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MKTG 651

Strategic Marketing for Nonprofits (1.5)

Spring Semester 2017

Faculty Name: Michael Carberry Office Location: Room 28, KSB
Faculty E-mail: carberry@american.edu Phone: 202-885-1934
Office Hours: Preferred contact: e-mail
Monday 3:30-4:30
Tuesday 11:30-12:30
Thursday 3:30-4:30
.or by appointment
Class Time Monday: 5:30-8:00 PM
Course Description
Course Level: Graduate (1.5 credits)
This course explores the use of best practice strategies to meet the unique marketing
requirements of nonprofit organizations in fields such as healthcare, education, global
affairs, the arts, and the environment. Lectures and case studies focus on topics such as
the development of three-sector (government-business-nonprofit) marketing alliances,
volunteer recruitment, fundraising, and communications and branding as practiced by
leading nonprofit organizations serving U.S. and global audiences. Prerequisite: MKTG-612
or MKTG-632.

Course Objectives
The primary objective of this course is to expose graduate students to the application of
traditional marketing principles and techniques to the unique challenges and rewards of
marketing on behalf of nonprofit organizations.

Nonprofit marketing is very different than marketing for companies and organizations
focused on generating profit for owners. Some students will decide that the nonprofit world
is where they want to start their career. This course will help prepare them for the
challenges they will face and the lessons-learned that will help them overcome obstacles
and turn challenges into opportunities. Others will focus on working for companies that sell
products and services. But at some point in their successful careers they will likely be asked
to join a nonprofit board or serve as marketing committee volunteer. This course will help
them understand how they can best use their commercial marketing skills to meet the
marketing needs of the nonprofit organization whether it be a ballet company, a wildlife
preservation group or a cancer research foundation.

This course offers students an opportunity to:

Understand the applications of the marketing mindset to meet the needs of nonprofit
target audiences such as donors, volunteers, funding agencies and various other
As a member of a team, a) analyze a case about the marketing decisions a nonprofit
organization needs to make and b) recommend a course of action based on this

Course lectures, discussions and materials will include:

Examples of successful nonprofit marketing campaigns
In-depth case analysis and discussion
Guest speakers from nonprofit organizations who will discuss the marketing
challenges they face in, for example, recruiting volunteers, fundraising and securing
significant communications support from paid media outlets.


Strategic Marketing for Nonprofit Organizations. Seventh Edition, Andreasen and Kotler,
Pearson Prentice Hall. (This book is very good. It is co-written by one of the early social
marketing pioneers, Alan Andreasen, a friend of mine and just retired as a Professor at
Georgetown University.)

Blackboard: All students are expected to visit and read the announcements on the
Blackboard website regularly. Email also should be checked regularly for announcements.

Cases: Two Harvard Business School cases will be analyzed and discussed during the
semester. We will also discuss, Note on the Nonprofit Sector.

Go Red for Women: Raising Heart Health Awareness, Harvard Business School Case
#9-507-026, Dec 2007
The Dana Farber Cancer Institute: Development Strategy, Harvard Business School
Case #9-599-104, Dec 2007
Note on the Nonprofit Sector, Harvard Business School Case #9-308-033

I have created a course area, Nonprofit Marketing, on the Harvard Business Online
website where you can order the two cases and the Note on Nonprofit Sector. Use this
link to order the course material.


The grading scale for the course is as follows:

A = 94%-100% C+ = 77%-79.9%
A- = 90%-92.9% C = 73%-76.9%
B+ = 87%-89.9% C- = 70%-72.9%
B = 83%-86.9% D = 65%-69.9%
B- = 80%-82.9% F = 64.9%-0

The major elements of grading are the following:

Due Element
Dana Farber Team Paper &
Presentation 30%
2/20/17 Go Red for Women 20%
2/27/17 3 Recommendations 20%
3/6/17 Exam 25%
Participation 5%

1) Team Written Case Analysis & Presentation (30% of grade)

Each team will analyze The Dana Farber Cancer Institute: Development Strategy case
and present their analysis. The assignment will consist of a) a written analysis of the
case answering the questions below b) a 15 minute presentation of this analysis to the
class. There is no suggested length for the written analysis. The team is to use their
judgment to produce a compelling document. There is no need for a team to describe
the Institute or its programs. Just address the questions below. Send via email with one
or all of the team members names in the file name. Due February 13.

a) Which of the three fundraising opportunities described on pages 14 and 15 of the

case should Dana-Farber accept? Why?

i) The $1 million from the major food company.

ii) The $350K/year for three years from the up-and-coming Asian car manufacturer
iii) The $1 million from the major medical products company.

b) Would you alter the portfolio of fundraising programs utilized at Dana-Farber? How
does each contribute to the mission and strategy of the institution?
c) What are the one or two major challenges facing Susan Paresky as the Chief
Development Officer of this highly successful institution? How should she address

2) Individual Written Assignment (20% of grade)

Students will analyze the case study, Go Red for Women, that focuses on nonprofit
marketing challenges and opportunities. Prepare a paper (1,500+ words) detailing your
conclusions and indicated actions based on your analysis. Make sure your analysis
addresses the 3 questions below. Send via email with your last name in the file name.
Remember, please don't repeat the facts mentioned in the case unless you're using
them to support your analysis.

Also, please submit your own analysis not one rewording the many analyses of
Harvard cases available on the Internet and from essay-writing companies. I want
original thinking. Due February 20.

i) Why is the AHA attempting to court corporate sponsors in a historically nonprofit

ii) What are internal and external challenges associated with such a move?
iii) How should the AHA go about addressing the three programs raised at the end of
the caseChildhood Obesity, Physical Inactivity in Adults, and Stroke in African

3) Marketing Recommendations to a Nonprofit (20% of grade) This is an individual

assignment. Pick any major nationwide nonprofit organization whose mission interests
you. Develop three marketing related ideas you have to improve their image in the
United States so that their services, fundraising and recruiting efforts will benefit.
Consider what they're doing now and suggest some new approaches. Write this
assignment from the perspective of a marketing consultant reporting to the Board of the
organization. In that report tell the Board where you got the background information and
data related to their organization (e.g. their website, news reports, etc.) that serve as
the basis for your recommendations. I have no suggested length. Use your best
judgment. Due February 27.

4) Exam (25% of grade) This will be a 2-hour exam on March 6 to evaluate your
understanding of the material discussed in the class. Essay format. No multiple choice.

Tentative* Schedule & Assignments

Date Topic Due

Jan 23 Syllabus, Scope of Nonprofits in
2017 the U.S.
Jan 30 2017 Myths & Differences vs. For-Profits
Feb 6 2017 Foundations & Philanthropists
Marketing Concept as applied to
Feb 13 Nonprofits, Dana Farber Dana
2017 presentations. Farber
Feb 20
2017 Strategic Planning, Fundraising Go Red
Feb 27 Nonprofit
2017 Recruitment, Cause Marketing. report
Mar 6 2017 Exam
*I want to be flexible in planning each two-hour+ session so I dont want to lay out a definitive plan for each.
You will, thus, not be responsible for having read a certain chapter or researched a specific topic in advance of a
class. I would like you, however, to have read the Harvard Note on Nonprofit Sector before the 2nd class session.
The nonprofit sector in the U.S. is huge in terms of numbers of organizations and individuals employed, revenue,
scope of their missions, % of U.S. population engaged, etc. There are many facets to nonprofit marketing efforts
that are the same as those of commercial marketingand many that are significantly different. I was on the
Board of the Washington Ballet for 15 years and also was the President of the American Cancer Societys DC

division. In my opinion, the marketing job for many nonprofit executives is more difficult than it would be, for
example, if you were the brand manager for Crest toothpaste (more on this during the class sessions).

Policies of this course

Attendance is required; therefore I expect that you will treat this course as you would any
other professional responsibilityif you know you will be unable to attend, please send an
e-mail to let me know why. If the absence is unplanned, I would still appreciate hearing
from you during the next class session. If you miss a class for some unavoidable reason
(like health or other emergencies or for a religious observance), it is your responsibility to
find out about any announcements regarding the course made that day and to get notes for
the missed class from another student and learn the material. You are of course welcome to
approach me if you need help or clarifications on any material you might have missed.

Assignments and Exams:

Assignments are due at the beginning of class on the dates indicted. If you know you will
not be in class when an assignment is due you can submit it to me by email but I must get
it before the class starts. Assignments that are late will have the grade reduced by 10% for
each day past the due date.

Marketing Department Policy for Makeup Exams

Makeup exams will be allowed in only the following instances.

(1) Students who have registered with the Academic Support and Access Center and have
an approved accommodation that allows for flexibility in attendance, provided the student
notifies the professor by email in advance of the scheduled time for the exam to begin. The
professor may request that the students ASAC counselor confirm that the need for
rescheduling is a direct result of the students disability.

(2) If you cannot attend the exam because of the observance of an approved religious
holiday as outlined in the Undergraduate Academic Regulations. You must notify your
professor at least one week prior to the initially scheduled exam date.

(3) You have a direct AU class conflict. If this is the case, if possible, you must notify your
instructor in writing and provide documentation at least one week prior to the initially
scheduled exam date.

(4) You are participating in, an AU athletic team event, or other AU sanctioned activity, that
occurs during the exam time or that requires travel during the exam time. If this is the
case, if possible, you must notify your instructor in writing (email) and provide
documentation at least one week prior to the initially scheduled exam date.

(5) If you cannot attend an exam because of a documented serious illness that arises
unexpectedly or a serious and unexpected event, such as a death in your immediate family,
you must notify both your instructor and the Dean of Students Office in writing, if possible,
before the exam date (email will suffice as your initial notification: dos@american.edu).
These special circumstances will be reviewed by the Dean of Students Office and handled
on a case-by-case basis.

Additional makeup exams outside of these categories are not available.

Students who are aware of conflicts, or should have known of schedule conflicts, and do not
make arrangements to take a make-up exam will receive a score of zero for the exam.

Course Conduct:
1.Students are expected to be fully prepared to participate in class discussions.
2.Unacceptable class conduct includes late arrivals, reading extraneous material in class
and initiating and participating in sidebar discussions. All cellular phones must be turned off
during class hours.
3.Given the late hour its OK to eat something light during the class sessions but no big
meals please.

Class Participation: (5% of grade)

1.Active participation is vital. Participation includes offering meaningful comments during
case discussions and thoughtfully answering questions based on the text, cases and other
2.It is important to review and think about assigned readings before each meeting and to
come to class prepared to raise questions, comments, and points of

Academic Integrity Code

Academic integrity is paramount in higher education and essential to effective teaching and
learning. As a professional school, the Kogod School of Business is committed to preparing
our students and graduates to value the notion of integrity. In fact, no issue at American
University is more serious or addressed with greater severity than a breach of academic
Standards of academic conduct are governed by the Universitys Academic Integrity Code.
By enrolling in the School and registering for this course, you acknowledge your familiarity
with the Code and pledge to abide by it. All suspected violations of the Code will be
immediately referred to the Office of the Dean. Disciplinary action, including failure for the
course, suspension, or dismissal, may result.
Additional information about the Code (i.e. acceptable forms of collaboration, definitions of
plagiarism, use of sources including the Internet, and the adjudication process) can be
found in a number of places including the Universitys Academic Regulations, Student
Handbook, and website at <http://www.american.edu/academics/integrity>. If you have any
questions about academic integrity issues or about standards of conduct in this course,
please discuss them with your instructor.

Academic Support Services

If you experience difficulty in this course for any reason, please dont hesitate to consult
with me. In addition to the resources of the department, a wide range of services is
available to support you in your efforts to meet the course requirements.
Academic Support and Access Center (x3360, MGC 243) offers study skills workshops,
individual instruction, tutor referrals, and services for students with learning disabilities.
Writing support is available in the ASAC Writing Lab or in the Writing Center, Battelle 228.

Counseling Center (x3500, MGC 214) offers counseling and consultations regarding
personal concerns, self-help information, and connections to off-campus mental health
Disability Support Services (x3315, MGC 206) offers technical and practical support and
assistance with accommodations for students with physical, medical, or psychological
disabilities. If you qualify for accommodations because of a disability, please notify me in a
timely manner with a letter from the Academic Support Center or Disability Support
Services so that we can make arrangements to address your needs.
Kogod Center for Business Communications (x1920, KSB 101) To improve your writing,
public speaking, and team assignments for this class, contact the Kogod Center for
Business Communications. You can get advice for any written or oral assignment or for any
type of business communication, including memos, reports, individual and team
presentations, and PowerPoint slides. Hours are flexible and include evenings. Go to
http://www.kogod.american.edu/cbc and click on "make an appointment," visit KSB 101, or
email cbc@american.edu. You may also call x1920.

Financial Services and Information Technology Lab (FSIT) (x1904, KSB T51) to excel in your
course work and to maximize your business information literacy in preparation for your
chosen career paths, we strongly recommend to take advantage of all software
applications, databases and workshops in the FSIT Lab. The FSIT Lab promotes action-
based learning through the use of real time market data and analytical tools used by
business professionals in the market place. These include Bloomberg, Thomson Reuters,
Argus Commercial Real Estate, Compustat, CRSP, @Risk etc. For more information, please
check out the website at Kogod.american.edu/fsit/ or send us an email to


In the event of an emergency, American University will implement a plan for meeting the
needs of all members of the university community. Should the university be required to
close for a period of time, we are committed to ensuring that all aspects of our educational
programs will be delivered to our students. These may include altering and extending the
duration of the traditional term schedule to complete essential instruction in the traditional
format and/or use of distance instructional methods. Specific strategies will vary from class
to class, depending on the format of the course and the timing of the emergency. Faculty
will communicate class-specific information to students via AU e-mail and Blackboard, while
students must inform their faculty immediately of any absence. Students are responsible
for checking their AU e-mail regularly and keeping themselves informed of emergencies. In
the event of an emergency, students should refer to the AU Student Portal, the AU Web site
(http://www.american.edu/emergency/) and the AU information line at (202) 885-1100 for
general university-wide information, as well as contact their faculty and/or respective
deans office for course and school/ college-specific information.

Your class participation goal should be to make insightful and compelling contributions; the
issue is one of quality, not quantity. There are three kinds of qualitative participation: 1)
irrelevant comments (which normally count for nothing); 2) recitation of the material; and
3) integration and application of concepts to practical situations. The latter is most helpful
to your own learning.

Below describes how your class contributions will be evaluated:

(95) Outstanding: Contributions in class and in the assignments consistently reflect
exceptional preparation. Ideas offered are always substantive, and provide one or more
major insight(s) as well as a fruitful direction for the class.
Arguments are well substantiated and persuasively presented. If this person were not a
member of the class, the quality of the discussions would be diminished significantly.
(90)Very Good: Consistent contributions in class and in the assignments reflect thorough
preparation. Ideas offered are most frequently substantive; provide good insights, and a
fruitful direction for the class. Arguments are well substantiated and are often persuasive. If
this person were not a member of the class, the quality of the discussions would be
diminished considerably.
(85) Good: Contributions in class and in the assignments, though not consistent, reflect
thorough preparation. Ideas offered are usually substantive; provide good insights, and
sometimes a fruitful direction for the class. Arguments, when presented, are generally well
substantiated and are often persuasive. If this person were not a member of the class, the
quality of the discussions would be diminished.
(80) Adequate: Contributions in class and in the assignments reflect satisfactory
preparation. Ideas offered are sometimes substantive, provide generally useful insights, but
seldom offer a major new direction for the discussion. Arguments are sometimes presented,
and are fairly well substantiated and sometimes persuasive. If this person were not a
member of the class, the quality of the discussions would be slightly diminished.
(75)Limited: This person has contributed little to class, so there is a limited basis for
evaluation. If this person were not a member of the class, the quality of the discussions
would be minimally affected.
(70) Non-participant: This person has contributed nothing in this class or in the assignments
to date, so there is not adequate basis for evaluation. If this person were not a class
member, the quality of the discussions would not be changed.
(60 & below) Unsatisfactory: Contributions in class and in the assignments reflect
inadequate preparation. Ideas offered are seldom substantive; provide few, if any, insights;
and never a constructive direction for the class. Integrative comments and effective
arguments are absent. Class contributions are, at best, cherry-picking efforts making
isolated, obvious, or confusing points. Also includes disruptive or distracting behavior in
class (e.g. talking to classmates, checking email, ringing cell-phone etc.). If this person
were not a member of the class, valuable airtime would be saved and/or others learning
would be enhanced.