MASTERSYLLABUSMRKT102:INTRODUCTIONTOMARKETINGCourseDetailsSemester:CourseCode:MRKT102CourseName:IntroductiontoMarketingCoursePrerequisites:NoneCourseCo-requisites:NoneCreditsHours:Three(3)credithoursClassroom:ClassTiming:(45contacthours)FinalExamPeriod:InstructorDetailsProfessor:OfficeLocation:OfficeHours:Email:Coursewebsite:Phone(Office):CatalogCourseDescriptionStudyoftheprocessbywhichconsumers’needsandwantsareanalyzedandsatisfiedwithinthecontextofamodernmarketingsystem.Investigationofcurrentdevelopmentsintheexternalenvironmentaffectingthemarketingprocess.Theroleofmarketinginstitutionsinfacilitatingtheflowofgoodsandservicesfromproducerstoconsumersisanalyzed.CourseOverviewWiththeadventofglobalizationmanychangeshavetakenplaceinthemarketingenvironment.Applicationsofadvancedtechnologies,particularlyintheareaofcustomerrelationshipmanagement,arehelpfulinunderstandingcustomer’sdemandsandsatisfaction.Thiscoursehasbeendesignedtoguidethestudentinunderstandingtheimportantprinciplesofsuccessfulmarketingandhowtheseprinciplesareappliedinidentifyingcustomerneedstoproviderightproduct/service,createbestdistributionchannels,organizeeffectivepromotionalactivitiesandselectsuitablepricestoboostcustomersatisfactionaswellasthefirm'sprofitability.Thecourseisalsoafoundationforadvancedelectivesinmarketing.Course-LevelLearningGoalsAnoteonSchoolofManagementCourse-LevelLearningGoals:Learninggoalsarepartitionedintothosethatareinsupportoftheprogrammaticlearninggoals(Invariant),specifictothelocalizedregionofdelivery(Contextualized),andspecifictothedomainexpertiseoftheinstructor(Instructor-Specific).Theformertwocategoriesarerequiredforallcourses.Invariant“AssuranceofLearningValidations”isspecificallylinkedtotheassociatedprogrammaticlearninggoalandobjective,withcourse-levellearninggoalsrepresentingtheprogrammaticgoalasitappliestothecontextofthecourse.Learninggoalsthatfocusonknowledgeacquisition(Bloom’sTaxonomy)arenotspecificallyornecessarilyincludedintothecourse-levellearninggoals,althoughitisassumedthatknowledgeacquisitionofallrelevantbusinesscorefundamentalsisaddressedwithineachcourse.Examinationsinclassareusedtoprovidefeedbackconcerningknowledgeandcomprehensionforthepurposeofensuringthatstudentswhohavenotmasteredthesewillnotadvancethroughthecurriculum.Attainmentofknowledgewithineachcoreareaisassessedbywayofstandalonetestingofeachstudentasarequiredpartoftheinstructionalprogrampriortograduation(e.g.ETS).AnoteonSchoolofManagementCourse-LevelLearningGoals:Learninggoalsarepartitionedintothosethatareinsupportoftheprogrammaticlearninggoals(Invariant),specifictothelocalizedregionofdelivery(Contextualized),andspecifictothedomainexpertiseoftheinstructor(Instructor-Specific).Theformertwocategoriesarerequiredforallcourses.Invariant“AssuranceofLearningValidations”isspecificallylinkedtotheassociatedprogrammaticlearninggoalandobjective,withcourse-levellearninggoalsrepresentingtheprogrammaticgoalasitappliestothecontextofthecourse.Learninggoalsthatfocusonknowledgeacquisition(Bloom’sTaxonomy)arenotspecificallyornecessarilyincludedintothecourse-levellearninggoals,althoughitisassumedthatknowledgeacquisitionofallrelevantbusinesscorefundamentalsisaddressedwithineachcourse.Examinationsinclassareusedtoprovidefeedbackconcerningknowledgeandcomprehensionforthepurposeofensuringthatstudentswhohavenotmasteredthesewillnotadvancethroughthecurriculum.Attainmentofknowledgewithineachcoreareaisassessedbywayofstandalonetestingofeachstudentasarequiredpartoftheinstructionalprogrampriortograduation(e.g.ETS).InvariantLearningGoals(InsupportoftheBSBAProgrammaticLearningGoal(s)):Uponthesuccessfulcompletionofthiscourse,thestudentwillbeableto:Identify,discuss,analyzeand/orestablishapositiononmarketingmix,global,andethics-relatedissues(i.e.,problemsandopportunities)inmarketing;PrepareawrittenreportinAPA/Chicagostyleonacompany’smarketingmix;Identifyandrecommendasolutionforamarketing-relatedproblem;Prepare,includingamarketingmix,globalandethical-relatedissues;Participateeffectivelyinateam;andConstructamarketingmixassessmentinabusinessplanformat.AssuranceofLearningValidations(LinkedtotheBSBAProgrammaticLearningGoals)AnoteonSchoolofManagementAssuranceofLearningScoring:Scoresformthemetricforthedegreetowhichthevalidation(e.g.learningoutcome)satisfiestheassociatedlearninggoalorobjective.Assuranceoflearningvalidationdescriptionsidentifythecriteriaforeachscorethatistobegiven.SAnoteonSchoolofManagementAssuranceofLearningScoring:Scoresformthemetricforthedegreetowhichthevalidation(e.g.learningoutcome)satisfiestheassociatedlearninggoalorobjective.Assuranceoflearningvalidationdescriptionsidentifythecriteriaforeachscorethatistobegiven.Scoresarescaledusingprogramorconcentrationrubrics.Itmustbenotedthatscoresaretobedifferentiatedfromgrades.Scoresformacriterionfromwhichaninstructorwillascertainanoverallgradeforanyinstrumentofassessment,andtheoverallassessmentthestudentreceivesforaninstrumentisa“grade.”Ascoreisanextractionthatspecificallymeasuresthedegreeofattainmentofalearninggoaland/orobjective.A1.GroupProject:Studentswillberequiredtocarryoutaprojectwherebytheywillanalyzethemarketingmixofaninternationalcompany.Teamsofstudentswillberequiredtocompleteapaper.Theoverallgradeofthefinalpaperwillbebasedon8separatescores(allscoresaregroupscoresexceptforthesecondscore)eachofwhichwillbeassessedonthefollowingcriteria:Thefirstscorewillevaluatetheoverallconsistencyofthepapertoanapprovedwritingstyle(APA(/owl/resource/560/01/),Chicago)basedoncontentandorganization,references,tablesandfigures,bibliography(G1O1).Foradditionalwritingstyleresources,pleasevisitNYIT’sonlinelibraryat/library/research/writing_and_citing/;Thesecondscorewillbeanindividualgradebaseduponhowthestudentinteractsinagroupsetting.Specifically,eachstudentscoreshis/herteammembers,basedontheuniformityofindividualteammembercontributions.Eachstudentgradesthecontributionoftheirteammembersonascaleof1-5.However,thescoresgivenbyeachstudentfortheirteammatesmustalwaysaverage3.0(G1O3).Thethirdscorewillbebasedonhowinsightfulandclearstudentsareatidentifyingappropriateglobalopportunitiesandthreatsforthechosenorganization(G3O2).ThefifthscorewillbebasedonhowwellstudentsareatpreparingthemarketingmixassessmentreportusingMicrosoftWord,PowerPoint,andpreparingtablesandfiguresusingExcel(M2O4).Thesixthscorewillbebasedonhowwellstudentscandescribeandanalyzetheefficiencyofthemarketingmixinthemarketingmixassessmentreport(ducts,price,place,promotion)(M2O1).Theseventhscorewillbebasedonhowwellthemarketingmixassessmentreportiscomparabletoanestablished(andavailableonlinetotheinstructor)templateforthemarketingcomponentofabusinessplan.(M4O1).A2: MarketingPlanCaseAnalysis:Eachstudenthastosolveamarketingexercisedrawnfromacaserelatedtolocalmarkets,products/servicesorapplicationofmarketingmix.Thecasewillbechosefromchapter10.Onescorewillbegivenbasedonstudent’sabilitytosolvebusinessproblemsinafunctionalarea(M1O2).A3: GlobalEthicsCaseAnalysis:Studentsmustexaminethesocialandethicalissuesandsubmitcaseanalysis.Twoscoresaregiven:onescorefordemonstratingtheabilitytointegrateinformation(M4O2),andonescoreforcontributingtoananalysisinsupportof,ordevelopmentof,abusinessplan(M4O1).Contextualized(Globalized)LearningGoal(s):Uponthesuccessfulcompletionofthiscourse,studentswill:SeeInvariantLearningGoals1and4above.AssuranceofLearningValidation(InsupportoftheContextualized(Globalized)LearningGoal(s)):B1. SeeAssuranceofLearningValidationA1,score3above.InstructorSpecificlearningGoal(s)(Optional)Uponthesuccessfulcompletionofthiscourse,thestudentwillbeableto:NoneAssuranceofLearningValidation(InsupportoftheInstructorSpecificLearningGoal(s)):NoneTeachingandLearningMethodologyTheSchoolofManagement’steachingandlearningstrategyisinformedbycontemporaryindicators/sourcesthatderivefromitstargetmarket,specificallythemillennialgeneration.Inparticular,behavioraltraitsforthisgenerationareidentifiedandformthebasisofemphasisfortheschools’teachingandlearningmethodologies.Thesemethodologiesarereflectedintheschool’smissionstatementbywayofitsTEMPOScampaignTeachingandLearningStrategies:”TEMPOSandtheMillennials,”revisedSeptember2008..Inaddition,teachingandlearningstrategiesareinformedbyinstitutionalindirectassessmentresults,periodicallycollectedandreviewedbytheOfficeofPlanningandAssessmentandtheschool’sfacultyE.g.,StudentSurveyonTeachingQuality–QuantitativeData:SchoolofManagement..Teachingandlearningstrategiesarealsoexternallyreferencedsystematically(e.g.,theAnnualStakeholder’sConference)throughcontinuingconsultationswithnon-boardkeystakeholdergroups,includingemployers,businessandcommunityleaders,accreditationandministerialagencies,alumni,students,peerinstitutions,andbusinessandgovernmentalagencyrepresentatives.TeachingandLearningStrategies:”TEMPOSandtheMillennials,”revisedSeptember2008.E.g.,StudentSurveyonTeachingQuality–QuantitativeData:SchoolofManagement.Acomponentofallcourses,asapartoftheteachingandlearningstrategies,istomaintainacademicrigorandtobeintellectuallychallenging.Thisisvalidatedininstitutionalsurveyresults.However,SchoolofManagementfacultymembersutilizeanoverallcollectiveportfolioofstrategies/initiativesthatobtainfromtheaforementionedsourcesindelineatingthosethataremostappropriateoremphasizedinthecoursestheylead.Inthiscourse(MRKT102),four(4)prioritizedteachingandlearningstrategiesfocuson:teamwork/collaborativework(interdependentlearning);activestudentengagementintothelearningprocess;integratingprinciplesofethics/socialresponsibility;andtimelyfeedback.Allfacultymembersthatinstructthiscourseshouldconsiderhowtoexecutethecoursetoemphasizethesekeycomponentsofthestrategiesconsidered.Followingareviewoflearningoutcomes,facultymembersconsiderhowre-orientationofteachingandlearningstrategiesmightresultinstrengtheningtheseoutcomes,andadjustmentsaremade,accordingly.FacultymembersalsoconsiderhowtheSchoolofManagementTriplePlatformsofExcellence(ProfessionalEnrichment,ExperientialEducation,andStudentAdvancement)mightbeleveragedasapartofthisstrategy,andproviderecommendationstotheDirectorsofthoseplatforms.Theschoolalsoreviewsthedistributionofidentifiedteachingandlearningstrategiesperiodicallytoensurecomprehensionandtheintegrationofeach(fromthedesignatedlistofapproximately20-25strategies)withinthecurriculum.Finally,resultsfromstudentteachingevaluationsalsoprovideindicationsofhowvariousteachingandlearningstrategiesareintegratedintothecoursedelivery.Thefollowingissues(indicatornumberisprovided)areamongthoseintheevaluationsthatbearonthisreviewandanalysis:7.Theamountofworkinthiscoursewasappropriate.15.Theinstructorwasavailableforcourserelatedconsultationandadvice.17.Theinstructorassignedchallengingcoursework.18.Theinstructorgradedandreturnedstudentworkandexamspromptly.19.Theinstructorprovidedhelpful,constructivefeedbackonassignmentsandcoursework.20.Theinstructorrespectedculturaldifferencesanddiversityamongstudents.21.Theinstructorincorporatedinformationtechnology(puterortheInternet)inthecourse.25.Theinstructorchallengedmetothink.Alongwithteachingandlearningstrategies,thenotionofstudenteffort/timeontaskisalsoconsidered,althoughitisnotnecessarilydrivenbymetrics.Itisnotedthatthenotionofstudenteffort,specificallymetricdriven,isnotauniversallyadoptedapproachSeetheVictorianTAFEAssociationResponse–StrengtheningtheAQF:Proposal,June2009.EastMelbourne,Victoria,Australia,retrievedfrom.au/docs/PositionDiscussion%20Papers/VTA_Response_Strengthening_the_AQF.pdfonFebruary22,2010.SeetheVictorianTAFEAssociationResponse–StrengtheningtheAQF:Proposal,June2009.EastMelbourne,Victoria,Australia,retrievedfrom.au/docs/PositionDiscussion%20Papers/VTA_Response_Strengthening_the_AQF.pdfonFebruary22,2010.SampledataregularlycollectedthroughtheNewYorkInstituteofTechnologyStudentRatingofCourses/TeachingForm.Thiscourseistaughtinlecturemodewithactiveparticipatoryclassexercises.Itisoftheutmostimportanceforstudentstocometoclasswell-preparedtodiscussclassexercises.Learnerswillachievetheirlearningobjectivesthroughthefollowingactivities:classroomexercises,assignments,mid-termandfinalexaminationsandawrittenproject.RequiredResource(s)Grewal,D.,andLevy,M.(2012).Marketing.3rdEdition.McGrawHillCompany.ISBN13:978007802883.ReferenceResource(s)Jobber,D.(2007).PrinciplesandPracticeofMarketing.McGraw-Hill.ISBN:13:978-0-07-711415-2;ISBN:100-07-7114159.AssessmentMethodologyandGradingGuidelinesInstrumentsPointsTimeonTaskAnAnestimateoftheperiodoftimeduringwhichastudentisactivelyengagedinalearningactivity,excludingclassroomcontacthours.MarketingPlanCaseAnalysis(seeA2)15points5hoursMidTermExam20points15hoursGlobalEthicCaseAnalysis(seeA3)15points20hoursGroupProject(SeeA1)25points20hoursFinalExam 25points36hoursFormativeAssessment(seea)0points2hoursTOTAL100points96hoursAdraftoftheMarketingPlanCaseAnalysisisduethreeweeksbeforetheduedateofthefinalversion.Theinstructorwillcommentonthestudent’sabilitytosolvethemarketingprobleminthecase.ThisassignmentisaddedtoimprovestudentattainmentofBSBAprogrammaticlearninggoalM1O2.GradingGuidelines:AttendancePolicy:Studentsareexpectedtoattendeveryclasssession.Instructorswillinformstudentsoftheexactnumberofabsencesandlate-arrivalspermittedduringthesemester.Studentswhoexceedtheselimitsmaybesubjecttofailure.Ifastudentmissesanyclassortest,theinstructorhastherighttoeithergrantordenyanopportunitytomakeuptheworkthatwasmissed.Insuchcases,theinstructorshallbethesolejudgeofthevalidityofastudent'sexplanationforhavingmissedtheclassortest.DeductionsforLateArrival,EarlyDeparture,andUnexcusedAbsences:PolicyforMake-UpAssignmentsorQuizzes:ClassroomBehavior:Behaviorthatdisrupts,impairs,interfereswith,orobstructstheorderlyconduct,processes,andfunctionswithinanacademicclassroomorlaboratoryviolatesthestudentcodeofconductandmayresultindisciplinaryaction.ThisincludesinterferingwiththeacademicmissionofNYITorindividualclassroomorinterferingwithafacultymember’sorinstructor’sroletocarryoutthenormalacademicoreducationalfunctionsofhisclassroomorlaboratory,includingteachingandresearch.StudentswithPhysicalorEducationalChallenges:ItisthepolicyofNewYorkInstituteofTechnologytoprovidereasonableaccommodationsforstudentswhoareotherwisequalifiedbuthavedisabilities,includinglearningdisabilities,healthimpairments,andotherdisablingconditions.Possibleaccommodationsinclude,butarenotlimitedto,testschedulemodifications,classrelocation,andpossibleassistanceinacquisitionofnecessaryequipment.Thecollegehasaninterestinhelpingstudentswithdisabilitiestobecompetitiveinthisacademicenvironment.Therefore,reasonableaccommodationswillbemadeuponproofbothofdisabilityandneedfortheaccommodations.Itmustbeunderstoodthataccommodationsaremeanttofacilitateeducationalopportunities.AdmissiontoNYITandaccommodationsdonotguaranteesuccess.Therefore,inadditiontoaccommodations,thecollegeencouragesutilizationofauxiliaryservicesavailabletoallstudentstomaximizeopportunitiesforsuccess.Studentswhosedisabilitiesmayrequiresometypeofaccommodationmustcompletearequestforaccommodationsformandanintakeinterviewwiththeircampusservicescoordinatorpriortotheacademicsemester.Accommodationsmayberequestedatanytimeduringthesemester;however,accommodationscannotbeappliedtopastfailures,onlytofutureacademicendeavors.Appropriatemodificationsofaccommodationswillbeworkedoutonacase-by-casebasisandwillnotnecessarilyincorporateallrequestedchanges.Studentsforwhomauxiliaryservices—suchasreaders,interpreters,notetakers,etc.—havebeenapprovedshouldarrangethesewiththeircampusservicescoordinator.Inadditiontodiscussingappropriateeducationalmodifications,thecampusservicescoordinatorwillserveasaliaisonwithothercollegefacultyandadministrationonbehalfofstudentswithdisabilities.AcademicIntegrity:EachstudentenrolledinacourseatNYITagreesthat,bytakingsuchcourse,heorsheconsentstothesubmissionofallrequiredpapersfortextualsimilarityreviewtoanycommercialserviceengagedbyNYITtodetectplagiarism.Eachstudentalsoagreesthatallpaperssubmittedtoanysuchservicemaybeincludedassourcedocumentsintheservice’sdatabase,solelyforthepurposeofdetectingplagiarismofsuchpapers.Plagiarismistheappropriationofallorpartofsomeoneelse’sworks(suchasbutnotlimitedtowriting,coding,programs,images,etc.)andofferingitasone’sown.Cheatingisusingfalsepretenses,tricks,devices,artificesordeceptiontoobtaincreditonanexaminationorinacollegecourse.Ifafacultymemberdeterminesthatastudenthascommittedacademicdishonestybyplagiarism,cheatingorinanyothermanner,thefacultyhastheacademicrightto1)failthestudentforthepaper,assignment,projectand/orexam,and/or2)failthestudentforthecourseand/or3)bringthestudentupondisciplinarycharges,pu