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SCHOOL OF BUSINESS ADMINISTRATION FRANCIS MARION UNIVERSITY MARKETING 730 Course Title: Marketing Theory and Application Course Description: The development of critical thinking related to identifying target markets and creating marketing mixes to exploit those markets. The increasing importance of marketing in today’s global economy is also emphasized. Focus is on the application of ideas through case studies and problem-solving activities. Instructor: Kay Lawrimore Belanger, Ph.D. I. Objectives All students receiving a passing grade in this course will be able
IV. Competencies Taught C1 Communicate well orally and in writing and to listen effectively C2 Have the ability to organize information in a logical format, draw conclusions and support these conclusions with facts C3 Function effectively as a team member, understand group dynamics, and interact with people of diverse backgrounds C4 Interpret marketing information
Class Location: FH 255A Class Time: 6:00, Monday Office Location: FH Telephone: FH 661-1424 E-mail: klawrimore@fmarion.edu (office) drkay@drkayfmu.com Office Hours: Posted by office door Office hours includes Monday: 4:00 – 6:00pm, 9:00-9:30 pm Web site: www.drkayfmu.com This site has been developed to assist students. Please use the site for information concerning assignments. Marketing Management Kotler and Keller Pearson - Prentice Hall ATTENDANCE Students are required to follow the University’s attendance policy. A student whose absences exceed those designated in the university catalogue may be dropped from the course. For this course more than 1 absence may result in the student being dropped from the course.
Each student will be evaluated based upon the portfolio of skills brought to, learned in and applied to the class. Skills Evaluation Methodology
ACHIEVING THE COURSE OBJECTIVES Marketing appears easy, but is often frustratingly difficult to master. Why? Not because the concepts are difficult to grasp, but because marketing requires a healthy balance of technical skills and customer psychology. This is why the best way to improve marketing decision-making skills is through practice and thought. The starting point is the belief that you cannot develop a sound marketing strategy unless you first understand the problem or situation and theory. "Cook-book" solutions rarely work in practice because every situation is somewhat unique, and there are no universal marketing solutions. Alfred Whitehead expressed this very well in a famous essay from 1929: Whatever be the detail with which you cram your student, the chance of his meeting in after-life exactly that detail is almost infinitesimal; and if he does meet it, he will probably have forgotten what you taught him about it. The really useful training yields a comprehension of a few general principles with a thorough grounding in the way they apply to a variety of concrete details. In subsequent practice the (students) will have forgotten your particular details; but they will remember by an unconscious common sense how to apply principles to immediate circumstances. Alfred Whitehead, The Aims of Education and Other Essays 1. No make-up examination will be scheduled for those students with an absence from the interim examination. The weight of the missed exam will be shifted to a final exam developed specifically for this student. Notification to the instructor as to why the exam is being missed prior to the scheduled exam time is required. 2. NO CREDIT will be awarded for exercises/assignments TURNED IN LATE. The exercises/assignments are due at the beginning of each class. If you must miss class, you may email certain assignments to me prior to class to receive credit for class participation. If the assignment is to be graded other than for class participation I will not accept an assignment except during class. 3. Full credit will not be automatic on homework assignments turned in for points. NEATNESS, CLARITY, COMPLETENESS AND PROFESSIONALISM will be considered. Homework assignments turned in on torn spiral edge paper, beverage stained paper or prepared in a manner that exhibit a lack of reasonable care will not receive full credit.
Academic honesty is fundamental to the activities and principles of a university. All members of the academic community must be confident that each person's work has been responsibly and honorably acquired, developed and presented. Any effort to gain an advantage not given to all students is dishonest whether or not the effort is successful. Academic dishonesty and misconduct includes, but is not limited to, extensive use of materials from another author without citation or attribution; extensive use of verbatim materials from another author without citation or attribution; extensive use of materials from past assignments; and extensive use of assignments from other courses. When in doubt about plagiarism, paraphrasing, quoting or collaboration, consult the course instructor. For exams, academic dishonesty and misconduct includes conferring with classmates during an exam in any way; copying or reading another’s test; and using notes and other materials without permission of the instructor. The academic community regards academic dishonesty and misconduct as extremely serious. Violations of any of the principles outlined above may lead to consequences ranging from failing the course to probation to expulsion. 5. Due to the large amount and complex material we cover in a relative short period, class time is not sufficient to allow mastery of the subject matter. In planning your schedule, allow approximately four to six hours of study time for each class meeting.
8. Students who arrive after class has begun, disrupt those students who have arranged their schedules to arrive timely. Do not disrupt class, PLEASE.
The course will include a combination of lecture and practical exercises including student presentations. Classroom discussion and books, like road maps, are only models of reality. The best way to experience reality is to become actively engaged in it, as evidenced by the learning pyramid below. As a graduate class, this course was designed to operate at all of the levels of the learning pyramid. Typical undergraduate classes focus on the top elements (reading and lecture), while graduate classes, like this one, focus more on the base levels of the pyramid. 
According to the chart, lecture, the top of the pyramid, achieves an average retention rate of 5%. On the opposite end of the scale, the "teach others/immediate use" method achieves an average retention rate of 90%. Source: Studies conducted by NationalTraining Class participation is an important element of case discussions. Learning depends heavily upon thorough and lively participation. The primary emphasis should be on quality participation, not quantity. The quality of participation, as reflected in careful reading of cases and assigned material, thoughtful reflection, and clear and concise comments, is extremely important. However, one cannot make quality contributions without some quantity. It is particularly important that your comments fit into and build on previous comments. This requires that we all listen carefully to each other. Class participation will be judged on the basis of quality and consistency of effort on a daily basis. Attendance is not participation. Each student can ascertain the adequacy of her/his participation by occasional discussion with the instructor. However, careful self-monitoring using the following criteria for effective classroom participation may be useful:
You are to be prepared (actively involved) for every class. Since I frequently call on individuals even when their hands are not raised, you should let me know before the start of class if some emergency has made it impossible for you to be prepared adequately for that class. Naturally, there are students who do not feel comfortable participating verbally in the classroom. We should all try to make the classroom atmosphere as congenial as possible to assist all of our colleagues in the participation process. Students are encouraged to meet regularly outside of class to discuss assignments (except individual ones) before the scheduled class activity. Missed classes could affect (severely) your performance in the class. There is no way to make up "missed" participation opportunities. Written assignments do not need paragraph form (essays), but may use bullets and short sentences with headings. It must be typed. You are writing for a busy top executive. The write-up often requires the use of theory to support your opinion. Most write-ups should be between 1 to 2 pages. Assignments may be posted on line or announced in class. Semester/Team Case
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