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MARKETING FUNDAMENTALS

BUAD-307, Fall 2015, SECTION 14847D

INSTRUCTOR Professor Stephanie Tully, Ph.D.

Assistant Professor of Marketing

OFFICE Hoffman Hall (HOH) 621

EMAIL Stephanie.Tully@marshall.usc.edu

BASIC CLASS INFO Monday and Wednesday

4:00pm - 5:50pm

Location: HOH 421

OFFICE HOURS Mondays & Wednesdays 1:00 – 3:00 PM and by appointment

It is best to let me know in advance when you are coming to office hours and

what your needs are by email. Office hours are typically limited to 15 minute

sessions. This ensures adequate time for other students who may need it. If

the set hours are not convenient, please email me to set up an appointment. I

am happy to meet with you outside the regular appointment hours.

TA Janhavi Kulkarni

Janhavi.Kulkarni.2016@marshall.usc.edu

Office hours are by appointment

COURSE WEBSITE 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.

COURSE PACK You will need a course pack that is available from the USC bookstore. The

course pack contains four notes and five cases.

BOOK Dhruv Grewal and Michael Levy (2014), M: Marketing with ConnectPlus,

4th ed., McGraw-Hill Irwin, ISBN-13: 9781259613708. Prior editions will

supply most of the needed information.

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Schedule of Classes (note: sessions are tentative and may be altered)

Session Date Topic Class Preparation Assignments

1 M, 08/24 Course Introduction and Overview Chapter 2

2 W, 08/26 The Marketing Environment Chapter 5 Personal Info Form

3 M, 08/31 Consumer Behavior Chapter 6 Online “Quiz”

4 W, 09/02 Mediquip & Value to the Customer Chapter 7, Mediquip Case Short Memo

5 M, 09/07 No Class – Labor Day

6 W, 09/09 Experiential Learning Center Chapter 4

7 M, 09/14 Dry Clean Express & Customer Lifetime

Value Dry Clean Express Case Short Memo

8 W, 09/16 Segmentation, Targeting and Positioning Chapter 9

9 M, 09/21 Segmentation, Targeting and Positioning Chapter 9

10 W, 09/23 Calyx Flowers / Mkt Research Calyx Flowers Case Group Case Write-up

11 M, 09/28 Marketing Research I Chapter 10

12 W, 09/30 Marketing Research II Chapter 10

13 M, 10/05 Review for midterm Practice Midterm

14 W, 10/07 Midterm Prepare for Midterm

15 M, 10/12 Pricing Chapter 14

16 W, 10/14 Final Project Meetings / Product Chapters 11 (pp. 233-239,

248-251), 12, 13

17 M, 10/19 Product / Midterm Recap Chapters 11 (pp. 233-239,

248-251), 12, 13 Project Topic

18 W, 10/21 Sony AIBO Sony AIBO Case Short Memo

19 M, 10/26

Promotion Chapters 17, 18

20 W, 10/28 Promotion Chapters 17, 18 Promotion Evaluation

21 M, 11/02 Distribution and Retailing (Place) Chapters 15, 16

22 W, 11/04 Experiential Learning Center

23 M, 11/09 Aqualisa Quartz Aqualisa Case Individual Case Write-up

24 W, 11/11 Branding / International Marketing Chapters 8, 11 (pp. 240-

248)

25 M, 11/16 Course Recap / Quiz Review

26 W, 11/18 Quiz Prepare for Quiz

27 M, 11/23 Final Project Meetings

28 W, 11/25 No Class - Thanksgiving

29 M, 11/30 Final Project Presentations

30 W, 12/02 Final Project Presentations

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COURSE OVERVIEW

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. The more specific

objectives are:

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

applications to real-world situations in a global market.

Describe how the marketing function is organized and fits into an organization, including

the relationships between marketing issues and those of other business disciplines.

Make effective marketing decisions in real world settings using critical thinking skills.

Effectively communicate marketing analysis

Effectively collaborate to analyze marketing options

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

decision framework.

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

Learn how the strategic and tactical decisions work together.

In addition to these marketing specific objectives, this course is also designed to help you practice

analytical and communication skills.

COURSE APPROACH

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.

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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. Class meetings do not test you

on the background material directly, but they are based on your understanding and retention of the

text material. Therefore reading the background material is crucial.

YOUR COURSE GRADE

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

1. Class Participation 15%

2. Case Analyses 30%

3. Exam 20%

4. Quiz 10%

5. Marketing Research Assignment 5%

6. 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

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

overall 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.

COURSE COMPONENTS

The course uses a combination of lectures, class discussion, recent press articles, radio programs,

assignments and exams, as follows:

1. Class Participation – 15%

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.

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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 first 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

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

you.

Whenever you know in advance that you will be absent, please let me know. If you miss class due

to a pressing emergency, please provide me with the necessary documentation to excuse your

absence. In either case, be sure to obtain copies of notes from your classmates to insure that you do

not miss any important material.

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.

If you know in advance that you will miss a class or need to arrive late or leave early, please let

me know in advance.

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

other communications device. Please see the following excerpt from Ann Curzan for an

explanation of why I choose not to permit the use of electronic devices during class:

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The only material you should be reading is that concerned with the class. Reading of any other

material, such as newspapers or magazines, or doing work from another class, is not acceptable.

You are welcome to eat and drink during class, but please be respectful of those around you.

2. Case Studies – 30%

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

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

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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 the

cases will contribute 10% to your grade. Additionally, we will have 3 other cases which we will

discuss in class. These cases will not have a formal write up, but a short memo due. The short

memos will be graded as a pass/fail and this will constitute the additional 10% of the grade towards

case studies.

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. Exam – 20%

There will be a midterm covering material from the class sessions and textbook. This exam is

closed-book and closed notes. You will be allowed one 81/2 X 11 “cheat sheet”. You must turn this

sheet in with your exam. The midterm will consist of multiple choice and short answer type

questions. The midterm counts for 20% of your final grade and will cover all the topics covered up

to that point.

The in-class exam dates have been set and appear in the course schedule. Inform me in writing (i.e.

via e-mail) of any legitimate conflicts with the exam date at least two weeks in advance. If I do not

receive written notice at least two weeks before the quiz or exam, you will not be given the

opportunity to take it at another time. If you miss the 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. If you are unable to take a

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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 may choose to give

you a substitute test or I may assign greater weight to another assignment.

4. Quiz – 10%

This quiz will primarily cover the concepts we will go over in the second half of the course and will

give you a chance to use basic quantitative analysis in Marketing to analyze a firm’s operations.

Quantitative concepts are important in marketing, and also are the basic “language” used to analyze

a firm’s revenues and marketing expenditures.

5. 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 in class, 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.

2. Write a paper—usually 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.

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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.

6. 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 by the second week of class. 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. 11/13 – Have met with Stephanie Tully to go over progress on the project, asked questions,

etc.

2. 11/30 – Final presentation of projects to the class (20 minutes)

3. 12/14 – Final paper due

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

POLICIES

Exams

Inform me in writing (e-mail is fine) of any legitimate conflicts at least two weeks in advance.

(All dates have been set and appear in the course outline). If I do not receive written notice at least

two weeks before the exam, you will not be given an opportunity to take it at another time.

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.

Cases and Projects

Instructions for cases and projects are typically given with advance direction. Given this extended

timeframe, issues that may arise on the due date (illness, emergencies) should not preclude students

from turning in assignments on time. Extensions for cases and projects will not be given for an

illness or injury unless a doctor’s note explicitly dictates that the student was unable to do work

during the entire (or majority of) time given for completing the assignment. Thus, students should

work proactively to ensure last minute difficulties do not affect their ability to complete

assignments on time.

Grade Rebuttals

If you feel that a calculation error has been made in the grading of a quiz or the exam, please write a

note describing the error/circle the question and give it to me when returning your exam. If it’s a

judgment issue, you should be prepared to support your response with written documentation in

support of your opinion (e.g. a photocopied page from the textbook with the relevant information

highlighted) via email. I will go through your quiz or exam and re-assess your response. Note that

if you request that I regrade a response, I reserve the right to regrade the entire exam. I will

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

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

rebuttal—after one week, no rebuttals will be accepted.

IMPORTANT: I will not discuss or consider changing the grade on any assignment that has not

first been set up by appointment. There are absolutely no exceptions to this policy.

Add/Drop Process

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.

Accommodations for Students with Disabilities

Please let me know immediately if you have any problem that is preventing you from performing

satisfactorily in this class. Any student requesting academic accommodation 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 by the second week of class. DSP is located in STU 301 and is open 8:30 a.m. –

5:00 p.m., Monday through Friday. Their phone number is (213) 740-0776. Please note that it is the

student’s responsibility to manage the scheduling process with the DSP. Failure to meet any DSP

scheduling deadlines will likely mean you will not have special accommodations.

Emergency Preparedness/Course Continuity

In case of a declared emergency if travel to campus is not feasible, USC executive leadership will

announce an electronic way for instructors to teach students in their residence halls or homes using

a combination of Blackboard, teleconferencing, and other technologies. Please activate your course

in Blackboard with access to the course syllabus. USC's Blackboard learning management system

and support information is available at http://blackboard.usc.edu

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.

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

group members (including your own contribution) 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 during grading.

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:

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.

Assumed Rules for Group Participation

To work well as a group, you need to decide on some ground rules that will facilitate your joint

work. Below is a list of common rules related to group work that you should assume are in effect

unless your group decides to change them. Discuss each rule and decide whether you want to adopt

it as a group. Make sure each member commits to the rules you adopt. You are also free to adopt

your own rules.

Each member will perform a fair share of the group’s work. Free-riding is not acceptable.

Telephone numbers and email addresses will be exchanged promptly.

All members should attend scheduled meetings unless it has been previously arranged that a

member cannot make a specific meeting or there are unavoidable circumstances such as illness

(hangovers don’t normally qualify as a valid form of illness).

To encourage attendance at all meetings, arranging for a combination of face-to-face and online

meetings can help alleviate the strain of scheduling issues.

All members should be prepared for all meetings (read the assignment in advance and develop some

ideas on your own).

Meetings will commence no later than six minutes after the agreed start time and everyone should

arrive by that time.

Roles such as chair of a meeting and note-taker should be clearly allocated and should rotate around

the group so that responsibilities are shared.

Anyone can initiate and redirect discussion.

Decisions will be made democratically. In the absence of a clear consensus there will be a vote.

Aggressive and dominating behavior is not acceptable.

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Sexist and racist remarks are not acceptable.

Members should try to encourage contributions– to discussions and decisions – from everyone, and

to assess the value of all contributions.

Members should practice active listening: listen to each other’s ideas, summarize them, ask

questions, and show respect for the other person’s opinion before challenging it.

Tasks that individuals agree to undertake should be completed by the agreed deadline. If it looks as

though there will be a problem meeting a deadline that member should seek help from other

members of the group in time to avoid a delay.

If a group mate asks for help, everyone should try to assist him/her.

If a conflict is emerging, it should be discussed in a group meeting and attempts should be made to

resolve it within the group; if this is unsuccessful, it should be brought to the attention of the

professor.

Each person has the right to point out when these rules are being broken.

All group mates should have responsibility for implementing an effective group process.

All rules can be changed by consensus.

Free-riding: It is extremely important that every person contributes to group assignments. In

the real world, group tasks are common. A person that “free-rides” is likely to face

repercussions. I will not “fire” or “admonish” any group members for lack of participation.

However, to encourage group cooperation, each member of the group will need to turn in a

confidential breakdown of the participation of the other group members for each group

project. Students should NOT include themselves, but distribute 100 “points” of

participation amongst their other group members. If you plan on allotting a group member

less than equal points, you must have attempted to talk with and work with this group member

prior to point allotment. If you feel you need additional assistance with a particularly difficult

group member, I will be available. It is best to try to work issues out amongst yourself before

involving me. Note: the actual points will not be used explicitly, but will be used to identify

and penalize group members who are free-riding.

STATEMENT ON ACADEMIC INTEGRITY

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. All students are expected to understand and abide by these principles. SCampus, the

Student Guidebook, (http://www.usc.edu/scampus or http://scampus.usc.edu) contains the

University Student Conduct Code (see University Governance, Section 11.00), while the

recommended sanctions are located in Appendix A.

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.

No form of cheating or plagiarism is acceptable. Since students in other sections of this course may

have the same or highly similar assignments and exams, it will be considered a violation of

academic dishonesty if a student from one section that has completed an assignment or exam shares

information with a student in another section that has not yet completed that assignment or exam.

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Further, if a student has knowledge of or observed a violation of academic dishonesty, he or she is

obligated to report the incident to the instructor.

REMINDER! In papers and assignments, if you take more than three consecutive words from a

source, these must be put in quotes or indented as an extended quotation. You must also cite any

source you use even if you do not quote directly.

ALIGNMENT OF COURSE LEARNING OBJECTIVES WITH MARSHALL’S SIX UNDERGRADUATE PROGRAM LEARNING GOALS

Goal Marshall Program Learning Goal Description Covered in this Course

(Goals 1-6, and relevant selected sub-goals) Emphasis/ Relation

to Course Objectives

Relevant Course Topics

1 Our graduates will understand types of markets and key business areas and their interaction to effectively manage different types of enterprises 1.1 Students will demonstrate foundational knowledge of core business disciplines, including business analytics and business economics 1.2 Students will understand the interrelationships between functional areas of business so as to develop a general perspective on business management 1.3 Students will apply theories, models, and frameworks to analyze relevant markets (e.g. product, capital, commodity, factor and labor markets) 1.4 Students will show the ability to utilize technologies (e.g., spreadsheets, databases, software) relevant to contemporary business practices

Moderate Customer value, strategy, segmentation, pricing, promotions

2 Our graduates will develop a global business perspective. They will understand how local, regional, and international markets, and economic, social and cultural issues impact business decisions so as to anticipate new opportunities in any marketplace 2.1 Students will understand how local, regional and global markets interact and are impacted by economic, social and cultural factors. 2.2 Students will understand that stakeholders, stakeholder interests, business environments (legal, regulatory, competitor) and business practices vary across regions of the world

Moderate International marketing, consumer behavior, ethics, segmentation and target marketing

3 Our graduates will demonstrate critical thinking skills so as to become future-oriented decision makers, problem solvers and innovators 3.1 Students will understand the concepts of critical thinking, entrepreneurial thinking and creative thinking as drivers of innovative ideas 3.2 Students will critically analyze concepts, theories and processes by stating them in their own words, understanding key components, identifying assumptions, indicating how they are similar to and different from others and translating them to the real world 3.3 Students will be effective at gathering, storing, and using qualitative and quantitative data and at using analytical tools and frameworks to understand and solve business problems 3.4 Students will demonstrate the ability to anticipate, identify and solve business problems. They will be able to identify and assess central problems, identify and evaluate potential solutions, and translate a chosen solution to an implementation plan that considers future contingencies 3.5 Students will demonstrate the ability to be accurate, clear, expansive (thorough, detailed) and fair-minded in their thinking

Strong The entire course

4 Our graduates will develop people and leadership skills to promote their effectiveness as business managers and leaders.

Moderate The entire course

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Goal Marshall Program Learning Goal Description Covered in this Course (Goals 1-6, and relevant selected sub-goals)

Emphasis/ Relation

to Course Objectives

Relevant Course Topics

4.1 Students will recognize, understand, and analyze the motivations and behaviors of stakeholders inside and outside organizations (e.g., teams, departments, consumers, investors, auditors) 4.2 Students will recognize, understand and analyze the roles, responsibilities and behaviors of effective managers and leaders in diverse business contexts e.g., marketing, finance, accounting, 4.3 Students will understand factors that contribute to effective teamwork

5 Our graduates will demonstrate ethical reasoning skills, understand social, civic, and professional responsibilities and aspire to add value to society 5.1 Students will understand professional codes of conduct 5.2 Students will recognize ethical challenges in business situations and assess appropriate courses of action

Moderate Ethics, strategy, new product development

6 Our graduates will be effective communicators to facilitate information flow in organizational, social, and intercultural contexts. 6.1 Students will identify and assess diverse personal and organizational communication goals and audience information needs 6.2 Students will understand individual and group communications patterns and dynamics in organizations and other professional contexts 6.3 Students will demonstrate an ability to gather and disseminate information and communicate it clearly, logically, and persuasively in professional contexts

Moderate All projects and case assignments

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PERSONAL INFORMATION FORM: MARKETING FUNDAMENTALS, BAUD 307

Professor Stephanie Tully, Fall 2015

Your Name: ____________________________

Contact phone #:____________________________

Major(s): ____________________________

Preferred e-mail address Expected

(print clearly): _______________________ 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 might miss for religious observance or other reasons.

3) What are your 5 and 10-year career goals? (Use the back if you run out of space.)

4) What is your recent work experience?

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!)