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1 BUAD 307 Marketing Fundamentals Syllabus Spring 2017 Mondays/Wednesdays 12:00- 1:50pm and 2:00-3:50pm 4 units Professor: Stephanie Tully, Ph.D. Office: HOH 317 Office Phone: 213.821.4209 Office Hours: Mondays and Wednesdays 10:00 11:00 and by appointment E-mail: stephanie.tully[at]marshall.usc.edu TA: Liz Knight [email protected] TA office hours are by appointment Course Description Develops a managerial viewpoint in planning and evaluating marketing decisions of the firm: products, pricing, channels, promotion, information processing, legal implications, and marketing in contemporary society. People often define "marketing" as advertising a highly visible activity by which organizations try to persuade consumers to buy products and services. However, marketing is much more than advertising and even the most skillful marketing cannot make consumers buy things that they don't want. Marketing involves two basic sets of activities. The first set starts with identifying consumer needs and ends with positioning the product or service to satisfy those needs and differentiate it from competition. In between, rigorous analysis of the competition, the customer, the environment, and the company’s own capabilities are required. The second set of activities revolves around the “marketing mix” – letting the consumer know about the product in an attention-getting, convincing, and motivating way, getting it to the consumer through the best combination of distribution channels, pricing it effectively, and offering incentives to try, purchase, and purchase more. At any point along the way, failure to get one of these activities right may result in the failure of the product. Positioning is the key to product success, but even a perfect product with brilliant positioning won’t last long if its benefits are not clearly communicated to the right people, if its price is to high or too low, if it is sold through the wrong retailers, or displayed poorly. In this course, you will be introduced to the principles underlying these activities and given opportunities to try your hand at analyzing markets and formulating strategy. Learning Objectives Gain an understanding of the job prospects and range of job opportunities within marketing Recognize all pieces of marketing and understand the strategic role of marketing. Learn how the strategic and tactical decisions work together. Apply fundamental marketing terms, concepts, principles, and theories and their effective applications to real-world situations in a global market. Effectively communicate marketing analysis

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BUAD 307 – Marketing Fundamentals

Syllabus – Spring 2017 – Mondays/Wednesdays – 12:00-

1:50pm and 2:00-3:50pm – 4 units

Professor: Stephanie Tully, Ph.D.

Office: HOH 317

Office Phone: 213.821.4209

Office Hours: Mondays and Wednesdays 10:00 – 11:00 and by

appointment

E-mail: stephanie.tully[at]marshall.usc.edu

TA: Liz Knight

[email protected]

TA office hours are by appointment

Course Description

Develops a managerial viewpoint in planning and evaluating marketing decisions of the firm:

products, pricing, channels, promotion, information processing, legal implications, and marketing in

contemporary society.

People often define "marketing" as advertising – a highly visible activity by which organizations try

to persuade consumers to buy products and services. However, marketing is much more than

advertising and even the most skillful marketing cannot make consumers buy things that they don't

want.

Marketing involves two basic sets of activities. The first set starts with identifying consumer needs

and ends with positioning the product or service to satisfy those needs and differentiate it from

competition. In between, rigorous analysis of the competition, the customer, the environment, and

the company’s own capabilities are required. The second set of activities revolves around the

“marketing mix” – letting the consumer know about the product in an attention-getting, convincing,

and motivating way, getting it to the consumer through the best combination of distribution

channels, pricing it effectively, and offering incentives to try, purchase, and purchase more. At any

point along the way, failure to get one of these activities right may result in the failure of the

product. Positioning is the key to product success, but even a perfect product with brilliant

positioning won’t last long if its benefits are not clearly communicated to the right people, if its

price is to high or too low, if it is sold through the wrong retailers, or displayed poorly.

In this course, you will be introduced to the principles underlying these activities and given

opportunities to try your hand at analyzing markets and formulating strategy. Learning Objectives

Gain an understanding of the job prospects and range of job opportunities within marketing

Recognize all pieces of marketing and understand the strategic role of marketing.

Learn how the strategic and tactical decisions work together.

Apply fundamental marketing terms, concepts, principles, and theories and their effective

applications to real-world situations in a global market.

Effectively communicate marketing analysis

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Effectively collaborate to analyze marketing options

Identify and make judgments about questionable marketing practices by applying an ethical

decision framework. Required Materials

You will need both a textbook and a course pack. The course pack is available from the USC

bookstore and contains 3 cases. There is also 1 reserve copy at the library. However, as there is only

one copy, students should not count on this being available at the time necessary and are strongly

recommended to procure their own copy.

The required textbook is as follows: Dhruv Grewal and Michael Levy (2016), M: Marketing, 5th

ed., McGraw-Hill Irwin, ISBN 978-1259446290. Prior editions will supply most of the needed

information, but page numbers outlining topics covered each day may be inaccurate.

Course Notes:

Class meetings will revolve around lectures, video presentations, and in-class activities, such as

discussions, pre-assigned exercises and experiential exercises. In order to get the most from this

course it is extremely important that you are prepared for class. I will only highlight the material

covered in the text or readings, on the assumption that you can do the required background reading

yourselves and would prefer to have new information and experiences in class that supplement your

basic theoretical readings. As such, if you have questions on the text or readings, it is your

responsibility to let me know prior to class (via email), or at the beginning/end of class.

Because I will not repeat much of what is covered in the assigned readings, if you do not prepare for

class you will miss much of the important contents of the course, you will learn substantially less

from the discussions and exercises, you will not be able to participate in class effectively, and it is

also unlikely that you will perform well on the exams and projects. Tests and quizzes may include

information from the background material directly or may ask you to apply these concepts in

business situations. Therefore reading the background material is crucial.

The site is available through Blackboard at https://blackboard.usc.edu/. Closer to the time of each

class, the site will contain useful material including: announcements, PowerPoint slides from class

lectures, syllabus, assignments, etc.

Grading Policies:

Your grade is a composite of the following (discussed in more detail in the next section):

1. Class Participation & Assignments 25%

2. Case Analyses 20%

3. Exams (Midterm and Final) 30%

4. Marketing Research Assignment 5%

5. Final Project 20%

At the Marshall School, students are graded on the quality of their work. We very much appreciate

hard work and it is usually necessary to work hard in order to produce high quality work. However,

effort alone is not sufficient for a good grade. Recall that Marshall is the most selective

undergraduate program at USC and one of the top-rated undergraduate business programs in the

country. You are here because you are exceptional students, but that also means the school expects

a lot from you. I will be very responsive to students who need extra assistance, but the standards are

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high and should be. That's why Marshall students are so highly regarded and what makes your

degree valuable.

Final letter grades are assigned to reflect your overall performance (weighted total number of points

across all assignments) relative to other students. The average course grade is usually about a B,

following the Marshall Grading Guidelines. Your final letter grade will be determined based on:

- Your weighted total number of points overall all assignments

- The class average

- Your ranking among all students in the class.

Students have one week from the date an assignment/exam is returned to request a grade

reassessment. After one week, no reassessment requests will be accepted. If it’s a judgment issue

(rather than a mathematical calculation), you must support your response with written

documentation in support of your opinion (e.g. a photocopied page from the textbook with the

relevant information highlighted). Note that grades often reflect not only whether a response is

appropriate, but how well it is communicated relative to peers. Note that if you request that I

regrade a response, I reserve the right to regrade the entire exam/write-up. I will either email

you a response or set up an appointment to speak with you if I feel more discussion is necessary.

Here is a more detailed breakdown of each component:

1. Class Participation and Assignments – 25%

This grade reflects both your in class participation as well as a myriad of in-class and small take-

home assignments including a short case memo, promotion evaluation, guest speaker takeaways, as

well as others.

More about the class participation portion:

Students in management education learn a lot from each other, drawing on different experiences,

viewpoints and opinions unique to each individual student. Class participation is an important part

of marketing courses. You are expected to contribute to class discussions of readings and current

events as well as in-class activities. Participation will be monitored and credit will be given based

on the QUALITY of your participation in the course.

Class discussion should encourage the free and open exchange of ideas. If you want to challenge

what I, or another student, have said, do so. Constructive criticism is always welcome and is an

important part of the USC experience. Do not be upset if I challenge something you say - we learn

most when we have to defend our positions. If you ever feel that my comments or the comments of

any student are not constructive, please let me know.

It is important for your classmates and me to know who you are. Please fill out the Personal

Information Form at the end of this syllabus and hand it in before (by email) or at the second class,

so I can learn more about you. Please also write a name card with your first name in big block

letters and use it in every class. This helps your classmates and me know who you are.

While I would prefer for class participation to be entirely voluntary, class can get pretty dull if I am

the only one talking. As such, expect some amount of “cold calling.” In almost all cases, I will call

on someone at random to provide an opinion, and not necessarily a fact from the text. Everyone has

an opinion about something, so please be ready to provide it. Remember, we learn best when we

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participate in the process. The cold calling is not designed to embarrass you, but rather to engage

you.

You have chosen to enroll for this course with the knowledge of the dates and times that the class

will meet. It is expected that you come to class and contribute to class discussion. As such,

participation is an important component of your overall grade. With that in mind, you are all adults

and must made trade-offs in your life when conflicts arise and may, on rare occasion, miss class. I

do not differentiate between excused and unexcused absences (with the exception of classes missed

for religious reasons). You do not need to inform me of reasons for missing class. Regardless of

the reason for needing to miss class, you and you alone are responsible for learning any material

you missed during class. It is in your best interest to read through the lecture slides (which are

posted on blackboard following lectures) thoroughly and to talk with other students to get additional

information or notes. Office hours (with myself or the TA) cannot and will not be used to re-

lecture or provide details about information that was missed during a class. It is also your

responsibility to ensure your assignments are turned in on-time. Late assignments are not

accepted regardless of absence. To avoid the possibility of a technical issue, I also recommend

that you coordinate with another student to have them bring a physical copy of your assignment to

class. Repeated absences, tardiness, or leaving early should be avoided.

Classroom Etiquette: Out of respect for the other students in your class, it is important for you to

focus your full attention on the class, for the entire class period. Most students observe proper

decorum, but it takes only one person’s behavior to distract the entire class. Many students have

complained to the school about students who use class time for other purposes or act in a distracting

manner. Please observe the following standards of classroom behavior:

Arrive to class on time. There have been overwhelming complaints, mostly from students, in the

past about disruptions caused by latecomers to class. Please come to class on time and make

sure you give yourself enough time to settle down. Class will begin promptly at the time it is

supposed to start. It is distracting and disrespectful when people arrive late.

Once you’re in class, leave only if absolutely necessary. Leaving to make or take phone calls or

to meet with classmates is not considered appropriate behavior.

Please do not use your laptop or tablet and turn off your cell phone, “Blackberry,” and any other

communications device. The only material you should be reading during class is that concerned

with the class. Reading of any other material, such as newspapers, magazines, searching online,

or doing work from another class, is not considered appropriate.

2. Case Studies – 20%

Cases describe interesting marketing problems encountered by real firms. We use them as good

examples that illustrate and apply marketing concepts and skills in the course. Cases also give you

an opportunity to make and justify marketing decisions. In cases we will focus on identifying the

marketing problems, introducing marketing concepts and skills that can help solve these problems,

and applying these concepts and skills to recommend a course of action for the firm. Often, there is

no "right" answer to a case, but there are answers that are clearly wrong and other answers that are

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simply not as well thought out as another. The strength of your reasoning and analysis is as

important as your recommendations.

The amount you learn from a case depends on how carefully you read and analyze it. You are

expected to read each case thoroughly and come to class ready to contribute to case discussions. In

many cases some of the material is, by design, not particularly relevant to the problem at hand,

while the case omits other data you would like to have, and would try to obtain using market

research, if you were the decision-maker. This can be a pain, but it does reflect the real world of

business. Some of our discussion may revolve around what "missing information" we would like to

have.

There are two formal written case assignments which will be due during the semester. Each of these

will be group cases and will contribute 10% to your grade (for a total of 20%).

About Case Write Ups:

Cases give you an opportunity to analyze a complex business problem and apply what you are

learning during the course. It will take you several hours to read the case, and I suggest you read the

case multiple times. It will then take you several more hours to think about what the problem is and

how the concepts learned in the class can help you identify the best course of action. Come to class

prepared to offer your opinions or be called on even if you don’t volunteer. Please note that you

must also submit assignments to TurnItIn, an online plagiarism detection software able to detect

when parts of a written assignment are plagiarized from content available on the internet, or from an

assignment turned in by another student at USC or any other university. Documentation on using

TurnItIn is available at

http://guides.turnitin.com/03_Integrations/Blackboard/Blackboard_Learn/Blackboard_Basic/Studen

t_U ser_Manual/01_Submitting_a_Paper .

When working on your case write-up please follow these guidelines:

- The questions that the case write-ups should answer and guidelines on length and formatting

will be posted on the class site at a later date.

- It is important in business to write clearly, directly, and concisely. In addition to the content,

written assignments will be graded on writing quality. Use headings to organize your thinking

and help orient the reader. The overall impression is also very important. Spelling errors,

sloppy formats, poor grammar, etc., give the impression of sloppy thinking, carelessness, and

lack of regard for your ideas and the assignment.

- The case write-up should provide a recommendation, not a restatement of the situation. Your

recommendation should be based on solid quantitative and qualitative analysis. This means

that you should support your recommendation by demonstrating why your chosen course of

action is the best alternative (e.g., lowest risk, least expensive, best strategic fit, etc.) and why

it is good to discount other options. Do not feel that you must use one of the recommendations

presented in the case. You can be creative as long as you are also realistic and tempered by

your analysis.

3. Exams – 30%

There will be two exams (a midterm and a final). The exams will cover material from the class

sessions and textbook. This exam is closed-book and closed notes. You will be allowed one 8 1/2

X 11 “cheat sheet” and a basic calculator (no phones, graphing calculators, or smart watches). You

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must turn your cheat sheet in with your exam. The exams will consist of multiple choice and short

answer type questions. The exams counts for 30% of your final grade and will cover all the topics

covered up to the exam.

If you miss an exam due to illness or injury, a make up will not be scheduled for you unless I

receive a letter from your doctor (on letterhead) indicating the date and time of the medical problem

that prevented you from taking the test. You are responsible for contacting me concerning the

missed exam as soon as possible, preferably before the exam. If you are unable to take a make up

exam before the next class session, your doctor’s letter must also indicate the date through which

your medical incapacity extended. If you have a letter from your doctor, I will give you a substitute

exam that is as similar in scope and difficulty level to the original exam as possible or may opt to

put additional weight on an alternate exam.

4. Marketing Research Assignment – 5%

The Marketing Department has mandated that participation in two research studies be part of the

requirements for this course. The philosophy is that there is some educational value in getting a

feeling for what marketing experiments are like and, further, that since marketing knowledge is

heavily based on research, those who study marketing will be asked to help "give back" to the

discipline and future students by helping expand this knowledge.

Participation in the Subject Pool is easy and usually enjoyable for most students. All you have to do

is show up for the studies and follow instructions. While the studies are usually fun, they are also

serious. Therefore, you should take them seriously and provide honest and careful responses to all

questions you are comfortable answering. If you choose this option, you will need to register

online at http://marshall-mkt.sona-systems.com. Detailed instructions on how to sign up and

participate are provided in a handout posted on Blackboard.

Each market research session will not last more than 60 minutes.

Different studies covering different marketing topics will occur throughout the semester.

Students may select the session that fits their schedule.

Available times and dates will be announced via e-mail or online. Sign-up procedures will

be explained in class.

Students not honoring their reserved seat for a research study will not be penalized for their

first “no-show.” Each subsequent “no-show” earns a 5 point deduction. A “no-show” occurs

when a student cancels less than 24 hours before the study or simply does not attend.

The guidelines provide that those who object to participate in the research, or are not eligible, may

complete substitute assignments to attempt to obtain the points available. If you would like to take

this route, you may, for each of these two experiment requirements, complete the following

assignment:

1. Please choose a marketing topic of your choice. You may choose freely from any topics

covered in the course at any time. Then read

a) The textbook chapter(s) relevant to a marketing topic(s)

b) At least three articles from trade or business publications that are relevant to the

implications of the topics for a firm of your choice. These articles must come from

legitimate periodicals—web sites are generally not acceptable.

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2. Write a paper—ranging from 4-6 pages double spaced pages—discussing implications of the

textbook chapter(s) and articles you have read for the firm you have chosen. You must cite

each article and the textbook at least once.

Your options, then, are to: 1. Participate in two experiments 2. Write two papers 3. Participate in

one experiment and write one paper.

Please note that full credit for papers is contingent on quality and is not guaranteed. Those electing

to write one or two papers should turn these in no later than the last day of class.

5. Final project – 20%

The objective for the final project is for you to integrate the concepts and language of the course

into a comprehensive analysis. By looking at companies and products offered in the marketplace,

the hope is that this project will enable you to look at the marketplace and promotions from an

enlightened perspective.

Guidelines:

This will be a group project. Groups will be assigned. There will be 4-5 group members per group.

In this project, you have to:

(i) Choose a product/service/idea that is offered by more than one company. Choose 2

companies that could fulfill similar needs, but use very different STP in their approach to

marketing.

(ii) Describe the current state of the product, with regards to the three Cs (max 1 page per

company).

(iii) Use their current marketing mix (the 4 Ps) to show how they are using STP and what their

strategy currently is. Provide pictures and/or summaries of advertisements you discuss

(max 2 pages per company).

(iv) Evaluate the differences of their strategies and provide some rationale as to why these

companies may be using such different approaches. Evaluate the strengths/weaknesses

of the different approaches and offer any applicable recommendations (max 3 pages

total).

Deadlines:

1. 3/27 – Submit project proposal and discuss progress

2. 4/24 & 4/26 – Final presentation of projects to the class (20 minutes). Final papers are due

on the first day of presentations (4/24).

Grading:

1. Ambitiousness – you will be graded on the ambitiousness of the product and companies you

choose. Ambitious projects will have the greatest similarity in terms of the products/service

they offer and their potential market, yet choose very different STP.

2. Thoroughness - you will be evaluated on the thoroughness of your analysis. A thorough

analysis will have considered the company from multiple points of view, from a narrow and

wide perspective, and will have looked at all forms of communication the company has with

their potential consumers.

3. Analysis – The analysis will be evaluated in terms of its thoughtfulness and its ability to

incorporate course concepts into meaningful insights and recommendations.

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4. Communication style – Assume that this is a report you are turning into a potential

employer. As a result, answers that are thorough and succinct will be graded higher than

those that include unnecessary or superfluous information.

5. Presentation – the presentation will be evaluated by its content (see grading guidelines 1-4)

and its engagement. Assume that the audience is a potential client/employer. Additionally,

all group members need to present a portion of the work.

6. Finally, grades will be evaluated relative to peer groups.

Please adhere to the following format for the written portion of the project - if you do not do so you

will not be eligible to receive full credit.

- 12 point font (Times New Roman) - double spaced

- Eight pages MAX (not including appendices with ads/pictures) - One inch margins

Working in Groups

Some of the coursework for this class will be done in groups. These groups will be assigned and

will change for each assignment. Therefore, a particularly good or bad group dynamic will not

overly impact any person’s grade.

The following guidelines were developed by marketing faculty to help students working on group

projects. If you follow them, these guidelines will help your group do the best it can, and save time

and possible conflict.

Business activities involve group effort. Consequently, learning how to work effectively in a group

is a critical part of your business education. When working in a group, every member is expected to

carry an equal share of the group’s workload. Your professor will not supervise the process any

more closely than a manager would in similar circumstances. In the infrequent case where you

believe that a group member is not carrying out his or her fair share of work, you are urged not to

allow or permit problems to develop to a point where they become serious. Try to first address these

problems among yourselves. It is recommended that your group establish your own problem-

solving process for handling conflicts at the beginning of your work together. If you cannot resolve

conflicts internally after your best efforts, they should be brought to the attention of your professor

who will work with you to find a resolution.

You will be asked to complete a peer evaluation form to evaluate the contribution of each of your

group members at the conclusion of each project. If there is consensus that a group member did not

contribute a fair share of work to the project, the professor will consider this feedback and may

weigh it when determining individual scores.

Guidelines for Effective Group Work

Research on groups shows that outcomes do not depend on group members liking each other

personally, but they do depend on effective group processes. Here are some guidelines:

Focus on achieving the best results rather than worrying about interpersonal relationships

Become aware of and respect differences among each other

Meet as soon as possible to:

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o Agree on your group’s rules (basic assumed rules are provided on the next page)

o Decide on the process of collaboration: when you will brainstorm ideas/approaches,

collect data, analyze data, prepare the group project paper

o Assign tasks and identify specific deliverables for each meeting and each person

o Schedule subsequent meeting times

o Agree on how you will exchange work and by which dates

o Determine how your group mates will review the combined project and approve it

It is in your interest to be involved in all aspects of the project. Even if you divide the work rather

than work on each piece together, you are still responsible for each part. The group project will be

graded as a whole: its different components will not be graded separately. Your exams may contain

questions that are based on aspects of your group projects.

ADDITIONAL INFORMATION

Add/Drop Process Most Marshall classes are open enrollment (R-clearance) through the Add deadline. If there is an open seat, students can

add the class using Web Registration. If the class is full, students will need to continue checking the Schedule of

Classes (classes.usc.edu) to see if a space becomes available. Students who do not attend the first two class sessions (for

classes that meet twice per week) or the first class meeting (for classes that meet once per week) may be dropped from

the course if they do not notify the instructor prior to their absence.

The last day to add or drop classes without a grade of "W" can be founded on our university website

at http://www.usc.edu/admission/fa/dates.html.

Retention of Graded Coursework Final exams and all other graded work which affected the course grade will be retained for one year after the

end of the course if the graded work has not been returned to the student. If I returned a graded paper to you,

it is your responsibility to file it.

Technology Policy

Laptop and Internet usage is not permitted during academic or professional sessions unless otherwise stated

by the respective professor and/or staff. Use of other personal communication devices, such as cell phones,

is considered unprofessional and is not permitted during academic or professional sessions. ANY e-devices

(cell phones, iPads, other texting devices, laptops, I-pods) must be completely turned off during class time.

Upon request, you must comply and put your device on the table in off mode and FACE DOWN. You might

also be asked to deposit your devices in a designated area in the classroom. Videotaping faculty lectures is

not permitted due to copyright infringement regulations. Use of any recorded or distributed material is

reserved exclusively for the USC students registered in this class.

Academic Integrity and Conduct USC seeks to maintain an optimal learning environment. General principles of academic honesty include the

concept of respect for the intellectual property of others, the expectation that individual work will be

submitted unless otherwise allowed by an instructor, and the obligations both to protect one’s own academic

work from misuse by others as well as to avoid using another’s work as one’s own (plagiarism). Plagiarism –

presenting someone else’s ideas as your own, either verbatim or recast in your own words – is a serious

academic offense with serious consequences. All students are expected to understand and abide by the

principles discussed in the SCampus, the Student Guidebook (www.usc.edu/scampus or

http://scampus.usc.edu). A discussion of plagiarism appears in the University Student Conduct Code (section

11.00 and Appendix A).

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Students will be referred to the Office of Student Judicial Affairs and Community Standards for further

review, should there be any suspicion of academic dishonesty. The Review process can be found at:

http://www.usc.edu/student-affairs/SJACS/ . Failure to adhere to the academic conduct standards set forth by

these guidelines and our programs will not be tolerated by the USC Marshall community and can lead to

dismissal.

Discrimination, sexual assault, and harassment are not tolerated by the university. You are encouraged to

report any incidents to the Office of Equity and Diversity http://equity.usc.edu/ or to the Department of

Public Safety http://dps.usc.edu/contact/report/. This is important for the safety of the whole USC

community. Another member of the university community – such as a friend, classmate, advisor, or faculty

member – can help initiate the report or can initiate the report on behalf of another person. Relationship and

Sexual Violence Prevention and Services (RSVP) https://engemannshc.usc.edu/rsvp/ provides 24/7

confidential support, and the sexual assault resource center webpage https://sarc.usc.edu/reporting-options/

describes reporting options and other resources.

Support Systems Students whose primary language is not English should check with the American Language Institute

http://dornsife.usc.edu/ali, which sponsors courses and workshops specifically for international graduate

students. The Office of Disability Services and Programs (www.usc.edu/disability) provides certification for

students with disabilities and helps arrange the relevant accommodations. If an officially declared

emergency makes travel to campus infeasible, USC Emergency Information (http://emergency.usc.edu/) will

provide safety and other updates, including ways in which instruction will be continued by means of

blackboard, teleconferencing, and other technology.

Students with Disabilities

The Office of Disability Services and Programs (www.usc.edu/disability) provides certification for students

with disabilities and helps arrange the relevant accommodations. Any student requesting academic

accommodations based on a disability is required to register with Disability Services and Programs (DSP)

each semester. A letter of verification for approved accommodations can be obtained from DSP. Please be

sure the letter is delivered to me (or to your TA) as early in the semester as possible. DSP is located in GFS

(Grace Ford Salvatori Hall) 120 and is open 8:30 a.m.–5:00 p.m., Monday through Friday. The phone

number for DSP is (213) 740-0776. Email: [email protected]. Students requesting test-related

accommodations will need to share and discuss their DSP recommended accommodation letter/s with their

faculty and/or appropriate departmental contact person at least three weeks before the date the

accommodations will be needed.

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Schedule of Classes (note: sessions are tentative and are subject to change)

Session Date Topic Class Preparation Assignments

1 M, 01/09 Course Introduction and Overview Chapter 1 (pp. 3-10)

2 W, 01/11 The Marketing Environment Chapter 5 Personal Info Form due

3 M, 01/16 Martin Luther King’s Birthday

4 W, 01/18 Consumer Behavior Chapter 6 and 7 Online “Quiz”

5 M, 01/23 Value to and from the Customer Chapter 7, Dry Clean Express

Case Short Memo

6 W, 01/25 Segmentation, Targeting and

Positioning

Chapter 2 (pp. 28-32, 42-45);

Chapter 9

7 M, 01/30 Segmentation, Targeting and

Positioning

Chapter 2 (pp. 28-32, 42-45);

Chapter 9

8 W, 02/01 Calyx Case Discussion Calyx Flowers Case Group Case Write Up

9 M, 02/06 Marketing Research I Chapter 10

10 W, 02/08 Marketing Research II Chapter 10

11 M, 02/13 Review for midterm Practice Exam

12 W, 02/15 Midterm Prepare for Midterm

13 M, 02/20 President’s Day

14 W, 02/22 Experiential Learning Center:

Washaway clean Chapter 4 JKP ELC

15 M, 02/27 Public relations: Guest Speaker

(Chargers)

16 W, 03/01 Pricing Chapter 14 1st speaker takeaways

17 M, 03/06 Product Chapters 11 (pp. 217-224, 235),

12, 13

18 W, 03/08 Research resources

19 M, 03/13 Spring Break

20 W, 03/15 Spring Break

21 M, 03/20 Promotion Chapters 17, 18, 19

22 W, 03/22 Promotion Chapters 17, 18, 19 Promotion Evaluation

23 M, 03/27 Final project meetings Project proposal

24 W, 03/29 Experiential Learning Center:

Marketing in Action JFF ELC

25 M, 04/03 Distribution and Retailing (Place) Chapters 15, 16

26 W, 04/05 Aqualisa Quartz Aqualisa Case Group Case Write-up

27 M, 04/10 Services marketing/product: Guest

Speaker (Netflix)

Class to take place at

different date and time

(TBA)

28 W, 04/12 Branding Chapter 11 (pp.224-232)

29 M, 04/17 International Marketing Chapter 8 2nd speaker takeaways

30 W, 04/19 Course Recap / Review for Final

31 M, 04/24 Final Project Presentations Final papers due

32 W, 04/26 Final Project Presentations

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PERSONAL INFORMATION FORM: MARKETING FUNDAMENTALS, BUAD 307

Professor Stephanie Tully, Spring 2017

Your Name: ____________________________

Contact phone #: ____________________________

Major(s): ____________________________

Expected graduation date: _______________________

1) Please read the following statement and indicate your agreement by providing your signature below. (Before signing you should be sure to read

the syllabus thoroughly).

“I have read the syllabus thoroughly. I understand and agree to the requirements associated with this course.”

___________________________________________ _________________

Signature Date

2) List here any class you will miss for religious observance.

3) What are your career goals?

4) What is your work experience (if any)?

5) Tell me something else about yourself that is important to you and/or makes you unique

(your interests, hobbies, background, talents, collections, etc.)

6) What do you expect to get from this course? How does the course fit your career goals?

Please Staple your photo here

(One that looks like you!)