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Chapter 1 - Overview of Marketing M: Marketing 6th
Copyright © 2019 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
1
Instructor’s Manual: Implementation
Guide
This improved Instructor’s Manual (IM) contains more than just summaries of key concepts and features from the
sixth edition of M: Marketing that can be used as springboards for class discussion; it also provides best practices for
how to utilize the full product suite (from the textbook to SmartBook® to Connect®). In addition, this manual
includes a variety of supplemental teaching resources to enhance your ability to create an engaging learning
experience for your students. Regardless of whether you teach in face-to-face traditional classrooms, blended
(flipped) classrooms, online environments, or hybrid formats, you’ll find everything you need in this improved
resource.
The IM follows the order of the textbook outline for each chapter and is divided into sections for each learning
objective. To ease your class preparation time, we’ve included references to relevant PowerPoint slides that can be
shown during class. Note that you can adjust slides as needed to ensure your students stay actively engaged
throughout each session.
AVAILABLE INSTRUCTOR RESOURCES
Within the Instructor Resources Tab, located in the Connect® Library, you will find the following Instructor
Resources:
▪ Instructor’s Manual
▪ PowerPoint Presentations (Accessible)
▪ Test Bank
▪ Author Newsletter Blog
▪ Video Library
▪ Connect Content Matrix
Instructor’s Manual
This Instructor’s Manual is posted by chapter. Within each section of the IM you will find an assortment of feature
summaries, examples, exercises, and Connect® Integration assignments intended to enhance your students’ learning
and engagement.
Chapter 1 - Overview of Marketing M: Marketing 6th
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McGraw-Hill Education.
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PowerPoint Presentations
A set of ADA-accessible PowerPoints is available with each chapter and covers:
▪ Chapter Learning Objectives
▪ Key examples
▪ Key exhibits
▪ Key concepts and frameworks
▪ Progress checks
▪ Glossary terms
Some slides include teaching notes to guide your discussion of the content that appears on each slide.
Test Bank
Test Bank questions are posted by chapter. You will find a variety of question types within the test bank such as
Matching, Ranking, Multiple Choice, Select-All-That-Apply, True/False, Short Answer, and Essay to test student
mastery across Bloom’s Taxonomy (i.e., Understand, Apply, and Analyze). Due to the evolving needs around
Chapter 1 - Overview of Marketing M: Marketing 6th
Copyright © 2019 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
3
Connect Content Matrix
The Connect Content Matrix provides a brief overview of all the application exercises available in the course. It
lists the Learning Objectives, topic tags, Bloom’s levels, and difficulty levels associated with each exercise.
Connect®, McGraw-Hill’s online assignment and assessment system, offers a wealth of content for both students
and instructors. Assignable activities include the following:
USING SMARTBOOK® TO ENHANCE STUDENTS’
PERFORMANCE
The LearnSmart®-powered SmartBook® is assignable through Connect. One of the first fully adaptive and
individualized study tools designed for students, it creates for them a personalized learning experience, giving them
the opportunity to practice and challenge their understanding of core marketing concepts. The reporting tools within
SmartBook® show where students are struggling to understand specific concepts.
Typically, SmartBook® is assigned by module (chapter), and you can set which learning objectives to cover as well
as the number of probes the student will see for each assignment. You can also set the number of points a
SmartBook® module is worth in the course. Usually, applying a minimal number of points for completion of each
module is enough to encourage students to read the chapter. Many instructors assign these modules to be completed
before the class or online session.
SmartBook® provides several diagnostic tools for you to gauge which concepts your students struggle to understand.
Below is the set of adaptive assignment reports available in SmartBook®:
The Module Details report shows you the results for the students in the class overall. These details reveal where in
the chapters students might be struggling. The module gives the chapter section, average time spent, average
questions per student correct/total, and the percentage of correctness (based in number of assigned items).
Information about the most challenging sections for students can help you refine the focus of the next face-to-face,
hybrid, or online session.
The Metacognitive Skills report captures students’ confidence in their competency of the materials. Below you will
find a recreation of the Metacognitive Skills report. In it, you can see that the second student is confident and mostly
Chapter 1 - Overview of Marketing M: Marketing 6th
Chapter 1 - Overview of Marketing M: Marketing 6th
Copyright © 2019 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
5
or post-lecture activities. Each animation is accompanied by three to four multiple-choice questions to
check student attention and comprehension.
2) Case Analyses and Video Cases each feature real-world firms and industries different than those discussed
3) Click-and-Drag exercises help students actively demonstrate their understanding of the associated learning
objectives. Some require students to match examples to concepts, to place series of steps in the correct
sequence, or to group examples together under their correct categories.
Application Exercises can be assigned as preparatory exercises due before class (this is especially good for flipped
classrooms), or after class as concept comprehension checks. Consider assigning two or three Application Exercises
per chapter.
Applications Exercises will generally be assigned as homework or practice as part of the overall class grade. A
general rule of thumb would be to make application exercises worth 5 to 10 points each, since these require more
time and thought than a test bank question might.
To find the Applications in Connect®, go to “Add Assignment” and select “Question Bank.” Within this question
bank will find a drop-down menu of all the book-level assignments and chapter-level assignments. You can then
select the ones you wish to assign.
Chapter-level quizzes and full chapter test banks are also found in the Question Bank’s drop-down menu. Apply a
relatively low value to each question—for example, 1 or 2 points each—since numerous questions are typically
assigned for each chapter. You can decide when to surface the feedback to students. Selecting to display feedback
after the assignment due date helps to prevent cheating; that is, it keeps students from sharing the correct answers
with other students while the questions are still open and available. For this reason, it is suggested that no feedback
to quizzes and test bank exams be made available until after the assignment is due.
ASSIGNING EXERCISES AND GRADING POLICIES: BEST
PRACTICES
To fully utilize the power of the digital components, it is recommended that you assign the SmartBook® reading and
adaptive learning probes before class meets. Application Exercises can be completed either before or after class; if
they are completed before class, they can sometimes serve as good springboards for class discussions. The chapter
quiz makes a good check on comprehension of the material and may work best if assigned after each class period.
The test bank serves as a good resource for building mid-term or final exams.
Chapter 1 - Overview of Marketing M: Marketing 6th
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attempts together (several attempts are particularly good for homework assignments),
• deduct points for late assignment submissions (percentage deduction per hour/day/week/etc.) or create hard
deadlines thus accepting no late submissions,
• show feedback on application/questions immediately upon submission or at the time the assignment is due for
the whole class, create new assignments or questions from scratch, or edited versions from a variety of provided
resources.
Throughout the IM for each chapter, we integrate materials from the PowerPoint slides and provide summaries for
each of the Connect® Application Exercises at the end of each chapter. These summaries are intended to give you a
sense of the learning goal behind each exercise. We hope this integration of resources will help you to convey core
principles of marketing topics holistically, effectively, and efficiently to your students.
Chapter 1 - Overview of Marketing M: Marketing 6th
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Chapter 1
Overview of Marketing
Tools for Instructors
• Chapter Overview
• Brief Chapter Outline
• Learning Objectives
• Extended Chapter Outline
• PowerPoint Slides
• Additional Resources
• Connect Application Exercises
Chapter Overview
In this chapter, the goal is to provide an overview of marketing and encourage students to think about the
specific aspects of the marketing mix.
Brief Chapter Outline
What Is Marketing?
Why Is Marketing Important?
LO1-1 Define the role of marketing in organizations.
Marketing is the activity, set of institutions, and processes for creating, capturing, communicating,
delivering, and exchanging offerings that have value for customers, clients, partners, and society at large.
Marketing strives to create value in many ways. If marketers are to succeed, their customers must believe
LO1-2 Describe how marketers create value for a product or service.
Value represents the relationship of benefits to costs. Firms can improve their value by increasing
benefits, reducing costs, or both. The best firms integrate a value orientation into everything they do. If an
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4. Value-Based Marketing Era
1. What is the definition of marketing?
2. Marketing is about satisfying _____ and _____.
3. What are the four components of the marketing mix?
4. Who can perform marketing?
5. What are the various eras of marketing?
G. How Do Marketing Firms Become More Value Driven? (PPT 1-18)
Social & Mobile Marketing 1.1 What Comes Around: Marketing Today discusses how
1. Does providing a good value mean selling at a low price?
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2. How are marketers connecting with customers using social and mobile media?
II. Why Is Marketing Important? (PPT 1-24)
Ethical & Societal Dilemma 1.1: Free Fruit for Children: What Could Go Wrong? discusses
grocers that have set up stands to give away free fruit to children under a certain age. What do
students think of this idea?
D. Marketing Can Be Entrepreneurial (PPT 1-28)
✓
Progress Check: Several questions are offered for students to check their understanding of core
concepts.
1. List four functions that illustrate the importance of marketing.
2. A firm doing the right thing emphasizes the importance of marketing to _____.
Additional Resources
Place is one of the most difficult concepts for students because it is largely invisible to them as
consumers. They touch hard goods, experience services, view and hear promotions, and pay for what
they buy, but it can seem that products almost appear magically. One recent trend among
environmentally conscious consumers is to seek out products produced within a 100-mile radius of their
hometowns. Buying these products reduces costs and detrimental environmental effects by reducing
emissions associated with transportation and storage. Students should visit local grocery markets, identify
goods, and investigate how far the products traveled (and by what means) to reach the store’s shelves.
From this experience, a rich discussion of both distribution decisions and marketing’s impact on society
can evolve.
To make the eras of marketing clear to students, divide the class into groups with each group assigned to
a specific era. Ask the students to identify a business that adheres to their assigned era in terms of its
business philosophy and approach. They should present the business to the class with evidence of the
business’s philosophy. Each brief presentation should include an assessment of whether the orientation
is appropriate to the business given its competitive environment, target audience, and positioning strategy
and if not, what orientation would be best.
Chapter 1 - Overview of Marketing M: Marketing 6th
Copyright © 2019 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
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Connect Application Exercises
This section summarizes each Application Exercise available with this chapter. Each summary comprises
an introduction to the exercise, concept review, and follow-up activity. Associated details related to the
learning objectives, activity type, AASCB category, and difficulty levels are also included. These
summaries are intended to guide your course planning; perhaps you want to assign these exercises as
homework or practice, before or after class. For best practices on how and when to assign these
exercises, see the IM Implementation Guide at the beginning of this chapter.
Application Exercise
Type
Learning Objectives 01-
01
02
03
Zipcar: Creating Value in the Marketplace
Case Analysis
X
X
X
The Marketing Mix: Travel Goods and Services
Click & Drag
X
Jeans
Video Case
X
X
Value: The Bottled Water Industry
Video Case
X
X
Delivering Value at Red Mango
Video Case
X
X
Dunkin’ Donuts: Delivering on the Brand Promise
Video Case
X
X
From Beans to Pralines: The Global Chocolate Market
Case Analysis
X
X
X
Making a Market: Vosges Haut-Chocolat
Video Case
X
X
ISeeIt Video Case: Value Creation Through the
Marketing Mix
Video Case
X
ZipCar: Creating Value in the Marketplace
▪ Activity Type: Case Analysis
▪ Learning Objectives: 01-01, 01-02, 01-03
▪ Difficulty: Medium
▪ Activity Summary: This case describes Zipcar’s operations, focusing on how it creates value.
Students answer questions relating the case to chapter concepts.
Activity
▪ Introduction: Nearly a decade ago, the founders of Zipcar decided to bring the car-sharing
experience to the United States. Since then, Zipcar has developed the gold standard by offering its
members 24/7 access to thousands of cars around the world and creating a revolution in the way
many people think about alternate transportation.
▪ Concept Review: Understanding the marketplace, and especially consumers’ needs and wants, is
fundamental to marketing success. Marketing focuses on creating value for customers, clients,
partners, and society at large.
Follow-up Activity
Zipcar has a special program targeted at universities. Ask the students the following questions:
▪ How might students’ wants and needs differ from those of Zipcar customers in general?
▪ What kind of marketing (B2C, B2B, C2C) is Zipcar engaging in when it works with universities to get
Zipcar locations approved on campus?
▪ How can Zipcar create value for university administrators, such that they would be interested in
having Zipcar locations on campus?
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The Marketing Mix: Travel Goods and Services
▪ Activity Type: Click & Drag
▪ Learning Objectives: 01-01
▪ Difficulty: Medium
▪ Activity Summary: The student is presented with eight marketing activities performed by two travel
companies—one that manufactures products, and one that offers services. Students are asked to
classify the activities according to both the marketing mix element and the product type (goods or
services) it represents.
Activity
▪ Introduction: Two travel-oriented companies—one a producer of goods, the other a service
provider—have different marketing mixes. In this activity, you categorize a set of statements about
each company's marketing activities according to the four Ps (product, price, place, and promotion).
▪ Concept Review: Marketing traditionally has been divided into a set of four interrelated decisions
known as the marketing mix, or four Ps: product, price, place, and promotion.
A sentence of explanation is offered for each of the rectangles to the left when the student rolls the
mouse pointer over it.
Follow-Up Activity
▪ In small groups, have students select a company/brand from which they buy products or services.
Then, have them fill in examples of marketing activities that fit into each of the four Ps.
Jeans
▪ Activity Type: Video Case
▪ Learning Objectives: 01-01, 01-02
▪ Difficulty: Medium
▪ Activity Summary: This video case discusses the market for blue jeans, with its wide price range
and many different sets of customer needs and wants. After the video ends, students are asked
questions about the video and related course concepts.
Activity
▪ Introduction: Marketing involves satisfying the needs and wants of consumers. However, not all
consumers have the same needs and wants. The marketing of blue jeans is a good example of how
marketers develop a different marketing mix to suit the needs of different consumers.
▪ Concept Review: First invented in the United States, blue jeans represent everything American. How
blue jeans went from their humble beginnings to the height of high fashion is a marketing success
story. There are dozens of brands, ranging from the $10 pair to the $1,000 pair, with numerous
offerings between the two extremes to meet the needs of every type of consumer. Marketers must
understand what consumers value in order to manage the marketing mix to deliver the right set of
benefits to different consumers.
▪ Video: The video is presented to the student below the introductory information. The video plays
embedded on the page, after which questions are presented.
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Follow-Up Activity
In groups or individually, ask students to:
1. List all the brands of jeans they can think of, from basic discount brands to the hip designer
brands.
to establish different brand images.
Value: The Bottled Water Industry
▪ Activity Type: Video Case
▪ Learning Objectives: 01-01, 01-02
▪ Difficulty: Medium
▪ Activity Summary: This video case traces the evolution of the bottled water industry. After the video
ends, students are asked questions about the video and related course concepts.
Activity
▪ Introduction: Bottled water companies create value for customers even though they sell a natural
resource that is free and abundant. Water was first positioned as a premium product that indicated
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Hold a group discussion—or a structured debate, with students assigned to argue a particular position—
on the ethics of the bottled water industry. Some potential sources:
I. Summary of the issues from environmental and clean water advocacy groups:
▪ http://www.nrdc.org/water/drinking/qbw.asp - Natural Resources Defense Council. Addresses both
water safety and environmental impact
▪ http://thewaterproject.org/bottled_water_wasteful - from The Water Project
II. How bottled water brands are trying to address concerns:
Ethos water and others selling “ethical” bottled water.
Delivering Value at Red Mango
▪ Activity Type: Video Case
▪ Learning Objectives: 01-01, 01-02
▪ Difficulty: Medium
▪ Activity Summary: This video reviews Red Mango’s marketing mix and its approaches to value
creation. After the video ends, students are asked questions about the video and related course
concepts.
Activity
▪ Introduction: Founder Dan Kim opened the first U.S.- based Red Mango in Los Angeles in 2007. He
quickly expanded, and there are currently more than 200 locations in 27 states, plus a few locations
outside the U.S. Red Mango has successfully combined a healthy product (frozen yogurt) with cool,
fun shops to hang out in. Red Mango uses 100% all natural, non-fat or low-fat kosher, and gluten-free
frozen yogurt fortified with probiotics. It has expanded its menu to include fresh fruit smoothies,
Chapter 1 - Overview of Marketing M: Marketing 6th
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Dunkin’ Donuts: Delivering on the Brand Promise
▪ Activity Type: Video Case
▪ Learning Objectives: 01-01, 01-02
▪ Difficulty: Medium
▪ Activity Summary: This video case discusses the overall strategy Dunkin’ Donuts uses to build its
brand and create value for customers. After the video ends, students are asked questions about the
video and related course concepts.
Activity
Follow-Up Activity
▪ Discuss how Dunkin’ Donuts uses its strategy to differentiate itself from its major competitors in the
Coffee and Breakfast marketplace. Some points to consider:
o Dunkin’ Donuts focuses on good value at a reasonable price, mixing coffee and food.
o Starbucks focuses more on quality to justify its high price, and has a stronger focus on coffee
drinks, with food available but not a primary focus.
o McDonald’s offers food at all times of the day in addition to its McCafé offerings. It has thousands
of locations, and keeps a strong focus on low price and fast service.
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From Beans to Pralines: The Global Chocolate Market
▪ Activity Type: Case Analysis
▪ Learning Objectives: 01-01, 01-02, 01-03
▪ Difficulty: Medium
▪ Activity Summary: Students read a case reviewing strategies adopted by different chocolate brands,
and then answer questions requiring them to apply the six core aspects of marketing to what they
have read.
Activity
Follow-Up Activity
Students might enjoy learning about Dr. Dan Ariely’s “Hershey Kiss Experiment,” in which students were
Making a Market: Vosges Haut-Chocolat
▪ Activity Type: Video Case
▪ Learning Objectives: 01-01, 01-02
▪ Difficulty: Medium
▪ Activity Summary: This video case presents a marketing mix for a small brand that seeks to
differentiate itself through luxury and innovation. After the video ends, students are asked questions
about the video and related course concepts.
Activity
▪ Introduction: Vosges Haut-Chocolat is a chocolate brand seeking to make consumption of their
chocolate a luxury experience which has grown along with the market for high-end chocolate. The
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Follow-Up Activity
▪ Compare Vosges to Godiva, which is probably the best-known luxury chocolate brand in the USA.
What advantages does Godiva have over Vosges? How can Vosges compete successfully with
Godiva (both in terms of its current activities and other things it might do)? Points to consider:
o Godiva has far more brand recognition, more of its own stores, and a wider distribution
network.
o Vosges has its innovative flavors; in addition, the very fact that it is not as well-known might
allow the brand to create a more exclusive, super-premium image.
iSeeIt Video Case:
Value Creation Through the Marketing Mix
▪ Activity Type: Video Case
Activity
▪ Introduction: Value is when a customer receives more than they give up, such as when a customer
pays for a product or service. The definition of value often shifts based upon what each customer is
looking for in the product or service they are purchasing. Take for instance the Hernandez family and
Follow-Up Activity
Discuss some of the places around your university where people can go for a cup of coffee. How do they
differ in the value they offer?
