BUSINESS MARKETING AND LOGISTICS 752
CASES IN MANAGERIAL MARKETING
WINTER 2012
Professor Robert E. Burnkrant
Office Hours: By appointment
512 Fisher Hall, 292-6600
E-mail: burnkrant.1@osu.edu
Learning Objectives
This course requires you to make and defend marketing decisions. It is expected that you will
apply what you’ve learned in previous marketing courses to the cases under consideration in this
class. In addition, a set of readings will be provided that are intended to enrich your
understanding of topics covered in this course. You will develop and improve analytical
(quantitative and qualitative) written and oral presentation skills by applying your knowledge of
marketing principles to real business problems, making formal presentations of your
recommendations and defending them and by presenting your insights and positions on the
enrichment topics under consideration in the course.
Required Materials
All required reading material (i.e., cases and articles listed in the Schedule of Activities below)
are available for purchase at the Harvard Business School web site. They may be purchased and
downloaded at the following web site: http://cb.hbsp.harvard.edu/cb/access/11520587
Other material will be distributed in class or made available on Carmen.
Performance Evaluation
Your final grade in the course will be the result of your performance in several components of
the course. These components are discussed below.
Evaluation Components
Evaluation Scale:
Case Analysis and Presentation
25%
(Written 15%, Oral 10%)
Enrichment Topic Presentation
20%
(Written 10%, Oral 10%)
Carmen Quizzes
20%
Class Participation
25%
Quant. Analysis Assignments
10%
(QA homework 2%, quiz 8%)
A
92+
C+
78-79
A-
90-91
C
72-77
B+
B
BE
88-89
82-87
80-81
Below 60
CD+
D
D-
70-71
68-69
62-67
60-61
Formal presentations (45%). Students will be assigned to groups very early in the quarter, and
they will be responsible for working in those groups to complete a written and oral
presentation of an assigned case. They will also be required to complete a written and oral
presentation on a marketing enrichment topic. Both of these assignments will be discussed in
more detail below.
Carmen quizzes (20%. In lieu of what might be regarded as more traditional exams (i.e., inclass midterm and final exams), students will be required to complete a series of Carmen
quizzes on the articles and cases assigned in the course. The quizzes will be available on
Carmen several days before the assigned cases and articles are due, and you will have until the
start of class on the day those articles and cases are due to complete the quizzes. You will only
be allowed to take each quiz once, and once you start you will have a limited amount of time to
complete the quiz (e.g., a half hour). The purposes of the quizzes are: a) to ensure that you will
come to class prepared to discuss the cases and articles and offer your insights regarding your
analysis of the assigned material; and b) to help ensure that you are learning the assigned
enrichment material. It is expected that over the course as a whole there will be about 11 quizzes
totaling between 80 and 100 questions.
Quantitative analysis assignments (10%). You will be expected to know and be able to apply
basic marketing quantitative analysis (QA) to the cases and problem sets that will be under
consideration in this class. The first class reading deals with quantitative analysis, and your first
assignment (due Monday, January 9) will be a brief homework assignment giving you the
opportunity to apply concepts learned in the QA reading. (This assignment will be worth 2% of
your class grade.) Your ability to properly apply basic marketing quantitative analysis will also
be assessed during the last week of class on a quantitative analysis quiz (that will be worth 8%
of your class grade). The purpose of the quiz will be to provide a final test of your ability to
properly conduct the basic marketing QA that we will have covered throughout the quarter.
Class participation. An extremely important part of the class will involve your contributions to
the discussion of cases and enrichment material considered in class and your discussion of issues
raised in both the case and enrichment topic presentations and associated discussions. There are
at least a couple of reasons why class participation is so heavily weighted in this class. First,
those who prepare the most outside of class and participate most actively in class will be likely to
learn the most from the class. Second, they will also contribute greatly to the learning of other
students in the class by encouraging thorough discussion of important case-related issues and by
bringing knowledge gleaned from enrichment material and other classes to the discussion of the
articles and cases under consideration in this class.
To do well in class participation, students must regularly contribute to class discussion by
making insightful comments that reflect a careful analysis of assigned material. It is
expected that all students will carefully read and analyze each case and carefully consider each
article prior to coming to class. This will facilitate active participation and help enrich the
quality of class discussions.
The following grading guidelines are provided to assist you in understanding how class
participation will be graded. Please also note that class participation should not be confused with
class attendance. Merely attending class will not lead to a strong class participation grade. To
accomplish the latter it will be necessary to be consistently actively engaged in the class
discussions and a leader in many of these discussions. Therefore, we might consider the
following examples of possible class participation grades.
Scale
A
Description
A consistent leader in class discussions who regularly makes
strong contributions by making insightful comments that reflect a
thorough analysis of the case and/or articles and other enrichment
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material under consideration in this class – comments that advance
our understanding of the topics under consideration.
B
Contributes fairly regularly to class discussion making insightful
comments that reflect a careful reading of the cases and articles
under consideration in the class.
C
Contributes to class discussion with reasonable comments that
follow from the prior discussion, but does not contribute as
frequently or consistently as others.
D
Infrequent comments or a tendency to make comments that do not
appear to be based on a reading of the case. Comments when
called on but the comments frequently do not reflect a careful
reading of class material.
E
Very few positive contributions to the class discussion.
Additional class procedures and expectations. If you believe a grade does not adequately
reflect the quality of the finished product, the grade can be appealed in writing (one page
maximum). Your appeal must include a specific argument explaining why the grade does not
reflect the quality of the completed work. Grade appeals on group work must be signed by all
members of the group. When a grade is appealed, the entire assignment will be re-evaluated, and
grades may be adjusted in either direction.
You are responsible for all information presented in class, including schedule changes, whether
you are present or not. Assignments are due at the start of class, as soon as the bell rings.
Schedule of Activities
W
1/4
Introduction to the course.
M
1/9
Discussion of course, marketing strategy and quantitative analysis. (QA
assignment is due).
o Dolan, Robert J. “Basic Quantitative Analysis for Marketing”
W
1/11
Guest Speaker – Tom Harvey, Entrepreneur, Former CEO, Marketing Lecturer
M
1/16
HOLIDAY: Martin Luther King’s Birthday.
W
1/18
In-class discussion of Dominion Motors and Controls case discussion (Team
assignments will be made.)
M
1/23
Guest Speaker – Tom Marchese, Vice President of Marketing and Innovation,
Bob Evans
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W
1/25
Brand Management
o Rust, Roland T., V. A. Zeithaml and K. N. Lemon, “Customer Centered Brand
Management” (Presentation A)
o Presentation Case #1 – Black and Decker
M
1/30
Review and Tutorial on quantitative analysis for marketing decisions
W
2/1
Brand Extensions
o Quelch, John A. and David Kenny, “Extend Profits, Not Product Lines”
(Presentation B)
o Presentation Case #2 – Mountain Man Brewing Company: Bringing the Brand to
Light
M
2/6
Guest Speaker – Michael Bills, Principal, Fitch Inc., Executive in
Residence
W
2/8
Innovation
o Brown, Bruce and Scott Anthony, “How P&G Tripled Its Innovation Success
Rate” (Presentation C)
o “Defend Your Research: Imitation Is More Valuable Than Innovation” (C contd.)
o Presentation Case #3 – Brita Products
M
2/13
Loyalty Programs and Database Marketing
o Loveman, Gary, “Diamonds in the Data Mine” (Presentation D)
o Presentation Case #4 – Hilton HHonors Worldwide
W
2/15
Sports and Cause Marketing
o Berglind, Matthew and Cheryl Nakata, “Cause-related Marketing: More Buck
than Bang?” (Presentation E)
o Presentation Case #5 – Springfield Nor’easters
M
2/20
Social Media
o Gupta, Sunil, Kristen Armstrong and Zachary Clayton “Social Media”
(Presentation F)
o Presentation Case #6 – UnME Jeans
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W
2/22
Trade Promotions
o Buzzell, Robert D., John A. Quelch and Walter J. Salmon “The Costly Bargain of
Trade Promotion” (Presentation G)
o Presentation Case #7 – Reliance Baking Soda
M
2/27
Spreadsheets A
Presentation Case #8 – XM Satellite Radio (A)
W
2/29
Spreadsheets B
Presentation Case #9 – The Fashion Channel
M
3/5
Business to Business Marketing
o Anderson, James C., James A. Narus and Wouter van Rossum, “Customer Value
Propositions in Business Markets” (Presentation H)
o Presentation Case #10 – Cumberland Metal Industries
W
3/7
Social Marketing
o Prahalad, C. K. and Allen Hammond, “Serving the World’s Poor, Profitably”
(Presentation I)
o Karnani, Aneel. “The Mirage of Marketing to the Bottom of the Pyramid: How
the Private Sector Can Help Alleviate Poverty” (Presentation J)
Group Assignments
As the schedule of activities indicates, much of the work of this class will be completed by
project teams. Early in the quarter each student will be assigned to one of 10 project teams (5
scarlet and 5 gray). Team responsibilities will take place based on your team assignment
according to the following schedule:
Date
Case Presentation
W 1/25
W 2/01
W 2/08
M 2/13
W 2/15
Group/case 1
2
3
4
5
Enrichment Topic Presentation
Brand Mgt.
Brand Exten.
Innovation
Loyalty Progs.
Cause Mktg.
5
A
B
C
D
E
Group
Group 6
Group 7
Group 8
Group 9
Group 10
M 2/20
W 2/22
M 2/27
W 2/29
M 3/05
W 3/07
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7
8
9
10
Social Media
Trade Promos
F
G
Group 1
Group 2
Bus. To Bus.:
H
Social Marketing: I
J
Group 3
Group 4
Group 5
Case Analysis Presentation
Written: Presentation groups are required to turn in a written presentation of their case analysis
that should include the following:
a)
b)
c)
d)
e)
A clear statement of the problem including your justification for viewing the
problem as you do.
A thorough analysis of the situation
Presentation of two or more alternative problem solutions
Selection and justification of chosen solution
Implementation plan
The written presentation must not exceed 5 pages of text (12 point font, double spaced, standard
margins). Tables showing all QA calculations for figures provided in the written and/or oral
presentation can be provided in addition to the five pages. It will be essential to make it clear in
the write-up how QA calculations were made.
Oral Presentation: A formal professionally prepared oral presentation of your case analysis is
required. The objective should be to produce a presentation that you would be proud of if you
were actually presenting to management. It should contain the same components as in the
written presentation except that you should not choose which alternative to implement. Rather,
the strengths and weaknesses of each of the listed alternatives should be discussed in a very
thorough and objective manner and implementation implications of each should be addressed.
This will help us focus on analysis issues when we discuss the case following your presentation.
At the end of that discussion the class will have an opportunity to vote on the alternative they
prefer. You will then have an opportunity to state which alternative you preferred and why.
Please be sure in your presentation to strive for a balanced portrayal of the strengths and
weaknesses of each alternative. Ideally we should not know until after the vote which alternative
you prefer and why.
Enrichment Presentation
Oral presentation: A formal professionally presented presentation on an assigned enrichment
topic is also required. Your group should be considered the resource people on the assigned
article and on the topic of your presentation. Your objective should be to clearly and
persuasively present your understanding of the article, the points the author is making and the
implications that follow from the article or topic under consideration. While it will be essential
to know and clearly communicate and be prepared to discuss the key points and implications of
the article, it can also be useful to go beyond the required article in your presentation by
incorporating other literature that helps clarify or build on points made in the assigned article. If
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you do go beyond the assigned article it will be essential to properly cite literature that was relied
upon.
Written presentation: The written presentation must not exceed four pages (double spaced, 12
point font, standard margins) plus a reference list in which proper citation procedures are
employed. It should summarize key points that you intend to make in the oral presentation, key
take-aways and conclusions about the marketing implications of the assigned article.
What to turn in regarding assignments
Group presentations: copies of all slides and written reports must be turned in at the start of class.
Homework assignments: These assignments must also be turned in at the start of the class.
However, you should be sure to keep an extra copy with you so that you will be able to rely on it
during class discussion.
.
Academic Integrity (Academic Misconduct)
Academic integrity is essential to maintaining an environment that fosters excellence in teaching,
research, and other educational and scholarly activities. Thus, The Ohio State University and the
Committee on Academic Misconduct (COAM) expect that all students have read and understand
the University’s Code of Student Conduct, and that all students will complete all academic and
scholarly assignments with fairness and honesty. Students must recognize that failure to follow
the rules and guidelines established in the University’s Code of Student Conduct and this
syllabus may constitute “Academic Misconduct.”
The Ohio State University’s Code of Student Conduct (Section 3335-23-04) defines academic
misconduct as: “Any activity that tends to compromise the academic integrity of the University,
or subvert the educational process.” Examples of academic misconduct include (but are not
limited to) plagiarism, collusion (unauthorized collaboration), copying the work of another
student, and possession of unauthorized materials during an examination. Ignorance of the
University’s Code of Student Conduct is never considered an “excuse” for academic misconduct,
so I recommend that you review the Code of Student Conduct and, specifically, the sections
dealing with academic misconduct.
If I suspect that a student has committed academic misconduct in this course, I am obligated by
University Rules to report my suspicions to the Committee on Academic Misconduct. If COAM
determines that you have violated the University’s Code of Student Conduct (i.e., committed
academic misconduct), the sanctions for the misconduct could include a failing grade in this
course and suspension or dismissal from the University.
If you have any questions about the above policy or what constitutes academic misconduct in
this course, please contact me.
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