Course: MBA 505.

03 Marketing Management
Semester: Fall 2014
Instructor: Julie Huang, PhD
Meeting Time: Saturday 9:20am-12:00pm
Location: Harriman 104
Instructor Contact Information: julie.huang@stonybrook.edu
Instructor Office Hours: Saturday 12:00-1:00pm & Wednesdays 4:00-5:00pm | Harriman 309
Course Description:
Marketing Management is a survey course covering the foundations of the marketing discipline.
The course is designed to give students conceptual frameworks and tools to help firms meet
demands of the marketplace in a profitable way. A wide range of marketing strategy topics (e.g.,
segmentation, positioning) and marketing tactics (the Four P's of Marketing -- Product, Price,
Place and Promotions) will be covered, as well as development of the discipline's foundations
(definition, philosophy, and the history of marketing).

Course Overview:
Required Texts & Other Course Materials:
Marketing Management, 14th ed., Kotler and Keller (ISBN: 9780132102926)
Kellogg on Marketing, 2nd ed., Tybout and Calder (ISBN: 9780470580141)
A few times this semester, we will also read articles and case studies. Information about
how to access these materials will be provided in class.
Student Learning Outcomes:
College of Business Program Learning Outcomes
This course emphasizes and supports four different MBA program learning objectives:

Analytical Decision Making

Business Development & Value Creation
Leadership & Team Interaction
Managerial Communication Skills

Facilitation of these learning objectives is supported through course interactions and measured
through course assignments, exams, and evaluation of student projects.

Course Requirements & Grading Information:

Grading Source

Weighting

Grading Scale

Letter Grade

1) Exam 1

25%

2) Exam 2

25%

3) Group Project

25%

4) Response Papers

10%

5) Participation

10%

6) Case Analyses

5%

94-100%
90-93%
87-89%
83-86%
80-82%
77-79%
73-76%
70-72%
<70%

A
AB+
B
BC+
C
CF

Class Format. In general, classes will be conducted as lectures with a great deal of interactive
discussion. Classroom discussions, activities, and case analyses will provide vehicles by which
students can apply theories, concepts and analytical devices discussed in class or in the
reading materials. Discussion will be used as an opportunity to pose questions of depth or
breadth, argue a position, and learn from each other through thoughtful and respectful dialogue.
Assigned Readings. Reading assignments are designed to complement lectures and
discussions. The reading offers a way to expose students to broader range of material than
would otherwise be possible. You may notice that the texts organize and present material in
different ways. This is done on purpose to facilitate learning and generalizability of concepts;
additionally, this contrast emphasizes an important theme of this course: namely, that marketing
ultimately provides tools to help solve problems, rather than the best or right answer to
marketing issuesbe they what course of action to take, to how one should best learn the
basics of the discipline.
Response Papers. For some assigned readings, I will ask you to prepare a response paper.
The purpose of the response paper is to have you organize your thoughts prior to class
discussion. For these papers you should focus on the argument of the assigned reading and
form an opinion on the topic. You should feel free to agree, disagree, or highlight qualifications
or boundaries to the argument the author presents, so long as you support your own argument.
(In other wordsdont merely state that you dislike or like the readingexplain why!) Full credit
is given to all papers that are (a) at least 300 words, (b) demonstrate engagement with the
reading, and (c) submitted prior to the start of class on the due date.
Participation. Grading class participation is necessarily subjective. Some of the criteria for
evaluating effective class participation include:

Is the student present and on-time? A necessary condition for class participation is that
you come to class. Please let me know in advance if you cannot attend a session, as
missing 10% of classes may affect your participation grade.

Does the student contribute to the discussion? For others to learn from your experience,
you must participate - which means offering your insights during both the cases and the
lectures. If you do not participate voluntarily, the chance that you may be cold-called
increases. However, if you do not feel well-prepared for case discussion on a particular
day - please let me know.
Does the student contribute to a supportive and respectful learning environment? Keep
in mind that your grade for class participation is not simply a function of the amount of
"air time." In general, I will evaluate how well you respond to questions, and on how
effectively you take into account the comments and analyses of your classmates.

When determining the class participation grade at the end of the course, I will ask the
following questions: Does the student support his/her points with evidence (e.g., logic or data)?
Did the comments contribute to the classs understanding of the situation? Does the student go
beyond simple repetition of case facts without analysis and conclusions? Are the points made
relevant to the discussion and/or detract from a supportive and respectful learning environment?
Exams. Exams serve to reinforce your comprehension of class content. Roughly speaking,
exams are designed as follows:

60-70% will be drawn from material covered both in class and in assigned readings
10-20% will relate to class-specific content not from readings (e.g. discussions
10-20% will relate to material covered only in assigned readings (e.g. not from slides)

You may bring a notes sheet to each exam (limited to one page, two sides, 8.5 x 11
paper). Exam 2 is not comprehensive, and there are no practice exams.

Group Project. The details of the group project will be covered in class, complete with
instructional guidelines and a grading rubric. The broad overview is that you will conduct a
marketing audit for a brand you select. The project is framed as a pitch for marketing
consulting services.
Case Discussions. You may benefit from reading each case at least twice. The first reading
should give you an impression of what the case is about and the types of data contained in the
case. Pay attention to the exhibits, because they often contain important information about the
case. Once you have a good grasp of the fundamentals, you should read the case again. The
second time you read the case, focus on understanding the root causes of the problems, and
gather information from the case that will allow you to make specific action recommendations.
The case provides all the facts that you need. You should not find out what actually
happened or bring in outside information about the company or the industry beyond what is
described in the case (and in fact, such information may be irrelevant and counterproductive for
your learning regarding the case).
During days in which cases are discussed, my job is to facilitate the discussion: first to
obtain all views and second to help pull together the prevailing views of the discussion. Note
that the direction and quality of the discussion is the collective responsibility of the class, not the
sole responsibility of the instructor. A typical question at the end of a case discussion is, What
is the answer?and it is important to keep in mind that the case method of learning does not
provide this type of answer. In most case discussions, several viable answers will be

developed and supported by various parties within the class. What is important is that you learn
to construct and apply frameworks based on marketing principles and research to help you
address more general marketing research problems.
When selecting case materials, I will try to choose cases which fit the pedagogical
objectives of the course and which promise to be interesting and relevant to you and your fellow
classmates. Some of the cases appear to be far-removed from problems pertinent to your
particular job or industry experience, but in general, the lessons to be learned from the cases
transcend particular situations and apply across different scenarios.
Academic Integrity:
Each student must pursue his or her academic goals honestly and be personally accountable
for all submitted work. Representing another person's work as your own is always wrong.
Faculty is required to report any suspected instances of academic dishonesty to the Academic
Judiciary. For more comprehensive information on academic integrity, including categories of
academic dishonesty please refer to the academic judiciary website at
http://www.stonybrook.edu/uaa/academicjudiciary/
Academic Dishonesty:
The College of Business regards any act of academic dishonesty as a major violation
punishable by severe penalties, including dismissal from the University. University policy
requires that instructors and GAs and TAs report all suspected cases of academic dishonesty to
the appropriate Academic Judiciary Committee, which is empowered to take strong action
against violators. Under no circumstances will the College of Business permit cheating of any
kind. Many activities constitute academic dishonesty. The following list is not inclusive, only
suggestive:
Cheating on exams or assignments by the use of books, electronic devices, notes, or
other aids when these are not permitted, or by copying from another student.
Collusion: two or more students helping one another on an exam or assignment when it
is not permitted.
Ringers: taking an exam for someone else, or permitting someone else to take one's
exam. Submitting the same paper in more than one course without permission of the
instructors.
Plagiarizing: copying someone else's writing or paraphrasing it too closely, even if it
constitutes only some of your written assignment.
Submitting the same paper in more than one course without approval of the instructors.
Falsifying documents or records related to credit, grades, status (e.g., adds and drops,
P/NC grading), or other academic matters.
Altering an exam or paper after it has been graded in order to request a grade change.
Stealing, concealing, destroying, or inappropriately modifying classroom or other
instructional material, such as posted exams, library materials, laboratory supplies, or
computer programs.
Preventing relevant material from being subjected to academic evaluation.
Americans with Disabilities Act:
If you have a physical, psychological, medical, or learning disability that may impact your course
work, please contact Disability Support Services at (631) 632-6748. They will determine with
you what accommodations are necessary and appropriate. All information and documentation
is confidential.

Students who require assistance during emergency evacuation are encouraged to discuss their
needs with their professors and Disability Support Services. For procedures and information go
to the following website: http://www.sunysb.edu/ehs/fire/disabilities.shtml
Critical Incident Management:
Stony Brook University expects students to respect the rights, privileges, and property of other
people. Faculty are required to report to the Office of Judicial Affairs any disruptive behavior that
interrupts their ability to teach, compromises the safety of the learning environment, or inhibits
students' ability to learn. Faculty in the HSC Schools and the School of Medicine are required to
follow their school-specific procedures.
Blackboard:
You can access class information on-line at: http://blackboard.sunysb.edu. If you are a student
and encounter a problem logging into Blackboard, you will need to bring photo ID to either the
Melville Library SINC Site Room S1460 or the Union SINC Site Room 080 and speak to a
Blackboard Administrator from Saturday - Friday from 9 am - 5 pm.

Class Schedule and Assignments:

(Note that this schedule is tentative; updates will be posted to Blackboard as needed)
Date

Topic

Reading

Assignment(s) due before

class

No class Labor Day Weekend

Aug 30
Sept 6

Course Introduction

Sept 13

Marketing Research Kellogg on Mktg

& Consumer
ch.18
Behavior
K&K ch.6

Response paper 2 (Topic TBA)

Sept 20

Creating and
Managing Brands

KoM ch. 6

Response paper 3 (Topic TBA)

Sept 27

Positioning
Group Project Intro

KoM ch.4-5

Response paper 4 (KoM ch.4-5)

Oct 4

Segmenting &
Targeting

K&K ch.8
KoM ch.2

Response paper 5 (Topic: STP

in your company)

Oct 11

Exam 1 (Midterm)

Oct 18

Marketing Strategy

K&K ch.2 & 12

Response paper 6 (Topic TBA)

Pricing &
Psychological
Considerations
Customer Loyalty

K&K ch.14
KoM ch.9

Response paper 7 (KoM ch. 9)

K&K ch.5
KoM ch.7

Response paper 8 (KoM ch. 7)

Oct 25

Syllabus
Article: Marketing
Myopia

Profiles
Response paper 1 (Marketing
Myopia)

No class

Nov 1

Nov 8

Nov 15

10

New Products &

Innovation

K&K ch. 20
KoM ch.15-16

Response paper 9 (KoM ch. 1516)

Nov 22

11

Distribution

KoM ch.11

Response paper 10 (Topic TBA)

No class Thanksgiving

Nov 29
Dec 6

12

Presentations

Dec 13

13

Exam 2 (Final)

Group Projects