BUS 227: Marketing communications
Course syllabus, Spring 1999
Instructor: Dr. Sheri Bridges
Office: 222 Calloway Hall
Phone: 758-4589
Office hours: MW 10-11,
and anytime by appt.
E-mail: bridges@wfu.edu
Required text
Belch, George and Belch, Michael, Introduction to Advertising and Promotion, Chicago:
Richard D. Irwin, Inc., 1998.
Course objectives
The essence of business is planning, decision-making, and implementation. Planning
entails analyzing the situation facing the firm (with respect to the company itself, its
customers, competitors and channels, and the general environment); setting objectives
that will allow the firm to address/redress problems, exploit opportunities, or meet
challenges; and identifying alternative, feasible courses of action for achieving those
objectives. Decision-making involves evaluating the pros and cons, costs and benefits,
risks and rewards of the alternatives and then choosing the “best” alternative.
Implementation requires allocating resources, organizing people and monitoring results.
In general, then, business is about problem-solving, where this term is used in its broadest
possible sense: Problem-solving includes not only responding to difficulties, dilemmas,
troubles or predicaments, but also proactively exploiting opportunities and meeting
challenges. Planning, decision-making, and implementation are the critical components
of problem-solving.
The principal objectives of the course are:
1.) to acquaint you with marketing communications concepts, processes, and
frameworks;
2.) to enhance your ability to identify, analyze and solve marketing
communications problems;
3.) to get you enthusiastic (and maybe even excited!) about marketing
communications;
4.) to demonstrate that, when you are employed in marketing communications,
you must fire up both sides of your brain – the left side AND the right side – in
order to think creatively AND critically;
5.) to increase your understanding of the important issues in planning and
executing marketing communications campaigns;
6.) to help you develop Calloway’s core competencies: ethical decision-making in
a global environment; technological know-how; written and oral
communication skills; ability to work in diverse teams; analytical and creative
problem-solving skills; understanding of the important interdependencies
among business disciplines.
Role of textbook vs. Role of classroom: Acquiring knowledge vs. Solving problems
When analyzing and solving problems, it often is necessary to use terminology, theories,
models and frameworks that are commonly accepted in a particular field. Thus, in this
course it will be necessary for you to have some knowledge of the language and system of
concepts inherent to marketing communications. The purpose of Belch and Belch is to
help you expand your marketing communications knowledge. I expect you to read
assigned chapters before you arrive at class. We will not talk about the information
contained in the textbook unless you have specific questions about it. We will spend our
time in the classroom applying the text’s concepts to problem-solving. Hence, knowing
the concepts is not enough; you must learn to use those concepts to help you analyze and
solve problems more effectively.
Course requirements
A variety of instructional methods will be used to communicate course material. All the
methods conceive of class members as active partners in the learning process, not as
passive information receptors. Under such a conceptualization, my role is to facilitate the
exchange and discussion of ideas among all members of the class, and to provide a
framework for evaluating and assimilating those ideas. The more responsibility you
assume for your own learning, the more you will learn.
1.)
Class contribution. To help ensure a positive learning experience for everyone in the
course, you are expected to prepare adequately for, attend regularly, and participate
fully in each session.
Your final grade in the course will depend in part on your contribution to class
discussions and to the creation and maintenance of a positive environment for
learning. In general, class contribution is a reflection of an individual student’s
attitude, behavior, and effort level.
As a learning partner, there are many ways in which you can help make the course
enjoyable and educational. Among them:
 Be in class.
 Be on time.
 Be prepared. You might be called on to make an oral presentation to the class of
an assignment.
 Stay alert and attentive.
 Participate meaningfully in class discussions. Aim to create light, not heat.
 Refrain from disrupting others with side conversations.
 Seek outside information about class topics and share this information with the
class, either directly or through me.
2.) Case analyses. Four cases will be assigned during the semester. Please prepare each
case in anticipation of being called upon to share your analyses and insights with the
class. For each case you should bring to class a one-page typed write-up. A template
for the write-ups will be handed out in class.
In general, your write-ups should:
a.) summarize the problem/opportunity/challenge facing the key player(s),
b.) analyze the situation in which the p/o/c exists (in terms of the company,
customers, competition, channel, and environment),
c.) identify potential alternatives for meeting the p/o/c, and
d.) recommend an appropriate course of action based on your analysis of the pros
and cons associated with each alternative.
Although there is no single “right” answer to a case problem, some recommendations are
more appropriate than others. The best recommendations are those based on
identification of the company-, customer-, competition-, channel-, and environmentrelated factors that are likely to be of primary importance and concern to the firm. Thus,
sound recommendations are well-grounded in the situation analysis.
3.) In-class learning opportunities and exercises. Unannounced in-class learning
opportunities may be given periodically as a means of gauging your level of
preparation and your understanding of issues covered in the assignments for the day’s
class. In addition, do-at-home or do-in-class exercises that allow you to apply course
concepts might occasionally be assigned and collected.
4.) Diagnostic tests. Your understanding of the material covered in the textbook will be
assessed on three exams consisting of multiple-choice, true-false and short-answer
questions.
5.) Team presentations. Throughout the course you will work as a member of a team on a
marketing communications plan for a branded product. Each team will make two
short presentations to the class describing proposed marketing communications
strategies and tactics for the product.
6.) Midterm exam. The midterm will assess your analytical, problem-solving, and
communication skills – written and oral. You will be given a case to analyze and will
present both a written and an oral briefing to management on your analysis and
recommendations.
7.) Final exam. The final will consist of both an oral and a written case analysis.
Evaluation
Most assignments will be graded on a traditional A, B, C or D scale. An “A” indicates
that your work is virtually perfect. As vice-president of marketing for the organization, I
would accept such work without change, give you a raise, and promote you on the spot!
As you might imagine, “As”are earned with uncommon frequency.
A “B” is a mark of solid work: you see the big picture, but have overlooked a few
important details I need to make a decision or plan a course of action.
A “C” is for work that demonstrates an unclear understanding of the big picture and,
consequently, lacks both focus and detail.
A “D” is for work that requires major revision before it could be of any value in strategysetting or decision-making.
Course requirements will be weighted as follows:
Class contribution
Case analysis write-ups
ICLOs/exercises
Diagnostic tests
Team presentations
Midterm exam
Final exam
13%
16%
4%
15%
20%
12%
20%
Your final grade in the course will depend upon the weighted average of the above
components, as follows:
X  90% = A
80%  X  90% = B
70%  X  80% = C
60%  X  70% = D
X  60% = F
Basic rules of the course
1.) Turn in ALL work on time. Late work WILL NOT be accepted or graded.
2.) Prepare ALL work (even arithmetic calculations) on the computer. Handwritten work
WILL NOT be accepted.
3.) Prepare ALL work using type of at least 12 points. Work submitted in type smaller
than 12 points WILL NOT be accepted.
4.) Staple multiple pages. Do NOT paper clip them or fasten them using any technique
or device other than a staple. Unstapled work WILL NOT be accepted.
5.) Keep in mind that there are NO make-ups for missed exams or in-class learning
opportunities.
6.) Arrange for another member of the class to be responsible for picking up handouts
and assignments for you if you are ever absent. DO NOT look to me as a source of
misplaced, forgotten, or missed material.
7.) Refrain from calling or e-mailing me with questions that can be answered by reading
the syllabus or by contacting another student in the course (see #6 above).
8.) Plan your work schedule with this in mind: I will not reply to e-mails or return phone
calls regarding an assignment on the weekend or after 4 p.m. the day before it is due.
9.) Do not deviate from either the letter or the spirit of the Honor Code guidelines
contained in the syllabus.
10.) Check to be sure that your name is on all your work, and that your spelling and
grammar are correct.
11.) Comport yourself at all times as a professional. This refers to your attitude, your
behavior, your effort, and your output.
12.)
When in doubt, read #11.
Play to win!
Honor Code Guidelines
1.) Unless I state otherwise, you are welcome (and, indeed, encouraged) to use outside
sources -- publications or people -- in preparing assignments for class.
Limits: I will consider it a violation of the Honor Code if you use notes,
material, or other written or oral information specifically developed by other
individuals for the analysis of a particular case.
Translation:If we're studying a case on Kool-Aid, it's OK for you to do a
Lexis-Nexis search for information about Kool-Aid, to look at the annual
report for Kool-Aid, to talk to the president of Kool-Aid, to call your
friend who used to work at Kool-Aid, to ask a financial analyst about
Kool-Aid . . . etc. In your searches/conversations, you may look for/ask
about information that directly relates to Kool-Aid and the situation it
faced in the case.
However, you MAY NOT obtain Kool-Aid case notes or materials, by
direct or indirect means, written or oral, from any individual who has
previously studied/prepared/examined/analyzed/taught the Kool-Aid case
at Wake or at any other university/college/school/place on the planet.
Bottom line: Thumbs down on case notes/information/material
prepared by individuals who have encountered the case at some
other time in some other place.
2.) You may discuss cases and your analyses of cases with other students currently
enrolled in the course. However, all write-ups must be individually prepared.
What this means: I encourage you to talk about the case and your approach to it
with other students (or groups of students) taking the class this semester.
However, when it comes time to compose your actual write-up, you must work
alone, entirely without the cooperation or collaboration of anyone else.
Bottom line: No sharing, comparing, or exchanging written
materials of any sort – on paper, on the chalkboard, in an e-mail
message, or on a computer screen, disk, hard drive, or cd-rom.
3.) You are free and welcome to use instructor's manuals or other publications that you
think might be of value to you. N.B. Under #1, the use of instructor's
manuals/teaching notes for cases is proscribed.
4.) I assume that a) you will follow all other tenets outlined in the Honor Code in your
student handbook, and b) you will consult with me if you have questions about
whether a particular act or action would put you on questionable ground.
Class/day/date
1: W, 1/13
2: F, 1/15
3: W, 1/20
4: F, 1/22
5: M, 1/25
6: W, 1/27
7: F, 1/29
8: M, 2/1
9: W, 2/3
10: F, 2/5
11: M, 2/8
12: W, 2/10
13: F, 2/12
14: M, 2/15
15: W, 2/17
16: F, 2/19
17: M, 2/22
18: W, 2/24
19: F, 2/26
20: M, 3/1
21: W, 3/3
22: F, 3/5
23: M, 3/15
24: W, 3/17
25: F, 3/19
26: M, 3/22
27: W, 3/24
28: F, 3/26
29: M, 3/29
30: W, 3/31
31: M, 4/5
32: W, 4/7
33: F, 4/9
34: M, 4/12
35: W, 4/14
36: F, 4/16
37: M, 4/19
38: W, 4/21
39: F, 4/23
40: M, 4/26
41: W, 4/28
W, 5/5, 2 p.m.
Topic
Intro to course, each other
Marketing communications illustrated
Problem-solving framework
Role of IMC in marketing
The ugly side of IMC
Perspectives on consumer behavior
Perspectives on consumer behavior
Segmentation, targeting and positioning
STP
Communication process
Source, message, channel factors
Objectives and budgets
Objectives and budgets
Diagnostic test #1
Creative strategy
Creative strategy
Creative strategy
Media planning
Media planning
Midterm case write-up due 9 a.m.; NO CLASS
Discussion of midterm case write-up
Evaluating broadcast media
Evaluating print media
Support media
Direct marketing
Diagnostic test #2
Direct marketing
Internet marketing
Team presentations
Team presentations
Sales promotions
Sales promotions
PR, publicity
Personal selling
Measuring effectiveness
International advertising
International advertising
Workshop
Diagnostic test #3
Team presentations
Team presentations
Final exam case write-up due
Assignment
C1-3
C4
C4
Vistakon
C5
C6
C7
C7
C8
C9
EarthShare
C10
C10
Sorrell Ridge
C11
C12
C13
C14
C14
C14
C14
C15
C15,Cunard
C16
C17
C18
C20
C20,BAir
Tenderflake