FUNDAMENTALS OF MARKETING
\nCOURSE OBJECTIVES:
\nThis course is a foundation for: 1) future courses in marketing; and 2) a basic understanding of the
\nmarketing function for those who will not take other development courses in the marketing area.
\nAs such, it is for students with little or no marketing experience. The objectives of this course are
\ntwo-fold:
\n1) To gain an understanding of basic marketing concepts such as product development,
\nmarketing segmentation, marketing objectives, and the marketing mix.
\n2) To develop the student\u2019s marketing decision-making skills so that the student will be able to
\nanalyze marketing environments and determine an appropriate marketing strategy for the
\nsituation at hand.
\nGRADING & ASSIGNMENTS:
\nResearch Study Participation 5%
\nAttendance 5%
\nIndividual Case #1 10%
\nIndividual Case #2 10%
\nExam One 20%
\nExam Two 20%
\nFinal Exam 30%
\nTotal 100%
\n2
\nCASES:
\nEach student is to complete and submit two (2) cases throughout this month. The due dates for the cases are
\nas follows:
\nCase #1 Due in class on Friday, June 10, 2016
\nCase #2 Due in class on Friday, June 17, 2016
\nTitles of the assigned cases will be given out at a later date.
\nCases must be 4 pages in length excluding the title page.
\nEXAMS:
\nAll exams will consist of multiple-choice questions. They will cover both the text and any materials covered
\nin class. The final exam will be comprehensive covering all materials (i.e. prior to and after the two scheduled
\nmid-term exams) BUT with emphasis on materials covered after the two mid-term exams.
\nCLASS FORMAT:
\nClass time will be spent in lecture and discussion of relevant marketing topics. Students are expected to have
\nread the text material corresponding to the subject matter before the lecture\/discussion of that topic.
\nNOTES ON LATE CASE ASSIGNMENTS AND EXAM RESCHEDULING:
\nLATE CASE SUBMISSIONS WILL BE GRADED ON ONLY 70% OF THEIR ON-TIME SCORE,
\nAND WILL NOT BE ACCEPTED AFTER THEY ARE 7 DAYS LATE.
\nREQUESTS FOR EXAMINATION RESCHEDULING WILL ONLY BE CONSIDERED PRIOR
\nTO THE SCHEDULED EXAM TIME.
\nTHERE IS A NO ELECTRONICS RULE IN CLASS AND DURING EXAMS.
\nSTUDENTS ARE NOT PERMITTED TO EXIT THE CLASS DURING LECTURE PERIOD.
\nIMPORTANT: Effective September 1, 2013, the U of M will only use your university email account for
\nofficial communications, including messages from your instructors, department or faculty, academic
\nadvisors, and other administrative offices. If you have not already been doing so, please send all emails
\nfrom your UofM email account. Remember to include your full name, student number and faculty in all
\ncorrespondence.
\nFor more information visit: http:\/\/umanitoba.ca\/registrar\/e-mail_policy
\n3
\nFormat for Case Writing
\nInstructions ***READ INSTRUCTIONS AND FORMAT CAREFULLY. ALL CASES
\nMUST BE PRESENTED IN THIS FORMAT ***
\nAll cases must be in twelve point type, with 3cm margins on all sides, double-spaced and NO
\nLONGER than the designated number of pages specified in the course outline excepting the title page.
\nCases that are \u201ctoo long\u201d will be docked by 50% of the case\u2019s worth. For example Case #1 will be marked
\nout of 50% if it\u2019s too long. However two or three pages would not do justice to a case study of this nature.
\nFormat
\nSituation Analysis:
\n\u2022 Bold heading
\n\u2022 Two or three paragraphs describing the circumstances and background of this case.
\nSWOT Analysis:
\n\u2022 Bold heading
\n\u2022 Use 2 columns to list SWOT elements
\nStrengths \u2013 bold subheading Weaknesses- bold subheading
\n– Single space
\n– Point form (at least 2 points)
\n– Describe the INTERNAL
\nSTRENGTHS
\n– Single space
\n– Point form (at least 2 points)
\n– Describe the INTERNAL
\nWEAKNESSES
\nOpportunities – bold subheading Threats – bold subheading
\n– Single space
\n– Point form (at least 2 points)
\n– Describe the EXTERNAL
\nOPPORTUNITIES
\n– Single space
\n– Point form (at least 2 points)
\n– Describe the EXTERNAL
\nTHREATS
\nProblem Statement:
\n\u2022 Bold heading
\n\u2022 Two or three paragraphs on the problem and\/or the situation the organization is facing.
\nAlternatives:
\n\u2022 Bold heading
\n\u2022 Summarize the alternative in one or two sentences
\n\u2022 List three or four alternatives.
\n\u2022 List more than one \u2018pro\u2019 and \u2018con\u2019 associated with each alternative.
\n\u2022 Use point form in a vertical format for the pros and cons under each alternative as follows:
\n4
\nAlternative #1: (State alternative #1 here)
\nPros: – Use this subheading and bold Cons: – Use this subheading and bold
\n– List Pros in VERTICAL point form – List Cons in VERTICAL point form
\n– Single space – Single space
\nAlternative #2: (State alternative #2 here)
\nPros: – Use this subheading and bold Cons: – Use this subheading and bold
\n– List Pros in VERTICAL point form – List Cons in VERTICAL point form
\n– Single space – Single space
\nRecommendation:
\n\u2022 Bold heading
\n\u2022 State the ONE alternative you are recommending in paragraph form
\n\u2022 Avoid \u201cI\u201d statements when writing the case.
\n\u2022 In two or three paragraphs defend why you chose this alternative, how it will assist the company
\nwith its problems and state specific steps that will be taken to implement your recommendation.
\n\u2022 In addition, explain how you will overcome the cons to this alternative.
\nAdditional Notes:
\n\u2022 Ensure that there is a cover sheet containing the case name, course name, number and section, your
\nname, prof\u2019s name, and the date.
\n\u2022 Number the pages
\n\u2022 Conduct a spellcheck
\n\u2022 Spell the professor\u2019s name correctly
\n\u2022 Follow the guidelines set out in the course outline with regards to proper case writing. USE
\nHEADINGS!!!
\n5
\nThe FINAL EXAM as set by the registrar\u2019s office.
\nNOTE: This course outline is subject to change.
\nDates Topics Text Chapters
\nMay-30 An Introduction to Marketing Chapter 1
\n31 The Marketing Environment, Social
\nResponsibility, and Ethics Chapter 2
\nJun-01 Strategic Planning for Competitive Advantage
\n& Developing a Global Vision Chapter 3 & 4
\n2 Marketing Research Chapter 5
\n3 Consumer Decision Making Chapter 6
\n6 Business Marketing Chapter 7
\n7 Exam Chapters 1-7
\n8 Segmenting, Targeting, and Positioning Chapter 8
\n9 Product Concepts & Developing & Managing
\nProducts Chapter 9 & 10
\nServices and Nonprofit Organization Marketing Chapter 11
\nCASE #1 DUE
\n13 Setting the Right Price Chapter 12
\n14 Marketing Channels and Supply Chain
\nManagement & Retailing Chapter 13 & 14
\n15 Exam Chapters 8-14
\n16 Marketing Communication Chapter 15
\nAdvertising, Public Relations, and Direct
\nResponse & Sales Promotion and Personal
\nSelling
\nChapter 16 & 17
\nCASE #2 DUE
\n20 Social Media and Promotion Chapter 18
\n21 Customer Relationship Management Chapter 19
\nClass Schedule
\n10
\n17
\n6
\nAcademic Integrity
\nIt is critical to the reputation of the I.H. Asper School of Business and of our degrees that everyone associated with our
\nfaculty behave with the highest academic integrity. As the faculty that helps create business and government leaders, we
\nhave a special obligation to ensure that our ethical standards are beyond reproach. Any dishonesty in our academic
\ntransactions violates this trust. The University of Manitoba General Calendar addresses the issue of academic
\ndishonesty under the heading “Plagiarism and Cheating”. Specifically, acts of academic dishonesty include, but are not
\nlimited to:
\n– using the exact words of a published or unpublished author without quotation marks and without referencing the
\nsource of these words
\n– duplicating a table, graph or diagram, in whole or in part, without referencing the source
\n– paraphrasing the conceptual framework, research design, interpretation, or any other ideas of another person,
\nwhether written or verbal (e.g., personal communications, ideas from a verbal presentation) without referencing the
\nsource
\n– copying the answers of another student in any test, examination, or take-home assignment
\n– providing answers to another student in any test, examination, or take-home assignment
\n– taking any unauthorized materials into an examination or term test (crib notes)
\n– impersonating another student or allowing another person to impersonate oneself for the purpose of submitting
\nacademic work or writing any test or examination
\n– stealing or mutilating library materials
\n– accessing tests prior to the time and date of the sitting
\n– changing name or answer(s) on a test after that test has been graded and returned
\n– submitting the same paper or portions thereof for more than one assignment, without discussions with the instructors
\ninvolved.
\nGroup Projects and Group Work
\nMany courses in the I.H. Asper School of Business require group projects. Students should be aware that group projects
\nare subject to the same rules regarding academic dishonesty. Because of the unique nature of group projects, all group
\nmembers should exercise special care to insure that the group project does not violate the policy on Academic Integrity.
\nShould a violation occur, group members are jointly accountable unless the violation can be attributed to a specific
\nindividual(s).
\nSome courses, while not requiring group projects, encourage students to work together in groups (or at least do not
\nprohibit it) before submitting individual assignments. Students are encouraged to discuss this issue as it relates to
\nacademic integrity with their instructor to avoid violating this policy.
\nIn the I.H. Asper School of Business all suspected cases of academic dishonesty are passed to the Dean’s office in order
\nto ensure consistency of treatment.
\n7
\n2014 Summer Session Undergraduate Subject Pool Program
\nOverview
\nAll students in Fundamentals of Marketing (MKT 2210) have the opportunity to participate in two research
\nstudies during the Summer term for credit. These research studies may involve participating in marketing
\nexperiments, completing a questionnaire, and\/or a computer simulation.
\nParticipation in all 2 research studies earns you the full 5% component of your course grade.
\nParticipating in only 1 study will earn you a proportional grade (2.5%). Note that the 5% is part of
\nthe 100% for the course and is not extra credit. You may participate in each study only once.
\nBenefits of the Program
\nThis program is designed to give students a glimpse into how marketing theory is developed by
\nparticipating in marketing research studies. Fundamentals of Marketing (MKT 2210) is an introduction to
\nthe knowledge base of marketing generated in part by such studies conducted in universities and businesses
\naround the world. This program will help students understand how such research is conducted here in the
\nAsper School of Business.
\nThrough participation in academic research studies, students also increase the value of their degrees.
\nReputations of universities are based to a large extent on the quality of the research conducted by their
\nfaculty. By participating in these studies, you are helping your professors publish in scholarly journals,
\nconsequently improving the reputation of the university from which you earned your degree.
\nProcedure
\nYou will be notified via email and in class prior to each study so that you may sign up to participate (you
\nwill have to sign up separately for each of the three studies). Each study will last a maximum of an hour and
\nmultiple sessions will be offered for each of these. The sign-ups will take place online via the following
\nlink: http:\/\/manitoba.subjectpoolonline.com\/Manitoba\/
\nFor each study, please sign-up for a session in which you will participate. It is your responsibility to keep
\ntrack of when sign-up sheets are being posted, in case you miss the announcement.
\nThe Behavioural Research Committee keeps track of your participation and will notify your instructor of
\nyour participation at the end of the term.
\nAt the end of the term, you will be debriefed, i.e., you will be informed as to what was being studied in each
\nstudy. This debriefing will allow you to see how marketing theory is developed through academic research.
\nIf you find yourself unable or are unwilling to participate in a particular study, please inform your
\ninstructor. The Behavioral Research Committee will assign a research paper, to be graded as pass\/fail, as an
\nalternative way to earn experimental participation credit. You will need to choose this option prior to the
\ncompletion of the study in which you will not participate. This choice cannot be made retroactively if you
\nmiss a study. There will be no makeup studies.
\n8
\nAlternative Assignment for MKT 2210
\nIn the case of a student not wishing to participate in a research study or being unable to attend the scheduled
\nsessions, the following option is offered as an alternative assignment. This alternative assignment is
\ndesigned to take approximately one hour of time, the same time that would be spent if you were
\nparticipating in the research program.
\nStudents are to find one research article in any of the following journals published in the last 2 years:
\nJournal of Consumer Research
\nJournal of Consumer Psychology
\nJournal of Advertising
\nJournal of Public Policy and Marketing
\nStudents will be required to read the article and submit a short one page summary of the main findings to
\nmktg_research@umanitoba.ca. Credit will be given to the student as if they participated in the research
\nstudy.
\nStudents will be required to read the article and submit a short one page summary of the main findings to
\nmktg_research@umanitoba.ca. This report is due before the end of the study session in which it is
\ncounting. For example, if it is used for Study 1, this summary is due before study 1 sessions have
\ncompleted. Credit will be given to the student as if they participated in the research study.
\nAny questions about the assignment or suggestions for articles should be directed to
\n9
\nAACSB Assurance of Learning Goals and Objectives.
\nThe Asper School of Business is proudly accredited by AACSB. Accreditation
\nrequires a process of continuous improvement of the School and our students. Part of
\n\u201cstudent improvement\u201d is ensuring that students graduate with the knowledge and
\nskills they need to succeed in their careers. To do so, the Asper School has set the
\nlearning goals and objectives listed below for the Undergraduate Program. The
\nchecked goal(s) and objective(s) will be addressed in this course and done so by means
\nof the items listed next to the checkmark.
\nGoals and Objective in the Undergraduate Program
\nGoals and
\nObjectives
\nAddressed
\nin this
\nCourse
\nCourse Item(s)
\nRelevant to
\nthese Goals
\nand Objectives
\n1 QuantitativeReasoning
\nA. Determine which quantitative analysis technique is appropriate for
\nsolving a specific problem.
\n\u00fc
\nB. Use the appropriate quantitative method in a technically correct
\nway to solve a business problem.
\n\u00fc Quantitative
\nanalysis in case
\nassignments
\nC. Analyze quantitative output and arrive at a conclusion. \u00fc
\n2 WrittenCommunication
\nA. Use correct English grammar and mechanics in their written work. \u00fc Written case
\nassignments
\nB. Communicate in a coherent and logical manner \u00fc Written case
\nassignments
\nC. Present ideas in a clear and organized fashion. \u00fc Written case
\nassignments
\n3 Ethical Thinking
\nA. Identify ethical issues in a problem or case situation \u00fc Case assignments
\nB. Identify the stakeholders in the situation. \u00fc Case assignments
\nC. Analyze the consequences of alternatives from an ethical
\nstandpoint.
\n\u00fc Lectures
\nD. Discuss the ethical implications of the decision. \u00fc Lectures
\n4 Core Business Knowledge \u00fc Entire course<\/p>\n","protected":false},"excerpt":{"rendered":"
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