Eastern Illinois University
New Course Proposal
MAR 4400, Services Marketing
Please check one:
X New course
Agenda Item #07-35
Effective Fall 2007
Revised course
PART I: CATALOG DESCRIPTION
1. Course prefix and number: MAR 4400
2. Title (may not exceed 30 characters, including spaces): Services Marketing
3. Long title, if any:
4. Class hours per week, lab hours per week, and credit [e.g., (3-0-3)]: 3-0-3
5. Term(s) to be offered:
Fall
Spring
Summer
Spring
6. Initial term of offering: X Fall
Summer
X On demand
Year 2007
7. Course description (not to exceed four lines):
An in-depth exploration of the marketing of services highlighting the distinctions between
marketing tangible products and services.
8.
Registration restrictions:
a. Identify any equivalent courses (e.g., cross-listed course, non-honors version of an honors course). None
b. Prerequisite(s), including required test scores, courses, grades in courses, and technical skills. Indicate
whether any prerequisite course(s) MAY be taken concurrently with the proposed/revised course.
Completion of BUS 3470 Principles of Marketing
c. Who can waive the prerequisite(s)?
No one X Chair
Instructor
Advisor
Program Coordinator X Other (Associate Chair)
d. Co-requisites (course(s) which MUST be taken concurrently with this one): None
e. Repeat status:
X Course may not be repeated.
f. Degree, college, major(s), level, or class to which registration in the course is restricted, if any:
Admission to the School of Business or permission of the Chair of the School of Business
g. Degree, college, major(s), level, or class to be excluded from the course, if any:
9. Special course attributes [cultural diversity, general education (indicate component), honors, remedial, writing
centered or writing intensive] None
10. Grading methods (check all that apply): X Standard letter X C/NC X Audit
ABC/NC (“Standard
letter”—i.e., ABCDF--is assumed to be the default grading method unless the course description indicates
otherwise.)
11. Instructional delivery method: lecture (This is a drop-down menu.) Also class exercises, cases, mini cases, and
class projects will be used.
Eastern Illinois University Course Proposal Format
12. PART TWO: ASSURANCE OF STUDENT LEARNING
1. List the student learning objectives of this course:
Upon successful completion of the course, students will be able to:
1.
Recognize the unique challenges involved in marketing and managing services.
2.
Differentiate the unique roles of customers and employees in the service encounter.
3.
Align service design with customer-defined standards.
4.
Identify, analyze, and apply the various components of the services marketing mix.
5.
Evaluate service encounter issues and justify appropriate solutions.
2. Identify the assignments/activities the instructor will use to determine how well students attained the
learning objectives:
3 Exams
60%
Recognize the unique challenges involved in
marketing and managing services.
Differentiate the unique roles of customers and
employees in the service encounter.
Class Exercises/
Mini Cases
20%
Cases/Class
Projects
20%
X
X
Align service design with standards.
X
X
Identify, analyze, and apply the various
components of the services marketing mix.
Evaluate service encounter issues and justify
appropriate solutions.
X
X
X
X
X
X
X
3. Explain how the instructor will determine students’ grades for the course:
A
C
90 - 100 %
70 - 79%
B
D
80 - 89%
60 - 69%
F
Below 60%
4. For technology-delivered and other nontraditional-delivered courses/sections, address the following:
Not applicable
a. For courses numbered 4750-4999, specify additional or more stringent requirements for students
enrolling for graduate credit. Not applicable
5. If applicable, indicate whether this course is writing-active, writing-intensive, or writing-centered, and
describe how the course satisfies the criteria for the type of writing course identified. (See Appendix *.)
Not applicable
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Eastern Illinois University Course Proposal Format
PART III: OUTLINE OF THE COURSE
Provide a week-by-week outline of the course’s content. Specify units of time (e.g., for a 3-0-3 course, 45
fifty-minute class periods over 15 weeks) for each major topic in the outline. Provide clear and sufficient
details about content and procedures so that possible questions of overlap with other courses can be addressed.
For technology-delivered or other nontraditional-delivered courses/sections, explain how the course content
“units” are sufficiently equivalent to the traditional on-campus semester hour units of time described above.
Week
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Topics
Introduction to Services Marketing & Conceptual Framework
Customer Behavior
Customer Expectations
Customer Perceptions
Building Customer Relationships
Service Recovery
Service Development and Design
Customer-Defined Service Standards
Physical Evidence and the Servicescape
Employees Roles in Service Delivery
Customers Roles in Service Delivery
Delivering Services through Intermediaries & Electronic Channels
Managing Capacity and Design
Integrated Services Marketing Communications
Pricing of Services
PART IV: PURPOSE AND NEED
1. Explain the department’s rationale for developing and proposing the course.
“Service industries have become the engine of growth for the American economy, fundamental to the
health and prosperity of almost every business, large or small, whether in one community or across
the states. Companies engaged in every type of commercial activity - manufacturing, transportation,
energy and utilities, retail and wholesale trade, finance and government - rely on the edge that
services firms offer to be integral to their business success. “ US Department of Commerce
http://www.trade.gov/td/sif/Index.htm Over 80% of the U.S. labor force is in some service area and
services comprised approximately 80% of the GNP in 2001. The first quarter of 2006, services grew
4.1% compared to 2.6% of goods and products.
Many marketing students will work in services industries after graduation. Marketing an intangible
service is different than marketing a physical product. This course provides students with the tools
necessary to understand and apply strategies unique to services.
This course has been offered and taught as a special topics course four times since Spring 2001.
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Eastern Illinois University Course Proposal Format
2. Justify the level of the course and any course prerequisites, co-requisites, or registration restrictions.
This course builds on marketing knowledge and skills learned in BUS 3470 Principles of Marketing.
The nature of the course – including mini cases, applied homework and class exercises, and a project
or major case – requires students to apply critical thinking skills. A senior level course suggests that
the students will have had experiences in prior classes through which they have developed critical
thinking skills.
3. If the course is similar to an existing course or courses, justify its development and offering.
The course is not similar to existing courses.
4. Impact on Program(s):
The course is an elective in the marketing major.
PART V: IMPLEMENTATION
1. Faculty member(s) to whom the course may be assigned:
Dr. Jane Wayland
2. Additional costs to students:
None
3. Text and supplementary materials to be used (Include publication dates):
Ziethaml, Bitner, & Gremler, Services Marketing, 4th edition (McGraw Hill, 2006)
PART VI: COMMUNITY COLLEGE TRANSFER
If the proposed course is a 1000- or 2000-level course, state either, "A community college course may be judged
equivalent to this course" OR "A community college course will not be judged equivalent to this course." A
community college course will not be judged equivalent to a 3000- or 4000-level course but may be accepted as a
substitute; however, upper-division credit will not be awarded.
PART VII: APPROVALS
Date approved by the School of Business Curriculum Committee: ____November 29, 2007
Date approved by the Lumpkin College of Business and Applied Sciences Curriculum Committee: ___February 20,
2007_____________
Date approved by CAA ___________________________________
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