Syllabus

MAR6816 - STRATEGIC MARKETING MANAGEMENT

Instructor: Dr. Jeff AllenOffice: BAII, Rm.# 308XOffice Hours: To be announced

Text: Kotler, Philip and Kevin Keller (2008), Marketing Management, 13th ed.: Prentice Hall, Upper Saddle River, New Jersey. (Referred to as K&K in the schedule of assignments). Actually, you may be able to “get away with” using either the 11th or 12th edition , although I can’t officially recommend it. (I’m at war with the publishers over text books and prices. See Assignment Schedules.)

Readings: Readings referenced by author in the assignment schedule are on my website. They are assigned in a specific sequence to complement text chapters, in-class exercises and discussions. Read carefully and take notes because the readings will also be used as testable material. The readings are classics in the marketing strategy literature. (When you have become well-grounded in the classics, then we can talk about state-of-the-art marketing strategy.) A list of the readings, in order, is provided on the back page of this syllabus. If you wish to access the readings online:

1. Go to http://www.bus.ucf.edu/jallen 2. Click on the secured link3. Type username, and password a) username is “student” b) password will be given later4. Click on MAR 6816

Course Description: MAR 6816 involves the study of competitive marketing strategy formulation and decision making with respect to planning, pricing, promotion, and distribution. The course aims at developing strategic thinking, functional marketing expertise, and analytical skills.

Course Purpose: The purpose of this graduate level marketing course is two-fold: (1) to extend the knowledge of marketing management functions and concepts beyond the level achieved in previous marketing coursework, and (2) to develop the ability to make decisions in problem situations through the application of marketing concepts in case analysis.

Instruction: The method of instruction is "group or cooperative learning." The instructor's role is primarily to manage the learning process and involves; (a) planning and structuring course materials, (b) providing task assistance by intervening when problems arise, (c) fielding questions, (d) clarifying issues in the text and reading assignments, (e) facilitating group and classroom discussions, and (f) lecturing only to provide closure in scheduled assignment sequences. As student empowerment involves participation, control, and learning, this

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instructional method shifts much of the responsibility to the student(s), and a substantial amount of time and effort is required. Under this method, students become less reliant upon the instructor and learn to learn on their own using other group members as resources.

Minitests: There will be seven closed book multiple choice minitests given to individuals and groups during the course -- at the beginning of each set of text chapters and reading assignments. (The same minitests will be given to individuals and groups.) All other group exams will be open book and open notes. Cooperative learning groups are not successful until every member has learned the materials or has helped with and understood the assignment. Thus, it is important to stress and frequently assess individual learning so that group members can appropriately support and help each other. Immediate feedback on individual and group exams will be furnished the same class period they are administered. On group exams and in-class cases, all group members will receive the same score. Minitests on assigned materials are designed to cover the techniques and concepts required to analyze cases.

Case Exercises: Case analyses are assigned to give groups of students a chance to apply materials learned from the text, readings, and discussions. When engaged in case analysis, members should feel interdependent or that they need each other to complete the assigned tasks. However, no magic exists in positive interdependence in and of itself. Better educational experiences are due to interaction patterns and verbal exchanges among members in cooperative learning groups. The development of good social skills and the motivation to use them are necessary if groups are to collaborate effectively.

In-class group case analyses should be presented as succinct as possible in outline or list form and will involve: a diagnosis of the situation or SWOT analysis, a segmentation analysis, critical assumptions in the case, viable strategic alternatives, the recommended alternative with stated advantages and disadvantages, implementation, and control features. Cases and case formats will be supplied by the instructor.

Final Exam: Take home final exams for individual performance are due on the scheduled final exam date. Individual final exams consist of analyzing a case that will be provided several weeks in advance. A handout that details the format is forthcoming.

Grade Determination: Grades will be determined by scores in three major performance areas: Individual Performance, Group Performance and Peer Evaluation.

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Grade Weights Percentages Within-Area Of Total

Grade Weights: 1. Individual performance................................................40%

1. Individual Minitests 50%2. Final Exam 50%

100% 2. Group Performance......................................................40%

1. Group Minitests (close book) 30%2. Group Minitests (open book) 20%3. Case Exercises (in-class cases) 50%

100% 3. Peer Evaluation............................................................20%

100%

Peer Evaluation: Each individual will rate all of the other members of their groups during the final exam. The procedure for each group member will be to divide 100 points among the members of the group based on their relative contribution. A Group Evaluation Form will be provided and qualitative comments are encouraged. Individual peer evaluation scores will be the average of the points they receive from the members of their group. The only limitation is that raters must differentiate some in their ratings.

After the individual scores have been computed, they will be standardized so that the average peer evaluation score for all groups is identical. This will mean that the Peer Evaluation scores will produce differences in grades only within groups. As a result, you can not help everyone in your group get an A by giving them a high peer evaluation score. The only way for everyone in a group to earn an A is by doing an outstanding job on the individual and group exams as well as case exercises.

Determination of Final Grades: The final grades will be determined as follows: 1) a raw total score will be computed for each student in each major performance area (In the individual performance area, this will be a weighted combination of the sum of the individual minitest scores plus the final exam score, in the group performance area, this will be the sum of the scores on each of the graded group assignments and in the group maintenance area, this will be the average of the peer evaluations received from the other members of his or her group.), 2) A total score for each student will be computed by multiplying the raw scores in each area by the designated grade weights shown above, 3) Grades will be assigned based on each individual's

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standing in the overall distribution of total individual scores within the class.

When this procedure is followed the actual impact of any score on an individual student's final grade depends on both his/her score and also how much higher or lower s/he scores relative to other members of the class. The conventional practice of 90% is an A, 80% is a B, 70% is a C, etc., does not apply. Elsewhere, I have heard this referred to as “grading on the curve,” but I prefer to call it distributional grading.

Attendance: Class attendance is required and participation is encouraged. Students will be asked to answer questions and contribute to class discussion. The instructor reserves the right to provide differential advantage to those students who attend class. If absent the student is responsible. Assignments will not be repeated and materials will not be redistributed.

Academic Integrity: It is assumed that as a graduate (professional) student, each individual in this class will conduct him/herself in an ethical manner. Refer to the tenets of ethical behavior described in the University of Central Florida Graduate Catalog under the section entitled "The Golden Rule."

Schedule: The following is a schedule of reading and in-class case assignments. The instructor reserves the right to modify the schedule (e.g., holidays, etc.) however, students will be provided with adequate notice of such changes.

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ASSIGNMENT SCHEDULE – 11th Edition___________________________________________________________________________

Week Text Chapters Readings In-class Exercises______________(K&K)_______________________________________________________

1 1 --- Introduction, Practice Quiz

2 4,5,10,11(p.307-28) 1,3 Minitest #1

3 --- --- Practice Case Application #1

4 6,7,8,9 4 Minitest #2

5 --- --- Case Application #2

6 2,3,13,22 2,5,6 Minitest #3

7 --- --- Case Application #3

8 11(p.328-47),12,14,15 7,8,9 Minitest #4

9 --- --- Case Application #4

10 16 10,11,12 Minitest #5

11 --- --- Case Application #5

12 17,18,21 13,14,15 Minitest #6

13 --- --- Case Application #6

14 19,20 16,17 Minitest #7

15 --- --- Case Application #7

16 Lecture Notes --- Final Exam Due ______________________________________________________________________________

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ASSIGNMENT SCHEDULE - 12th or 13th Edition___________________________________________________________________________Week Text Chapters Readings In-class Exercises___________________________________________________________________________1 Lecture Notes --- Introduction, Practice Quiz

2 2,4,8,10 1,3 Minitest #1

3 --- --- Practice Case Application #1

4 3,6,7,11 4 Minitest #2

5 --- --- Case Application #2

6 1,5,21,22 2,5,6 Minitest #3

7 --- --- Case Application #3

8 9,12,13,20 7,8,9 Minitest #4

9 --- --- Case Application #4

10 14 10,11,12 Minitest #5

11 --- --- Case Application #5

12 15,16,19 13,14,15 Minitest #6

13 --- --- Case Application #6

14 17,18 16,17 Minitest #7

15 --- --- Case Application #7

16 Lecture Notes --- Final Exam Due ______________________________________________________________________________

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Assigned Readings:

1. Levitt, T. (1964) "Marketing Myopia," Modern Marketing Strategy, Bursk, E. C., and J. F. Chapman, Editors, Harvard UniversityPress: Cambridge, Massachusetts.

2. Bennet R. C., and R. G. Cooper (1979) "Beyond the Marketing Concept," Business Horizons (June), 76-83.

3. Day G. S., Shocker, A.D., and R. K. Srivastava (1979) "Customer-Oriented Approaches to Identifying Product-Markets," Journal of Marketing, (Fall), 8-19.

4. Porter, M.E. (1979) "How Competitive Forces Shape Strategy," Harvard Business Review, (March-April), 137-45.

5. Hedley, B. (1976) "A Fundamental Approach to Strategy Development, "Long Range Planning, (December), 2-11.

6. Abell, D. F., (1978) "Strategic Windows," Journal of Marketing, (July), 21-6.

7. Dhalla, N. K. and S. Yuspeh (1976) "Forget the Product Life Cycle Concept!," Harvard Business Review, (January-February), 102-12.

8. Day, G. S. (1977) "Diagnosing the Product Portfolio," Journal of Marketing, (April),29-38. 9. Smallwood, J. E. (1973) "The Product Life Cycle; A Key to Strategic Marketing Planning,"

M.S.U. Business Topics, (Winter), 29-35.

10. Monroe, K. B., and A. Della Bitta (1978) "Models for 3 Pricing Decisions," Journal of Marketing Research, (August), 413-28.

11. Oxenfeldt, A., (1960) " Multi-Stage Approach to Pricing," Harvard Business Review, (July), 125-33.

12. Chapter 3 - Financial Analysis for Marketing Decision Making 17-24.

13. Guiltinan, J. P., (1974) " Planned and Evolutionary Changes in Distribution Channels," Journal of Retailing, (Summer), 79-91, 103.

14. Morris, M., LaForge, B., and J. Allen (1994) "Salesperson Failure: Defintion, Determinants, and Outcomes," Journal of Personal Selling and Sales Management, (Winter) 1, 1-15.

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15. Morris, M, Davis, D, Allen J., and R. Avila (1991) "Assessing the Relationships Among Performance Measures, Managerial Practices, and Satisfaction When Evaluating the Salesforce," Journal of Personal Selling and Sales Management, (Summer) 3, 25-35.

16. Kamin, H., (1978) "Advertising Reach and Frequency," Journal of Advertising Research, (February), 376-84.

17. Shapiro, E., (1977) "Improve Your Distribution with Your Promotional Mix," Harvard Business Review, (January), 115-24.