University Of Phoenix
Southern California Campus
Syllabus
MKT 421 – Basic Marketing
Group ID – SV01BSM12
Required Text: Perreault, W. D., Jr. & McCarthy, E. J. (1999). Basic marketing: A global-managerial
Approach (13th ed.) [University of Phoenix Special Edition Series]. Burr Ridge, IL: Irwin/McGraw-Hill.
Electronic Resources: Text’s Online Learning Center, current events, supplements, articles from Business Week, and other resources: http://www.mhhe.com/business/marketing/fourps/home.mhtml
Selected articles and other links to other resources, MKT web site:
http://www.apollolibrary.com/cp/ubm/mkt421.htm MKT 421 E-commerce Chapter:
http://www.mhhe.com/uop/perreault/student/file.pdf Instructor: Dr. Thomas T. Cobianchi, D.B.A.
Biography: Over 30 years of progressive experience in domestic/international marketing sophisticated engineered systems and components complemented by engineering and strategic program management assignments. This experience includes field sales, division, and Headquarters business unit level positions in the defense and commercial sectors. Senior level position held were Vice President, Corporate Development/Business Development, Orincon Corporation; Vice President, Strategic Planning and Program Development, S-Cubed Div./Maxwell Laboratories; Director, Market Analysis and Planning, Director, Business Development/RPV Programs, Teledyne Ryan Aeronautical; Acting Director, Advanced Programs and Engineering Manager, C3 Programs, General Dynamics Electronics Div.; and Director of Marketing, Air Force and Foreign Military C3 Programs, Strategic Program Manager, Power Generation Business Unit, Westinghouse Electric Corp. and Client Business Manager/Regional Director, AT&T Global and Government Markets. He has consulted for: Maxwell Laboratories, Titan Corp., M/A Com Power Semiconductors, World Wide Technologies, Orincon Corp., RMSI, and Teledyne. Dr. Cobianchi’s academic undergraduate background is in electrical engineering and economics, graduate background as a M.B.A. in general management and finance and a Doctorate in international business and strategic management.
Contact Information: Phone: 405-535-9952, email: [email protected] If you leave me a message, please let me know 2 or 3 different times when I may contact you.
Please include your area code in your phone number.
Availability: By appointment or usually 30 minutes before and after class.
Location: Saddleback Valley Learning Center, 26632 Town Centre Drive, Foothill Ranch, CA 92610
Phone: 800-888-1968, Location directions: www.mapquest.com
Class Schedule: Classes i through 5 TBD
6:00PM to 10:00PM
Assignments: We will use the course module as a guide to the class. These assignments are the minimum requirements for the class. Additional activities may be assigned individually or as a Learning Team.
Course Description: This five week course involves an integrated analysis o the role of marketing within the total organization. Specific attention is given to the analysis of factors affecting consumer behavior, the identification of marketing variables, the development and use of marketing strategies, and the discussion of international issues. We will discuss SWOTT (Strengths/Weaknesses/Opportunities/Threats/Trends) analysis, product life cycle and the four basic elements of marketing: 4Ps (Price/Product/Promotion/Place).
Attendance: Attendance policy is set by the University of Phoenix. The University of Phoenix’s teaching/learning model includes mandatory attendance. The instructor intends to strictly enforce the University’s policy. Remember that individual participation is required of each student for the successful completion of this course to demonstrate familiarity with assignments and the ability to transfer theory into practice. Absence from class will have a profound negative effect on your grade. No second absences will be allowed. If you miss class, please contact your academic counselor. In the event you have missed more than one class, you will receive a grade of "W".
Learning Teams: Learning Teams are an essential part of the academic experience for students. In addition to providing a supplemental learning environment for the mastery of course content, learning teams provide students with an opportunity to develop and refine teamwork skills.
Students are expected to determine the location for their Learning Team meeting each week during the class session. The instructor must approve the location as appropriate and conducive to learning. During the first Learning Team meeting, team members should collaborate together in completing the Learning Team Charter. This exercise will help the team to plan for effective achievement of team tasks, establish ground rules, an minimize conflict in the team process. Team members should sign the charter indicating that they assisted in the preparation of the form. Each team member should receive a copy and a copy should be submitted to the instructor at the second workshop.
Each week, each Learning Team must complete a Learning Team log, documenting each member's attendance at the Learning Team meeting. The Learning Team Log for each Team must be submitted to the Instructor in weeks 2, 3, 4 and 5. Team points/grades will be awarded for Learning Team assignments. Students will be given Learning Team points/grades based on their individual performance within the Learning Team group. The purpose is to encourage maximum and equal student participation in the Learning Team group.
Course Standards: The Teaching/Learning Model used at the University of Phoenix is based on the assumption that in preparation for every course, students will achieve certain learning outcomes. All performance assessments will depend upon the accomplishment of these outcomes. Students are graded on achievement rather than effort. It is the responsibility of the student to be prepared for each workshop.
The University trusts each student to maintain high standards of honesty, ethical behavior, and academic integrity. It is assumed that students will perform professionally in preparing work required in class. All assignments submitted in the fulfillment of course requirements must be the student’s own work. All assignments, except those designated as "group," are meant to represent the effort of each individual student. Group projects and assignments should represent equal efforts by all group members. While the University’s Teaching/learning Model emphasizes the sharing of professional experiences in the context of analyzing relevant course materials, it is against the policy of the University of Phoenix for students or faculty members to share information in class about present or past employers that would be considered to be proprietary, confidential, company sensitive, or a trade secret.
Cell Phones and Pagers: Out of consideration for others, please turn your cell phones and pagers to the silent mode. If they do not have a silent or vibratory mode, please turn them off. These items tend to distract the other students when they ring during class discussions or learning team activities.
Late Arrival/Early Departure: Late arrival and early departure may constitute loss of participation points at the discretion of the instructor.
Plagiarism: It is plagiarism to go to the Internet, find an article, copy it to the clipboard and then paste it into your word processor. Listing the article as a reference on the last page is not acceptable. This is plagiarism. In order to avoid being charged with academic dishonesty refer to the "Little Brown Compact handbook." It has an excellent explanation of plagiarism.
Written Work: All papers are to be typed, spell-checked and grammar checked, well written with a logical flow of thought. Submit double-spaced with 1" margins, prepared in the APA format found in the Publication Manual of the "Little Brown Compact Book" published by Harper Collins. Papers should be in 12-pitch font, using Courier or Times Roman. Indent paragraphs five spaces to indicate a new paragraph. Please include a title page in APA format on all papers so that the instructor can identify the student, assignment, course number, and workshop number. Although numbered, the title page does not count towards the required number of content pages. Please staple your papers together in the upper left hand corner. Do not put them into a folder, binder, or plastic cover.
To accommodate faculty and students in making APA more user friendly, a 21 page complementary document has been prepared for ease in the learning and applying the APA style. This document is titled, APA Style Quick reference Guide (undated but released on March 1, 2000). Accompanying the APA Style Quick reference Guide are two other useful tools: APA Grading Tool and APA sample paper. Students may download each of these three resources from the e-campus web site.
Late Work: Late work will not earn the full points possible. Work turned in late will earn 25 percent less per week. For example, an assignment worth 20 points maximum that is turned in one week late will earn only 15 points maximum; two weeks late will earn only 10 points, etc. All work must be turned in by the last workshop to earn any points. In addition, the instructor reserves the right to reduce the student’s grade one full letter grade if the course is not completed by the originally scheduled end date. An Incomplete will be considered only if the request for an Incomplete is submitted before the end date and all assignments from a minimum of three workshops are completed with a passing grade prior to the course end data.
Participation: Participation in all workshops is required. An absence for whatever reason will result in the loss of the participation points for participation that night. If a student is absent, he/she does not gain the benefit of class involvement and is not contributing to the learning of other students in the class. They will, however, make up all written work for the class missed.
Participation/Grading/Criteria: Participation is graded on individual and Learning Team contributions to the class discussions and participation in the Learning Team itself. The vast majority of managers’ interactions with others are oral. They generally spend less time reading and writing reports. For this reason, the development of oral skills is given a high priority in this course. The classroom should be a laboratory in which a student can test their ability to convince their peers of the correctness of their approach.
Comments: The aforementioned information related to this course in terms of structure, guidelines, and student performance is for the most part University of Phoenix policy. It is intended to develop the student’s academic background and enhance the student’s professional career.
With that being said, if you do not understand the assignments or anything related to the course for any reason, please come and see me. My personal objective is to foster your development academically and professionally.
Life is too short to take on any unnecessary stress.
Course Topics and Objectives:
Fundamentals of Marketing
Marketing Research, Product Development and Global Consideration
Channels of Distribution, Pricing and Internet Strategies
Promotion and Pricing in the Market Environment
The Internal Customer and the Future of Marketing
Assignments:
Individual (70%) Percent
Definition of Marketing Paper (Workshop One) 5
Marketing Strategy Article Review (Workshop Two) 10
Marketing Research Paper (Workshop Three) 10
"Click and Brick" Paper (Workshop Four) 10
Internal Marketing or Future Trends Article review (Workshop Five) 10
Final Exam (Workshop Five) 5
Participation (5 points each for Workshops 2, 3, 4, and5) 20
Learning Team (30%)
Product/Service Outline and SWOTT/Segmentation Paper and Presentation (Workshop Two) 5
Product/Service Development Paper and Presentation (Workshop Three) 5
Channels of Distribution and Pricing Paper and Presentation (Workshop Four) 5
Marketing Plan Paper and Presentation (Workshop Five) 15
Total 100
Grading:
A. Far exceeds the standard for all required work: 96-100 = A
91-95 = A-
B. Exceeds the standard for all required work: 88-90 = B+
85-87 = B
81-84 = B-
C. Met the standards for all required work: 78-80 = C+
75-77 = C
71-74 = C-
D. Met the minimum standard for all required work: 67-70 = D+
64-66 = D
61-63 = D-
F. Below the minimum standard for all course work 0-60 = F
WORKSHOP ONE: Fundamentals of Marketing
1. Read Chapters 1-3, 6 and 7 and pp. 612-613 in the text, Basic Marketing: A Global marketing Approach.
2. Prepare a 350-700 word paper on your own definition of marketing. Include your personal work experience as a basis for the paper.
Classroom:
1. Read the following items, available at http://ecampus.phoenix.edu "Learning Team Charter"
"Directions for Completing Learning Team Log"
"Learning team Log"
"Directions for Completing the Learning Summary"
"Learning Summary"
2. Select Learning Team members who will work together throughout the course.
3. Suggest an appropriate Learning team meeting location.
Learning Team Meeting One:
Classroom:
1. Review the objectives from Workshop One and discuss additional insights and questions that may have risen.
2. In preparation for the Marketing Plan and presentation due in Workshop Five, prepare a 350-700 word detailed outline identifying a product or service that will be the basis for subsequent Learning Team assignments. Refer to the University of Phoenix material "Strategic Marketing Plan: A Blueprint" at the back of the module for details.
3. Prepare a 1050-1400 word paper identifying the market segmentation for your product and/or service. Conduct a SWOTT (Strengths, Weaknesses, Opportunities, Threats and trends) analysis on your product and/or service and analyze the factors as they apply to the marketing Plan paper presentation.
Classroom:
Create the Learning Team Charter
Prepare the Learning Team Log
Identify your next Learning Team meeting location.
Using 3-5 Microsoft PowerPoint slides, prepare a 6-10 minute oral presentation on your segmentation and SWOTT analysis paper.
Summary: (All Work Shops)
Review key points and preview next workshop.
Submit all assignment due
Sign off Learning Team locations for upcoming meetings.
WORKSHOP TWO: Marketing Research, Product Development, and Global Considerations
1. Read Chapters 5, 8, 9, and 21 in the text
2. Using the Internet or another source, select a business article and prepare a 300-700 work article summary related to the overall marketing strategy of a selected organization. Summarize the article using the following format:
a. Identify the main points in the article. Then relate it to the text material by citing the pages of the text that tie the practical application of the article to the theory.
b. Look for clues in the article that might depict a trend or impact the particular industry represented. Include in your synopsis, any appropriate comments about how this situation might mirror or tie in with goals and objectives of your organization.
c. Cite the publication, date, author of your business article. Provide copy of publication.
Classroom:
Submit the appropriate completed sections of the Learning Team Logs and Learning Team Charter.
Suggest an appropriate Learning Team location.
Prepare a 1050-1400 word paper identifying the segmentation and SWOTT analysis factors as they apply to your final project.
Prepare and submit a 2-3 slide presentation using Microsoft PowerPoint on your segmentation and SWOTT analysis paper.
Learning Team Meeting Two:
Classroom:
1. Review the objectives from Workshop two and discuss additional insights and questions that may have risen.
2. Prepare a 1050-1400 word paper on the product and/or service development as it relates to your final project. Address the following:
Market Research
Product lifecycle, positioning, and differentiation
Global or domestic product and/or service
Prepare the Learning Team Log
Identify your next meeting location
Using 3-5 Microsoft PowerPoint slides, prepare a 6-10 minute oral presentation on your product and or service development paper.
WORKSHOP THREE: Channels of Distribution
1. Read Chapters 11-13 and 17 in the text
2. Prepare a 700-1050 word paper describing primary and secondary marketing research and how your organization could benefit from each. Provide examples of primary and secondary research.
3. Be prepared to discuss your findings of your marketing research paper in class.
Learning Team Meeting Three:
Classroom:
1. Review the objectives from Workshop Three and discuss additional insights and questions that may have risen.
2. Prepare a 1050-1750 word paper discussing channels of distribution and pricing strategies as it relates to your final project.
3. Prepare the Learning Team Log.
4. Identify your next Learning Team meeting location.
5. Using 3-5 Microsoft PowerPoint slides, prepare a 6-10 minute oral presentation on your channels of distribution and pricing strategies paper.
WORKSHOP FOUR: Promotion and pricing in the Market Environment
1. Read Chapters 14-16 in the text
2. Review Chapter 17 in the text
3. Read the University of Phoenix MKT 421 E-Commerce Chapter found at: http://www.mhhe.com/uop/perreault/student/file.pdf 4. Prepare a 1050-1750 word paper in which you compare and contrast a "Click and Click" to a "Click and brick" organization. Utilize a marketing SWOTT analysis to discuss the differences, including the effectiveness or ineffectiveness of the selected organization’s web sites. Be prepared to present your recommendations in class.
Learning Team Meeting Four:
Classroom:
1. Submit the appropriate completed sections of the Learning Team Logs.
2. Suggest an appropriate Learning Team meeting location.
4. Review the objectives from Workshop Four and discuss additional insights and questions that may have arisen.
5. Integrate your previous Learning Team assignments into the Marketing Plan paper and presentation. Prepare a 3500-5250 word paper on your marketing plan. Include the following in your paper:
Identify product/service
Market Research
Market SWOTT
Marketing mix (4-P’s)
Implementation of the marketing plan
Control and adjust
Critique and make recommendations of the marketing plan
6. Prepare the Learning team log.
7. Learning Summary:
As a team, review the "Directions for Completing the Learning Summary." These materials can be downloaded from http://ecampus.phoenix.edu As a team, complete the Learning Team table section of the Learning Summary. Be sure to discuss the learning team charter goals and results, and then provide reflective commentary.
Individually, complete the Individual Questions for Reflection.
Be prepared to submit and discuss the Learning Summary in Workshop Five.
Each team member should submit one copy to the faculty member and retain one copy to help write his/her Learning Team Charter in the next course.
8. Using 6-10 Microsoft PowerPoint slides, prepare a 15-20 minute oral presentation on your marketing plan.
WORKSHOP FIVE: The Internal Customer and the Future of Marketing
1. Read Chapters 4 and 20 in the text.
2. Prepare to take the Final Exam.
3. Prepare a 300-750 word Internet article summary on the value of internal marketing or on future trends in marketing. Explain how the article relates to your organization. Use the following format to prepare your article:
Identify the main points on the article. Then relate it to the text material by citing the pages of the text that tie the practical application of the article to the theory.
Look for clues in the article that might depict a trend or impact the particular industry represented. Include in your synopsis ant appropriate comments about how this situation might mirror or tie in with the goals and objectives of your organization.
Cite the publication, date, author of your business article. Provide copy of publication.
Classroom:
1. Submit the appropriate completed sections of the learning team logs.
2. Submit the learning Summary. Once again, each team member should submit one copy to the faculty member and retain one copy to help write his/her Learning Team Charter in the next course.
NOTE: Once again, please provide the instructor copies of all your articles/publications related to your course work.