mkt 3301 - vital - fall 2005 both sections

Note: This syllabus is for general guidance only. I reserve the right to make any changes necessary as circumstances dictate. It is the student’s responsibility to insure he/she is aware of any changes the student may have missed due to absences or inattention.

PRINCIPLES OF MARKETING

MKT 3301 – FALL 2005

Tanika Vital, M.B.A. in International Management Adjunct Professor of Marketing Management, Marketing & Business Administration College of Business WebCT email ONLY

UH Downtown Office: 1070N Telephone: (713) 221-8112 UH Sugarland Office: Contact me via WebCT first to schedule an appointment

Office Hours: Mondays 7:15 p.m. – 8:15 p.m. (By appointment only) Thursdays 5:45 p.m – 6:45 p.m. (By appointment only)

Text: Basic Marketing: A Global-Managerial Approach Authors: Perreault & McCarthy

Edition: 14th

Optional Supplementary Text: Learning Aid for use with Basic Marketing & Applications in Basic Marketing: Clippings from the Popular Business Press Authors: Perreault & McCarthy

Edition: 14th Meetings:

CRN 10539 8:30 p.m. – 9:45 p.m. MW RM A630 Credit Hours: 3 CRN 11854 7:00 p.m. – 9:45 p.m. Thurs RM 201 Credit Hours: 3

Prerequisites: Completed General Core plus 18 hours

COURSE DESCRIPTION: Factors involved in the management of the marketing function relative to product development, promotion, pricing, physical distribution and the determination of marketing objectives within the framework of the marketing system and available markets.

COURSE OBJECTIVE: This course is designed to give the student an understanding of the basic elements comprising the field of marketing. The student will learn how target markets influence, and are influenced by, the four basic marketing variables - PRODUCT, PRICE, PLACE, & PROMOTION. You will learn how the interaction of these variables forms the bases for the marketing mix in case analytical applications.

STATEMENT ON REASONABLE ACCOMMODATIONS: UHD adheres to all applicable federal, state, and local laws, regulations, and guidelines with respect to providing reasonable accommodations for students with disabilities. Students with


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disabilities should register with Disabled Student Services and contact their instructor(s) in a timely manner to arrange for appropriate accommodations.


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COURSE POLICIES

GRADING: READING QUIZZES 10%

EXAM 1 10%

EXAM 2 10%

EXAM 3 10% Marketing Mix Evolution Presentation 25% Individual Case Presentations 5%

COMPREHENSIVE FINAL EXAM 30%

TOTAL = 100% Web-CT: This course relies heavily on WebCT. For those of you unfamiliar with it or if you need help on a particular aspect of it, go to the STUDENT RESOURCES link at http://uhdonline.dt.uh.edu. This is also available in the STUDENT RESOURCES link noted above.

• NOTE: Do NOT use the BACK button on your browser when navigating in WebCT (it causes problems). WebCT creates links as you move from page to page. Use these links or the ones that appear on the margins to move to other sites within WebCT.

CLASS PARTICIPATION: You must participate in class to receive the maximum benefit from this instruction. Clearly, if you are absent you cannot participate.

o ABSENCES: Students are expected to come to class and participate in class discussions. Excessive absences may harm the student's grade.

EMAIL:

• The intra-class WebCT email dedicated to this class is the ONLY acceptable

form of email communication permitted. • Each new email is flagged to your attention each time you log in to the WebCT

site insuring you do not miss important changes as they occur. Since you are required to check your WebCT email every 24 hours, you will be sure of receiving all pertinent information.

• WebCT provides an easier method to manage all records of student communication (and my responses) than regular email.

• Any questions of a personal nature, all team assignments; any team notifications of new team membership, etc. are to be emailed using the WebCT email system.

• Be sure your subject line explicitly states the gist of the message (it makes it easier for later retrieval via search function)

http://uhdonline.dt.uh.edu/


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COURSE GRADE DETERMINATION:

A = 90% and higher B = 80% - 89.99% C = 70% - 79.99% D = 60% - 69.99% F = 00% - 59.99%

Note: You MUST reach the specified level (60%; 70%; 80%; 90%) to achieve the letter grade specified. A 59.99/69.99/79.99/89.99 is a(n) F; D; C; B (in order) UNLESS you’ve taken advantage of every opportunity to ‘round yourself up’. See ROUNDING below.

ROUNDING: Student’s often ask if I ‘round up’ to the next highest percentage-point if doing so would increase their grade in the course by a letter grade at the end of the semester. The answer is: it depends. (Note: rounding to the next highest percentage point means rounding a grade that is more than halfway up. Grades less than halfway would (automatically) round down and thus are not part of this consideration. Before making the decision of whether or not to round a student up to the next higher percentage point (providing his/her grade is close enough in the first place to warrant consideration), I review the amount of effort the student has put into the course. Your contribution to the class discussions; your ability to correct mistakes on exams such that you achieve higher and higher subsequent attempts, and your willingness to engage in a meaningful exchange of ideas with other members of the class (of which I am one) influence my decision. Clearly, a student who has failed to do everything he/she can do to improve his/her grade can hardly expect me to ‘give’ you points you could otherwise have earned on your own. A student with a 89.9/79.9/69.9/59.9 end-of-semester course average who missed opportunities to improve his/her grade ‘lost’ the points needed to achieve the next higher grade on his/her own by demonstrating she/he lacks the caliber represented by the next highest grade. Conversely, a student with any of those end-of-semester course averages (or even further from the next highest grade), who has shown his/her willingness to ‘go the extra mile’ by studying hard to correct deficiencies between attempts and re-taking quizzes / exams until the score is as high as possible (given time / resource constraints), demonstrates those qualities attributable to the next higher grade. In both cases, reading quiz / exam behaviors are reinforced / denigrated by the students willingness (or lack thereof) to contribute to meaningful class discussions. CURVE? Grades are NOT curved. Ample opportunity is provided for you to ‘curve’ your own grade.

ACADEMIC DISHONESTY: Cheating and/or plagiarism will not be tolerated in any form. Academic dishonesty may cause that student to receive an "F" in the course. Further action may be taken at university discretion.


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READING QUIZZES: • The reading quizzes are designed to measure your knowledge of the basic

concepts in each chapter so read the chapter thoroughly before taking the quiz. • All Reading Quiz questions are derived from test banks provided by the

publisher and contain 10 questions.

• All quizzes are open note/open book.

• There will be a total of 11 quizzes. The lowest quiz grade will be dropped.

• There are NO MAKE-UP QUIZZES.

• You may take the quizzes from any PC anywhere. However, I strongly advise you to take them from an on campus computer. You take the responsibility for any problems you encounter at non-university computers.

• All reading quizzes may be taken up to three times (within the time period

specified).

• Reading quizzes are open from the beginning of the semester and closed on the day specified by the “Quiz Schedule.”

• Reading Quizzes are NOT replaced for any reason.

• You have ten minutes to complete the quiz. If you’ve read and understand the

material, this is more than sufficient time to determine if these short statements are correct. If you’ve studied the chapter thoroughly, you will have no trouble doing well on the quiz within in the time limit.

• The quiz is not designed to provide you the opportunity to look up the answer to

each question. Looking up the answer does not measure what you know; it only measures how fast you can look it up!

• You must save your answer for each question. When you save the answer, a

check mark appears in place of the question number on the panel in the upper right-hand corner of the exam. If you answer it but fail to save it (or change the answer and fail to save it) the check mark is replaced with an exclamation point. BE SURE TO SAVE ALL CHANGES AS YOU MAKE THEM.

• The clock measuring updates the time remaining on the exam continuously. If

you leave the exam (i.e. close the window, get knocked off, computer crashes, etc) the time continues to run! WebCT will not allow you to save an answer (or a change to an answer) once time has expired. However, it will allow you to submit the quiz.


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• Since ALL ATTEMPTS COUNT such that your grade on the quiz is the

AVERAGE GRADE earned on up to three attempts, you must be sure to study for each attempt to insure you’re as knowledgeable as possible about the subject matter to achieve the highest possible grade.

o Do not make a subsequent attempt until you’ve studied your mistakes

and resolved knowledge deficiencies such that you feel you can make a higher grade on your next attempt (thereby raising your overall grade on the exam).

o Making a lower grade on subsequent attempts will, of course, lower

your overall exam grade. When each attempt is submitted, it’s reset to allow you to see the correct answer for each of the questions on all your attempts (simply open up the set of attempts (in QUIZZES – click COMPLETED on the right side of the screen) then click on the attempt # you wish to review).

• Since the reading quizzes are test bank questions from the publisher’s

CD, there may be errors in their answer key. • If you believe your answered a question correctly but WebCT is

reporting you to have missed it, please post the TITLE to the question in the subject line and your concern, and any information you have supporting your position in the body of the message.

• I will check it out and respond appropriately to the WebCT Discussion

Link. - If you are incorrect, I will explain why so that the whole class

can benefit from the exchange (your misconception may be shared by others).

- If you are correct, I will so inform the class, FIX the answer key, and re-grade all student exams/quizzes that had that question.

- Note: correcting the answer key/re-grading student exams/quizzes is likely to cause student’s grades to both increase and decrease on that quiz/exam.

- Students who had it incorrectly marketed wrong would now get it right while those who had incorrectly had it marketed correct would now have it marked wrong.

- Clearly, it is your responsibility to inform the class of ANY errors in your test, whether it increases OR decreases your grade.

- That is, if you notice that a question you received credit for should have been marked wrong, you should let me know so that others who had it correct can receive the grade they deserve (as will you).


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• Time expired: if WebCT reports your time has already expired when you open a new quiz / exam, this usually means you still have a previous quiz / exam open.

- You need to reenter that quiz / exam and click submit. This will close that quiz/exam.

- When you next open a new quiz / exam, you should find the clock reset back to the full time allowed.


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EXAMS

• All Exams are derived from test banks provided by the publisher and come from our discussions of material in the text, handouts, and material discussed in class that’s not in the text.

• All exams are open note /open book.

• Each regular exam is comprised of 25 questions drawn from a set of questions

designed to determine the degree of general knowledge you possess in relation to the chapters covered. allow you to see the correct answer for each of the questions on all your attempts

• After submitting your attempt, you’ll be able to immediately view your score on

the exam/quiz, the questions, your answers and the correct answers with explanations.

COMPREHENSIVE FINAL EXAM

• The Comprehensive Final % counts as missed individual exam(s) % ONLY if

you have a valid reason for missing an exam; otherwise the missed exam receives a zero and the Final will NOT replace it (If possible, you must obtain my permission to for an (anticipated) missed exam to be replaced by the final. Failure to obtain my permission in advance, when you had the opportunity to do so, will result in the missed exam being scored as a zero and the Final will NOT replace it. Failure to obtain my permission immediately after missing the exam will result in the missed exam being scored as a zero and the Final will NOT replace it.

Note: Although these exams and quizzes are open note / open book, they are NOT designed to enable you to be able to look up each answer. They are designed to measure your knowledge of the chapter, not how fast you can find the information in the text. Additionally, much of the information tested isn’t in the text since the text provides mostly definitions / concepts while the tests are set up to measure your understanding of the APPLICATION of this material. Only by thoroughly understanding the definitions, concepts, AND applications of these concepts will you have sufficient time to complete these exams well.


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Marketing Mix Evolution Presentation (Worth 25% of Final Grade)

• Students form teams of three – five members. • Each team creates a new product innovation and specifies the market

segmentation and marketing mix particulars of this product in each stage of the product life cycle.

• Each team makes a Power Point presentation of approximately 30 minutes and

submits both a hard and soft copy of the paper.

• The soft copy of the paper needs to be submitted (via WebCT) one day before the day (by 10 p.m.) of the presentation. The paper should have the following:

o Introduction (includes product description and customer types) o Table of Contents o Numbered Pages o Section Headings o Any graphics o Binding o Well written English grammar o Conclusion

• A hard copy of your paper is due at the beginning of class on the day your team presents their paper.

• The paper will contain a cover page with the team’s name, the team member’s

names that are to receive credit for the paper, and the date due.

• Each stage of the Product life Cycle will start on a new page. • Each section will be separated from the others as a subheading and each

subsection within each section will have it’s own subheading o (i.e.: do not merge the paper into one or a few long section(s) – break

up them up logically so that each area is treated separately).

• Sufficient detail should be provided to insure that the reader/listener

understands how the basic concepts of marketing applies to the methods chosen to satisfy the needs of the chosen target market(s).

• Generalities are not acceptable; changes to the target market(s) and their

respective marketing mix as it progresses through the four stages of the product life cycle should be clearly outlined.


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• Provide as much detail as possible to insure complete understanding of your strategy

for each element of the marketing mix. Support all recommendations and, include examples; i.e. if specifying an INDIRECT COMPETITIVE AD as part of your advertising strategy, give an example of the INDIRECT COMPETITIVE AD; if specifying an EXCLUSIVE DISTRIBUTION STRATEGY specify the outlet (Goldsmith’s

• Thus, you must not only specify what your strategy is going to be but also provide the

working details of it.

• Each member of the team MUST present an equal share of the team’s

presentation. • The combined efforts of all team members will determine the team’s grade on

the project.

• The presentation determines the team’s grade. The team’s paper is NOT graded separately from the presentation. Rather, it used to clarify issues raised during your team’s presentation.

• Since a very weak team member on a five-person could conceivably lower the

team’s grade by two letter grades (i.e. 20% of the grade per team member), it’s important for the team to insure that all team members are well rehearsed.


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Contents of Marketing Mix Paper For each stage of the product life cycle (PLC), specify the following (and in the specified order with each requirement as a separate subheading

• Overall Objective for the Product Life Cycle Stages (Chapter 10)

(1) Market Introduction – Low sales, investing in the future. (2) Market Growth – Industry sales grow fast, but industry profits rise and then start falling. (3) Market Maturity – Industry sales level off, competition gets tougher. (4) Sales Decline – When products replace the old

• Marketing Strategy (Chapter 2)

o Market Penetration o Market Development o Product Development o Diversification

• Market Segmentation process used by market (Chapter 3) o Product-Market Segmentation

Including ability for each targeted market to satisfy the four requirements (i.e. homogeneous, heterogeneous, substantial, operational) for a viable target market

• Target Market approach (Chapter 3) o Single o Multiple o Combined

o Stage of Adoption Curve targeted (Chapter 14) (1) Innovators (2) Early Adopters (3) Early Majority (4) Late Majority (5) Laggards/Non-Adopters

• Brand Familiarity Objective –How well customers recognize and accept a company’s brand. (Chapter 9)

o Brand Rejection, Brand Non-Recognition, Brand Recognition, Brand Preference, Brand Insistence


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Application of the 4Ps for EACH Product Life Cycle

• Product Class (Chapter 9) o Convenience, Shopping (i.e. homogeneous, heterogeneous), Specialty,

Unsought

• Price Objective (Chapter 17) o Profit Oriented, Sales Oriented, Status Quo Oriented Quality, Value

Price Strategy • Introductory Price Dealing, Skimming, Penetration

• Place Objective (Chapter 11)

o Direct Consumer Distribution, Indirect Channel of Distribution Place Strategy

• Specifics of physical location

• Promotional Objective (Chapter 16) o Inform, Persuade, Demonstrate Product Benefits o Promotional Strategy

Pioneering Advertising, Competitive Advertising, Comparative Advertising, Personal Selling, Reminder Advertising, Industrial Sales Promotion, Consumer Sales Promotion (i.e. coupons)


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Sending Files in WebCT:

- To attach files in WebCT you must first click on browse to select the file you want to attach; then (once you've selected the file and the location of the file appears in the window next to the paper clip) you have to click on 'Attach File'. After it attaches, the statement "There are no files attached" is replaced by the filename in blue. Do all this again for each new file you want to attach. When all files are attached, click the "Send" button. To be sure you sent what you thought you send, it's always a good idea to include yourself and your teammates as addressees. When you go into the drop down box to click on my name, hold down the control key while clicking on my name and keep holding down the control key while selecting yourself and the rest of your teammates. That way, everyone will receive a copy of what was sent and can check to insure everything was sent correctly.

- The paper must be in WORD; 12 pitch; double-spaced. All parts of

the paper including all tables and graphs, must be contained in one file. Email it to yourself, open it and check it to insure the product you’re sending to me is the one you want me to grade. I will not combine files. Do NOT use anything other than a PC to create/send the file. No MACS!). It is each team member’s responsibility to insure the team’s paper is the team’s own original work. Any use of answers from other / previous classes is plagiarism! Violations result in the entire team failing the course! Further action may be taken at UHD’s discretion.

- I save the papers to my hard drive. In order to recall your team’s

paper effectively, the filename must be descriptive enough to allow easy access. Clearly, filenames such as company-case.doc or paper.doc are not effective filenames since I would have a hard time identifying yours from many others with the same name! I would then have to open each file to find yours. Thus: The filename you use to save the file is VERY IMPORTANT and MUST BE IN THE FOLLOWING FORMAT:

Team name – Presentation name

Example: Suppose you are in the 8:30 p.m. class. Your team is: RED Team and you are presenting your analysis of the introduction of the Zilnick Personal Transporter due November 23, 2005. The filename of the paper you send me analyzing this case MUST BE:

RED TEAM – ZILNECK


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STUDENT TEAMS: Students form their own teams. A team is composed of three to five team members. Students form their team and post to the bulletin (do not use WebCT email in this case) a team list that includes the name of the team and the names and, and phone numbers/pagers; email for each team member (put the team name followed by the last name/first initial of each team member in the subject line; put all contact information in the body of the message). All team members receive the same grade as the grade assigned to the team’s case analysis / presentation. If a team has a team member who is failing to meet his/her responsibilities the team has two choices: (1) Remove the student from the team (see adding / dropping a team member below). The team then completes the assignment without the dysfunctional student. The removed team member receives no part of the grade the team receives on the case analysis / presentation. (2) Retain the team member and either pressure him/her to meet his/her responsibilities or accept the fact that he/she is not going to fulfill his/her fair share of his/her responsibilities and be willing to allow the dysfunctional team member to get the same grade for doing little or nothing as the rest of the team that’s doing all the work! The dysfunctional team member receives the same grade as all other team members despite his/her failure to do his/her fair share of the work unless that person is fired from the team BEFORE the paper is submitted to be graded. A. Adding / dropping a team member:

Student team membership is VOLUNTARY! Students may leave a team and join another at their own discretion. To join a new team, a simple majority votes by the team you petition is sufficient to allow you to join (see procedure below). Similarly, teams may remove a team member at their own discretion. A simple majority vote of all members of the team (excluding the member to be removed) is sufficient to remove a team member; i.e. to remove a team member on a three person team the two remaining members must vote for removal; to remove a team member on a four person team two of the remaining three members must vote for removal. On a five-person team, three of the remaining four members must vote for removal. Team votes are final. I will not override any team vote. A team that votes to remove a team member, must notify both me and the removed student as immediately both by telephone and via WebCT of this decision (the date of the email is the effective date of the student’s removal from the team. The WebCT email must specify the numerical vote of those for/ against the removal of the team member as well as a written summary of the reasons the team voted to remove the team member. Note: A team who fires a team member must provide an exponentially greater and more detailed reason for firing that team member the closer the time period of firing is to the due date of the assignment. HOWEVER, A TEAM MAY FIRE A TEAM MEMBER AT ANY TIME. B. METHOD OF REMOVAL:

• Identify recalcitrant team members as early as possible, provide written (in WebCT) emails to them of the team’s concerns with their behavior (provide me a copy of all such emails as they occur). When the team decides that the recalcitrant team member is not worth the team’s time / effort to make the team member fulfill his/her responsibilities to the team, they should vote them off the team (assuming the team has a majority that feel that way). The team member should be informed as early as possible so that team member may find/form a new team. In informing the team member of his/her dismissal form the team, please specify the reasons the team voted him/her of the team and include me as an addressee on the message you send the fired team member.

NOTE: FREERIDERS BEWARE!!! It is YOUR responsibility to insure you are a working, productive member of the team. Assurances from your team members that you


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don’t have to worry about coming to meetings, or working on the papers / presentations should be a warning to you that the team may be adopting the non-confrontational approach which will ultimately result in your being fired from the team (probably later rather than sooner). It is YOUR responsibility to recognize the signs and either insure you pull your weight on the team (and maintain documentary evidence of it) or join / form another team. Protests at the end of the semester will do no good if you haven’t pulled your fair share of the load no matter how reassuring the team was that you were doing ‘ok’. Take defensive action early: pull your fair share of the load or move on to join / form another team. FREERIDERS receive NO EMPATHY in any of my classes.

Removed team members:

Once a student has been removed from a team, he/she has the following options:

1. He/she may petition one of the other teams to allow him/her to join their team. The same simple majority vote procedure specified above to remove a team member is used to allow a team member to join a team.

2. She/he may form a new team by soliciting members of existing teams to join him/her.

3. The student may drop the course. If the drop date has passed, the student must choose one of the other options.

Any student removed from a team who fails to exercise one of the three options specified above will receive a zero on ALL team assignments (as applicable). Teams of less than three are not permitted. Students do not have the option of turning in individual analyses/presentations. Only team analyses/presentations are accepted.

A. Removed team members: Any student removed from a team who fails to exercise one of the three options specified above will receive a zero on the team presentation. Individuals are not permitted to make presentations unless they are part of team. Teams of less than three or more than five are not permitted.

B. Firing an entire team! Should you find that your team does not meet your standards you may fire the entire team simply by leaving it and joining another team or forming a new one!

NOTE: While two-person teams are not allowed at initial team formation, in rare cases involving extenuating circumstances, I will allow a two-person team to conduct analyses / make presentations. In most cases the two-person team started off as a 3, 4 or 5-person team and circumstances beyond the control of the two team members remaining necessitates their being able to continue without having to form / join another team. Requests to create a two-person team must be in writing and must specify the extenuating circumstances beyond your control that justifies an exception-to-policy.


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Presentation Grade

Your presentation grade is measured in two parts: QUALITY and CONTENT. Part I measures the quality of your presentation skills. It is graded on a ten-point system as follows: You must know your portion of the presentation well enough to speak extemporaneously using the PowerPoint to guide you! _____ How effectively did the team use the graphical aids in the presentation. (+) Did you refrain from reading from them? (-) Did you turn your back to your audience and talk to the screen? Or (+) Did you view them from the monitor? (+) Were your graphics clearly visible to everyone in the room? (+) Did you use bullet comments only or were your slides (-) cluttered with wordy phrases or too much information for the space provided? _____ Did you stay within your allotted time? Did you stay on the point (+) or (-) did you repeatedly drift away from the topic and/or focus too much on minor/irrelevant points? _____ To what extent was the presentation polished and practiced? Did you speak hesitantly (-) or with authority and conviction (+). _____ Did you develop and maintain a rapport with your audience? (+) Did you infuse your personality into your presentation (+) or were you (-) wooden and/or robot-like. (+) Did you use humor effectively or were you remote/distant(-)? _____ Did your movements accentuate your presentation (+) or were you (-) moving in such a manner as to distract the audience from your message. Were your gestures (+) contributory or distracting (-). _____ Was your voice clear and your words distinctive (+) or was your voice subdued and timorous (-)? Did you speak in a (+) well modulated tone of voice or (-) did your voice crack or break? Did you pace your words so as to appear to be speaking at a conversational speed (+) or did you appear to be rushing through it (-). _____ Did you maintain good eye contact with your audience by glancing around the room and encompassing the totality of your audience (+) or did you fix on one person (-) or barely look at anyone?(-). _____ Were you dressed professionally? Did your clothes lend themselves to a aura of dignity and purpose (+)? Or were your cloths inappropriate for a professional presentation (-). Were the colors/style/appearance distracting (-)? (Note: dress as if you were making this presentation to the Board of Directors of the company you are analyzing as a representative of a consulting firm hired for the purpose). _____ Were you (+) comfortable or (-) ill at ease. Were you (-) so nervous that you were ineffective (-) in your presentation or were you calm and self-assured (+)?


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_____ Were you able to handle questions easily/smoothly (+) or were you flustered and unsure (-) of yourself? Did you become hostile/belligerent during the question answer session (-). Did you interrupt your questioner or contradict him/her before he/she finished (-)? Was each member of the group able to answer questions on all parts of the case (+) or were you so segmented that you could only answer in specific areas (-)? The mean of the ten items yields a value between 0 and 4.00. This value is converted to a percentage (see table following Part II below). Part II measures the content of your presentation. It is graded on a five-point system as follows:

_____ To what degree did you conduct the required analysis (as specified in the Case Analysis Guide)?

_____ How accurate was your analysis? _____ How complete is your support for the analysis? _____ Effort developing ‘thoroughly complete’ presentation. _____ Ability to engage in/respond to meaningful dialogue during

Q & A discussion following initial presentation The two parts are equally weighted. The resulting mean determines the team’s overall presentation grade as follows:

4.00 = 100% 3.95 = 99% 3.90 = 98% 3.85 = 97% 3.80 = 96% 3.75 = 95% 3.70 = 94% 3.65 = 93% 3.60 = 92% 3.55 = 91% 3.50 = 90% 3.45 = 89% 3.40 = 88% 3.35 = 87% 3.30 = 86% 3.20 = 84% 3.10 = 82% 3.05 = 81% 3.00 = 80% 2.90 = 79% 2.80 = 78% 2.70 = 77% 2.60 = 76% 2.50 = 75% 2.40 = 74% 2.30 = 73% 2.20 = 72% 2.10 = 71% 2.00 = 70% 1.90 = 69% 1.80 = 68% 1.70 = 67% 1.60 = 66% 1.50 = 65% 1.40 = 64% 1.30 = 63% 1.20 = 62% 1.10 = 61% 1.00 = 60% 0.90 = 50% 0.80 = 40% 0.70 = 35% 0.60 = 30% 0.50 = 25% 0.40 = 20% 0.30 = 15% 0.20 = 10% 0.10 = 5% 0.00 = 0%

NOTE: Each student is responsible for reading and understanding all aspects of this syllabus. If you have any questions/comments I will be happy to discuss them with you by appointment. If, at any time, you feel that you have extenuating circumstances that qualify you for an exception to any of these policies, please feel free to discuss them with me. I will treat these discussions as confidential and will decide on any exceptions to policy on a case-by-case basis.


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Individual Case Presentations

• Each student is required to give one case presentation for the semester • Case Presentations will be assigned on a weekly basis

• The student should read the case and make a 10 minute Power Point

presentation on the following: o Overview of Case o Answers to “Evaluation Questions”

Answers should use course (Chapter) concepts

• Student will be graded on knowledge of case and ability to apply marketing course concepts and answer questions

mkt 3301 - vital - fall 2005 both sections

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