Your Name: _____________________

Telephone Number: _______________

Professor Jack Gifford

Office: Upham 222B

Office Hours: MW 8:00 am – 11:45 am

MW 1:30 p.m. – 4:00 p.m.

Or by appointment

Office Phone: 529-1207

Office FAX: 529-1290

Home Telephone: 523-2227 (7-10:30 p.m. or weekends)

Course Prerequisites: Economics 201 and advanced sophomore standing or above

Required Textbook:

Marketing, Fourth edition

By Charles Lamb, Joseph Hair, Carl McDaniel

South – Western College Publishing

An International Thomson Publishing Company

Copyright 1998

[I would strongly urge you to buy your own copy of this textbook and keep it throughout your time at Miami University and beyond. This applies irrespective of your major. It will be a very useful reference for a number of years!]

1. To introduce all students with an interest in business to the vital role marketing plays in the domestic and international marketplace, yesterday, today, and particularly in your future. In business, non-profit, and public organizations, each of you will be required to work closely in teams of specialists. Therefore, it is absolutely essential that you understand the principles of ALL functional areas, not just your own specialty.
2. To actively promote the consideration of a career in marketing (retailing, advertising, sales, research, logistics, wholesaling, product development, etc.) as a rewarding, challenging, exciting and socially valuable option;
3. To provide each of you with opportunities to practice and refine your written, oral, Internet and communication skills;
4. To simultaneously assist you in acquiring a firm foundation in marketing theory and marketing lexicon, plus the ability to apply every concept to business situations and your individual lives;
5. To encourage you to extend your learning horizons beyond the classroom through the discussion of current events, handouts of current articles, use of the internet, drawing on your experiences to date, plus the expertise of your parents, sisters, brothers, etc.
6. To emphasize teamwork and sharing as a means of developing a supportive classroom environment. You are not in competition with your classmates for grades or learning.
7. To infuse in each of you a feeling of excitement and enthusiasm about the profession of marketing management;
8. To have fun learning together.

ATTENDANCE

A number of learning opportunities will be made available in class that cannot be adequately obtained from the textbook. We need you to share your expertise, knowledge and experiences that you have acquired throughout you life. Therefore, an attendance sheet will be circulated every class period. It is your responsibility to sign the sheet each day before you leave class. In business, if you don’t clock in, you don’t get paid! I am not here to judge reasons you may not be in class: interviews, intramural or varsity athletics, etc. All these, and others, may be valid and worthwhile reasons for non-attendance. However, the fact is, if you are not there, you are not contributing or receiving the inputs of your classmates and teacher. If this policy does not work with your schedule or priorities, you should try to change sections now.

Four absences = -3% (13% of course)

Five absences = -5% (17% of course)

Six absences = -7.5% (20% of course)

Seven absences = -10% (23% of course)

Eight absences = F or WF as appropriate (27% of course)

Please don’t be late for class. Arriving late breaks the flow of the class and is not fair to your colleagues.

GRADING

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 knowledge and skills achieved during a specific period of time. All our current measurement systems are imperfect and can only approximate your level of learning at a point in time. You are not in direct competition with your fellow students as grades are based upon a level of understanding and achievement. There is no curve or predetermined number of "A"s or"D"s. I am absolutely delighted when large numbers of students earn high grades! However, learning is an active process and is your responsibility. I will do everything in my power to help you collectively and individually achieve the objectives stated earlier. The value you take from this class is 99% up to you. I don’t give grades. I just record your performance.

Because of the huge amount of information and skills you will be asked to acquire during the semester, we will have a total of three exams. The exams will be applied multiple choice, True/False and short answer, and will be created based upon our discussions in class, articles distributed in class, videotapes, Internet sites assigned, multimedia materials, and the textbook.

Weight Date

Exam #1 33% October 1st

Exam #2 33% November 1th

Final Exam 34% Final Exam Week

TOTAL ……………………. 100%

Attendance: (Minus) ____

A = 92.5% and up              C+ = 77.50 – 79.99%             D- = 60.00 – 62.49%

A- = 90.00 – 92.49%         C = 72.50 – 77.49%                F = 59.99 or less or eight absences

B+ = 87.50 – 89.99%         C- = 70.00 – 72.49% 

B = 82.50 – 87.49%           D+ = 67.50 – 69.99%

SUGGESTIONS FOR STUDYING IN THIS CLASS

1. Read the assigned material prior to the class. Highlight important concepts and key words. Write down any questions that you have about materials in the book.
2. Be sure you understand and could explain to your colleagues the key concepts distributed in class related to the subject matter. Be sure to read assigned articles and explore required internet sites.
3. Some of you like to create an outline of the chapter based upon your highlighting, while others just go back and review notes and highlighting directly from the book. Whatever works best for you. This is an excellent textbook, very current, and has a wealth of basic information. We will expand on different portions of the chapter and add examples and new concepts where appropriate. You will not do well if you have not carefully studied the textbook and taken good class notes. This includes answers and ideas provided by your colleagues in class;
4. If you have a documented learning disability, please come see me within the first two weeks so that appropriate arrangements can be made.

HONESTY

I assume that everyone is honest unless proven otherwise. You are encouraged to study together before exams and to talk to your colleagues and myself when you don’t understand a concept. The exams are closed book and notes. During exams, please make sure that your answer sheets are covered so as not to tempt your neighbor with all your correct answers. When in deep thought, all inspirations should come from above, not to your left or right. In the unfortunate situation where dishonesty is indicated, the written university code in the student handbook and divisional/departmental provisions will be followed.

My Roles and Responsibilities 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 lifes. I accept this responsibility. I will always be fully prepared for all of our classes, will be on time (hopefully at least 5-10 minutes early), and will provide each of you with a comprehensive course syllabus and section guides.

I will carefully grade all class assignments and exams and return all materials within 7 days of receipt. I will make myself available a minimum of 10 hours a week, plus additional time by appointment, to assist you in resolving any problems you may be having with course materials or career decisions. I will regularly measure 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, the sharing of that knowledge, the generation of new knowledge, and to constantly explore ways of increasing the effectiveness and efficiency of my teaching. I will follow all known and 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 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 opportunities outside the classroom. This does not include absences.

I believe in constructive, positive reinforcement. A good teacher inspires confidence and motivates students to exceed their own expectations. My role is to be a catalyst in your learning environment that sparks you to achieve your potential.

Your Responsibilities and Rights

[ To be completed in class individually and collectively ]

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 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 length, content, and style. I will grade these exams in a timely and impartial manner. I will provide you with constructive criticism and complements when returning the exams. The questions remain my property, while the answers are yours. The grading standards are published within this syllabus, and will not be changed except, as it may be uniformly advantageous to you. In Marketing 291, it is my intent to measure your ability to understand, define and apply basic marketing concepts in a variety of environments using multiple choice and short answer questions.

Role of This Course and Higher Education at Miami University

The missions of Miami University, Richard T. Farmer School of Business Administration, and the Department of Marketing are to:

1. to develop life long learners;
2. to individualize the educational experience of each student as much as possible;
3. to provide students with opportunities to achieve understanding and appreciation not only of their own culture, but the cultures of others;
4. to educate men and women for responsible, informed citizenship, as well as for meaningful employment; and
5. to provide professional, academic and personal guidance when requested. Marketing 291 is designed to introduce you to the basic tools and concepts in marketing as part of your core knowledge in business. Using the analogy of carpentry, this course provides you with knowledge of the basic tools (hammers, saws, drills, etc.) used in marketing today and in the next decade. We will not teach you how to build a house with these tools (maybe a tool shed or a deck). Remember, in this course we only have 38 in-class hours, plus 76 hours of homework. That’s equal to only 2 1/2 weeks. As you continue to take core and advanced business courses, you will acquire the complementary skills and knowledge to build a ranch or split level home. Add internships and employment after graduation, and a Frank Lloyd Wright or Bill Gates house could be in your future. However, if you haven’t created a good foundation knowledge in finance, economics, management, DSC, accountancy, ….and marketing, even that split level will collapse.

In my opinion, the most important part of your education at Miami University is to learn how to learn and to develop a love for life long learning of all sorts. Read everything you can. Meet people with different backgrounds. Take part in one or more international programs. Surf the web. Participate in the life of your university. Grow, share, give, receive graciously, and mature. Acquire both skills and knowledge. Work hard, and have fun. Life long learning is one of the greatest investments you can make in yourself. If you do not do this, your professional knowledge and skills will become obsolete practically overnight.

Teaching Methodology

During our class time, we will use a variety of interactive learning environments, including discussion, mini-lecture, debates, simulations, internet searches, CD-ROMs, some multimedia, discovery method, current issues in the news, and Q & A. I will try to start each class with a list of 2 – 10 basic concepts to cover that hour, and end with a reminder of where we have traveled. We will attempt to learn all the key marketing concepts using the context of real companies and situations in the news within the past 6-18 months. If you cannot apply the concepts to actual business situations or cannot explain them to others, you don’t really understand the concept. You will be fairly lost if you have not read your textbook assignment.

Date Activity

August

25,27                                 Discuss Syllabus and Course

Introductions of Students and Teachers

                                        Complete Chapter One and Module One assignments

September

1,3                                    Chapters Two and Three

                                        Module Two assignments

10                                      Chapter Four

Module Three assignments

15,17                                 Chapter Five

                                        Module Four assignments

22,24,29                             Chapter Six

                                        Module Five Assignments

                                        Chapter Seven

Module Six assignments

October

1                                       EXAM #1

6,8                                    Chapters Eight and Nine

                                        Module Seven Assignments

13,15,20,22                        Chapters Ten and Eleven

                                        Module Eight assignments

27                                    Chapters Twelve and Thirteen

                                      Module Nine Assignments

29, Nov. 3,5                     Chapters Fourteen and Fifteen

                                     Module Ten assignments

November

10 or 12 ???                          Exam #2

12,17,19,24                          Chapters Sixteen, Seventeen, Eighteen

 Dec. 1                                Module Eleven Assignments                              

December

3,8                                      Module 12  Chapters 20+21

10                                      Review and Evaluations

DATES TO REMEMER

August 25 Last day to pay all fees

September 7 Labor Day (no class)

September 8 Monday/Tuesday switch day (attend Monday class schedule)

September 11 Last day to apply for December graduation

September 15 Last day to drop a course without a grade

October 6 Last day to drop a course with a "W" or withdraw from university

October 16-1 Mid semester holiday

October 22 Advance registration for Winter Term begins; ends November 4th

November 17 Last day to remove incompletes from Spring and Summer terms, 1998

November 24 Thanksgiving holiday begins at 10:00 pm; resume classes 8:00 am the 30^th.

December 11 Classes end

Last day to withdraw from the university or drop a course with WP or WF