SMC Core Curriculum Course Proposal Form
Electronically submit a copy of the course proposal form and attachments to
the Chair of the CCC. Please submit a separate copy of the proposal form for
each learning goal.
1. Name of Proposer:
2. Email address:
3. Department/Program of Proposer:
Eric Kolhede
ekolhede@stmarys-ca.edu
Marketing
4. Name of Department/Program housing the course: Marketing
5. Name(s) of Program Director/Department Chair (if not the proposer):
Dr. Saroja Subrahmanyan
Professor and Chair, Marketing
School of Economics and Business Administration
6. Course Acronym, Number and Title:
BA 126 Applied Marketing Research
7. Semester(s) in which course will be offered: Usually the Fall semester
8. How often is this course taught?
Usually once per academic year
9. Course Prerequisites (if any): BusAd 124 Marketing. All lower division Business Core
requirements, including Core Curriculum Math requirement.
10. Unit Value of Course: 1 full course unit
11. Proper Audience for the course (delete those that don’t apply):
Seniors (and Juniors who meet the course prerequisites)
12. The Learning Goals for which the course is being submitted
(Courses may apply for at most one Pathways to Knowledge goal, and for as many
Engaging the World goals as is appropriate. Please complete a separate proposal
form for desired goal.)
Engaging the World:
 Community Engagement
Expected Attachments
(1)
Syllabus: Course syllabus containing a course description and a list of
learning outcomes. The course’s learning outcomes should include coverage of the
Learning Outcomes associated with the Core Curriculum Learning Goal for which
the course is being proposed.
Please see ATTACHMENT (1), the Fall 2012 BA 126 syllabus which has been
amended to conform with CE course designation
(2)
Teaching: A brief narrative (300 words) that explains how the course will
guide students toward achieving the Learning Goal. The CCC believes it would be
simplest both for the proposer and for the Working Groups if the narrative
addressed the Learning Outcomes one by one. PLEASE SEE ATTACHMENT (2)
(3)
Learning: A brief explanation of how coursework (e.g., papers, exams,
videotaped presentations) will be used to measure student achievement of each of
the Learning Outcomes. Please address the outcomes directly and one by one.
PLEASE SEE ATTACHMENT (3)
Any course approved for the core must provide data for the assessment of Core
curriculum learning goals at an institutional level. Via this proposal a chair/program
director agrees to oversee the submission of the student work necessary for the
assessment of the learning goals. If the proposal is from an instructor, that
individual agrees to oversee submission of work from appropriate sections of their
course.
Similarly, while courses, and individual sections within courses, may vary, the Core
should provide somewhat consistent experiences within each Learning Goal. To this
end, by submitting this proposal a chair/program director/instructor agrees that
instructors of Core courses will participate in assessment exercises.
Attachment (2) - TEACHING
1. Apply academic methods and/or theories in a way that promotes
collaboration and mutual benefit in a community setting; …..
In my opinion, this Community Engagement (CE) outcome overlaps somewhat
with the second CE outcome. Therefore, this section will focus on the manner in
which community partners (in this case nonprofit client organizations) have been
obtained and the mutual benefits between client and student that I facilitate
throughout the course. These tasks are essential parts of this learning outcome
and are teaching responsibilities I have always assumed in delivering this course.
Since I developed this course in 1997, each semester’s offering of BSAD 126
have involved students conducting full scale marketing research investigations
and using the results of this research to develop a recommended strategic
marketing plans for non-profit organizations. The class has centered on serving
the local community at large, one non profit organization at a time per semester.
A list of over 25 client organizations over the years is presented in Appendix A.
In most cases, I have personally recruited the client organization integrated into
the semester project. However, in some instances an organization’s
representative has approached me to have marketing assistance provided
through a given semester’s offering of the BSAD 126 class. Most of the clients
have consisted of local performing arts companies seeking help in expanding
their audiences. Others have included educational entities in need of fund
raising assistance such as the Hope Academy for Dyslexics and the New Vistas
Christian School. Charitable organizations such as the Monument Crises Center
have also been the focal point of the BSAD 126 class. Campus organizations
have also been community partners in past BA 126 projects such as the Saint
Mary’s College Career Development Center, the Saint Mary’s College Hearst Art
Gallery and the Saint Mary’s College Alumni Association.
Over the years, leaders of these nonprofit organizations have been unanimously
positive about the marketing assistance they have derived from BA 126 class
projects. An example of this favorable feedback is presented in Appendix B
regarding the Fall 2010 project for the Vallejo Symphony Orchestra.
The BSAD 126 experience has been consistently mutually beneficial between the
client organizations involved and Saint Mary’s students. In the process of my
guidance of the class in their marketing research investigations and development
of strategic marketing plans, students derive the benefits of understanding the
impact of marketing practice by applying it first-hand to the needs of a local
nonprofit organization.
The scope of marketing theory explored in BA 126 throughout the semester and
the manner in which it is applied to the mutual benefit of the client and student
learning is further explained in the next section.
2. Demonstrate critical reflection throughout their experience; and
includes constructive observation, intellectual exploration, and recognition
of the complexity of learning
This Community Engagement (CE) learning outcome corresponds to the
following items detailed in the attached BA 126 syllabus sample. That is,
students will be expected to:
2. show the ability to effectively gather and analyze data pursuant to
conducting a marketing research investigation by demonstrating
proficiency in:

the nature and use of sampling plan methods,

constructing effective survey instruments, e.g., a formal
survey questionnaire; and,

the appropriate application of statistical tools for
organizing and interpreting data.
3. effectively formulate essential elements of a strategic marketing plan for
an organization by demonstrating an understanding and proficiency in:

using marketing research investigation findings to inform
the development of the elements of a strategic marketing
plan , and

apply relevant marketing theories and concepts to: conduct
market segmentation analyses, define targeting and
positioning strategies and develop a marketing program
consisting of product, promotion, pricing and distribution
strategies.
My teaching approach includes utilization of a series of lecture/discussions to
thoroughly explain relevant theories and concepts and guide students on how
this material can be applied across nonprofit organizations and , in particular, to
the client’s marketing research and strategy requirements. In terms of
conceptual material, the general topics integrated throughout the course include
the following:
I. Marketing Research Investigation Procedure
A) Focus Group and Formal Questionnaire Design
B) Developing a Sampling Plan
C) Data Analysis Techniques
III. Design of Marketing Strategy
A) Market Segmentation Analysis
B) Targeting & Positioning Strategies
C) Marketing Program Development
1. Product Strategy
2. Promotion Strategy
3. Pricing Strategy
4. Distribution Strategy
I prepare my own lecture outline templates on each topic for distribution to all
students. I explain the theories, principles and practices related to each topic
from a general standpoint and follow this up by discussing how these principles
apply to the community based project at hand. Lecture outline examples
pertaining to the topic of segmentation analysis are provided in Appendix C-1
and Appendix C-2. The outline in Appendix C-1 illustrates coverage of the
theories and concepts relevant to identifying and analyzing potential market
segments. Appendix C-2 guides students on the manner in which data generated
from formal surveys must be analyzed for the purpose of conducting
segmentation analyses for the particular semester’s project
Guided by the lecture/discussion sessions throughout the semester, student
team assignments and presentations are also integrated into the course format.
As the syllabus indicates, I facilitate the process of having students set up their
own marketing research agency in which all phases of the marketing research
investigation and marketing plan development must be carried out. . An
example of these tasks are shown in the sample project outline for the Hope
Academy for Dyslexics project (Appendix D) Here, the class, led by one or two
student coordinators, is divided into four teams in which each group must carry
out specific project tasks.. For example, among its other responsibilities, a
particular team would be responsible for carrying out the segmentation analyses,
targeting and positioning strategy elements of the project. Each team is required
to present its work to the class for review and feedback by me and other
students. These activities culminate in the preparation of a comprehensive
project paper, presented by students to the client at the end of the semester. As
the various phases of the project progress unfold, each student team submits a
draft of a particular section of the project paper. I review each draft of each
written section of the project paper and grade the drafts on the basis of content
and quality of writing. Among the responsibilities of the project coordinators is,
with my assistance, to compile the final versions of written sections into the final
project report. I
It must be emphasized that the integration of theory and practice is thoroughly
woven into the teaching methods detailed above. As the project outline
(Appendix D) emphasizes, application of concepts to the particular semester
project is demanded of them. This requires a great deal of critical reflection. For
example, the task of defining and profiling distinct segments of potential targeted
donors for the Hope Academy project (Fall Semester 2012) required the careful
use of appropriate statistical analysis methods applied to the data generated
from over 350 formal survey respondents. And, the interpretation of this data in
arriving at viable target markets and marketing program strategies were often
challenging and not clear cut.
3. Express their understanding of the interconnections between their
experience and their responsibilities as members of social or professional
communities.
This CE learning outcome corresponds to the following outcomes detailed in the
attached BA 126 syllabus sample. That is, students will be expected to
1. Understand and reflect upon the marketing research investigation
process necessary to generate marketing strategy measures that will
enhance the ability of the client (a non profit organization) to realize its
mission.
At the very beginning of the term, students are required to familiarize themselves
with the history and mission of the client organization as well as its marketing
practices. Members of the client’s executive team (including the Board
Chairperson) visit the class within the first few weeks of the semester. The
purpose of the visit is for students to gain a greater understanding of the client
organization’s offerings to the community and its marketing challenges. Students
visit the client organization and communicate with its representatives (usually
through a point person from the organization’s executive team) throughout the
semester. The semester culminates in a formal student presentation to the client
in which marketing research findings are discussed and a recommended
strategic marketing plan is offered. The client is also presented with a
comprehensive written report during this meeting. .After the report is prepared,
students are asked to reflect on the manner in which their marketing research
and planning activities address the marketing challenges faced by the
organization and potentially advance realization of its mission.
Appendix A
COMMUNITY PARTNERS FOR BSAD 126 (APPLIED MARKETING
RESEARCH - formerly ADVANCED MARKETING)
Professor Eric Kolhede
Fall 2012
Hope Academy for Dyslexics – Concord
Fall 2011
Contra Costa Chamber Orchestra
Fall 2010
Vallejo Symphony Orchestra
Fall 2009
Contra Costa Performing Arts Society
Fall 2008
Monument Crisis Center - Concord
Fall 2007
Empress Theatre - Vallejo
Fall 2006:
Eugene O’Neill Foundation, Tao House / National Park Service
Fall 2005:
El Campanil Theatre (Antioch)
Spring 2005: Saint Mary’s College Alumni Association
Fall 2004
Willows Theatre Company
Spring 2004 Center REPertory Company
Fall 2003
Diablo Symphony Orchestra
Spring 2003: Sonos Handbell Ensemble
Fall 2002:
Diablo Light Opera Company
Spring, 2002: Saint Mary’s Adult Challenge (“SMAC”). Annual fund-raising
event held at Saint Mary’s College with proceeds benefiting the Saint Mary’s
College Tennis Scholarship fund.
Fall, 2001:
Saint Mary’s College Career Development Center
Spring, 2001: New Vistas Christian School (NVCS).
Fall, 2000:
Buick
General Motors Marketing Internship/ Fitzpatrick Chevrolet-
Appendix A (continued)
Spring, 2000: School of Economics and Business Administration Building
Project.
Fall, 1999:
Festival Opera Company. Resulted in considerable local media
coverage as shown below.

“Hands-on Marketing Class Helps Focus Opera’s mission”, Contra
Costa Sun, December 15, 1999.

“Bridging the Gap: Saint Mary’s Marketing Professor Links the Arts
to Business”,
Update, Saint Mary’s College of California, Vol. 21, No. 3, Spring
2000.
(The article also appeared in e-connections, Vol. 2, Number 6)

“Festival Opera Experts Preach Puccini to the Masses”, San
Francisco Chronicle, February 25, 2000. This article discusses the
hiring of a musicologist by the Festival Opera Company for the
purpose of providing opera education and, in turn,
a long-term expansion of opera attendees. The article explains that
the strategy of hiring a musicologist resulted from marketing
research conducted by students in the Advanced Marketing class.
Fall, 1998:
Saint Mary’s College Hearst Art Gallery.
Spring, 1997: General Motors Marketing Internship program (GMMI).
Marketing and student participation in planning of 10th Annual Multiple Sclerosis
Walk, Walnut Creek, Calif. Student involvement reported in:
Contra Costa Sun, “Lamorinda Briefs”, April 15, 1997
San Francisco Chronicle, “School Notes”, April 16, 1997
Students were awarded a $500 Scholastic Achievement Award “Most Effective
Research.” These students competed with those of hundreds of colleges and
universities that participate in the GMMI program.
Fall, 1997: General Motors Marketing Internship Program. Marketing
Research and student development of “SMC Hoops Tip-Off Party" promotional
event, November 18, 1997. Internship reported in:
Contra Costa Sun, “Marketing Campaign Puts College
Students in the Driver’s Seat”, November 12, 1997
Appendix A (continued)
Spring, 1997: General Motors Marketing Internship Program.
Spring, 1997: Dean Lesher Regional Center for the Arts. Project reported in:
Diablo Arts Magazine, “Saint Mary’s Whiz Kids Help the Arts.”
September 1997 issue.
July-
Appendix B
From: B J BERNHARDT [mailto:b.bernhardt@sbcglobal.net]
Sent: Wednesday, January 05, 2011 2:38 PM
To: Eric Kolhede
Subject: Vallejo Symphony Marketing report
Dear Professor Kolhede,
I realize that the students are probably still on winter break, but I hope that you
can pass this along to them.
On behalf of the Vallejo Symphony, I want to thank you and your students for
using us as their semester project. All of us in attendance at the presentation
were impressed with their professionalism and depth of knowledge and insight.
The atmosphere in the room was more like a corporate conference room than a
college classroom. The document that they produced contains extensive
valuable information. It is my intent that this document becomes "dog-eared."
After the presentation, those of us in attendance spent an hour reflecting on what
we heard and how we can use the information. On the drive back to Vallejo our
Publicist was so excited that he was reading parts of the report to me as I drove.
We had already planned to have a day-long retreat the end of January at which
time some of the aspects of the report can be shared with the entire board.
One thing we thought could be useful for us is to have an electronic copy of the
report.
In closing, we wish the students great success as they continue their academic
and profession pursuits.
Sincerely yours,
Bonnie Bernhardt, President
Vallejo Symphony Association
Appendix C-1
SEGMENTATION ANALYSIS
I.
CONTEXT:
1. Segment Analysis----2. Target Market Strategy----3. Positioning Strategy---4.
Marketing Mix
II.
MARKET SEGMENTATION (defined) Start with a certain product
type and then……?
III.
BENEFITS
1. Foundation for Marketing Strategies (see above)
2. Customer oriented
3. Resource Deployment
4. Global Competition
5. Technological Opportunities
6. Opportunities for New Product Development
IV.
STEPS IN MARKET SEGMENTATION
A) Identify Segmenting Variables
1) Demographics
a. Which ones?
b. Why are there marketing strategy
advantages in using demographic
characteristics to break-out product markets
into segments?
2) Psychographics -why?
Psychological and Social Determinants
Lifestyle
Psychological:
Needs/Wants
Motivation
Attitudes
Personality
Perception
Social:
Culture
Social Class
Reference Groups
Appendix C-1 (continued)
3) Demographic and Psychographic variables combine to
describe a PROFILE for each segment or a:
 Lifestyle -a unique pattern of living
shaped by one's interests, opinions,
and behaviors (e.g., “Achievers”)
4) Use/Purchase Behavior
1. Amount and Frequency
2. Occasion Segmentation
3. Level of Involvement (High/Low)- Brand
Loyalty -extent of repeat purchases)
B) Forming and Profiling Segments
1) Two General Approaches (using judgment and
marketing research):
Variables --Groups --Response Differences
What are the dangers of using an incorrect segment
formation scheme?
2) Segmentation Criteria:
a. Response Differences
b. Identifiable Segments –
c. Actionable Segments –
d. Cost/Benefits –
e. Stability –here today/gone tomorrow?
3) Cluster Analysis -statistical technique for grouping
many objects into a limited amount of clusters
(mutually exclusive groups)
Question: Your key segmenting variables/ Your profile
of segments?
Appendix C-1 (continued)
a. VALS:
SMC LIBRARY: Business – Marketing – Websites (pick
VALS)
3000 consumers answer -50 questions
Cluster of 8 groups
Primary Motivation Consumers
who are primarily motivated by
ideals are guided by knowledge and
principles. Consumers who are
primarily motivated by
achievement look for products and
services that demonstrate success
to their peers. Consumers who are
primarily motivated by selfexpression desire social or
physical activity, variety, and
risk.
These motivations provide the
necessary basis for communication
with the VALS types and for a
variety of strategic applications.
Resources (all)
b. Geodemographic Analysis:
100 demographic variables
260,000 U.S. neighborhood block
groups clustered into 50 homogenous
market segments
c. Perceptual Mapping
C) Segment Attractiveness
5 segmenting criteria
Financial Analysis projections
Appendix C-2
SEGMENTATION ANALYSIS, TARGETING AND POSITIONING IDEAS
HOPE ACADEMY FOR DYSLEXICS (“HAFD”)
I. IDENTIFYING SEGMENTS
Two General Approaches to forming segments (using judgment
and/or marketing research):
1. Segmenting Variables
Groups
Response Differences
2. Segmenting Variables
Groups
Response Differences
A. See Survey Question #10 What is the likelihood in the near future that
you will begin or increase your donations to a private K-8 school that
serves children with learning challenges?
Isolate cases by: (Use “TRANSFORMING VARIABLES” operation – see
below*)
GROUP 1:
GROUP 2:
GROUP 3
1&2
3
4&5
“Not at all likely” or “Not very likely”
“Somewhat Likely”
“Very likely” or “Extremely Likely”
B. Look for segmenting variables, i.e., distinctive features for each group in
terms of:
Demographic Variables such as age, household size, level of formal
education, occupation, income level, etc. – Find the average where
applicable for each group along each of these demographic variables.
Then apply t-score analysis to determine significant differences occur
between the groups for each variable. For example is the average age for
Group 1 different from Group 2?
Psychographic Variables – It can be argued that all of the motivators
from Survey Question 4(importance of factors in motivating one to make a
financial contribution to a charity/cause) are psychographic motivators.
Compare these between the three groups. Also compare group responses
on the basis of the psychographic factors in Survey Question #6 –
(Importance of factors in encouraging one to donate to a private school [K8] that serves children with learning challenges). These are:
Appendix C-2 (continued)
- Having a personal connection to children with learning challenges
- A school’s religious affiliation
- The urgency of the school’s financial need
1. Find the top-ranked psychographic motivators based on
group sample means (e.g., the top 4 or 5) from question #4 for
each segment and the top ranked psychographic motivators (based
again on group sample means) from question #6.
2. See if there are significant differences along these motivators
between the groups (Apply the t-test to assess the differences in
mean responses between each group)
3. Based on #1 and #2, how are these groups similar and how are
they different based on the above?
C. Based on your analyses in part (B) above, come up with an overall PROFILE
for each group and give each segment a NAME
D. Repeat steps A through C above, using Question #9 to place subjects into
three groups (instead of Question #10). Question #9 reads: Over the last three
years, how often have you donated to a private school (K-8) that serves
children with learning challenges?
Experiment with the composition of the three groups based on response to
question #9 and isolate cases accordingly: (Use “TRANSFORMING
VARIABLES” operation – see below*)
For example, to start out, you might try:
GROUP 1:
GROUP 2:
GROUP 3
1&2
3
4, 5, 6
“None” or “1 time”
“2 times”
“3-4 times” or “5-6 times” or “7+
times”
Regardless of how you form the 3 groups, each group must have a minimum of
30 subjects and there should be a significant difference in Question #9 response
(counts) between the three groups.
Appendix C-2 (continued)
II. TARGETING STRATEGY – It will be MULTIPLE SEGEMENTATION. Choose
the segments from “I” for HAFD to target.
III. POSITIONING STRATEGY
How should HAFD position itself to each group, i.e., how do we want each
group to perceive HAFD particularly in terms of question 4 and 6 factors? How
can HAFD be positioned in a distinct way from its competitors and in terms of
meeting expectations of potential donors?
________ ___________________________________
* USING SPSS TO TRANSFORM VARIABLES
In order to do segmentation analysis
TRANSFORM
RECODE
INTO DIFFERENT VARIABLES
OUTPUT VARIABLE – give it new name (like “SEGMENT”)
OLD & NEW VALUES
1=1
2=1
3=2
4=3
5=3
Original data for the “how likely to begin or increase donations…” question
(Q. 10) will remain.
And you’ll have a new variable (“SEGMENT”)
Appendix C-2 (continued)
ADD THE FOLLOWING FORMAL SURVEY DATA TO SEGMENT PROFILES:
1. Knowledge of learning challenges – Q. 8
2. Use/Purchase Buyer Behavior factors:
- Q. 9. Over the last three years, how often have you donated to a
private school (K-8) that serves children with learning challenges?
Please check one
..and compare using t-score analysis
- Q. 20. What is the average amount of money you donate each year to
your favorite charity or cause?
3. Other Demographic factors
11. Please mark your gender
___ Male
___ Female
12. Please select your Ethnic Background
14. What is your current marital status?
15. Where is your current place of residence?
Appendix D
Professor Kolhede BA 126 Applied Marketing Research
Fall, 2012
MARKETING RESEARCH AND
STRATEGIC MARKETING PLAN OUTLINE (tentative):
HOPE ACADEMY FOR DYSLEXICS (HAFD)
I. EXECUTIVE SUMMARY - Synopsis of Project/ Marketing Objectives
II. RESEARCH PROBLEM AND OBJECTIVES
A) Define the Research Problem
B) Define the Research Objectives – What are our information needs?
C) Determine the Data Sources:
1. Secondary Data
2. Primary Data
III. SITUATION (SWOT) ANALYSIS –PLAN AND CONDUCT SECONDARY
RESEARCH
A) EXTERNAL MACROENVIRONMENTAL FORCES (identify and
explain Opportunities/Threats in each of following areas:
1) Remote Environment:
a. Demographic trends –primarily within the Bay
Area (and Contra Costa County in particular). Focus
on the nature of how these demographic trends affect
the demand for supporting charities and causes in
general and educational institutions in particular.
b. Economic Environment – trends pertaining to the
state of the economy on national, state and local (Bay
Area / Contra Costa County in particular) levels and
its impact on individual and corporate support for
private (nonprofit) specialized educational institutions
(what’s the climate now?)
c. Technological Dimension – explore such issues
as technological trends affecting the operations and
marketing of charitable organizations, including K-8
educational institutions.
c. Social /Cultural– attitudes and values affecting
community demand for supporting organizations that
assist children with learning challenges (like HAFD)
relative to other charities and causes.
Appendix D (continued)
d. Political & Legal
–Legislation and public programs at the Federal,
State and Local levels that are relevant to supporting
schools that serve students with learning challenges.
- Relevant Federal, State & Local laws and
regulations affecting HAFD
2) Proximate Environment
a. Cooperative Environment – needs of individuals
and organizations that interact and interrelate with the
mission and operation of HAFD, such as the City of
Concord, Contra Costa County, the local business
community, etc.
b. Product -Market Analysis - analysis of the
product/market structure surrounding HAFD. Identify
potential target market segments, technology
applications, and marketing practices successfully
utilized by indirect competitors that might also be
applied by HAFD.
-Generic Product
-Product Type
-Product Variants
c. Competitive Analysis of Direct Competitors –
Who are they?? Examine other specialized K-8
educational institutions in the Bay Area along key
areas, e.g., resources, marketing (including the “4
P’s”), etc. What successful marketing practices are
these organizations using that HAFD might also
employ?
Examine any other areas of information that appear
important
B) INTERNAL ENVIRONMENT – What is the current state of the
Academy…what are its strengths and areas of improvement needed in
terms of accomplishing its mission….how does the client organization
compare with its direct competitors? (See above)
Appendix D (continued)
Present Strategic Plan of Hope Academy including its
mission, objectives and strategies.
Resources, e.g.,
Staffing
Financial
Facilities
Marketing Mix planning:
Product mix
Promotion
Price
Distribution
IV. PLAN AND CONDUCT PRIMARY RESEARCH
A) Primary Research Planning –
1. The Research Problem (refer back to II-A)
2. The Research Objectives – (refer back to II-B) What are
our information needs that must be gathered and analyzed
through primary research?
3. Determine the Data Sources:
-Focus Groups – composition of each, recruitment,
aims (information needs)
-Formal Surveys
Sampling Plan – What is the relevant
population(s)? What sampling method(s)
should be used?
Construct Survey Questionnaire(s)
-Personal Interviews – select interviewees, construct
interview instrument
B) Research Results (Findings derived from data analyses)
-Focus Groups - (prepare an executive summary of each
session)
Appendix D (continued)
-Survey Questionnaire Data Analysis – Tables and Graphs
as well as separate sections summarizing each area of data
analysis (e.g., “Community Awareness of HAFD”)
-Personal interviews ….with HAFD staff and members of
HAFD’s cooperative environment. Summarize major
findings and integrate these into the Strategic Marketing
Plan (part V).
V. STRATEGIC MARKETING PLAN – *Note – Your plan will have limited
quality and effectiveness if it is not driven by primary and secondary
research conducted in “III” and “IV”. MARKETING CONCEPTS discussed
throughout the semester must also be conscientiously applied in
formulating your plan.
A) Segmentation Analysis and Targeting Strategy
1. Segmentation Analysis
-What is the relevant basis for segmenting individual
and corporate donors (segmenting variables)?
-Identify potentially viable segments to target.
-Come up with a profile of each segment. Regarding
individual donors, for example, the profile must
encompass key demographic variables,
psychographic variables and lifestyle patterns.
-Identify the key expectations of each segment
regarding HAFD offerings.
2. Targeting Strategy – Select among viable donor
segments to target. Identify your targeting strategy.
B) Positioning Strategy – How do we want each targeted segment to
perceive HAFD?
Identify Positioning Objectives
Positioning Concept - develop a concept for positioning
Hope Academy in a compelling manner that will differentiate
it from other cause-related organizations.
Appendix D (continued)
.
Develop a Positioning Strategy - for each target market (see
“Marketing Program”)
C) Recommended Marketing Program for HAFD (Marketing mix aimed
at each target market)
1. Product Strategy – product suggestions regarding
additional services Hope Academy might offer such as extra
curricular activities etc.
- Branding suggestions?
2. Promotion Strategy:
-Determine the Promotional Objectives
-Determine the Promotional Mix (e.g., combination of
advertising, personal selling, sales promotion, etc.)
-Determine the Promotional Theme, i.e., the basic
message to be communicated that ties the entire
promotional mix together
-Advertising (just one part of the promotional mix),
determine advertising
Theme
Copy
Artwork
Media Mix
3. Pricing Strategy
- look into a possible gift-giving schedule for current and
potential donors
- Analyze Hope Academy’s tuition schedule and financial aid
offerings.
4. Distribution – examine current and potential channels for
delivering Hope Academy’s services including long term
facility expansion.
VI) CONCLUSION - Summary of your major recommendations
Attachment (3) - LEARNING
Team Project
As discussed in Attachment 2 (Teaching), a team project accounts for much of
the BA 126 coursework, culminating in a comprehensive project paper presented
to the client organization. Assigning individual grades for group projects is
challenging as a few students in each semester offering will invariably adopt a
“free rider” approach. Therefore I approach the process of assigning individual
grades for the team project component with great care. As the various phases of
the class client project progress, each student team submits a draft of a particular
section of the project paper. I review each draft of the project paper and assign
team grades on the basis of content and quality of writing. I make it abundantly
clear to students that a team member is individually and collectively responsible
for the output of the entire team. However, several elements go into the
determination of the individual’s contribution to the team project. One is my
personal observation of the individual’s contribution to the project. This is based
in part in the results emanating from the process of having students maintain
personal logs of their involvement and submit to me a written list of their project
activities throughout the semester. Another element is a process of peer review
in which each student rates the performance of each team member along several
criteria, including application of concepts, timeliness in completing project tasks,
quality and accuracy of work, etc. For this purpose, I provide students with a
peer evaluation form (presented in Appendix A of the course syllabus). I carefully
tabulate and evaluate these results as a determinant of individual grading.
Individual Learning Assessment of CE Learning Outcomes
In order to ensure that all learning outcomes are assessed for each individual
student, a series of exams are administered throughout the semester.
These exams are designed to assess student understanding of marketing theory
and concepts, consistent with academic methods/ or theories noted in CE
learning outcome no. 1. For example, an examination might include a question
requiring the student to demonstrate the difference between stratified and quota
sampling. Students must master these concepts in order to have the requisite
knowledge of marketing concepts to potentially benefit any type of organization,
including those in the nonprofit realm.
Additionally, exams are designed to assess the student’s ability to apply
marketing concept and theories in a decision-making context, consistent with the
application of academic methods embodied in CE learning outcome no. 1 and
the demands for critical reflection noted in CE 2. To this end, exams are
designed not only to have students merely define and explain concepts relevant
to the topics covered in BA 126, but to apply the concept to a marketing issue
faced by organizations (such as the client) as well . For example, in the area of
sample design, students will be asked to reflect on the manner of how quota
sampling was or could be used in the marketing research investigation for the
client organization. Another example included in the application component of
examinations is to present students with actual data analyses results (e.g., tscore outputs) derived from actual formal survey data and have them interpret
these results from the standpoint of identifying distinct market segments.
Exams are also designed to assess student achievement of CE learning outcome
no. 3 in which students are expected to display understanding of the
interconnections between their experience and their responsibilities as members
of social and professional communities. Therefore, students will be tested on
their knowledge of the nonprofit client organization in terms its product offerings
marketing strengths and weaknesses and the manner in which its mission serves
the community. Furthermore, toward the end of the semester, students are
assessed through examination on the areas in which their marketing strategy
recommendations can potentially advance the mission of the client organization.
For example, students could be asked to identify and profile new potential
segments of individual donors for the client to target that were revealed by the
marketing research investigation they conducted. Additionally, by forming and
managing their own marketing agency, students gain valuable experience
working in a team environment, similar to the setting they will confront in their
career pursuits after graduation. The process of monitoring students as team
members is explained in the Team Project section above.