WAYLAND BAPTIST UNIVERSITY HAWAII CAMPUS SCHOOL OF BUSINESS SYLLABUS 1. Mission Statement: Wayland Baptist University exists to educate students in an academically challenging, learning-focused and distinctively Christian environment for professional success and service to God and humankind. 2. Course: MKTG 3312 – HI01, Principles of Marketing 3. Term: Summer 2016 4. Instructor: Dr. Tod Outlaw 5. Office Phone and email: (808) 221-4920 firstname.lastname@example.org 6. Office Hours, Building, and Location: Immediately before and after class. 7. Class Meeting Time and Location: Thursdays 5:30-9:40p WBU - Mililani 8. Catalog Description: Marketing functions of the firm and the impact of consumer and industrial buying behavior. Variables of the marketing mix: product, price, physical distribution, channels of distribution, advertising, personal selling, and sales promotion. Economic, social, ethical, technological, and legal influences on marketing decision-making. Course Format: This course will be taught in a blended format, with the majority (over 70%) of the contact hours occurring in class. There will also be Blackboard assignments and other activities outside the classroom. Class will begin at 5:30p and will meet every class session until at least 8:30p. Class length beyond 8:30p will vary each session depending upon material and depth of accompanying online assignments for each session. 9. Prerequisites: None. 10. Required Textbook and Resources: BOOK AUTHOR ED YEAR PUBLISHER Basic Marketing Perreault 19th 2014 McGraw-Hill ISBN# UPDATED 978-007-802898-4 4/13/13 11. Optional Materials: None 12. Course Outcome Competencies: Upon completion of this course the student should be able to: Identify and explain the following important concepts in marketing: the role of marketing in society and in the firm, the various factors that influence marketing decision-making, and the product life cycle. Define marketing terminology including terms, concepts, and frameworks used by marketing managers. Apply the management principles of planning, implementation, and control to marketing development, distribution, pricing, and promotion of goods/services. Demonstrate the role of ethics and social responsibility in marketing. Identify and apply appropriate marketing segmenting techniques. List and be able to conduct analysis with regard to creative selection of target markets and blending decisions related to product, price, promotion, and place (the marketing mix) to meet the needs of a target market. Utilize and demonstrate the use of library tools, including the Internet, in conducting marketing research. Identify and describe the components of personal selling. Identify the major decision areas under marketing responsibilities, the basic interrelationships of those decision areas, and an appreciation of how to apply key frameworks and tools for analyzing customers, competition, and marketing strengths and weaknesses. Describe the link between wholesalers, retailers, and other channels of distribution. Differentiate between domestic and international marketing concepts and opportunities. Discuss the importance of advertising in interacting with all levels of customers including wholesaler, retailer, and end user. 13. Attendance Requirements: Attendance is very important to your success in this class. Tests may be made up (with a penalty of 20% per day for lateness), but no other aspect of this course may be made up at a later date. Meeting deadlines is very important. In the event of a missed assignment or activity, it is the student’s responsibility to contact the instructor. Absences will affect your grade. Missing more than 25% of the classes will result in a failing grade for the course. Missing an hour or more of a class is counted as an absence. Participation in online portions counts as an equal part of the attendance component. Missing online assignments is the same as missing face-to-face classes. All Wayland students are expected to attend every class meeting; the minimum percentage of class participation required to avoid receiving a grade of “F” in the class is 75%. Students who miss the first two class meetings without providing a written explanation to the instructor will be automatically dropped from the roster as a “no-show.” Students who know in advance that they will be absent the first two class meetings and who wish to remain in the class must inform the instructor in order to discuss possible arrangements for making up absences. 14. Statement on Plagiarism and Academic Dishonesty: Wayland Baptist University observes a zero tolerance policy regarding academic dishonesty. Per university policy as described in the academic catalog, all cases of academic dishonesty will be reported and second offenses will result in suspension from the university. 15. Disability Statement: “In compliance with the Americans with Disabilities Act of 1990 (ADA), it is the policy of Wayland Baptist University that no otherwise qualified person with a disability be excluded from participation in, be denied the benefits of, or be subject to discrimination under any educational program or activity in the university. The Coordinator of Counseling Services serves as the coordinator of students with a disability and should be contacted concerning accommodation requests at (806) 291- 3765. Documentation of a disability must accompany any request for accommodations.” 16. Course Requirements and Grading Criteria: Students shall have protection through orderly procedures against prejudices or capricious academic evaluation. A student who believes that he or she has not been held to realistic academic standards, just evaluation procedures, or appropriate grading, may appeal the final grade given in the course by using the student grade appeal process described in the Academic Catalog. Appeals may not be made for advanced placement examinations or course bypass examinations. Appeals are limited to the final course grade, which may be upheld, raised, or lowered at any stage of the appeal process. Any recommendation to lower a course grade must be submitted through the Executive Vice President/Provost to the Faculty Assembly Grade Appeals Committee for review and approval. The Faculty Assembly Grade Appeals Committee may instruct that the course grade be upheld, raised, or lowered to a more proper evaluation. Grading Criteria: Positive Participation in Class Online Participation Paper Final Presentation Midterm Final 27% 18% 25% 10% 10% 10% If the midterm, final, or term paper is not completed, the student will not receive credit for the course. Grading Scale: 100-90 89-80 79-70 69-60 Below 60 W= WP= WF= I= A B C D F Approved Withdrawal Approved Withdrawal Passing Withdrawal Failing Incomplete 17. Tentative Schedule: (Calendar, Topics, Assignments) Assignments: May 26 Introductions Syllabus review Chapters 1/2 discussion Homework for next time: Think of paper topics for term paper Bring article concerning the value of marketing Chapter 3 online assignment June 2 Chapters 4/5 discussion Brainstorm term paper topics Present articles concerning the value of marketing Homework for next time: Create term paper outline Bring article concerning buyer behavior Chapter 6 online assignment June 9 Chapters 7/8 discussion Discuss individual term paper topics Present articles concerning buyer behavior Homework for next time: Bring article concerning new product development Chapter 9 online assignment June 16 Chapters 10/11 discussion Present articles concerning new product development Homework for next time: Study for midterm exam June 23 Midterm exam Homework for next time: Bring article concerning customer service Chapters 12/13 online assignment June 30 Chapters 14/15 discussion Present articles concerning customer service Homework for next time: Bring article concerning advertising Chapters 16/17 online assignment July 7 Chapter 18 discussion Present articles concerning advertising Homework for next time: Bring article concerning ethics in marketing Chapter 19 online assignment July 14 Chapter 20 discussion Present articles concerning ethics in marketing Internet exercises July 21 Overview of semester chapters Review for final exam Homework for next time: Study for final exam July 28 Final exam Homework for next time: Preparation for paper presentation Online review of course competencies August 4 Paper presentations Papers due All chapters will be covered. Professor reserves the right to alter this schedule as needed. Please be sure to ask if you have questions or concerns during this course. Remember that, while you are a student, you are also teaching the class that which your education and experiences have taught you. 18. Additional information as desired by the faculty member Class Participation: Class participation is a very important part of education. This class requires active class participation. Many classes begin with a basic question that appears clear-cut, and the class participation is what helps add to the complexity that is critical for solving problems and understanding processes. Students are strongly encouraged to participate in class. Other Important Information: 1. Homework is due at the beginning of each class. 2. Late homework will result in a lower grade. 3. Written work is graded on the basis of content first, but also on the quality of grammar and punctuation. 4. All written assignments should be 12-point type, double-spaced, and using APA Manuscript Writing Style. 5. Questions concerning grades received should be resolved within one week after the assignment has been returned. 6. Unless noted as a group assignment, all work should be original work of the individual student. 7. Academic honesty is expected of all students. Plagiarism, cheating, and other acts that lack academic honesty may result in a zero on the particular assignment. 8. Students will need to use the Internet to access some assignments. 9. Cell phones and pagers must be placed on vibrate or silent mode. 10. Presentations of papers must be done on the assigned date with the class to receive credit. 11. Exams may be made up, but there is a 20-point penalty for each day it is late. 12. Please do not bring children to class. 13. Always contact the professor if you need assistance. Article Presentations: In order to better understand and participate in the stages of the study of basic marketing, students will be required to bring examples of relevant topics to class. The format for the articles will be described in class, and when presented they will be graded based upon quality and relevance to the topic being discussed. They may also be graded based upon the amount of class discussion that ensues when the summary is presented. Length of the individual presentations will be discussed when each assignment is made. Term Paper: Students will complete one research paper for this class. The paper should be a minimum of five pages of content (excluding coversheet, abstract and references) and should utilize at least five primary references of high quality. Students will orally present a summary of this paper to the class. Papers must utilize APA format. Topics for papers must also be preapproved by the professor. To avoid a 10-point deduction from your final grade in the course, completed paper must be available by the ninth class meeting to submit online to Safe Assignment. If Safe Assignment detects more than a 20% match, 10 points will be deducted from the paper grade for every 10% over the 20% limit. STATEMENTS: Course Format: This course will be taught in a blended format, with the majority (over 70%) of the contact hours occurring in class. There will also be Blackboard assignments and other activities outside the classroom. “This class will adhere to zero tolerance for using someone else’s work as your own.” “Students are responsible for reading, understanding, obeying, and respecting all academic policies, with added emphasis being placed upon academic progress policies, appearing in the Wayland Baptist University Academic Catalog applicable to their curriculum and/or program of study.” Rubric for Case Study Assignment Criterion 4 3 2 A-level qualities (90–100) B-level qualities (80–89) C-level qualities (70–79) 1 or 0 D- or F-level qualities Score (60–69 or below 60) Completeness Complete in all respects; reflects all requirements Complete in most Incomplete in respects; reflects many respects; most requirements reflects few requirements Incomplete in most respects; does not reflect requirements Understanding Demonstrates a sophisticated understanding of the topic(s) and issue(s) Demonstrates an accomplished understanding of the topic(s) and issue(s) Demonstrates an acceptable understanding of the topic(s) and issue(s) Demonstrates an inadequate understanding of the topic(s) and issue(s) Analysis, Presents an evaluation, and insightful and recommendations thorough analysis of all issues identified; includes all necessary financial calculations Presents a thorough analysis of most issues identified; includes most necessary financial calculations Presents a superficial analysis of some of the issues identified; omits necessary financial calculations Presents an incomplete analysis of the issues identified Makes appropriate and powerful connections between the issues identified and the strategic concepts studied in the reading; demonstrates complete command of the strategic concepts and analytical tools studied Makes appropriate connections between the issues identified and the strategic concepts studied in the reading; demonstrates good command of the strategic concepts and analytical tools studied Makes appropriate but somewhat vague connections between the issues and concepts studied in the reading; demonstrates limited command of the strategic concepts and analytical tools studied Makes little or no connection between the issues identified and the strategic concepts studied in the reading Supports diagnosis and opinions with strong arguments and evidence; presents a balanced and critical view; interpretation is both reasonable and objective Supports diagnosis and opinions with reasons and evidence; presents a fairly balanced view; interpretation is both reasonable and objective Supports diagnosis and opinions with limited reasons and evidence; presents a somewhat onesided argument Supports diagnosis and opinions with few reasons and little evidence; argument is one-sided and not objective Presents detailed, realistic, and appropriate recommendations clearly supported by the information presented and concepts from the reading Presents specific, realistic, and appropriate recommendations supported by the information presented and concepts from the reading Presents realistic or appropriate recommendations supported by the information presented and concepts from the reading Presents realistic or appropriate recommendations with little, if any, support from the information presented and concepts from the reading Research Supplements case Supplements case Supplements case Supplements case study with relevant study with relevant study with limited study, if at all, with and extensive research into the present situation of the company; clearly and thoroughly documents all sources of information research into the present situation of the company; documents all sources of information research into the incomplete research present situation and documentation of the company; provides limited documentation of sources consulted Writing mechanics Writing demonstrates a sophisticated clarity, conciseness, and correctness; includes thorough details and relevant data and information; extremely wellorganized Writing is accomplished in terms of clarity and conciseness and contains only a few errors; includes sufficient details and relevant data and information; wellorganized Writing lacks clarity or conciseness and contains numerous errors; gives insufficient detail and relevant data and information; lacks organization APA guidelines Uses APA guidelines accurately and consistently to cite sources Uses APA guidelines with minor violations to cite sources Reflects Does not use APA incomplete guidelines knowledge of APA guidelines Writing is unfocused, rambling, or contains serious errors; lacks detail and relevant data and information; poorly organized Total: Note: Criteria are evaluated on a 4-3-2-1-0 basis. Total rubric points are as follows: 21.6-24 (A), 19.2-21.5 (B), 16.8-19.1 (C), 14.4-16.7 (D), below 14.4 (F). Rubric for Asynchronous Discussion Participation Asynchronous discussion enhances learning as you share your ideas, perspectives, and experiences with the class. You develop and refine your thoughts through the writing process, plus broaden your classmates’ understanding of the course content. Use the following feedback to improve the quality of your discussion contributions. Criteria Frequency Initial Assignment Posting Follow-Up Postings Content Contribution References & Support Clarity & Mechanics Unacceptable Participates not at all. Acceptable Participates, but not the required number of times Good Participates the minimum number of required times with limited responses. Posts well developed assignment that addresses all aspects of the task; lacks full development of concepts. Posts adequate assignment with superficial Posts no thought and assignment. preparation; doesn’t address all aspects of the task. Posts shallow contribution to Elaborates on an Posts no follow- discussion (e.g., existing posting up responses to agrees or with further others. disagrees); does comment or not enrich observation. discussion. Posts Posts information Repeats but information that that is off-topic, does not add is factually incorrect, or substantive correct; lacks full irrelevant to information to development of discussion. the discussion. concept or thought. Uses personal Incorporates Includes no experience, but some references references or no references to from literature supporting readings or and personal experience. research. experience. Posts long, Communicates Contributes unorganized or in friendly, valuable rude content that courteous and information to may contain helpful manner discussion with multiple errors or with some errors minor clarity or may be in clarity or mechanics inappropriate. mechanics. errors. Excellent Participates more than the minimum number of times with detailed responses. Posts well developed assignment that fully addresses and develops all aspects of the task. Demonstrates analysis of others’ posts; extends meaningful discussion by building on previous posts. Posts factually correct, reflective and substantive contribution; advances discussion. Uses references to literature, readings, or personal experience to support comments. Contributes to discussion with clear, concise comments formatted in an easy to read style that is free of grammatical or spelling errors. Examples of postings that demonstrate higher levels of thinking: “Some common themes I see between your experiences and our textbook are….” (analysis) “These newer trends are significant if we consider the relationship between ….” (synthesis) “The body of literature should be assessed by these standards ….” (evaluation) GRADING RUBRIC for WRITTEN EXAMS An “A” exam: Answers the specific central question that was asked Incorporates pertinent and detailed information from both class discussion and assigned readings (whenever applicable), providing needed evidence. Maintains focus/avoids being sidetracked by tangents Presents all information clearly and concisely and in an organized manner Does much more than merely restate the question and offer a brief response Avoids distracting grammar/spelling/etc. problems A “B” exam: Answers the specific central question asked, but not as well as an “A” essay Incorporates some information from class discussion and assigned readings, providing some necessary evidence, but less thoroughly and/or relevantly than an “A” essay Usually maintains focus, but may occasionally digress from the specific topic Presents information fairly clearly and concisely, and may have minor organization problems Does more than merely restate the question and offer a brief response May contain a few distracting grammar/spelling/etc. problems A “C” exam: Addresses the specific central question asked in part, but does not relate directly to the question or does not address all required elements Does not adequately incorporate information from class discussion and assigned readings, and may rely on unsupported statements or generalities Sometimes strays from the specific topic (more often than a “B” essay) Presents information in a manner that is sometimes unclear, and/or has significant organization problems May merely restate the question and offer a brief, undeveloped response May contain a few or a significant number of distracting grammar/spelling/etc. problems A “D” exam: Does not directly answer the specific central question asked Does not incorporate information from class discussion and assigned readings, or does so minimally and/or irrelevantly Substantially digresses from the specific topic Has significant problems with clarity, concision, and organization, making the information presented difficult for the reader to understand May merely restate the question and offer an irrelevant or undeveloped response May contain substantial distracting grammar/spelling/etc. problems that muddle the information presented An “F” exam: Does not answer the specific central question in any way Does not incorporate information from pertinent class discussion and/or assigned readings Provides no information that can be understood or related to the specific topic May lack any recognizable organization May contain enough distracting grammar/spelling/etc. problems to make it substantially incomprehensible Plusses and minuses may be used for finer-grain letter assignments. Grading Rubric for Oral Exams (Midterm and Final) A Exemplary B Competent C Developing D/F Shows a limited understanding of the topic with not quite a fully developed argument per the categories below Articulates a position or argument that is incomplete or limited in scope Presents evidence that is mostly relevant and/or mostly accurate Shows a superficial understanding of the topic, argument not developed enough per the categories below Shows no understanding of the topic and no argument per the categories below Articulates a position or argument that is unfocused or ambiguous Does not articulate a position or argument Presents evidence that is somewhat inaccurate and/or irrelevant, but corrects when prompted Presents a lot of inaccurate and/or irrelevant evidence Dimensions: Shows a deep/robust Overall understanding Understanding of the topic with a fully developed argument per the categories below Argument Evidence Clearly articulates a position or argument Presents evidence that is relevant and accurate Presents sufficient amount of evidence to support argument Implications Structure Prompting Presents limited evidence to support argument Fully discusses the major implications of the argument or position Adequately discusses some of the major implications of the position There is logic in the progression of ideas There are a few areas of disjointedness or intermittent lack of logical progression of ideas Does not present enough evidence to support argument, but augments when prompted Discusses minor implications (missing the major ones) OR does not discuss major implications adequately Ideas are somewhat disjointed and/or do not always flow logically, making it a bit difficult to follow Did not have to prompt with probing Prompted minimally (one or two probing Prompted a lot (a series of probing Doesn’t present enough evidence to support argument, even when prompted repeatedly Doesn’t discuss the implications of the argument or position Ideas are disjointed and/or do not flow logically, hence argument is very difficult to follow questions at all questions) questions) Grading Rubric for Term Papers Qualities & Criteria Format/Layout Presentation of the text Structuring of text Follows requirements of length, font and style Excellent (90100) Poor (0-80) Good (80-90) Follows poorly the requirements related to format and layout. Follows, for the most part, all the requirements related to format and layout. Some requirements are not followed. Closely follows all the requirements related to format and layout. The essay is not objective and addresses poorly the issues referred in the proposed topic. The provided information is not necessary or not sufficient to discuss these issues. The essay is objective and for the most part addresses with an in depth analysis most of the issues referred in the proposed topic. The provided information is, for the most part, necessary and sufficient to discuss these issues. The essay is objective and addresses with an in depth analysis all the issues referred in the proposed topic. The provided information is necessary and sufficient to discuss these issues. The essay is not well written, and contains many spelling errors, and/or grammar errors and/or use of English errors. The essay is badly organized, lacks clarity and/or does not present ideas in a coherent way. The essay is well written for the most part, without spelling, grammar or use of English errors. The essay is for the most part well organized, clear and presents ideas in a coherent way. The essay is well written from start to finish, without spelling, grammar or use of English errors. The essay is well organized, clear and presents ideas in a coherent way. Most of the Most of the All the (Weight 15%) Content/Information All elements of the topics are addressed The information is technically sound Information based on careful research Coherence of information (Weight 50%) Quality of Writing Clarity of sentences and paragraphs No errors and spelling, grammar and use of English Organization and coherence of ideas (Weight 20%) References and use of references references used are not important, Scholarly level of and/or are not references when of required good/scholarly How effectively the quality. There is references are used not a minimum in the essay of 10 references, and/or they are Soundness of not used references effectively in the APA style in essay and/or reference list and for correctly cited citations and/or correctly listed in the (Weight 15%) reference list according to APA style. references used are important, and are of good/scholarly quality. There is a minimum of 10 references that are for the most part used effectively. Most of the references are correctly cited and correctly listed in the reference list according to APA style. references used are important, and are of good/scholarly quality. There is a minimum of 10 references that are used effectively, correctly cited and correctly listed in the reference list according to APA style. Overriding criterion: 0riginality and authenticity. If the essay is identified as not being original, and/or not done by the student, the instructor has the right to grade the paper as an F (0).