Bus 152a,

Marketing Management

Monday/Wednesday 3:30-4:50

Lemberg 054

Paula Ryan

Email:

Office: Sachar 1G

Office Hours: Mon. & Wed. 5:00-5:30 and by appt.

Brandeis University

International Business School

Course Description

Marketing is the sum of the activities undertaken by a company to stimulate sales of its product or services with its customers. The marketing objective is to create, promote and distribute products or services, at a price and quality deemed valuable by the company’s customers, in order to create value and profit for the company. Maintaining a strong and compelling value proposition and long-term relationship with the company’s customers are vital for the company’s continued success and require constant monitoring of market, environmental, technological and competitive forces. Marketing is therefore integral to establishing a company’s strategic direction. This in turn makes marketing skills and perspective essential to the success of all business managers in any business.

This course provides an in-depth exploration and practical application of basic marketing tools. These include product policy, pricing, promotion, distribution, sales management, and customer segmentation and retention. In most classes, we will analyze case studies that require us to identify marketing opportunities, refine value propositions, select customer segments and develop marketing programs for a variety of management situations. The course also includes a number of creative and analytic assignments, including a semester-long, group assignment.

Learning Goals and Outcomes

Students who apply themselves to this course will learn how marketers:

  • Use core marketing concepts to evaluate marketing scenarios
  • Analyze and assess complex marketing challenges
  • Value quantitative and qualitative analysis
  • Develop an integrated marketing plan

Through case study discussions, written case write-ups and formal presentations, students who take advantage of the course opportunities will learn to:

  • Develop a comprehensive marketing analysis
  • Build a persuasive argument and express it orally and in writing
  • Listen critically and respectfully to the ideas of classmates.
  • Make marketing decisions backed by solid reasoning

Course Approach

In each session of this course we will analyze and solve marketing problems from an assigned case study. We will use our time together in the classroom to sharpen our skills in diagnosing problems and to build a framework to understand and leverage marketing’s complexities. To benefit from this approach, each student must come to class prepared with an analysis and solution for the marketing opportunity or challenge at hand, not just a regurgitation of case facts. Class time together will follow a discussion format, with a constant challenging of viewpoints from the instructor and student alike. Each class will focus on an individual case. One student will be randomly selected at the beginning of each class to “open” the discussion, and to provide a 3-5 minute overview of the basic facts. We will also discuss current marketing news as it relates to the topics of the day’s case. As part of a team, each student will participate in a marketing simulation. In the simulation, each team is a company competing against four other companies in its industry. Teams will make decisions about target markets, products, pricing, promotion and vie to achieve corporate financial objectives and market acceptance.

As a four-credit course, students are expected to spend a minimum of 9 hours of study time per week in preparation for class (readings, case preparation, case-write-ups, homework assignments, group meetings for simulation, etc.).

Prerequisite: BUS 1b

Course Materials

Textbook: The required textbook for the course is A Framework for Marketing Management, Fifth Edition, written by Philip Kotler and Kevin Lane Keller, and published by Pearson, Prentice Hall. Textbooks are available at the Brandeis bookstore. Additionally, as this is a standard text used copies are readily available online. The text is also available on reserve in the library. Since chapters are brief, students may want to share texts.

Marketing Simulation:Each student will purchase a license ($40) for access to the simulation. License should be purchased after groups are formed but before October 19th Sign-up instructions are provided on Latte under Course News and Announcements.

CoursePack: This course will also require Harvard Business School case studies and selected articles and chapters. Readings and cases for each class are listed in this syllabus that you should use to guide your reading and preparation.

I have created a course area on the Harvard Business Online website where you can order the required materials for this course. Click on the link below to order the course materials:

Please note that the Consumer Behavior Exercises A-F are listed as optional. Each student will only purchase one of the 6 exercises. The exercises are assigned as follows:

  • Your last name begins with A-C, purchase the A case
  • Your last name begins with D-F, purchase the B case
  • Your last name begins with G-L, purchase the C case
  • Your last name begins with M-R, purchase the D case
  • Your last name begins with S, purchase the E case
  • Your last name begins with T-Z, purchase the F case

If you have not registered with Harvard Business Online, you will be required to do so. The URL above will provide you with a list of required materials for use in this course. You will have immediate access to the materials upon placing your order, for subsequent access, you must login to Note that product formats may differ; some may require that a hard copy be shipped to you via air mail. Electronic course materials are in PDF (Portable Document Format) and should be viewed with Adobe Reader, available free at Students can access PDF files of course materials via a link on Harvard Business Online for six months from the date of purchase.

For technical assistance, please view the Quick Tips section or contact Harvard Business School Publishing at 1-800-810-8858 or 617-783-7700. They are open 8am-6pm Eastern Standard Time. They can also be reached at

Syllabus Changes and Updates

The intention is to follow the syllabus as presented. However, changes to both order and content will occur to make the best use of available or new resources, or to explore in greater detail topics that arise during class discussions. Changes and specific assignments will be announced during class, and students that are absent are responsible for obtaining relevant changes from their classmates.

Grading

For the purpose of grading, assignments will be weighted as follows:

Class Participation25%

Simulation25%

Homework Assignments10%

Case Write Up #120%

Case Write Up #220%

TOTAL 100%

Disabilities: If you are a student with a documented disability on record at Brandeis University and wish to have a reasonable accommodation made for you in this class, please see me immediately.

Academic Integrity: You are expected to be familiar with and to follow the University’s policies on academic integrity (see

Instances of alleged dishonesty will be forwarded to the Office of Campus Life for possible referral to the Student Judicial System. Potential sanctions include failure in the course and suspension from the University. Please note that I am very aware of sources of case write-ups online. Plagiarism from these, or any other, sources is unacceptable. Written case analyses will be submitted through TurnItIn. Please do not discuss cases with other students in other classes until after both classes have covered the cases in class.

Class Participation. Students are expected to attend every class and participate on a regular basis. Less value will be placed on the quantity of your contributions than on their quality. Typically, each class will focus on an individual case. One student will be randomly selected at the beginning of each class to “open” the discussion, and to provide a statement of the key business problem. Attendance without regular participation is not sufficient and will result in a grade of C for the participation component of the course grade.

Absence from three or more classes can result in a failing participation grade for this course. If you have to miss class for any reason, please notify me in advance.

Laptop use is only allowable to access the case we are discussing or your notes on the case. Using your laptop or other electronic devise to access the Internet is distracting to others and is not acceptable. You will be marked as though you were absent if you are online during class.

Also, please select your seat for the semester by the start of the second class, and use a name card, at least for the first several sessions.

Simulation. Students will work in groups of 4. Each group will form a company and compete against four other companies in the computer industry. There will be two industries in the class; teams will be assigned to an industry. Students will compete for 6 quarters, making marketing decisions each quarter. The goal for each company is to achieve in excess of $20 million in cumulative net profit and to dominate the industry in terms of market share. At the conclusion of the 6 quarters, each company will present an overview of their past performance and plans for the future as if presenting to venture capitalists. Students from the other industry will act as the venture capitalists and allocate investment capital among the companies.

  • Quarter 1: Setup your company, evaluate market opportunities and prepare for test market.
  • Quarter 2: Go to market to test your strategy and market assumptions.
  • Quarter 3: Evaluate test market performance and revise your strategy, become a learning organization.
  • Quarter 4: Evaluate your position in the market and adjust your strategy.
  • Quarter 5: Monitor, improve, and execute.
  • Quarter 6: Monitor, improve, and execute (continue).
  • Presentation to venture capitalists (AKA “Shark Tank”)

Each quarter’s decisions must be submitted by class time on the date due. Teams that do not submit decisions will be declared bankrupt and eliminated from the simulation. Your group grade for this project will be based on the team’s performance in the simulationagainst the balanced scorecard benchmarks, the quality of the presentation, and the judgment of classmates as evidenced by the investment in your company. Your individual final project grade will reflect the confidential input of your teammates as well as the group grade.

Case Write-Up #1 and #2. Students will submit written case analyses for two cases. For the first case write-up students will choose between the cases for Class #7 and Class #14 For the second case write-up, students will choose between Class #18 and Class #21. These are individual assignments, you must do each of these entirely on your own. Cases should be handed in at the start of class in hardcopy format and also submitted on Latte. Submissions after the start of class will not be accepted. Cases write-up grades will be based on completeness and quality of analysis and recommendations, and the logic, strength and clarity of your arguments. Please note that I am very experienced in uncovering plagiarism.

Case write-ups should be 4 pages (double-spaced), not including any exhibits you may include. This case analysis is no different than any of the cases we will do in class.The case write-ups will use the Problem-Analysis-Recommendation format.Label the sections. In the Problem section, clearly state the problem facing the organization. In the Analysis section, present your analysis relevant to the problem you have identified. The case questions will give you some ideas for important points to consider. You might find analytical tools from the text and class helpful (for example, 5 C’s, 4 P’s, models of consumer behavior, etc.). You can assume that I have read the case so it is not necessary to merely repeat facts that aren’t relevant to your analysis. In the Recommendation section, make detailed recommendation for the organization. Your recommendation should follow logically from your analysis. Your recommendation will be judged on how well it is supported by your analysis. What the organization actually did is irrelevant.

Homework Assignments. There are four assignmentsindicated on the syllabus; two of the assignments are quantitative and two are qualitative. Details will be given in class.

Office Hours. On class days I will have office hours until 5:30. Otherwise, office hours are by appointment. Preferred appointment times are between 2:00-3:30 on class days but I need to know in advance. I am adjunct faculty at Brandeis and will generally only be on campus on teaching days. I am, however, easily accessible by email and my non-Brandeis phone is 617-367-1068.

Class #1:Marketing Management

Discussion:1. Course Introduction

  1. Course Requirement
  2. Marketing Management
  3. The Case Study Method – How to prepare for class
  4. The Simulation

Class #2:Getting Started – Appling Marketing Concepts

Module:Creating Value

Case:Cow Wow (mini case on Latte)

Readings: Textbook chapters 1, 2 and 7

Class #3:Integrated Marketing Strategy: An Introduction

Module:Creating Value

Case:The Black & Decker Corporation (A): Power Tools Division

Readings:Textbook Chapter 9

Questions:1. Why is Makita outselling Black & Decker 8 to 1 in an account which

gives them equal shelf space? (opening paragraph)

  1. Why are Black & Decker’s shares of the two professional segments – Industrial and Tradesmen – so different? Wouldn’t you expect them to be similar?
  2. What if anything, do you learn from B&D’s consumer research?
  3. Joe Galli’s objective is “to develop and gain corporate support for a viable program to challenge Makita for leadership” in the Tradesmen segment. To gain support, the minimal share objective would have to be “nearly 20% within three years, with major share ‘take-away’ from Makita.” How realistic is this?
  4. If you think Galli should pursue a “build share” strategy, what actions do you recommend? Does the DeWalt idea have any merit? How about the sub-branding option?
  5. Be specific about what you would do and remember you have at least three audiences to please:
  • The end consumer, i.e. the Tradesmen
  • The retailer
  • Nolan Archibald and Gary DiCamillo

Class #4:Brand Value

Module:Creating Value: Rise and Fall of a Brand

Case:Snapple

Readings:Textbook Chapter 8

Questions:1. In the period of 1972 to 1993, why do you think that Snapple

flourished when so many small startup premium fruit drinks stayed

small or disappeared? Explore each of the Four Ps.

  1. Now look at the period from 1994 to 1997. Did Quaker make an error in buying Snapple or did they manage it badly?
  2. Roll forward to 1998. What can Triarc’s managers learn from Quaker’s experience? Is the Snapple target market “anyone with lips?” Is it ok that Snapple “ends up meaning lots of different things to lots of different people?” What are the risks and rewards of leaving “what the brand stands for” open to consumers’ interpretations rather than a strong positioning on it? And what does it mean to say that Snapple is a fashion brand?
  3. Identify the three highest priority initiatives you would start tomorrow if you were in Mike Weinstein’s shoes. Justify them.

Class #5:Using Market Research

Module:Creating Value

Case:Montreaux Choclates USA

Readings:Textbook chapters 3 and 5

Due:Using the forecast model for the healthy dark chocolate product with fruit tested

in Bases II test in August 2012, what is your forecast of the demand for the

chocolate product? Hints: necessary data is in Exhibit 5. Conduct a sensitivity

analysis by using the facts provided regarding consumer awareness, ACV and
repeat rates for mediocre, average, and excellent products. Use the excel spreadsheet provided.

Questions:1. Discuss the key challenges and marketing issues facingAndrea Tores?

2. Evaluate the achievability of the company objectives for Montreaux USA.

3. How viable are the recommended new product concepts? Should others be explored?

4. Evaluate the new product development process including the marketing research used.

Class #6:Buyer Behavior

Module:Choosing Your Customers

Case:Consumer Behavior Exercise

Readings:Textbook Chapter 5

Assignment:Details of the assignmentwill be discussed in class.

Class #7:Positioning

Module:Creating Value: Choosing Your Customers

Case:The Clean Edge Razor

Readings:Textbook Chapter 7

Due: Your hardcopy case write up is due BEFORE the start of class if you

choose this case. Please remember, this is an individual assignment; you
must work entirely on your own. Your case write-up is to be analyzed and
written without consultation with anyone.

Questions:1. What changes are occurring in the non-disposable razor market?

  1. Discuss Paramount’s competitive position? What are the strategic life cycle challenges for Paramount’s product?
  2. How is the market segmented?
  3. What are the arguments for launching Clean Edge as a niche product or as a mainstream product? What do you recommend?
  4. What do you advise for brand name and marketing budget allocation?

Class #8:Segmentation & Targeting: Service Industry

Module:Creating Value: Choosing Your Customers

Case:Cyworld

Readings:Textbook Chapter 11

Questions:1. Why do people use social networks?

  1. How can you segment Cyworlds users? Which segments should Cyworld target? How can Cyworld create value for users in these segments?
  2. Who is more valuabe to Cyworld: an active users, a user who spends a lot of money with Cyworld or a user with a lot of connections?
  3. How is Cyworld different from Facebook and MySpace? From other large, heavily visited website?
  4. What should Cyworld’s business model be: paid items, mobile networking, or advertising? Any other areas to explore?

Class #9New Product Launch: Non-Traditional Marketing

Module:Communicating the Value Proposition

Case:Launching the BMW Z3 Roadster

Readings:Textbook Chapter 15