explaining this marketing initiative (e.g. Which step of Maslows needs hierarchy is the message targeting? What is the message using as a key differentiating strategy? Which stage of Godins/Moores adoption curve is the product/service currently in? Could it have passed Godins 2-part test (p.108)?)
