Marketing , 5th Edition Solution Manual

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ENRICHEDSOLUTIONMANUALto accompanyPrepared byBill Wellington and David HutchinsonUniversity Of Windsor

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IntroductioniiiTable of ContentsINTRODUCTION............................................................................................................................................ vResource Integration Guide .................................................................................................................................viElectronic Resources ..........................................................................................................................................viiPrint Resources ..................................................................................................................................................viiiResource Integration Grid with Classroom Planning Suggestions.......................................................................ixUsing Critical Thinking in Case Studies............................................................................................................xivHow to Use the Video Cases .............................................................................................................................xivSample Syllabus.................................................................................................................................................xviSample Course Schedules ................................................................................................................................xviiiPARTONETHEWORLD OFMARKETINGChapter 1An Overview of Marketing .............................................................................................................1Chapter 2Strategic Planning for Competitive Advantage .............................................................................27Chapter 3Ethics and the Marketing Environment .........................................................................................61SolutionsPart I Closing Material ..................................................................................................................93PARTTWOANALYZINGMARKETINGOPPORTUNITIESChapter 4Consumer Decision Making ..........................................................................................................95Chapter 5Business Marketing .....................................................................................................................127Chapter 6Segmenting and Targeting Markets.............................................................................................159Chapter 7Decision Support Systems and Marketing Research ...................................................................189SolutionsPart II Closing Material...............................................................................................................228PARTTHREEPRODUCTDECISIONSChapter 8Product Concepts.........................................................................................................................231Chapter 9Developing and Managing Products............................................................................................259Chapter 10Services and Nonprofit Organization Marketing.........................................................................285SolutionsPart III Closing Material..............................................................................................................311PARTFOURDISTRIBUTIONDECISIONSChapter 11Marketing Channels and Supply Chain Management .................................................................313Chapter 12Retailing ......................................................................................................................................349SolutionsPart IV Closing Material .............................................................................................................382PARTFIVEPROMOTIONDECISIONSChapter 13Integrated Marketing Communications .......................................................................................385Chapter 14Advertising and Public Relations ................................................................................................415Chapter 15Sales Promotion and Personal Selling .........................................................................................445SolutionsPart V Closing Material...............................................................................................................477

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ivIntroductionPARTSIXPRICINGDECISIONSChapter 16Pricing Concepts .........................................................................................................................479Chapter 17Setting the Right Price.................................................................................................................505SolutionsPart VI Closing Material .............................................................................................................527PARTSEVENMANAGINGMARKETING-CREATEDRELATIONSHIPSChapter 18Customer Relationship Management (CRM) ..............................................................................529SolutionsPart VII Closing Material ............................................................................................................557Chapter 19Marketing On The Web (located on the Web site)......................................................................559

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IntroductionvIntroductionWelcome toMarketing5thCanadian Editionby Lamb, Hair, McDaniel, Faria and Wellington! ThisManualis the core of the integrated teaching system which includes PowerPoint slides, video cases, a test bank, and aCourseMate website, for students. TheResource Integration Guideon pages 5 through 8 that provides classroomplanning suggestions for using all elements of the robust package. This edition of the’s Manual contains manyfeatures, as indicated below:Chapter Features Box.Each chapter of the’s Manual begins with a box that summarizes the key chapterfeatures from the textbook with key points. This will allow you to scan through the features and quickly determine howto use them in class.Learning Outcomes.Following the chapters features box, the chapter learning outcomes are concisely explained. Thenumbered learning outcomes appear in the chapter outline, indicating where each learning outcome is covered.Terms.Following the learning outcomes is a list of the key terms appearing in the chapter.Lesson Plan for Lectures.The lesson plan for lectures provides a brief outline of the chapter with a list of PowerPointslides to accompany each major topic.Lesson Plans for Videos.The lesson plan for the short ads and video case provides suggestions on activities to use pre-viewing, viewing, and post-viewing.Lesson Plan for Group Work.The lesson plan for group work provides suggestions on how to use chapter content toengage students in small group activities in class and includes one suggested activity that is not presented in the text.Solutions.Complete answers to chapter questions are provided for:Customer Experience.The purpose of these boxes is to generate thought and discussion about how customers areaffected by marketing. They usually conclude with thoughtful questions. Suggested answers are provided in the’s manual.Ethics in Marketing.The purpose of these boxes is to generate thought and discussion about ethical issues. Theyusually conclude with thoughtful questions. Suggested answers are provided in the’s manual.Global Perspectives.The purpose of these boxes is to generate thought and discussion about global issues. Theyusually conclude with thoughtful questions. Suggested answers are provided in the’s manual.Review and Applications.These questions appear at the end of each chapter in the textbook and are organizedaccording to the chapter objectives. The questions are restated in this’s Manual for your convenience.Application Exercise.The purpose of the exercise, tips for setting it up, and the original Great Idea in TeachingMarketing on which it was based.Ethics Exercise.Suggested solutions for the Ethics Exercise are included, but questions really serve as a startingpoint for class discussions.Case Study.Answers are provided for the longer end-of-chapter case study.Online Supplementary Exercises.These questions are only in this’s Manual and they enable you to getyour students to do online research. There is one exercise associated with each textbook chapter learning outcome.Career Exercise.These supplementary career exercises are only in this’s Manual. They will encourageand prepare your students for a job search. The manual provides some ideas and insights into what students willencounter in their searches.

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viIntroductionGreat Ideas for Teaching Marketing Class Activities.Each chapter contains a set of great ideas for both in class andout of class exercises that will actively involve your students in a chapter topic. These activities have been used in actualclasses and were chosen because both students and instructors have found them useful. The activities will makemarketing more than a concept in a book.Resource Integration GuideWhen you start with a new – or even familiar – text, sometimes the amount of supplemental material can seemoverwhelming. It can be daunting to lay out an entire supplement package, identify each element, and piece together theparts that fit your particular needs. You may end up using only a small fraction of the text’s resources.WithMarketing,5thCanadian Editionby Lamb, Hair, McDaniel, Faria and Wellington you don’t have to figure outhow everything fits together. We have created this resource guide to help you and your students extract the full valuefromMarketing5thCanadian Editionand its wide range of exceptional supplements.Our resource guide organizes the book’s resources and provides many Class Planning Suggestions to help you planand conduct your class, create assignments, and evaluate your students’ mastery.Whatever your teaching style orcircumstance, there are suggestions to meet your needs.Finally, the authors have worked with supplements from textbooks other than our own and have learned the goodand bad from the experience. For example, while using other texts we have selected a deep thinking question or caseonly to discover that when we go the instructor’s manual for guidance on a solution we encounter the simple statement“answers will vary.” We find this solution to be highly unacceptable. We consider this answer to be code for “I was justtoo lazy to write one up.” Truly, answers will vary, but how about some guidelines about what kinds of expectations tohave in the answer to communicate to students? Our solutions take this approach, so when you encounter the phrase,answers will vary it will be followed with some substance to guide you on the variations.THECORETEXTMarketing, 5thCanadian Edition contains 19 chapters organized around the Four Ps.You will find the followingelements throughout the book:Learning OutcomesEach chapter begins with a set of learning outcomes that tie all the content and pedagogy together, including thesupplemental material. The outcomes give a rapid overview of what the chapter will cover and how it is organized.Marketing & YouEach chapter begins with a question related to a chapter topic and a set of response scales from the Marketing ScalesHandbook, Vol. 3, by Bruner/James/Hansel. Students are asked to record their answers to these questions. At the end ofthe chapter, they are told how to score the scales and what their score means or says about them.Marketing HappensChapter-openingMarketing Happens vignettescreate an opportunity for students to confront the real issues thatmarketers face before deciding on a course of action, handling a particular problem, or changing the direction of thecompany.Review Learning OutcomesSome students learn best when they can see concepts diagramed, so each learning outcome in the text contains a graphicreview designed to provide students a visual prompt to recall the material.Customer Experience BoxThese boxes allow students to see more detailed examples of how marketers from small and large companies are trying tounderstand their customer’s needs and wants.Ethics in Marketing BoxThese boxes allow students to see more detailed examples of how marketers from small and large companies arewrestling with ethical issues.

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IntroductionviiGlobal Perspectives BoxExtended global examples take students to Brazil, China, France, India, Japan, and elsewhere, to give students a glimpseof the challenges and opportunities facing marketers in foreign countries.Review and ApplicationsOrganized by learning outcome, the review questions include writing, team, web-based, and research activities, as well astraditional comprehension questions.Application ExerciseBased on winning entries from “Best of the Great Ideas in Teaching Marketing,”Application Exerciseshelp studentswork with chapter material in an experiential way that makes the concepts come alive.Ethics ExerciseReading about ethics doesn’t have the same effect as thinking about and discussing pointed ethical dilemmas.EthicsExercisesare designed to allow students to wrestle and debate ethical situations they may face as marketers.Case StudyTo tie all the chapter concepts together, each chapter contains aCase Studyhighlighting a familiar and interestingcompany. These can be used as assignments or in-class group work.Video Case PresentationsVideo is an increasingly important learning modality – and one that students find very comfortable and engaging. Videocases provide descriptions and questions to guide viewing of the videos supporting each chapter.Marketing MiscuesThe end of each part contains aMarketing Miscuecase presenting a marketing gaffe made by a well-known company.Follow-up questions help students analyze what went wrong and why.Critical Thinking CasesA counterpoint to theMarketing Miscues, this set of cases provides detailed examples of challenging marketingsituations. Students determine what the profiled company should do to succeed.ELECTRONICRESOURCESTheNelson Education Teaching Advantage (NETA) programdeliversresearch-based resources that promote student engagement and higher-orderthinking and enable the success of Canadian students and educators. TheprimaryNETAcomponentsareNETAEngagement(teachingaidsforinstructors) andNETA Assessment(Test Banks and Computerized Test Banks).NETA ASSESSMENTNelson specifically developed NETA Assessment in recognition of the importance of multiple-choice testing in today’sclassroom and in response to instructors’ concerns. NETA Assessment is a research-based program that improves thequality of our test banks by ensuring our test banks measure not just recall (as is typical with test banks) buthigher-levelthinkingskills as well. NETA Assessment was created in partnership with David DiBattista, a 3M National TeachingFellow, professor of psychology at Brock University, and researcher in the area of multiple-choice testing.The NETA Assessment materials forMarketing, Fifth Canadian Edition include the following items:Multiple Choice Tests: Getting Beyond Remembering. This guide was written by David DiBattista and has beendesigned to assist you in using Nelson test banks to achieve your desired outcomes in your course.Test Bank: The Test Bank was written by Michael Wade of Seneca College. It includes over 3000 questions.Test Bank files are provided in rich text format for easy editing and printing with all common word-processingformats., as well as a complete Test Bank in one pdf file.

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viiiIntroductionComputerized Test Bank by ExamView®: The Test Bank is also available in ExamView® computerized format.This easy-to-use software is compatible with Microsoft Windows and Mac. Create tests by selecting questionsfrom the question bank, modifying these questions as desired, and adding new questions you write yourself.You can administer quizzes online and export tests to WebCT, Blackboard, and other formats.What You’ll Find in This Test BankThe Test Bank forMarketingcontains over 3000 questions, including almost 2500 multiple-choice questions, over 800true/false and essay-type questions. The multiple-choice questions have been written and edited to conform to NETAguidelines, which emphasize the development of higher-order thinking and the effective construction of questions.NETA principles of question construction help eliminate ambiguity, arguable answers, guesswork, and unconscious cuesto test-savvy students, resulting in a test that accurately reflects student understanding.The lines below each multiple-choice question provide the following information:ANS:Correct answerPTS:Points that can be assigned for each question (default is 1 point)REF:Page reference to textOBJ:Reference to the text’s chapter objective numberDIF:Indicates the question type: definition, application, comprehensionBLM:The Bloom category applicable to the question (Remember or Higher order)NETA ENGAGEMENTNETA Engagement’s foundational principles are based on student-centred learning, deep learning, active learning, andcreating positive classroom environments. Resources supporting NETA Engagement include this enriched instructor’smanual with classroom engagement activities, and the’s Guide to Classroom Engagement, a manual that setsout the research underlying NETA Engagement and provides instructors with a framework to create engagingclassrooms. The structure of the Guide was created by Dr. Roger Fisher and validated by an interdisciplinary board ofscholars of teaching and learning.RESOURCE CD-ROM (IRCD)Key instructor ancillaries and supplemental cases are provided on anResource CD-ROM.TheEnhancedManualcontains a pedagogy grid of all the teaching resources you have for thechapter, class plans for lecture, group work, and video, teaching tips and solutions for all chapter assignments,discussion questions, and more.EachTest Bankchapter opens with a correlation grid to show the distribution of question types across learningoutcomes. Over 3000 multiple-choice, true-false, and essay questions allow you to test for comprehension, aswell as evaluate how you’re your students can apply chapter concepts.PowerPoint® lecture slideswith videos and PowerPoint® lecture slides without videos, both sets covering thekey points and key concepts in the text.AnImage Libraryof images from the text to use when personalizing your PowerPoint® lecture slides.Chapter 19: Internet Marketingis available for those classes that wish to cover this additional topic.VIDEO PACKAGEThe Video Package is quite comprehensive. The CBC and BNN videos showcase the nuts and bolts of marketing atexisting companies. Company Clips video, along with their accompanying case studies, may be found in CourseMate(accessible through ww.nelsonbrain.com. These videos help to reinforce what your students have learned by showcasingpeople who are doing marketing every day.COURSEMATE (www.nelsonbrain.com)CourseMate brings concepts to life with interactive learning, study, and exam preparation tools that support the textbook.CourseMate includes an integrated eBook, interactive teaching and learning tools including quizzes, flashcards, videos,and more; downloadable instructor supplements; and Engagement Tracker, a first-of-its-kind tool that allows instructorsto monitor student engagement in the course.

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IntroductionixAPLIAAplia is a dynamic homework system dedicated to improving students’ learning by increasing their effort andengagement with your course. Aplia offers students premium, automatically graded assignments with detailedexplanations that ensure they put forth effort on a regular basis. Aplia also saves instructors valuable time they’dotherwise spend on routine grading while giving students an easy way to stay on top of coursework with regularlyschedulef assignments.MUSIC2GO MARKETING: Principles of Marketing Simulation by SmartsmsThrough the Smartsims easy-to-use interface, students will be taught the key principles of marketing and gain hands-onexperience at the development and implementation of marketing strategy. The competitive nature of Music2Goencourages involvement and learning in a way that no other teaching methodology can.RESOURCEINTEGRATIONGRID WITHCLASSROOMPLANNINGSUGGESTIONSThe following grid contains numerous classroom planning suggestions to help you maximize the core text and the maincomponents of the supplement package forMarketing, 5e.The entire grid runs from page 9 through page 13TextPREPARING TOTEACHReview the chapter openingLearning Outcomesto get a quick overview of concepts coveredin the chapter.Read the openingMarketing Happenscase and determine whether you want to assign it as apreparatory exercise, or incorporate it into the class period.Review the chapter margins for theTermscovered in the chapter and their definitions.LECTURE&PRESENTATIONWrite theLearning Outcomeson the board as a reference for where you are in your lecture.Direct students’ attention to theCustomer Experience,Global PerspectivesandEthics inMarketingboxes in the chapter.CLASSROOMACTIVITIES&DISCUSSIONIn small groups, have students work theReview and Applications Questionsat the end of thechapter that relates to the content of the boxed feature.Divide the class into groups and have them work through theEthics Exercisein the end-of-chapter pedagogy.Use theMarketing Miscuecase at the end of each part as an in-class group activity. Havesmall groups report their results to the rest of the class.EXTENDEDPROJECTS&ACTIVITIESUse theApplication Exerciseas a graded assignment.Distribute theCareer Exerciseform this manual and have students complete the activities.Distribute some of theOnline Exercisesfrom this manual that are associated with keyobjectives and have students report their findings.Assign students to keep a journal that tracks their own marketing experiences. Individually orin teams, have students engage in theGreat Ideas For Teachingexercises provided in thismanual and then present their work to the class.

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xIntroductionManualNETA Test BankPREPARINGTO TEACHReview thePedagogy Gridat the beginningof each chapter to find out what the chapterfeatures address.Review theChapter Outlineand list ofTermsto familiarize yourself with the scopeof topics and terminology introduced in thechapter.UseExamViewto create short quizzes to use attheendofclasstodeterminestudentunderstanding and involvement.LECTURE&PRESENTATIONUsetheLessonPlanforLecturetoorganize the presentation of the chaptercontent using PowerPoint.Read theChapter Outlinefor the chapteryou are covering.Use the electronic copy on theResource CD-ROMto edit the notes to fitthe material you want to cover.Review theTest Bankquestions following yourlecture to identify relevant questions for chaptertests, midterms, and exams.Give short quizzes at the start of the class periodfollowingyourlecturetodeterminestudentretention of concepts.CLASSROOMACTIVITIES&DISCUSSIONUse theLesson Plan for Group Worktoorganize your presentation of the chaptercontent.AssignthePre-ClassPreparationforStudentsfrom this plan to prepare yourstudents for the work they will do in class.Use some of theIn-Class Previewactivitiesfrom theLesson Plan forVideo Casetowarm-up your class before you delivery yourlecture or present the content.Create short tests usingExamViewand havegroupsofstudentstakethemcollectively,reaching consensus for each question. Grade thetestsasanentireclassanddiscussanydiscrepancies in the answers.EXTENDEDPROJECTS&ACTIVITIESAssign students theFollow-Upactivitiesfrom the video lesson plan.Assign students to complete anyReviewandApplicationsthatyoudidnotincorporate into your lesson plan.HavethestudentscompletetheClassActivityas take-home work or a weeklyproject.Have students create a 15-question test for thechapter. Require them to use a variety of questiontypes and write proposed solutions.After youreviewtheassignment,compiletheminananonymous review quiz packet for the chapter.Assign anEssayquestion from the Test Bank astake-homework.Selectaquestionthatcorrespondstoconceptsyourstudentsfoundconfusing.STUDENTSELF-HELPReview theLesson Plan for Lectureandidentify any concepts that you think weredifficult for students to understand. Go overthese at the start of the next class period.Provide students the answers for theReviewand Applicationsfor review.To help students review for exams, provide themwithanswerkeystotheshortquizzesyouadministered in class.

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IntroductionxiPowerPointVideo CasesPREPARING TOTEACHCustomize the slides for each chapter toreflect what you want to cover in class.Practicelaunchingtheembedded30-Second Ad Videosfound in each chapter.Assignstudentstoreviewthevideoswithin the PowerPoint presentation slides.Review theLesson Plan for Video Caseand theSolutions to Video Casein theManual.Watch theVideo Casesegment for the chapter.Assign students to read the segment summary andquestions in theVideo Casesection at the end ofthe chapter.LECTURE&PRESENTATIONPresent the chapter material using theslides.IntegratevideointoyourlecturebylaunchingthevideoadsfromthePowerPoints with Video.During your lecture, use the company featured inthe video as a basis for supplemental examples ofchapter content.Point to instances in the segment that reflect themarketing concept.Use theVideo Casesegment as the basis for yourpresentation of chapter content.CLASSROOMACTIVITIES&DISCUSSIONModify thePowerPointssothat they are intentionally erroneous anduse for review sessions.Have studentsfind the errors and offer corrections.Divide students into pairs and have themwrite teaching notes for the slides. Havestudents design a collection of 3 to 5slides that cover either theMarketingHappenscase that opens the chapter, ortheCase Studyin the end-of-chapterpedagogyUse theIn-Class Previewing Activitiesfrom theManual to guide your introduction ofthe video segment.While watching, have students check off learningoutcomes from the chapter that are addressed thevideo.Divide students into groups to do theFollow-UpActivitiesfrom the lesson plan in the instructormanual.Havestudentsworkinpairstocreatethreesentences that describe the video segment inmarketing terms.EXTENDEDPROJECTS&ACTIVITIESAssignstudentstoreadtheCriticalThinkingCaseandcreatea10-slidepresentation that depicts the main issuesand proposes a solution.HavethestudentscreatetheirownReview Learning Outcomediagrams thatdepict the content in the review summaries(one diagram per review). If students areable,askthemtocreatetheirvisualsummary in PowerPoint format to sharewith the class.Assign students to use the research tools availablewith the book to find out all they can about thecompany highlighted in the video.Ask students to draft a questionnaire that can beused as the basis for an interview with a localbusiness manager in the same industry as thecompany in the video.Have students share theirdiscoveries about how local businesspeople dealwith issues related to the chapter concepts.STUDENTSELF-HELPSuggest that students make note of theslidesthatwereconfusingduringthelecture,beingcarefultoidentifythelearning outcome on the bottom left of theslide. Send students to the text to reviewthe relevant section.HavestudentsreviewthesegmentsusingCourseMateto reinforce their understanding ofchapter concepts.

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xiiIntroductionUSINGCRITICALTHINKING INCASESTUDIESThe use of critical thinking is an effective teaching tool, changing the usual scenario of talking-teacher and quiet-student.Students and instructors must also accept more than two-way thinking. There aren’t any absolutely right or wronganswers. Students and instructors need to develop a variety of possible answers and through consensus develop what theclass thinks are the best solutions. Answers provided in thisManualare only guidelines. Developingsolutions through class consensus will also enable you to keep the cases current by allowing students to updateinformation not contained in the actual case.Students should begin by reading the case. Usually students need to read the case more than once. Because problemsolving and market planning are usually accomplished by a marketing team, we recommend that you recreate this settingin your classroom by allowing students to work in small groups to answer the case questions. Establish a competitiveatmosphere, possibly by awarding bonus points for the groups who develop the most creative and feasible ideas. Allideas should be considered. Ask the class to vote on the best possible solution or idea. This will promote brainstormingand teamwork.Critical thinking will only happen when students truly understand the concepts presented in the text. Refer students backto information in the text or review major concepts presented in the case. Students will be asked to go beyond theinformation presented in the case to reach their conclusions. Skills in predicting, evaluating, and defending theirdecisions will be key in developing critical thinking.The main objective is not to reiterate existing material from the case, but to be able to demonstrate knowledge andapplication by proposing solutions and developing plans for the future. Encourage students to compare, question, anddifferentiate. Students will follow the role you set. Urge students to challenge each other's ideas and question the currentcampaigns and strategies of companies portrayed in the cases.Case studies that require students to think critically will sharpen their problem-solving and communication skills—skillsessential to success in the business world. Business needs critical yet creative thinkers. The critical thinking cases in thetext are designed to cultivate both.HOW TOUSE THEVIDEOSDual Option Videos.The 5thCanadian Edition ofMarketing, is supported by two types of videos. Each chapter has acollection of videos at varying lengths: short, 30-second ads are embedded in the PowerPoint ™ presentation for eachchapter; a longer, 7- to 10-minute video highlights an operating company.Instead of tying cases to the videos, which often results in repetitive information, we have created a slate of teachingoutlines to help you teach through the video. That means to use the video as part of the transfer of information ratherthan just as a break from the lecture. All video teaching notes are designed to engage the student in active viewing. Byfollowing the video lesson plans, you will be able to reach students with multiple learning styles. We have used a varietyof media and activity types to help your students gain a deeper understanding of the marketing concepts presented.On the next page is a grid showing how the various video cases can be used across the entire text. These videos are frommany sources including, the CBC, the Business News Network (BNN) and some are from other sources.

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IntroductionxiiiFeature and Encore Presentation Video SelectionChapter NameCh #Video CaseLead segment(s) forchapterFor this chapter,also consider theVideo Case of…Overview of Marketing1WormboyTown DoctorStrategic Planning forCompetitive Advantage2Town DoctorCanadian Tire:Canadian Tire’s Back-to-Basics StrategyEthics and the MarketingEnvironment3A Look at the Educational ToyMarketMarketing To BoomersConsumer Decision Making4The Psychology of ConsumerSpendingAdvertising in a DigitalAgeBusiness Marketing5SmedCargoJetSegmenting and TargetingMarkets6Marketing To BoomersSports SponsorshipsDecision Support Systems andMarketing Research7Forecasting CanadianAutomobile Sales:Adjusting to Changing TimesThe North AmericanInternationalAuto ShowProduct Concepts8Fake MerchandizeA Look at theEducational ToyMarketDeveloping and ManagingProducts9IdeaFetchThe North AmericanInternationalAuto ShowServices and NonprofitOrganization Marketing10Credit Life InsuranceBusted: easyhomeMarketing Channels and SupplyChain Management11CargoJetSmedRetailing12Canadian Tire: CanadianTire’s Back-to-BasicsStrategyAmazon.com Seeks ToEnter CanadaIntegrated MarketingCommunications13Advertising in a Digital AgeSports SponsorshipsAdvertising and PublicRelations14Sports SponsorshipsAdvertising in a DigitalAgeSales Promotion and PersonalSelling15The North AmericanInternationalAuto ShowSmedPricing Concepts16Busted: easyhomeFake MerchanidizeSetting the Right Price17Air WarsSmedCustomer RelationshipManagement (CRM)18Gift CardsAdvertising in aDigital AgeMarketing On The Web19Amazon.com Seeks To EnterCanadaAdvertising in a DigitalAge

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xivIntroductionSample SyllabusCOURSE:MKT XXX: Introduction to MarketingDAYS/TIMES:Monday, Wednesday, and Friday 10:30 AM – 11:20 AM:Dr. Jane DoeOFFICE LOCATION/HOURS: Business Hall 100; Monday through Friday 8:00 AM - 9:00 AMOFFICE PHONE NUMBER:(000) 555-5555EMAIL ADDRESS:Jane.Doe@university.eduTEXTBOOK:Lamb, Hair, McDaniel, Faria and Wellington:Marketing, 5thCanadian Ed.,Nelson Education Limited © 2012.Course DescriptionThis course provides an introduction to marketing. Prerequisites: none.Learning OutcomesAt the conclusion of this course, the student should be able to:Define marketing and discuss what it entails;Discuss how environmental factors affect marketing activities;Describe the factors involved in consumer decision making;Segment markets and develop the profile of a target market;Develop product strategies and discuss how services and nonprofit “products” differ from traditionalones;Develop distribution, promotion, and pricing strategies;Explain the importance of Internet marketing, customer relationship marketing, and one-to-onemarketing.Methods of LearningA variety of techniques will be used to enhance your learning for this course. These include lecture,discussion, debates, exams, video cases, in-class group activities, out-of-class group and individualassignments, and Internet research. You are expected to come to every session having completed your readingand/or other assignments.Course EvaluationYou will have several opportunities to demonstrate your knowledge and understanding of the principlestaught in this course. Though much of the learning is actually achieved in-class, you are expected to completecertain assignments before class and to turn in outside assignments on time. Maximum point values are asfollows:Exams*300 pointsFinal exam200 pointsIndividual assignments300 pointsGroup projects200 pointsTotal1,000 points*Of the four regular exams given in this course, only your three highest scores will count.Your final grade for the course is based on the number of point you’ve earned during the semester:A=900 - 1,000 pointsB=800 - 899 pointsC=700 - 799 pointsD=600 - 699 pointsF=Below 600 points

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IntroductionxvSample Course SchedulesFor a 16-Week Term (meeting two or three times per week):WeekChapterChapter Title or Activity11Course IntroductionAn Overview of Marketing22Strategic Planning for Competitive Advantage33Social Responsibility, Ethics, and the Marketing EnvironmentExam #1445Consumer Decision MakingBusiness Marketing56Segmenting and Targeting Markets67Decision Support Systems and Marketing ResearchExam #278Product Concepts8910Developing and Managing ProductsServices and Nonprofit Organization Marketing91112Marketing Channels and Logistics DecisionsRetailing1013Exam #3Integrated Marketing Communications111415Advertising and Public RelationsSales Promotion and Personal Selling121617Pricing ConceptsSetting the Right Price1318Exam #4Customer Relationship Management1419Marketing On The WebBeginTeamProjectPresentationsORIndividualProjectPresentations15ContinueTeamProjectPresentationsORIndividualProjectPresentationsCourse Conclusion and Final Exam Review16Final ExamNote: The above schedule allows some time for a fall or spring break and/or holidays. Since these vary byeducational institution, extra time is allowed toward the end of the semester for projects and presentations.

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xviIntroductionFor a 12-Week Term (meeting two or three times per week):WeekChapterChapter Title or Activity11Course IntroductionAn Overview of Marketing223Strategic Planning for Competitive AdvantageSocial Responsibility, Ethics, and the Marketing Environment34Exam #1Consumer Decision Making456Business MarketingSegmenting and Targeting Markets578Decision Support Systems and Marketing ResearchExam #2Product Concepts6910Developing and Managing ProductsServices and Nonprofit Organization Marketing71112Marketing Channels and Logistics DecisionsRetailing81314Exam #3Integrated Marketing CommunicationsAdvertising and Public Relations91516Sales Promotion and Personal SellingPricing Concepts101718Setting the Right PriceExam #4Customer Relationship Management1119Marketing On The WebBeginTeamProjectPresentationsORIndividualProjectPresentations12ContinueTeamProjectPresentationsORIndividualProjectPresentationsCourse Conclusion and Final Exam ReviewFinal ExamNote: The above schedule allows some time for a fall or spring break and/or holidays. Since these vary byeducational institution, extra time is allowed toward the end of the semester for projects and presentations.

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