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Name:

Telephone Number:

E-Mail Address: ____________________________

Credit Hours: Three (3) Senior Standing Required (96+)

Section C 12:30 – 1:45 pm Upham TBA

Office Hours: [ 7:00 – 11:00 am MW ] and [ 2:00 - 4:00 pm TR ] ( or by appointment )

Office: 222B Upham Office Phone: 529-1207 Home Phone: 523-2227

E-Mail: GIFFORJB@MUOHIO.EDU FAX: 513-529-1290

Home Page: http://www.sba.muohio.edu/gifforjb

REQUIRED: Textbook: Strategic Marketing Problems: Cases & Comments by Kerin & Peterson 8^th Edition

OPTIONAL: Strategic Marketing Problems Student Software Worksheet Manual, by Elbert B. Greynolds 8^th edition [requires access to Excel software - PC]

COURSE OBJECTIVES

1. To develop your problem solving and analytical decision making skills within a business context.

2. To refine your written and oral communications skills through presentations, speaking in front of class, group discussions, written case exams, and small group activities.

 

3. To expand and increase your knowledge of marketing and to assist you in diagnosing, synthesizing and applying your existing knowledge to complex national and international marketing situations.

 

4. To be able to understand current issues and conditions in marketing as they relate to selected specialized topics, including:

a. Intellectual capital and marketing organizational structure

b. Database Marketing and the Internet

c. High technology marketing

d. Environmental marketing/sustainability

5. To know the components involved in Strategic Marketing Management.

6. To assist you in developing the following diagnostic skills:

a. Internal and External Environment (SWOT) Scans

b. Problem Definition

c. Recognition of Alternatives

Establishment of Criteria/Objectives/Benchmarks

e. The Analysis of Alternatives against Criteria

f. Conclusions and Recommendations

g. Implementation Strategies

 

7. To help you develop an understanding of, and appreciation for, the marketing profession and the role that marketing plays in our national and international environment.

 

8. To stimulate and improve your ability to see the implications of dynamic environments as creative business opportunities and challenges.

 

9. To stimulate a Socratic and participative approach to learning.

To encourage you to extend your learning horizons beyond the classroom and into the business community and professional literature. I would strongly suggest you start reading WSJ, Forbes, Business Week, and one function specific weekly publication.

 

11. To emphasize teamwork and sharing as a means to developing a supportive learning environment. You are not in competition with your classmates, but with yourself and with the standards for learning set by me.

 

12. To infuse in each of you a feeling of excitement and enthusiasm about the profession of marketing.

 

13. To have fun learning together. School should be considered a challenge and an opportunity to be enjoyed, not tolerated. This is academic reality, and a pretty good experiential model for your own special business reality shortly!!!

 

 

ORGANIZATION OF THE COURSE

In order to achieve the above course objectives, a variety of teaching methods will be used including:

a. Case discussions (70%)

b. Marketing, Accounting & Finance exercise and brain teasers (5%)

c. Current readings and discussions of specialized topics (15%)

e. Lectures (5%)

Our case studies will cover a very broad range of marketing topics such as segmentation, international channels of distribution, strategic planning, organization to organization marketing, new product introductions, pricing, promotion, customer behavior, retailing, wholesaling, logistics, service marketing, non-profit marketing, leisure industry, high technology marketing and marketing research. While dealing with these topics, your entire range of marketing, economic, finance, accounting, management, MIS and DSC skills and knowledge will be required. While our primary emphasis will be marketing management and strategy, this can never be isolated from all the other functional areas in business.

A few short homework assignments will be given throughout the semester. You are also expected to carefully prepare each case study before class, and to bring a complete set of detailed case discussion notes. This will take a minimum of four hours per class period. These may be collected on a random basis!

Two case exams are listed in the syllabus and are to be completed outside the classroom. They must be prepared completely on your own without assistance from any human source. At the end of each of the two exam cases must appear the following signed statement, "I have worked entirely alone on this case without written or oral assistance from anyone." These cases must be typed, a maximum of five pages in the body and maximum of 5 pages in appendices, single spaced, 12 point Arial typeset, with a Acover page@ (Name & Soc. Sec.) at the end.

The final exam will probably be completed on Monday, May 4th from 7:45 to 11:00 p.m. It will be open book and open notes; however, the specific case will not be announced until the time of the exam. You may use a laptop computer if you wish with Word^© or WordPerfect^©.

HONESTY

I assume that everyone is honest unless proven otherwise. You are encouraged to work in small groups on all non-exam cases unless specifically told otherwise. If you wish to combine any non-case written work in this class with something required by another faculty member, I will normally have no objection, provided that you submit, in writing, a statement of this intent to both faculty members prior to submitting your work to either individual. Please don't risk your own self-respect. Don't be dishonest.

My Role and Responsibility as a Teacher

It is my responsibility to create a total learning environment where you are actively encouraged to question, acquire specific cognitive information, evaluate alternative careers and lifestyles, values, attitudes and beliefs, and to improve your communication skills. I will attempt to be a positive role model and maintain high personal ethical standards. As a teacher, I have been entrusted by your parents or guardians with helping to prepare you to live full and valued lives. I accept this responsibility. I will always be fully prepared for all of my classes, will be on time, and will provide each student with a comprehensive course syllabus that contains all relevant student guidelines. I will always be fully prepared to guide the discussions of all cases and will set the stage and parameters for all special activities.

I will carefully grade all classroom exercises, cases and exams, and return all materials in a timely manner. I will make myself available a minimum of 8 hours per week to assist you in resolving any problems you may be having with course materials or career decisions. I will share with you some of my insights from teaching and working in marketing for the past 30+ years when relevant to course learning objectives. I will regularly assess your performance toward the stated course objectives, and will keep you informed of how you are doing.

It is my responsibility to remain current in my subject fields and the teaching profession. It is my responsibility as a scholar teacher to synthesize and assimilate existing knowledge, generate new knowledge, and to take personal responsibility for the improvement of my teaching and when asked, the teaching of my colleagues. I will follow all ethical rules of Miami University and the Student Handbook, with particular attention to "Good Teaching Practices."

I will treat and respect you as a unique individual with special needs and abilities. I also recognize that you have very complex lives outside the classroom, and reasonable accommodations are appropriate and necessary when conflicts arise between classroom obligations and personal growth outside the classroom.

Your Roles, Rights and Responsibilities as a Student

It is the responsibility of each of you to attend all regularly scheduled classes. You should bring extensive notes to class each day that reflect your best thinking about the topic assigned for the day. This "class" should be treated as a business conference, where you are consultants to a variety of executives. In business, you would never show up late or unprepared for such an important meeting. Your academic colleagues and I expect the same. You should actively and regularly share your insights, questions and ideas with your teacher and classmates. All papers, cases, case notes and projects should be turned in on time and in the format assigned. You should take on the responsibility of helping your peers to learn when necessary through the sharing of your knowledge and opinions. You will not knowingly cheat in any way.

If you have suggestions for a better way to stimulate learning in class or are unhappy with any activities of your teacher or fellow students, it is your responsibility to let the teacher know. You are paying a large amount of money to attend each class at Miami University, and have a right to expect your teachers to fulfill all their responsibilities identified above. Learning is an active, not passive process. This year may be your last chance to make mistakes without the very real threat of career damage. Make your mistakes now, and then learn from them.

Philosophy of Student Assessment

Grades are a necessity of our current academic environment, and will be used to provide constructive feedback to you concerning your level of attainment of the knowledge and learning skills defined in the course syllabus under "course objectives." There is no ideal, target or predetermined grade curve for my classes. It is my responsibility to design fair and relevant exams in terms of timing, length, content and style, to grade these exams in a timely, impartial manner, and to provide you constructive criticism and complements when returning the exams. The questions remain my property, while the answers are your property. The grading standards will be published in the course syllabi, and will not be changed except as it may objectively and uniformly be advantageous to the students (i.e., lower the break point between grades).

ATTENDANCE

A number of learning opportunities will be made available which cannot be adequately obtained from simply reading the textbooks or handouts. We also need your active participation and expertise to be shared with your fellow students and teacher. For these reasons, class attendance is very important, and will be taken starting the second class period. Participation grades are given daily; therefore, if you are not there, your participation grade for that day will necessarily be 55%. If you decline the invitation to present, you will receive 55%. If you are not prepared, it is best to let me know before the class starts. In this case, your name will not be drawn, but you will receive a 65% for the day's participation. Class will start promptly at 12:30 pm. It would be unprofessional to be late! Your lowest two participation grades will be dropped at the end of the semester. If you must miss a class for an interview, your 55% participation grade can be replaced by a five-page typed case analysis or similar learning opportunity appropriate to the subject missed. This will be due within two class periods. This paper is intended to be a substitute learning opportunity and not a penalty. Every class period has been designed as a piece of a larger mosaic/puzzle and I do not what you leaving this class without at least being exposed to all the pieces. It is your responsibility to submit the paper or come up with a worthwhile substitute learning opportunity. No reminders will be given. You are an adult.

GRADES

Grades are, unfortunately, a necessity of our present academic system. They are designed to measure your level of attainment rather than the degree of change in your cognitive skills achieved during a specific class. You are not in competition with your fellow students, as grades are not given on a competitive basis. You will be graded against absolute learning objectives established by myself for this course. This means there is no curve or predetermined number of students who receive A, B, C, D or F grades. If everyone in class does an outstanding job, everyone will receive an "A." On the other hand, . . .

I believe the current system has made both students and teachers too grade oriented, and would encourage you to work diligently toward increased knowledge and understanding; appropriate grades will follow. I consider the average Miami University senior to be of very high caliber. A student wishing to receive an "A" must do outstanding work throughout the semester, always going one step or more beyond that asked of her or him. An "F" student, on the other hand, is one who rarely makes worthwhile contributions in class, does very poorly on the case exams, displays a lack of interest, curiosity, desire and ability to master the materials presented, or misses class six times (20% of course) or more for any reasons.

Grades will be given based upon the following distribution of points. Grading on each case will become progressively more challenging as you gain experience. Therefore, a case which might receive a "C+" during the fifth week might well receive a "C-" in the tenth week. I expect you to grow and learn from each case.

Grades will be computed as follows:

Case Exam #1 20%

Case Exam #2 20%

Final Exam Case 25%

Participation Grade 25%

Brain Twisters 02%

Special Topics 05%

Marketing Math 03%

TOTAL 100%

Grade Distribution:

A = 92.5% or more A- = 90 – 92.49%

B+ = 87.5% - 89.99% B = 82.5 – 87.49% B- = 80 – 82.49%

C+ = 77.5% - 79.99% C = 72.5 – 77.49% C- = 70 – 72.49%

D+ = 67.5% - 69.99% D = 62.5 – 67.49% D- = 60 – 62.49%

F+ = 57.5 -59.99% F = less than 57.5%

THREE INDEPENDENT STUDY OPTIONS [ ONE CREDIT HOUR EACH PASS/FAIL ]

Many of us who teach Marketing 491 believe that it needs to be expanded to at least four hours to allow you to acquire all the skills and knowledge that should be included in this course. For this reason, I am offering to you three options, each valued at one credit hour (30 hours of work).

OPTION #1 In a team of three people, prepare a full case study on a real company. This will require two or three drafts and significant research from both primary and secondary sources. The best case will be used in class during the final two weeks. Suggested companies will be provided upon request. Approximate length 20 – 25 pages, plus tables/graphs. [ One credit hour MKT 477A = Professional elective ]

OPTION #2 In teams of two, complete worksheets 4 – 10 in the Student Software Worksheet Manual, plus the spreadsheet supplements for cases dealing with: Rogaine, Soft & Silky, Frito-Lays, Swisher Mower, Macon Institute, Show Circuit Frozen Dog Dinner, and Cima Mountineering. Each will be due at the same time the activity is competed in class. Both individuals must work on each assignment. Estimated total time = 25-30 hours [ One credit hour MKT 477B = professional elective ]

OPTION #3 A group of five or six individuals to participate in a live negotiation for a drilling platform capital good. Each person will be given a private script. Each team will also receive privileged information. The output of the negotiation will be a written contract, individual position statements, and financial value summary. Negotiations will take place outside of class and will take approximately 25-30 hours. [ One credit hour MKT 477C = professional elective ]

You, of course, are not obligated to select any of these options!

Schedule of Activities

Date Activity

1/13 Course Syllabus and photos, assign 1st case: Sorzal

1/15 Introduction to the case method, Practice Case: Sorzel pp. 49-71

1/20 Case: Jones Blair Company pp. 72 -81

1/22 Strategic Marketing Management and Miami University pp. 1-32 + H/O

1/27 Financial Aspects of Marketing Management pp. 33-48 + Exc. 1-5

1/29 Case: Rogaine Hair Growth Treatment pp. 82-98

2/3 Case: Duncan Industries pp. 99 - 108

2/5 Case: Soft & Silky Shaving Gel pp. 176 - 183

2/10 Database Marketing: Special Topic H/O

2/12 Case: Zoecon Corporation pp. 216 - 226

2/19 Brain Twisters Presented in Class HO

2/24 Case: Frito-Lays Dips pp. 227 - 238

2/26 Exam Case #1: Swisher Mower and Machine Company pp. 284 - 296

3/3 Special Topic: Technology and Marketing: Year 2,000 H/O

3/5 Case: Carrington Furniture, Inc. (A) pp. 307 - 317

3/17 Case: Godiva Europe pp. 365 - 382

3/19 Case: Dell Computer Corporation pp. 393 - 406

3/24 Special Topic: Digital Marketing

3/26 Case: Apex Life Insurance pp. 431-443.

3/31 Live Case Study and Speaker: CINTAS

4/2 Case: Masterton Mills, Inc. pp. 444-452

4/7 Student Generated and taught Case Study H/O

4/9 Exam Case #2: Macon Institute of Art and History pp. 559 - 568

4/14 Special Topic Discussion: Intellectual Capital & Organizational Structures in Marketing

4/16 Case: Show Circuit Frozen Dog Dinner pp. 586-596

4/21 Case: CIMA Mountaineering, Inc. pp. 614-631

4/23 Case: FENSA Cerveza SOL in the UK pp. 651 - 668

4/28 Case: Blair Water Purifiers India pp. 669-684

4/30 Course Evaluations, Discussion of Final Exam, Misc.

5/4 Final Exam: Details to be announced (open book, open notes, mystery case; 7:45-11:00 pm ,laptop use is OK) (Date subject to change due to registrar scheduling and room availability)

 

DATES TO REMEMBER

January 19 Martin Luther King Day - No Classes

February 2 Last day to drop without a grade

February 6 Last day to apply & pay for May graduation

February 16 President's Day - No Classes

February 17 Monday/Tuesday switch day (Monday class schedule) –No 491 class

March 8 - 15 Spring Break, no classes

April 6 Advance Registration for Fall 1998 starts

May 1 Last day to drop with grade of WP or WF [ 5:00 pm]

Classes end 10:0 pm

May 4^th Final Exam 7:45 – 11:00 pm