Hospitality Services Marketing Syllabus

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!Hospitality and Tourism Sales and Marketing

Course Syllabus

Fall 2015

!University of Wisconsin-Stout | School of Hospitality Leadership

Eric T. Brey, Ph.D.

Hospital ity and Tourism Sales and Marketing - !2

!!!C o u r s e O v e r v i e w !!Descr ipt ion !

This course provides an analysis of marketing strategy, sales techniques, promotions tools, and research for hospitality and tourism development. Class leverages a Think Forward model of education where classes are discussion and activity based, drawing upon multi-modal learning resources and activities.

Instructor Contact !

!!!!!!!!All inquires will typically receive a response within 24 hours except general class inquiries that are sent via email - these should be submitted to the Digital Cafe on D2L. Unique insights and extra credit opportunities will be posted on Facebook so you are encouraged to become a fan of my teaching page.

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University of Wisconsin-Stout | School of Hospital ity Leadership | Eric T. Brey, Ph.D.

Office: 438 Heritage Hall, (9th Ave. E) Menomonie, WI 54751 44.874043, -91.924946

O: +1 (715) 232-2567

Campus: [email protected] (for general course questions, please post in the Digital Cafe)

Facebook: www.facebook.com/professorbrey

Twitter: @professorbrey

Office Hours: T/T: 9:00am - 11:00; 1:00-2:30 (or by appointment)


!!Course Textbook !

Throughout this class, various learning resources will be required. Your textbook, provided by the University, serves as your primary resource with a series of additional learning materials serving as supplements.

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!Learning Object ives !

This course aims to build your understanding of an integral part of the hospitality and tourism industry - marketing and sales. Peter Drucker said it best, “marketing and innovation produce results; all the rest are costs. Marketing is the distinguishing, unique function of business.” After this course, students should be able to successfully:

‣ Analyze geographic, demographic and psychographic information to determine appropriate target markets and promotional opportunities for a specific service-oriented property.

‣ Outline the benefits of utilizing intermediaries and to define the channels of distribution.

‣ Identify specific market segments and develop appropriate strategies to secure and retain a desired level of business within a competitive environment.

‣ Describe a competitive economy and utilize marketing strategies that will be profit-oriented and constructive in building market share.

‣ Define packaging as it relates to combined purchases of airline, hotel, restaurant and meeting facility components.

‣ Determine successful, cost-effective sales and promotional programs and measure the results.

‣ Identify specific product/service-oriented problems within a property and determine the impact on the occupancy rate.

‣ Plan a budget, given sales goals, pricing strategies, and operational and variable cost factors. Appreciate the need for restrictive budget allocations and inflationary factors.

!!University of Wisconsin-Stout | School of Hospital ity Leadership | Eric T. Brey, Ph.D.

Kotler, Bowen & Makens. Marketing for Hospitality and Tourism (5ed.)


!!Course Success !

Prerequisite: Junior level or higher.

There are several important recommendations that you should be aware of for this course:

‣ When submitting an assignment, if there are four required components, include four sub-headings to ensure that you have clearly met all assignment requirements.

‣ Live content will NOT be posted online – so come to any scheduled activities, wether virtual or in-person!

‣ Each module will have required assignments that add to the richness of learning and completing these in a timely fashion are imperative to learning success.

‣ Remember that parts or representative pieces of weekly assignments submitted can potentially be shared with the class as an example or talking point.

‣ When you are in this class, be prepared to talk about what you have submitted (everything is fair game – we do not “submit it and forget it”)!

‣ When sending an email to the instructor be sure to treat it as a formal means of communication. If there is no salutation, poor capitalization or no closing (i.e., who is it from and what class are you in) – your email will not be responded to nor recognized as being sent.

!!!!!!!!!!!!University of Wisconsin-Stout | School of Hospital ity Leadership | Eric T. Brey, Ph.D.


!!Extra Credi t & Late Assignments !

Extra credit may be available throughout the course of the semester and will be announced prior to each opportunity using both the Desire 2 Learn announcement section and the Professor Brey Facebook page. Late activity assignments will be accepted but students will be docked 10% of total value, daily, with a maximum adjustment of 50% for tardiness. Remember, certain in-class activities, such as active discussion periods, are not able to be made up.

!!!!Attendance Pol icy !

Class interaction is the student’s responsibility as there will be no formal role call except during announced activities. There will be no make-ups for exams or in-class activities missed due to unexcused absences (i.e., you must inform the instructor prior to the date if you will miss). However, in cases of bona fide emergencies or illnesses, the instructor can, at his discretion, make provisions for exams to be made up or assignment deadlines to be extended. For this accommodation to be made, students must:

‣ Have a legitimate reason for missing the quiz/deadlines such as illness or university approved activity

‣ Provide acceptable written or other verification prior to the absence or with 24 hours to the Dean of Students

In some circumstances, you will need to provide documents to the Dean of Students for accommodations to be made. Certain in-class activities, such as points associated with the question session, are not able to be made up.

!!!!!!!University of Wisconsin-Stout | School of Hospital ity Leadership | Eric T. Brey, Ph.D.


!!!S t u d e n t L e a r n i n g !!Course Format !

The format used for this course is a combination of lectures/podcasts, webinars, readings, quizzes, hands-on engagement with industry-related tools, assignments, activities, intellectual exchanges, discussions, learning evaluations and a combination of topic-specific activities.

The structure was built to encourage interaction amongst students, between faculty and students and ultimately between students and industry professionals. To be successful, interaction is a core component of success and students will need to be actively prepared to participate during class.

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!!This course also includes some distinguishing features, including:

‣ Learning Outlines: Provides an overview of what is expected for each module, all learning resources, each activity and all assignments that are associated within each module

‣ Learning Guide Questions: Answers the proverbial question, “I wish I knew what I am suppose to learn from these readings and why it is important”

‣ In My Words: Where appropriate, these unique insights provide additional thoughts on what is expected for assignments.

‣ Critically Creative Thinking: Every activity, assignment and interactions is designed to help build your skills of elaboration, synthesis & integration, understanding complexity, abstraction & simplification and awareness of environment.

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!!Learning Assessment !*

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Evaluated Learning Components Points

Assignments (4) 400

Critical Concepts Engagement (16 sessions) 320

Exams (2) 280

Peer Evaluation +2% / -4%

Evaluation Scale Points

A Above 900

B 800-899

C 700-799

D 600-699

F Below 599


� However extremely rare, variations in the grading scale may exist and adjust the course total of 1000 points. *


!!Learning Evaluat ion !

To assure that the goal of this course is being met, that you are learning about the philosophy of marketing, two exams and a series of assignments supported by rubrics are used. The exams are not comprehensive but are closed-book and open note to ensure you actively apply what you have learned. The first exam will cover content from Modules 1 & 2. The final exam will cover content from Modules 3 & 4. Throughout this course, a series of assignments will be assigned.

To support your learning and provide guidance on ‘what the instructor expects,’ there are three feature’s students need to understand: core components, metrics, and values breakdown.

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Metrics let you know the level of work expected. Excellent indicates A-level work (Integration Level) , Good indicates B-level work (Material Level), Acceptable indicates C-level work (Example Level), Poor indicates improvement needed level work (Opinions Level).

Values let you know what % each component of an assignment is worth.

Core Components let you know what type of content will be evaluated for each assignment.


!!Engagement !

To assist in your educational journey, there will be ample opportunities for you to engage with each other, the instructor, and industry professionals. To provide these specific opportunities for engagement, three additional tools are readily available to students.

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!!!!!!!!!!!!!!!University of Wisconsin-Stout | School of Hospital ity Leadership | Eric T. Brey, Ph.D.

Digital Cafe. In this class, the Digital Cafe is established in the Discussion Forum of the learning management system (Desire 2 Learn). Any questions or general insights/thoughts about assignments should be posted within the cafe as the instructor will post answers here. If you email any general question about assignments or class schedule to the instructor, you will be asked to post it here so that your peers can learn from your inquiry. As always, if you have a personal or sensitive question, those will be answered privately through university email.

Professor Brey Fan Page. Social media has become an integral part of our society. This change necessitates that we integrate it into our educational experience. The Facebook page will serve as the social home for this course with all announcements posted here for you (and the world) to see. While not required, I encourage you to ‘Like’ the page and always remember that if you post something here, it can be read by the general public.


!!‘ In-Session’ !

One of the distinguishing components of this course is the expectation that you actively apply, with your peers, what you have independently learned. In this course, there are three types of class sessions you will experience where you will begin to apply this knowledge:

Introduction: Traditional sessions where the instructor introduces key ideas, thoughts and topics associated with each module. An additional focus on introducing learning materials, activities, assignments and relative information to the module. You are encouraged to download the presentation from Desire 2 Learn to aid in your learning.

Critical Concepts: Focused directly on creative exchange, students receive points based upon their understanding of learning material. Day 1: Students, in their groups, will be presented with in-class challenge questions that they will need to answer as a group and discuss with class. This session also provides an opportunity for students to complete the learning guide questions with peer input. Day 2: Students, in their groups, must answer questions that were posed for module learning materials without the assistance of their computer or book (i.e., you can bring your written notes that were completed during Day 1).

Application: Characterized as active learning sessions, groups are presented with specific problems that need to be solved. Leveraging information from assigned learning resources, groups are tasked with solving applied problems for businesses and organizations in their field. These sessions serve as the basis for the peer evaluation component of the course, where group members evaluate each other.

At the semester’s conclusion, each student is required to evaluate their peers and assign them a grade based upon a set criteria outlined below. Each evaluative criterium is valued up to three points. For peers who are assigned a score above 24 or below 17, a substantiative reasoning is needed to justify the recommendation for adjustment of student grades. These must include:

‣ Specific examples supporting the recommended adjustment

‣ Three general reasons for evaluation

‣ Any extenuating circumstances faced by the group

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!!!U n i v e r s i t y P o l i c i e s & S u p p o r t !!Accommodat ion !

Any student who may need accommodation based on the impact of a disability should contact Disability Services in a timely manner. To ensure that you receive appropriate accommodation based upon your needs, you should contact the Disability Services Office in 206 Bowman Hall within the first week of class to assure that appropriate support and accommodations will be provided. Appropriate documentation of your disability and request of accommodations must be provided to be eligible for services.

Disability Services Office 206 Bowman Hall, +1 (715) 232-2995 !!!Academic Support !

The university provides readily available resources for students to assist in their educational, professional and personal development. It is encouraged that you explore these available resources to assist in your studies and your continued development. These student resources include:

‣ Avoiding Plagiarism

‣ Advisement

‣ Career Services

‣ Evaluating Resources

‣ International Student Services

‣ Involvement

‣ Military/Veterans

‣ Instructional Resources



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Student Evaluat ion !

Please see the instructor for any special problems or complaints that may be impeding your progress with the course. Feedback concerning the course is essential with all recommendations being considered to improve the learning environment in this and subsequent semesters. This open door policy is taken very seriously as my teaching methodology has been shaped by years of student input.

In addition, you will be provided an opportunity to evaluate this course at the end of the session. This is an important opportunity for you to provide feedback and improve overall teaching and learning. Your comments about what is working and what can be improved upon are very helpful in continuing to develop this course. Your honest opinions about your experiences will help improve components of the course for the next group of students and contribute to the growth of the University. The evaluation of the instructor and course provides an opportunity to voice your opinions on a very important subject - the quality of your education.

Academic Integr i ty !

Students are responsible for the honest completion and representation of their work, for the appropriate citation of sources, and for the respect of others’ academic endeavors. Anyone participating in any academic misconduct will be disciplined in accordance with the University Student Handbook guidelines. Students should not participate in any activity that could be deemed dishonest or an act which a student:

‣ Seeks to claim credit for the work or efforts of another without authorization or citation

‣ Uses unauthorized materials or fabricated data in any academic exercise

‣ Forges or falsifies academic documents or records

‣ Intentionally impedes or damages the academic work of others

‣ Engages in conduct aimed at making false representation of a student’s academic performance

‣ Assists other students in any of these acts

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!!Social Media Usage !

With the growth of social media as a contemporary means to communicate, it is important to remember that this medium is unlike any other - information that is posted to any account becomes readily accessible to the owners of that platform. In addition, information may be seen by your peers, the general public, your instructor and anyone who may have potential interest in you (i.e., potential employers). You need to remember:

‣ Social media will be used in three ways for this course. The first, Facebook will serve as a conduit to distribute information and continue the classroom conversation when appropriate. The second, Twitter, is the fastest method to contact and directly interact with the instructor. There are other mediums available but Twitter provides advantages that other means do not provide. The third, information that is posted to Facebook may come from a blogging service. This is informational in purpose but you may post comments if you so desire.

‣ Take the appropriate precautions to ensure your safety. Never post personal information that may compromise your individual person. You need to realize that posting your address, phone number, birthdays carry inherent dangers when sharing too much information with the general population.

‣ If you have issues with posting information to your personal account, you have alternatives to protect your information. First, include appropriate settings on your accounts to increase overall security to a specific group of people. Second, only include information as requested by the course or instructor. Third, establish a ghost or shell account that can be used strictly for the course and maintain your individual account separately.

‣ Social Media is now a core component to business and society in general. If you have reservations about it’s usage, come and see the instructor. However, you will need to establish an understanding of it’s application to be successful. Please keep this in mind when taking the course.

‣ Do not post any information that could be considered unsafe or illegal in any manner. Social media is an extension of your person and if you post anything illegal, it could be reported.

!!!University of Wisconsin-Stout | School of Hospital ity Leadership | Eric T. Brey, Ph.D.


!!!C o u r s e S c h e d u l e A course calendar and all course content can be found on our learning management system, Desire2Learn. This section is provided for the convenience of those students who prefer all information be listed and located in a central location.

!Date Session Activities Resources/Assignments

September 4/9 Course Introduction Course Guide/Syllabus

!September 11/16 Module 1 - Introduction ‣ Module 1 Outline

‣ Module 1 Introduction Presentation

‣ Kotler et al, Chapters 2 - 4

‣ Marketing Introduction Presentation Assignment

September 18/23 Module 1 - Critical Concepts

September 25/30 Module 1 - Application

!September 30

!Assignment Due - Marketing Introduction Presentation Assignment

October 2/7 Module 2 - Introduction ‣ Module 2 Outline



‣ Consumer Segmentation Assignment

October 9/14 Module 2 - Critical Concepts

October 16/21 Module 2 - Application

!October 21

!Assignment Due - Consumer Segmentation Assignment



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!October 23

!Mid-Term Exam

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October 28/30 Module 3 - Introduction ‣ Module 3 Outline



‣ Trends Analysis Assignment

November 4/6 Module 3 - Critical Concepts

November 11/13 Module 3 - Application

!November 13

!Assignment Due - Trends Analysis Assignment

November 18/20 Module 4 - Introduction ‣ Module 4 Outline



‣ Case Development Assignment

December 2/4 Module 4 - Critical Concepts

December 9/11 Module 4 - Application

!December 11

!Assignment Due - Case Development Assignment

Finals Week Final Exam



!!!M e e t Yo u r P r o f e s s o r !!My Promise !

To deliver on my educational promise of preparing you to think forward and tackle complex with critical thinking skills, this course is organized into four modules. Each building upon the previous to provide the necessary knowledge and experiences for students to develop personally, professionally, and exponentially.

!!!!!!!!!!!!!!!!University of Wisconsin-Stout | School of Hospital ity Leadership | Eric T. Brey, Ph.D.

A Basic Understanding !Guidance on the fundamentals of a topic; content that describes important considerations required to build deeper understanding.

Behind the Scenes !Overview description and holistic presentation of topic importance, a foundational description and the basic problem it solves.

!!!!Strategic Implementation !Applications and strategies, applying core content and advanced topics to deliver multiple solutions that effectively addresses the basic problem.

!!!!Core Ideology !Advanced topics, theories and support systems; extensive presentation of structures and developed tools and technologies associated with topic mastery.

Drivers

Applications

Principles

Systems

Think. Forward.


!!Teaching Phi losophy !

The focus of my teaching philosophy is providing knowledge and experiences to prepare learners to think forward by preparing them to effectively apply knowledge, skills and abilities to future problems. To deliver on this educational promise, my teaching has four cornerstones: !!!!!!!!!Critically Innovative Thinking. By pushing learners to become critically innovative thinkers, students must draw upon previous knowledge, skills, creativity and experiences to solve industry-focused problems. Each course, module, and activity requires learners to engage critical thinking skills to address problems by relating past experiences, examples, and learning materials to real outcomes. Differentiated Focused. Educational realities require an increasing need for an approach to teaching that considers different approaches, abilities to absorb information, and expressions of understanding. By leveraging information from formative assessments and placing an importance on creative problem solving; students foster critical thinking skills through engaged classroom activities, learning assessments, and industry-applied activities. !Technology Enhanced. Technology plays an integral role in engaging and enhancing student learning while providing unique learning opportunities in a dynamic, student-centric environment. Even with increased focus, technology does not drive my philosophy - it focuses my teaching on providing students with exposure to advanced information and applications that drive learner growth and development. !Outcome Based Education. By focusing on learning outcome measurement using available information, data and technology resources; I have adopted a student-centric teaching focus that mirrors transitional-objective based education. Rather than focusing on traditional ‘seat-time’ metrics, students are provided a multi-faceted, dynamic learning environment where they can individually excel while ensuring that learning objectives and student comprehension metrics are exceeded.


Critically-Innovative Thinking

Outcome-Based Education

Differentiated Focused

Technology Enhanced

Forward. Thinking.


!!Biography !

From teaching marketing analytics and business innovation to keynotes on consumer strategy and leveraging hidden information, Professor Brey uses edutainment to communicate his thought-provoking insights. From the jungles of Central America to the urban centers of Asia and even the comfort of the virtual classroom (with not nearly enough stops in the Caribbean), Dr. Brey’s quest to educate the world about consumers’ actions and how to capitalize upon them has merely begun.

As a leading consumer strategist recognized for innovation and turning an understanding of consumers’ wants and needs into actionable strategies, Professor Brey has conducted hundreds of presentations on consumer-centric topics while publishing numerous scientific papers in top, international journals. As an industry advisor and keynote speaker, he’s had the privilege of working with entrepreneurs and technology start-ups, boutique market research firms, Fortune-500 companies, regional healthcare centers, domestic and international government organizations, popular television figures, and numerous industry associations and international organizations.

For his innovative work, Eric has received multiple research excellence awards from the scientific community and served as an AT&T Fellow while being recognized as an extraordinary marketing mind by HSMAI. He currently serves as an invited member of the Academic Liaison Committee of the Chief Marketing Officer Council and Social Media Marketing Magazine lists him as a top marketing faculty. Recognized for his expertise, he is regularly quoted in media outlets including Forbes, Business Week, USA Today, China Post, Washington Post, and CBS.

Professor Brey received his Ph.D. from Purdue University and is an active member of various organizations including the Association for Consumer Research and the Digital Analytics Association. He currently lives in Wisconsin with his wife Anna and daughter Ava while serving as an Associate Professor of Consumer Strategy at the University of Wisconsin-Stout. If you would like to learn more or see the kind of shenanigans Professor Brey is up to, he can be found engaging the digital universe as @ProfessorBrey.

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Hospitality Services Marketing Syllabus

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Transcript of Hospitality Services Marketing Syllabus