COURSE OUTLINE
ENTR414 MARKETING AND SELLING
DUNEDIN
1, 2, 3,4 JULY 2014
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Choose an item.
Table of Contents
Paper Description and Aims
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Learning Outcomes
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Teaching Staff
3
Course Delivery
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Expectations and Workload
4
Course Materials and Course Resources
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Blackboard
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Lecture Timetable
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Assessment
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Course Requirements
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Safe Assign
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Student Learning Centre
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Dishonest Practice and Plagiarism
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Concerns about the Course
10
Disclaimer
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Policy on Student Internal Assessment
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Paper Description and Aims
Marketing principles, customer management, and other key aspects of marketing relevant
to entrepreneurs operating in a global environment.
Topics to be covered in this paper include:
 The concept of marketing
o Marketing tools
o The marketing environment
 The consumer decision making process
 Market segmentation and target markets
o Marketing planning
o Promotion, Pricing, Distribution
 New Product Development
Learning Outcomes
By the end of this course, students should be able to:
 Give an overview of micro- and macro-environmental influences on their business
 Perform preliminary segmentation exercises for their business, including assessing
the suitability of identified customer segments
 Articulate the value of their business proposal to different customer groups
 Assess the relevance of new product or service ideas to their business strategy
 Select relevant marketing techniques to fit with their overall business strategy
 Formulate a comprehensive marketing plan
Teaching Staff
Course Leader
Name: Associate Professor Lisa McNeill
Office: CO639
Email: lisa.mcneill@otago.ac.nz
Phone: 479 5758
Guest Speakers
Ryan McKenzie – Explode (Social Media & Website Strategist)
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Course Delivery
ENTR414 is run over six weeks. It is taught through four days of seminars in week three,
followed by four weeks for the completion of assignments. Seminars will include sessions
from the Course Leader, who delivers the majority of the conceptual material, as well as
guest speakers. Participants are expected to contribute through questions and discussion.
Timetable:
Tuesday
Wednesday
Thursday
Friday
1st July
2nd July
3rd July
4th July
9.00-5.00pm
9.00-5.00pm
9.00-5.00pm
9.00-4.00pm
Students are expected to prepare for and attend all classes to gain full benefit from the
course. The taught portion of the course should be prepared for by completing assigned
readings. Unless stated otherwise, all aspects of the course are examinable.
Expectations and Workload
(i) Contact hours
Seminars
Sub-total
(ii) Non-contact hours
Class preparation
Assignment 1
Assignment 2
Private study and mentoring
Sub-total
(iii) Total number of hours
hours
28
28
derivation
(4 days of 7 hours)
hours
24
20
80
26
150
178
derivation
(6 hours for each day of seminars)
Course Materials and Course Resources
The University Library provides online resources for students. These include subject guides,
and other research resources, and citation styles. There is information on Blackboard about
accessing distance reserve materials for this course. Readings are provided either in the
Library on Distance Reserve or on Blackboard.
Textbook:
Timmons J.A and Spinelli, S. (2007 or 2008). New Venture Creation 8th Ed. McGraw Hill.
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Additional Reading:
Rix, P. (2004) Marketing: A Practical Approach, McGraw-Hill.
Arnould, E., Price, L., Zinkhan, G. (2004) Consumers, McGraw-Hill Irwin.
Wood, M. (2007) The Marketing Plan Handbook, Pearson Prentice-Hall.
Plus readings on Blackboard.
Blackboard
Blackboard https://blackboard.otago.ac.nz/webapps/login/ provides you with access to
course materials, and class notices will be posted on Blackboard. Lecture slides will also be
posted there. Blackboard is used to email the whole class so it is important that you check
your student email and Blackboard regularly, or use PIMS to redirect your emails to your
personal account. You will find helpful links to the Library referencing page, the Student
Learning Centre, and writing resources in Blackboard.
Lecture Timetable
Lectures are detailed below. The course will also include presentations from Guest
Speakers in addition to the lectures listed below. Students are required to attend all
sessions. Classes are in the Commerce Building CO207.
Tuesday 1 July 2014
Time
9.00am – 10.15am
10.15am – 10.30am
10.30am – 12.00pm
12.00pm– 12.45pm
12.45pm – 2.15pm
2.15pm – 3.45pm
3.45pm –4.00pm
4.00pm – 5.00pm
Speaker
Lisa McNeill
Lisa McNeill
Lisa McNeill
Lisa McNeill
Class
Topic
Introduction to marketing
Break
Marketing strategy
Lunch
Business entrepreneurship
Selling
Break
NPD group work – Introduction &
idea development
Wednesday 2 July 2014
Time
9.00am – 10.15am
10.15am – 10.30am
10.30am – 12.00pm
12.00pm– 12.45pm
12.45pm – 2.15pm
2.15pm – 3.45pm
3.45pm –4.00pm
4.00pm – 5.00pm
Speaker
Lisa McNeill
Lisa McNeill
Lisa McNeill
Class
Topic
Customers and segments
Break
Customers and segments
Lunch
The business servicescape
Trends in marketing
Break
NPD group work
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Thursday 3 July 2014
Time
9.00am – 10.15am
10.15am – 10.30am
10.30am – 12.00pm
12.00pm– 12.45pm
12.45pm – 2.15pm
2.15pm – 3.45pm
3.45pm –4.00pm
4.00pm – 5.00pm
Speaker
Lisa McNeill
Lisa McNeill
Lisa McNeill
Ryan McKenzie
Ryan McKenzie
Topic
NPD presentations
Break
NPD presentations
Lunch
Electronic Marketing
Website tactics
Break
Social Media tactics
Friday 4 July 2014
Time
9.00am – 10.15am
10.15am – 10.30am
10.30am – 12.00pm
12.00pm– 12.45pm
2.15pm – 3.45pm
3.45pm –4.00pm
Speaker
Lisa McNeill
Lisa McNeill
Lisa McNeill
Lisa McNeill
Topic
Market Research Methods
Introduction
Break
Cases in Market Research
Lunch
Cases in Market Research
Cases in Market Research
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Assessment
All material presented is examinable (except where stated otherwise) by assignments. All
important assessment information such as due dates and times, content and guidelines will
be discussed at lectures and, where appropriate, detailed on Blackboard. Students are
responsible for ensuring that they are aware of this information, keeping track of their own
progress, and adhering to all deadlines.
ASSESSMENT
Assignment
Focus
Value
1. NPD
NPD group presentations
2. Market research
Segmentation
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Due Date
40%
If you have
questions,
contact
Lisa
60%
Lisa
Friday 18th July,
4pm, via
Blackboard
In class, Thurs
3rd July
ASSIGNMENT 1: NPD PRESENTATIONS (40%)
Marker: Lisa McNeill
Submission: Presented in class.
Task 1: In groups of three, come up with a ‘blue skies’ product or service that you believe
the world needs…
A. Segmentation
1. Prepare a definition of the market(s) for your offering
2. Conduct a benefit analysis for the offering (see lecture materials)
3. Define perceived customer criteria when selecting your offering
4. Define a list of potential customer types (segments) for your offering
B. Targeting
1. Develop a set of criteria for segment attractiveness (their attractiveness
to you)
2. Rank these criteria in order of most important to your customer-firm
value relationship to lesser importance.
3. Select a target segment(s) and describe why your offering is a ‘one
offering many markets’ (mass) or a ‘one offering one market’ (niche)
scenario
C. Positioning
1. Create a value proposition for each target segment.
2. Tell us how you would reach/contact these segments
Task 2: Presentation
When presenting this material to the class, ensure that you explain any decisions made
throughout the process and be prepared to answer questions from other teams. The
presentation is limited to 10mns (not including question time). You may use PowerPoint,
but will need to ensure it is set up prior to presentation day.
ASSIGNMENT 2: MARKET RESEARCH (60%)
Marker: Lisa McNeill
Submission: Blackboard
This assignment is worth 60% of your grade for this paper. Either take your intended new
venture OR a fictitious venture and offer detail on a proposed programme of market
research that will enable you to confirm some of the assumptions you have made about the
market. This plan should detail all market research (primary and secondary) necessary to
confirm the assumptions made in sections 1-4 (see below), as well as any market research
needed to further refine your product or service offering itself. A list of key objectives for
each aspect of the research plan must be given.
OBJECTIVES:
This assignment is intended to assess your ability to demonstrate that you
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
Understand the importance of research design to the success of a research project;
•
Have considered the effect of project constraints on your proposed research design;
•
Have developed and evaluated alternative research designs;
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Can clearly and concisely present proposed research, from the problem statement
through to research design stages
INTRODUCTION/GENERAL INFORMATION ON RESEARCH PROPOSALS:
Your presentation should deliver a clear and concise outline and justification for your
research project. It should include:
(1) a brief summary of your research problem/gap in knowledge (5%, ½ page)
(2) statement of research questions/hypotheses (5%; ½ page)
(3) justification for your chosen methodology (30%, 3 pages)
(4) likely outcomes of the research – what will you do with the resultant information? (20%,
1 page)
Point (3) above is essentially concerned with your chosen research design and carries the
most marks for Assignment 2. A research design is a systematic plan to guide data
collection and analysis. It establishes what type(s) of data are to be collected, the source of
those data, the data collection procedure, and the method of analysis. It ensures that the
information collected is related in a consistent way with the research problem. For any
research problem there is no one “correct” research design. Many different designs may
accomplish the same objective, and yield different insights. The extent to which the results
of different designs reinforce the same conclusion is referred to as “triangulation”.
There are a number of constraints on the research design for a research project. Most of
these are practical considerations. In most cases, there will be few (financial) resources
available, and the research must be completed relatively quickly. These conditions favour
the use of secondary data, and small-scale research designs based on methods such as
experiments, personal interviews or case studies. However, there is no requirement that a
particular approach be used, and there is no one method that is preferred over others. Each
research design should be considered in the unique context of the research problem, and
the resources available.
An important part of a research project is the research design. A thorough description of
the design is necessary and means that statements like “secondary sources will be used to
assess the market potential” or “exploratory interviews will be conducted” are insufficiently
detailed. The proposal should detail exactly what sources will be used, along with an
evaluation of their limitations, and evidence that you have checked their availability. If you
are intending to work with a particular firm, you need to detail this, and note your contact
with the firm to this point (if any).
A research design must contain information on how information will be collected, why this
approach was chosen (evaluation of strengths and weaknesses), and how the resulting data
will be analysed and reported. A strong link also needs to be made to the research problem
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and its positioning. Anticipating the types of results that the research may yield can do this.
For research that relies on secondary sources, it is important that the available information
be fully described, including complete references (if applicable). For primary research, the
sampling and data collection processes need to be described. If a survey instrument is to be
used, it can be included (but may still be under development). In some cases it is not
possible to include the instrument because it will be developed as part of the research (e.g.
exploratory interviews may be conducted to define the domain, and then a survey
instrument will be developed to be administered to a larger sample). In these cases, a
description of the types of information that will be collected by the instrument (as
compared to the actual questions) should be included. A time frame (and in some cases a
budget) should also be included as part of a research design.
The assignment is limited to a maximum of five pages, excluding any necessary appendices.
This assignment should be presented in Times New Roman 12pt font, single spacing.
Course Requirements
To pass this course students must attend all classes, complete the in-class exercises and
hand in all assignments on time and achieve a 50% grade in this course.
Safe Assign
Please be aware that Safe Assign may be used for assessments in this paper.
Safe Assign is a plagiarism detection tool which can report matches between sections of
students work submitted to it and material on a comprehensive database to which Safe
Assign has access. This includes material on the internet and other student’s assignments
which have previously been submitted to Safe Assign. Assignments will need to be
submitted to the Final Version Assignment folder in the Blackboard course for this paper.
You may submit your assignment to this folder only once.
You also have the option of submitting one draft assignment to the ‘Draft Safe Assignment’
folder. If you choose to utilise this option, you will receive the report generated which
contains a percentage mark of the paper that matches other sources. Assignments
submitted to the ‘Draft Assignment’ folder will not be assessed; however the report will be
available for the paper co-ordinator to view.
You can find further information on Safe Assign and dishonest practice at:
http://www.otago.ac.nz/blackboard/assessing-your-students/anti-plagiarismsafeassign/anti-plagiarism/ and
http://www.otago.ac.nz/administration/policies/otago003145.html
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Student Learning Centre
The Student Learning Centre, which is part of the Higher Education Development Centre,
provides learning support, free of charge, to ALL enrolled students. Their services include:
 a workshop programme designed to help students to improve their learning
strategies and their generic skills;
 individual assistance with learning issues;
 on-line study skills advice;
 a student leadership programme
 a student-led peer support programme for students of all ages and backgrounds.
 conversational English groups for students from a non-English speaking background
The Centre also provides two very helpful study guides, “Guidelines for Writing and Editing”
and “Writing University Assignments” and these are available on the SLC website.
http://hedc.otago.ac.nz/hedc/sld/About-us.html
Dishonest Practice and Plagiarism
Students should make sure that all submitted work is their own. Plagiarism is a form of
dishonest practice. Plagiarism is defined as copying or paraphrasing another’s work and
presenting it as one’s own (University of Otago Calendar 2012 page 224). In practice this
means plagiarism includes any attempt in any piece of submitted work (e.g. an assignment
or test) to present as one’s own work the work of another (whether of another student or a
published authority). Any student found responsible for plagiarism in any piece of work
submitted for assessment shall be subject to the University’s dishonest practice regulations
which may result in various penalties, including forfeiture of marks for the piece of work
submitted, a zero grade for the paper, or in extreme cases exclusion from the University.
The University of Otago reserves the right to use plagiarism detection tools.
Concerns about the Course
We hope you will feel comfortable coming to talk to us if you have a concern about the
course. The Course Leader will be happy to discuss any concerns you may have.
Alternatively, you can report your concerns to the Class Representative who will follow up
with departmental staff. If, after making approaches via these channels, you do not feel
that your concerns have been addressed, there are University channels that may aid
resolution. For further advice or more information on these, contact the Programme Coordinator lara.valentine@otago.ac.nz
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Disclaimer
While every effort is made to ensure that the information contained in this document is
accurate, it is subject to change. Changes will be notified in class and via Blackboard.
Participants are encouraged to check Blackboard regularly. It is the participant’s
responsibility to be informed.
CENTRE FOR ENTREPRENEURSHIP
Policy on Student Internal Assessment
The purpose of this document is to have a consistent policy throughout the centre as well
as to develop students’ time management skills. It reflects usual practices in the business
world in which neither success (here: grades) nor deadlines are negotiable.
1. Dissemination of Grades –The letter grade only will be returned to the student on their
work. At the end of the course, all internal assessment will be displayed by Student ID
with the letter grades for each assignment. All students are requested to check these
when posted on the web-based Blackboard – any discrepancies should be reported to
the Course Leader as soon as possible.
2. Late Assignments – Assignments received after the deadline and within 24 hours after
the deadline will have 5% deducted from the available grade for the piece of
assessment (ie. 78% becomes a 73%, a B+ becomes a B). Assignments will have a
further 5% deducted from the grade for each 24 hour period following this. Should you
fail a paper, you will be given one chance to resubmit the assessment and should this
meet a passable standard, you will receive a 50% pass for the paper. If, after
resubmission, you fail the paper, you will not be permitted to continue with the Master
of Entrepreneurship.
3. Extensions – Extensions will be granted only in exceptional circumstances (eg. illness
with supporting medical documentary evidence stating nature and length of
impairment, family emergency, provincial or national representative activities) by the
Course Leader. A formal medical certificate is required for all extensions. Guest speakers
are not authorised to give extensions. Only the Course Leader should be approached
(consult the course outline for the person(s) responsible). Computer problems do not
constitute an exceptional circumstance unless it is an officially notified failure of
university equipment.
4. Plagiarism – Plagiarism is the dishonest use of someone else’s words, facts or ideas,
without proper acknowledgement. Most students will include other people’s ideas and
information in their work and assignments - such material may be either quoted or
digested and used by students. In either case, acknowledgement is essential. Note that
the University of Otago Calendar under Student Conduct Rules Part 1 Section 1 (e) states
that no student shall “engage in any dishonest practice as described in regulation 5(b) of
the Examinations and Assessment Regulations in connection with an examination or
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other method of academic work which counts towards the attainment of a pass in any
subject.”
5. Problems with group work – Where group work is set and a group is experiencing
difficulties, the students should approach the Course Leader to try to resolve these
differences. The Course Leader will counsel the group, or individuals from the group, on
the procedures open to them to resolve group problems (the problem should be raised
prior to the work being completed or handed in).
The procedure to be followed is:
i) students should try to resolve the problems within the group without outside
assistance.
ii) students should meet with their Course Leader to endeavour to resolve outstanding
issues, who will endeavour to resolve the situation.
This procedure MUST be completed to step ii) before the assignment is submitted for
grading. Where there are still unresolved difficulties, step iii) will be implemented.
iii) students will complete a ‘Peer Assessment’ form available from the appropriate
Course Leader (which must be submitted to the Course Leader before any grades are
released).
The Course Leader reserves the right to require all students to complete peer
assessment forms at any time during and/or after submission of an assessed group
project. Should there be differences in the peer assessment forms, the student(s) will be
required to either submit in writing to, or meet with a group comprised of their Course
Leader and others (as deemed appropriate) to provide an explanation for the
discrepancy. A differential allocation of grade may result from this process.
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