Chapter 10 ♦ Product Concepts 1
CHAPTER 10 Product Concepts
This chapter begins with the learning outcome summaries, followed by a set of lesson plans for you to use to
deliver the content in Chapter 10.
• Lecture on page 3
• Company Clips (video) on page 4
• Group Work (for smaller sections) on page 5
Review and Assignments begin on page 6
Review questions
Application questions
Application exercise
Ethics exercise
Video Assignment
Case Assignment
Great Ideas for Teaching Marketing from faculty around the country begin on page 14
2 Chapter 10 ♦ Product Concepts
LEARNING OUTCOMES
10-1 Define the term product
A product is anything, desired or not, that a person or organization receives in an exchange. The basic goal of purchasing
decisions is to receive the tangible and intangible benefits associated with a product. Tangible aspects include packaging,
style, color, size, and features. Intangible qualities include service, the retailer’s image, the manufacturer’s reputation,
and the social status associated with a product. An organization’s product offering is the crucial element in any
marketing mix.
10-2 Classify consumer products
Consumer products are classified into four categories: convenience products, shopping products, specialty products, and
unsought products. Convenience products are relatively inexpensive and require limited shopping effort. Shopping
products are of two types: homogeneous and heterogeneous. Because of the similarity of homogeneous products, they
are differentiated mainly by price and features. In contrast, heterogeneous products appeal to consumers because of their
distinct characteristics. Specialty products possess unique benefits that are highly desirable to certain customers. Finally,
unsought products are either new products or products that require aggressive selling because they are generally avoided
or overlooked by consumers.
10-3 Define the terms product item, product line, and product mix
A product item is a specific version of a product that can be designated as a distinct offering among an organization’s
products. A product line is a group of closely related products offered by an organization. An organization’s product mix
includes all the products it sells. Product mix width refers to the number of product lines an organization offers. Product
line depth is the number of product items in a product line. Firms modify existing products by changing their quality,
functional characteristics, or style. Product line extension occurs when a firm adds new products to existing product
lines.
10-4 Describe marketing uses of branding
A brand is a name, term, or symbol that identifies and differentiates a firm’s products. Established brands encourage
customer loyalty and help new products succeed. Branding strategies require decisions about individual, family,
manufacturers’, and private brands.
10-5 Describe marketing uses of packaging and labeling
Packaging has four functions: containing and protecting products; promoting products; facilitating product storage, use,
and convenience; and facilitating recycling and reducing environmental damage. As a tool for promotion, packaging
identifies the brand and its features. It also serves the critical function of differentiating a product from competing
products and linking it with related products from the same manufacturer. The label is an integral part of the package,
with persuasive and informational functions. In essence, the package is the marketer’s last chance to influence buyers
before they make a purchase decision.
10-6 Discuss global issues in branding and packaging
In addition to brand piracy, international marketers must address a variety of concerns regarding branding and
packaging, including choosing a brand-name policy, translating labels and meeting host-country labeling requirements,
making packages aesthetically compatible with host-country cultures, and offering the sizes of packages preferred in host
countries.
10-7 Describe how and why product warranties are important marketing tools
Product warranties are important tools because they offer consumers protection and help them gauge product quality.
Express warranty = written guarantee
Implied warranty = unwritten guarantee
Chapter 10 ♦ Product Concepts 3
TERMS
brand
generic product name
product line depth
brand equity
global brand
product line extension
brand loyalty
implied warranty
product mix
brand mark
individual branding
product mix width
brand name
informational labeling
product modification
captive brand
manufacturer’s brand
service mark
co-branding
persuasive labeling
shopping product
convenience product
planned obsolescence
specialty product
express warranty
private brand
trademark
family branding
product
universal product code (UPCs)
product item
unsought product
product line
warranty
LESSON PLAN FOR LECTURE
Brief Outline and Suggested PowerPoint Slides:
Learning Outcomes and Topics
PowerPoint Slides
LO1 Define the term product
10-1 What Is A Product?
1: Product Concepts
2: Learning Outcomes
3: Learning Outcomes
4: What Is a Product?
5: What Is a Product?
6: What Is a Product?
LO2 Classify consumer products
10-2 Types of Consumer Products
7: Types of Consumer Products
8: Types of Products
9: Types of Consumer Products
10: Types of Consumer Products
LO3 Define the terms product item, product line, and
product mix
10-3 Product Items, Lines, and Mixes
11: Product Items, Lines, and Mixes
12: Product Items, Lines, and Mixes
13: Exhibit 10.1: Campbell’s Product Lines and Product
Mix
14: Benefits of Product Lines
15: Adjustments
16: Types of Product Modifications
17: Repositioning
18: Product Line Extension
LO4 Describe marketing uses of branding
10-4 Branding
19: Branding
20: Branding
21: Benefits of Branding
22: Branding Strategies
23: Branding Strategies
24: Advantages of Manufacturer’s Brands
25: Advantages of Private Brands
26: Advantages of Captive Brands
27: Individual Brands versus Family Brands
28: Co–branding
29: Trademarks
4 Chapter 10 ♦ Product Concepts
Learning Outcomes and Topics
PowerPoint Slides
LO5 Describe marketing uses of packaging and
labeling
10-5 Packaging
30: Packaging
31: Functions of Packaging
32: Labeling
33: Universal Product Codes
LO6 Discuss global issues in branding and packaging
10–6 Global Issues in Branding and Packaging
34: Global Issues in Branding and Packaging
35: Global Issues in Branding
36: Global Issues in Packaging
LO7 Describe how and why product warranties are
important marketing tools
10-7 Product Warranties
37: Product Warranties
38: Product Warranties
39: Chapter 10 Video
Suggested Homework:
• The end of this chapter contains assignments for the Zappos video and for the Google case.
• This chapter’s online study tools include flashcards, visual summaries, practice quizzes, and other resources that can
be assigned or used as the basis for longer investigations into marketing.
LESSON PLAN FOR VIDEO
Company Clips
Segment Summary: Zappos
Zappos discusses how the company builds its product offerings and enters into new fields. Zappos also has a limited line
of private label offerings that it creates to fill a perceived gap in the market. Choosing the correct products is the starting
point for Zappos to offer its great customer service and “deliver happiness.”
These teaching notes combine activities that you can assign students to prepare before class, that you can do in class
before watching the video, that you can do in class while watching the video, and that you can assign students to
complete as assignments after watching the video class.
During the viewing portion of the teaching notes, stop the video periodically where appropriate to ask students the
questions or perform the activities listed on the grid. You may even want to give the students the questions before
starting the video and have them think about the answer while viewing the segment. That way, students will be engaged
in active viewing rather than passive viewing.
PRE-CLASS PREP FOR YOU:
PRE-CLASS PREP FOR YOUR STUDENTS:
• Preview the Company Clips video segment for
Chapter 10. This exercise reviews concepts for LO1–
LO5.
• Review your lesson plan.
• Make sure you have all of the equipment needed to
show the video to the class, including the DVD and a
way to project the video.
• You can also stream the video HERE
• Have students review and familiarize themselves with
the following terms and concepts: product; types of
consumer products; product items, lines, and mixes;
branding; and warranties.
• Refer students to Exhibit 10.1, “Campbell’s Product
Lines and Product Mix.” Encourage students to think
of other companies that have multiple product lines
VIDEO REVIEW EXERCISE
ACTIVITY
Chapter 10 ♦ Product Concepts 5
Warm Up
Begin by asking students, “What is a product?”
In-class
Preview
• Discuss the types of consumer products.
• Review Exhibit 10.1 with students. Ask them to offer examples of product items and product
lines from other companies, making sure they understand the difference between product items,
lines, and mixes.
• Discuss the difference between a product line extension and the addition of a new product line;
and discuss the difference between mix width and line depth.
• Review the Company Clips questions below with students and make sure they’re prepared to
answer them after viewing the video.
Viewing
(Solutions
below.)
1. What type of products does Zappos offer? Why would you classify their products as you do?
2. When Zappos began offering Couture products, it is classified as which type of move? What
about working with vendors to sell more of his or her product?
Follow-up
Outside of class, have students create a chart or written statement that lists the items in the
product and/or service lines the college or university “sells.” The chart or list should place related
products and services into specific product lines, to be turned in at the following class or in
discussion section.
Solutions for Viewing Activities:
1. What type of products does Zappos offer? Why would you classify their products as you do?
Recycline offers consumer products. Students may argue for the products as convenience or shopping products.
2. When Zappos began offering Couture products, it is classified as which type of decision? What about
working with vendors to sell more of his or her product?
LESSON PLAN FOR GROUP WORK
In most cases, group activities should be completed after some chapter content has been covered, probably in the second
or third session of the chapter coverage. (See “Lesson Plan for Lecture” above.)
• For “Class Activity – Brand Names,” provide the information and the questions asked by the class activity.
• Applications questions 1and 2 lend themselves well to group work. For these activities, divide the class into
small groups of four or five people. Each group should read the question and then use their textbooks, or any
work completed previously, to perform the exercise. Then each group should discuss or present their work to
the class.
Class Activity – Brand Names
The use of branding on the Internet has become an important topic as more consumers turn to the Internet for
information and purchase. Ask students to list the five best known search engines on the Internet. They should then
explain what financial impact brand recognition has for those dot coms.
6 Chapter 10 ♦ Product Concepts
REVIEW AND ASSIGNMENTS FOR CHAPTER 10
REVIEW QUESTIONS
1. Although major appliances, like washers and dryers, are usually considered homogeneous shopping
products, the high-efficiency front-loaders that boast many more features than standard machines are
gaining in popularity. Do you think high-efficiency technology is enough to make washers and dryers
heterogeneous shopping products? Explain.
Students’ answers will vary.
2. A local civic organization has asked you to give a luncheon presentation about planned obsolescence. Rather
than pursuing a negative approach by talking about how businesses exploit customers through planned
obsolescence, you have decided to talk about the benefits of producing products that do not last forever.
Prepare a one-page outline of your presentation.
Students may come up with some creative reasons for producing products that do not last forever, but economic
APPLICATION QUESTIONS
1. Form a team of four or five. Have the team determine what the tangible and intangible benefits are for a
computer, a tube of toothpaste, a beauty salon, and a dentist.
Computer: Tangible benefits include the storage capacity, speed, aesthetics (such as variety of colors), and the
2. Break into groups of four or five. From the list of products below, have each member of the group classify
each product into the category (convenience, shopping, specialty, unsought) that they think fits best from
their perspective as a consumer (i.e., if they were buying the product). Products: Coca Cola (brand), car
stereo, winter coat, pair of shoes, life insurance, blue jeans, hamburgers, shampoo, canned vegetables, frozen
pizza.
Chapter 10 ♦ Product Concepts 7
3. Law & Order is a popular television show with numerous brand extensions. Do you think the brand is
overextended? Explain.
The effects of overextending the Law & Order brand have already begun. Because shows are available every day on
4. A local supermarket would like to introduce their own brand of paper goods (e.g., paper towels, facial tissue,
etc.) to sell alongside their current inventory. The company has hired you to generate a report outlining the
advantages and disadvantages of doing so. Write the report.
Although students’ answers will vary, they should address some of these points. Retailers’ private-label store brands
5. How does Hormel use its Web site (http://www.hormel.com) to promote its products? Is the site designed
more to promote the company or its brands? Check out the Spam Web site at http://www.spam.com. How do
you think Hormel is able to successfully sustain this brand that is often the punch line to a joke?
Students’ answers will vary.
6. Find a product at home that has a distinctive package. Write a paragraph evaluating that package based on
the four functions of packaging discussed in this chapter.
Students should cover how well the package communicates, protects, and aids in use.
7. List the countries to which Levi Strauss & Co. markets through its Web site, http://www.levi.com/. How do
the product offerings differ between the United States and European selections?
Levi Strauss markets in the United States, Canada, Europe/South Africa (38 countries), Asia/Pacific (Japan, Korea,
8. Land’s End and L.L. Bean are renowned for their product guarantees. Find and read the exact wording of
their guarantees on their Web sites. Do you think a company could successfully compete against either
without offering the same guarantee?
All other things being equal, it would be very difficult for a company to compete head–to–head with either Land’s
APPLICATION EXERCISE
What is your favorite brand of sandwich cookie? If you’re like most Americans, chances are it’s Oreo. In fact, Oreos are
so popular that many people think Oreo was the original sandwich cookie. But they’re wrong. Sunshine first marketed its
Hydrox sandwich cookie in 1908. Hydrox thrived until 1912, when Nabisco (now part of Kraft) launched Oreo. With
8 Chapter 10 ♦ Product Concepts
Nabisco’s superior distribution and advertising, Hydrox was soon outmatched. By 1998, Hydrox sales totaled $16
million, while Oreo’s revenues were at $374 million. Hydrox has been purchased by Keebler (subsequently purchased by
Kellogg), whose elves are trying to give the cookie a major facelift. You are part of the Keebler team deciding what to do
with the Hydrox brand.
Activities
1. Can you re-create Hydrox through a name change? What kind of brand name could go head-to-head with Oreo?
(Most people unfamiliar with Hydrox think it is a cleaning product.) Make a list of three to five possibilities.
2. How can you package your renewed sandwich cookie to make it more attractive on the shelf than Oreo? What
about package size? Draft a brief packaging plan for the new Hydrox (or whatever name you chose).
3. Can you modify the original formula to make something new and more competitive? Will a brand extension
work here? Why or why not?
Purpose: To show students how important branding can be to product success. Students try to relaunch the Hydrox
cookie brand (the original chocolate sandwich cookie) by investigating branding issues, including brand name and brand
mark, determining the role of packaging, and assessing the feasibility of brand extensions.
Setting It Up: This exercise will work best in teams or as a group project. It could also serve as the basis for a marketing
plan project.
This exercise was inspired by the following Great Idea in Teaching Marketing:
Alice Griswold
Clarke College
THE OREO DEBATE
This exercise can be effectively used in the chapters relating to “product” as it deals with issues pertaining to brands
(national versus private), packaging, brand loyalty, and image.
I come to class with three packages of chocolate sandwich cookies—Oreo, Hydrox, and a private-label brand. I then ask
the students which brand is their favorite. Invariably, most of the class chooses the Oreo cookie. At this point, we launch
into a taste test where each student selects one cookie from each package and “blindly” tastes them. Most are able to
identify the Oreo cookie, but struggle to differentiate between the other two. I then ask them which is the “original”
sandwich cookie. Oreo is always the answer, which is incorrect. The Sunshine Hydrox cookie first came on the market in
1908, and thrived until 1912 when Nabisco launched the remarkably similar Oreo. Given Nabisco’s marketing
superiority (distribution and advertising), Hydrox never had a chance. In 1998 sales of Hydrox totaled $16 million
against Oreo’s $374 million. Hydrox, now owned by the Keebler elves, is undergoing a major facelift:
• New name – Keebler Droxies. What did the Hydrox name mean? It came from a mix of hydrogen and oxygen
to signify pure ingredients, but consumer research studies revealed it sounded more like a cleaning fluid.
• Updated packaging
• Reformulated cookie
• Differentiated selling point—“the original cookie” won’t work, nobody believes it.
Not only does Hydrox face a huge challenge trying to catch up to Oreo but they face challenges from the private label
cookies with their improved quality and lower price.
Price comparisons will show the private label at almost half the price of Oreo with Hydrox somewhere in between.
Recently, Oreo has dropped their price to be more competitive.
Packaging comparisons show all three packages using the same blue tones, so as to perhaps confuse the customer. This
exemplifies the stimulus generalization concept in consumer behavior studies.
Students enjoy this exercise because it allows them to personally test a favorite product, and apply numerous marketing
and consumer behavior concepts as well.
ETHICS EXERCISE
A product that a potential buyer knows about but is not actively seeking is called an unsought product. Is the marketing
of unsought products unethical? Discuss your answer in terms of the AMA Code of Ethics, found at
1. Is the marketing of unsought products unethical? Discuss your answer in terms of the AMA Code of Ethics,
found at http://www.marketingpower.com.
Marketing unsought products is not unethical, because consumers may have needs and wants that they themselves
VIDEO ASSIGNMENT: Zappos
1. Zappos sells all four categories of consumer products.
a. True
b. False
2. When Steve discusses the “buyer for outdoor” and the “buyer for running,” what does he mean?
a. These are the people responsible for determining how people buy these items from Zappos.
b. These are the people who determine the product mix for each of these categories.
c. These are the people who buy products that have been modified specifically for Zappos.
d. These are the people who decide when to reposition their category.
3. Zappos offers consumers and brands things that traditional stores may not. Which of the following is true?
a. Zappos offers specialty products at a steep discount to consumers, while helping brands grow their equity
through awareness.
b. Zappos use of captive brands allows companies to branch into new areas with minimal risk to their other
brands. Customers benefit from captive brands because they get high quality without always paying the highest
price.
c. Zappos offers consumers the ability to compare shopping products with the one–stop shopping of convenience
products, while offering brands the ability to leverage their brand equity while still being available in a wide
product mix.
d. Zappos offers a unique co-branding strategy for its vendors that allows them to brand with zappos and give
customers access to more brands than possible in a shoe store.
10 Chapter 10 ♦ Product Concepts
4. Zappos wide calf boot is part of the Zappos
a. private brand
b. manufacturer’s brand
c. family brand
d. trademark
5. Manufacturing a wide calf boot is which kind product modification?
a. style modification
b. functional modification
c. quality modification
d. brand extension
6. The Zappos brand relies on its excellent customer service across all its businesses to do what?
a. Create brand loyalty
b. Increase awareness of the brand name
c. Create a family brand
d. Offer an explicit warranty
CASE ASSIGNMENT: Google
In May 2012, Arizonian entrepreneur David Elliott sued Google Inc. to have the Internet advertising and search giant
stripped of its eponymous trademark. Elliott claimed that the word Google had become a generic term meaning simply
“to search on the Web,” and like thermos, aspirin, and zipper, it should no longer belong to any one company. As
evidence of this, Elliott’s lawyer, Richard M. Wirtz, cited the American Dialect Society’s decision to declare the verb
google the word of the decade for 2000 to 2009.
Elliott’s legal action against Google came only after the tech company filed—and won—a trademark infringement
lawsuit against Elliott himself. In the suit, Google claimed that 750 Internet sites registered to Elliott used the term
Google illegally. All 750 Web sites, featuring domain names such as googledonaldtrump.com and googlegaycruises.com
were forfeited to Google. According to paidContent blogger Jeff John Roberts, Elliott‘s countersuit won’t succeed as long
as “Google can show that consumers still associate the word with the company.”
Chris Matyszczyk, “Man Sues to Make ‘Google’ Ordinary Word,” CNET, May 27, 2012, http://news.cnet.com/8301–
17852_3-57442273-71/man-sues-to-make-google-ordinary-word/ (Accessed March 26, 2013); Jeff John Roberts, “Man
Sues to Have ‘Google’ Declared a Generic Word,” paidContent, May 25, 2012, http://paidcontent.org/2012/05/25/man–
sues-to-have-google-declared-a-generic-word/ (Accessed March 26, 2013).
TRUE/FALSE
1. Because it does not cost any money to use Google’s search engine, this service is not a product.
2. Because it is used by businesses, Google’s search engine is not a consumer product.
3. Unless David Elliott’s lawsuit succeeds, Google will own the rights to its trademark as long as the company continues
using it.
4. Even though he cannot currently use the term “google,” David Elliott can use the logo for Google’s Chrome Internet
browser however he likes without fear of legal action.
5. None of Google’s products come with a warranty, so consumers should use its products at their own risk.
MULTIPLE CHOICE
1. Google’s search engine is relatively inexpensive, and consumers all over the world use it regularly without much
planning. Google’s search engine is a:
a.
Convenience product.
b.
Shopping product.
c.
Specialty product.
d.
Unsought product.
e.
None of these—search engines aren’t products.
12 Chapter 10 ♦ Product Concepts
2. While originally known solely for its search engine, Google has ventured into turn–by-turn navigation, a music
subscription service, smartphone hardware, and more. In short, Google has:
a.
Increased brand loyalty.
b.
Repositioned its brand.
c.
Become a global brand.
d.
Diversified its product mix.
e.
Practiced planned obsolescence.
3. David Elliott’s lawsuit against Google hinges on the fact that he believes “google” has become a:
a.
Business product.
b.
Product item.
c.
Informational label.
d.
Generic product name.
e.
Captive brand.
4. Which of the following functions of packaging does Google not have to worry about regarding online services such as
search?
a.
Packaging allows consumers to associate a new product with a family of other products.
b.
Packaging promotes products and differentiates them from competitors.
c.
Packaging protects goods as they move through the distribution channel.
d.
Packaging makes products easier and more convenient to use.
e.
Packaging can be used to segment markets.
5. While this—Google’s high degree of awareness, perceived quality, and brand loyalty among customers—has stemmed
from the company’s success, it also contributed to David Elliott’s position that Google should lose its trademark:
a.
Brand equity.
b.
Brand worth.
c.
Brand value.
d.
Brand merit.
e.
Brand benefit.
14 Chapter 10 ♦ Product Concepts
GREAT IDEAS FOR TEACHING CHAPTER 10
Jon M Shapiro, Northeastern State University
Michael C Murphy, Langston University
PRODUCT POSITIONING FOR THE PRODUCT MANAGER: A CAPSTONE EXPERIENCE FOR AN
INTRODUCTION TO MARKETING CLASS
The objective of this activity is to encourage beginning students to think about product positioning, its components, and
its strategic implications. Pedagogically, we believe that the right mix of theory and experiential learning increases
student interest and enriches their learning experience. This ongoing, sequential project can be introduced within the first
few weeks of class, regardless of the student’s knowledge-base, or the topical sequencing within a given textbook.
Initially, students are directed to choose a product category that they find interesting. There are two constraints: 1) the
product must be sold in traditional (non-cyber) retail settings, and 2) the number of competing brands should not exceed
seven. The rationale for these constraints follows. Regarding constraint 1, brick and mortar channels better allow the
beginning student to touch the product and fully examine differences among key attributes. In terms of constraint 2,
limiting the competitors to seven is more manageable, allows for a richer and more focused analysis, and avoids
complicating perceptual mapping. Additionally, if students are unable to find product categories with such low degrees
of competition, encourage them to focus upon a subcategory (e.g., herbal tea instead of tea).
What products do students pick and why? The key thing is that if they find a category relevant to their life (ideally,
something that they use and enjoy), they will likely exhibit more passion and do a more in–depth analysis. Based on
experience, we find that food products such as peanut butter, salsa, and frozen pizza work well; however, anything the
student is interested will suffice.
The initial assignment requires the student to choose a retail setting and to record his or her observations regarding the
product category. We provide a handout with basic threshold positioning dimensions to analyze such as: pricing, shelf
space/positioning, labeling, packaging, and point-of-purchase promotion. The initial journal serves as a first attempt at
analysis. Then, after each element of the marketing mix (the 4Ps) is covered, the student revisits the retailer for further
observation and integrates the newly learned concepts into the journal.
The final capstone paper requires the student to construct at least two perceptual maps. The end product includes the
product descriptions, a justification of the map axes (why these salient attributes were selected), and a description of the
perceptual map.
For many students, developing perceptual maps is very challenging. Students often struggle because it requires inferring,
based solely on observation (not research), what consumers believe distinguishes products. To attenuate this difficulty,
we provide model papers from past students. Generally, this coupled with assisting them with their draft versions, results
in a highly enjoyable and rich learning experience.
Michael Luthy, Bellarmine University
THE SEARCH FOR THE PERFECT PACKAGE
In most Principles of Marketing courses, the subject of consumer product packaging is discussed, at least in passing, as
part of the product umbrella in the marketing mix. Some instructors address it in discussions of the bundle of benefits
concept, the rationale that ultimately serves consumers’ interests. However the subject is broached, an alterative to the
standard treatment of asking students what makes for good packages is to give them an example that the instructor has
selected as the best consumer product package in existence and ask them to come up with reasons why. The product
package in question is for the banana.
Chapter 10 ♦ Product Concepts 15
Separating the class into teams of two to four students, giving each a banana, and then tasking them with coming up with
as many reasons as they can to support your contention generates a healthy competition and can lead to some interesting
rationales. Below are some of the many reasons they make come up with:
• Protects the product from damage
• Attracts attention because of bright color
• Informs consumer of freshness through color change as it ages
• Easy to carry product (grip in hand, backpack, briefcase)
• Easy open
• Re-sealable (to some degree)
• Code number on label allows for automated checkout
• Biodegradable
• Instantly recognizable what the product is
• Package size accurately depicts amount of product within
• Package contains a single serving portion
• Package doubles as a holder for product (no napkin needed)
• Other uses: compost, practical jokes
From these reasons, the instructor can then generalize, perhaps by bringing into the discussion the VIEW model
(visibility, information, emotional appeal, workability), rules for package evaluation. The ultimate goal is to change the
way students look at the world outside of the classroom and acknowledge the role that other disciplines and perspectives
can play in problem solving.
James S. Cleveland, Sage College of Albany
DISCUSSION BOARD TOPICS TO ENCOURAGE PARTICIPATION
Discussion board questions provided to students to encourage them to engage in thinking and writing about the content
of the Principles of Marketing course usually take the form of a provocative statement to which students are asked to
respond. An example of this would be “All PR is good PR.”
Discussion topics such as this one are abstract and often require that the instructor provide an initial reply to show
students what is expected of them in their own replies. For students with limited work experience, this approach may be
quite appropriate. For adult students with extensive experience as employees and consumers, however, the abstract
nature of such topics can be frustrating.
I have developed, therefore, a series of discussion board questions to use with experienced, adult students. These
questions are designed to encourage them to use their experiences as employees and consumers as doorways to better
understand the course material, and to make their own responses more interesting to themselves and to the other students
in the class who will read and comment on them.
Each question has three parts:
1. First, there is a sentence or two from the students’ textbook introducing the topic. By using the text author’s own
words, students are enabled to locate relevant material in the text more easily, the text content is reinforced, and
confusion resulting from use of variant terms or expressions is minimized.
2. Second, there is a reference to text pages the students should review before proceeding. Since the goal of the
exercise is for students to apply the course content to their own experiences, reviewing the content first is important.
3. Third, there is a request for the students to think about or remember some specific situation in their experiences to
which they can apply the text material, and a question or questions for them to address in their replies.
Here are additional such discussion board questions developed for Chapter 10 of MKTG10. Each is written to fit the
same text cited above but could easily be rewritten and revised to fit another text.
16 Chapter 10 ♦ Product Concepts
Series A
1. A consumer product is bought to satisfy an individual’s personal wants. Although there are several ways to classify
them, the most popular approach includes these four types: convenience products, shopping products, specialty
products, and unsought products.
2. Review the descriptions of these types in section 10-2 in your text.
3. Then describe products you have purchased recently that represent each type. What made them that type for you?
Series B
1. A group of closely related product items is a product line.
2. Review the material on product items, lines, and mixes in section 10-3 of your text.
3. Then describe the product mix sold by your employer and what product lines it includes. Are the product lines
shallow or deep? Is the product mix narrow or wide? Explain your answers.
Deborah Reed Scarfino, William Jewell College
PACKAGING EGG-CITEMENT
This topic concerns a packaging challenge that requires the student to use three main objectives of packing successfully.
1. Each student must creatively package a raw egg using cost effective materials. (Special consideration is given to
recycling materials easily and cheaply found.)
2. The package must protect the egg from damage.
3. It must assist in marketing the product in some way.
The product is a raw egg with the likeness of Elvis Presley on it. This is a limited number production item that Elvis fans
worldwide will be interested in having in their collections. The student is the packaging engineer consultant of this
decorative and very special item that sells for $175.00. Consumer collectors value the product more in its original
package and will be interested in displaying it. It must survive mail order delivery. The delivery survival is tested by
dropping the entire package from a third-floor classroom window at the beginning of class. Students collect their own
package after “the toss” and open it in front of the class while verbally presenting their creative concept. This
presentation will include trivia facts and their personal research of “The King” that are included in their packaging
concept. Special details that demonstrate some unique knowledge of interest to Elvis fans add to its value. The interior
package must assist in selling the item and help to justify its price.
Note: This can be a messy class. Most concepts survive the toss and the students enjoy the fun and sharing of their
wacky ideas. A few will wonder, “Why Elvis?” There is a lot of fun information and seemingly limitless ideas that come
from his many song hits and high profile lifestyle, but any celebrity could work as well perhaps. My students look
forward to the challenge and it becomes a memorable project assignment regardless of the toss outcome.
Chapter 10 ♦ Product Concepts 17
Robert J. Brake, Concordia University
RESEARCHING FOOD PRODUCTS WE LOVE TO HATE
Since my students needed to experience some real hands-on learning earlier in the Marketing Management course, I
created what became an entertaining research project, assigned after we examined product concepts and new-product
development.
The class was divided into three- or four-member teams, each assigned to explore a food or beverage most people love to
hate. The five products originally chosen were: 1) Spam (Hormel’s WWII sumptuous repast that is now a cult favorite in
America); 2) Twinkies (Hostess’s shortcake spinoff characterized by intriguing ingredients like beef fat, lard, and
lecithin, and the shelf-life of gravel); 3) Fig Newtons (Nabisco’s 1891 concoction that is America’s third most popular
cookie); 4) Kraft’s Tang (the astronauts’ favorite fake, sweet, orange-flavored drink); and 5) Sandoz’s Ovaltine (the
favorite of Captain Midnight and Little Orphan Annie).
My students were given just two weeks to discover everything they could about their product—with minimal guidelines
from me. They were expected to apply textbook, lecture, and handout materials whenever possible.
Although it was initially a voluntary project, the “dreaded foods” project is now a regular assignment in Business 366. I
vary the products from term to term, substituting products like White Castle burgers, Oreos, Mystic Mints, anything by
Mrs. Paul’s, and KFC.
At the end of the two-week preparation period, students present a 10–15 minute “show” about their product. They also
submit a 10–15 page group paper, discussing their findings and citing the resources used.
The students had a great time! They used the Internet, 800 numbers, interviews with store managers, library books and
articles, trade journals, food industry materials, store customers’ opinions (they developed some questionnaire design
skills), and, in one case, a student’s parents, who live thirty miles from the Austin, MN Hormel plant. (They sent me a
much-coveted Spam T-shirt.)
Students displayed an awareness of concepts like utility, product differentiation, and line extension, as well as pricing,
placement, and promotion. They brought product samples to class, creating a bizarre combination of taste treats and a
critical need for Rolaids. The Spam group recited Haiku and demonstrated why the pig-parts favorite is the butt of so
many jokes.
Students got some real, informal, hands-on research experience, they had fun and entertained their classmates, they
worked on a team, and received extra credit.
Robert D. Winsor, Loyola Marymount University
IMPLEMENTING PRODUCT POSITIONS: A PERCEPTUAL PICNIC
This demonstration is designed to illustrate the marketing mix strategies used in product positioning through a fun and
involving approach. In addition, students learn that although positions are typically interpreted through product
attributes, consumer behavior is actually determined by individuals’ perceptions of these attributes.
For this demonstration, the following beverages should be brought to class:
1. Orange-flavored soda (any popular brand)
2. Fruit-flavored Perrier brand sparkling water
3. Any flavor of Ozarka brand carbonated beverage
4. Any flavor of Clear American brand carbonated beverage
5. Snapple brand fruit-flavored beverage
6. Fruitopia brand fruit-flavored beverage (made by the Coca-Cola Company)
7. Orange juice (any popular brand)
18 Chapter 10 ♦ Product Concepts
8. Sunny Delight brand citrus punch (made by Proctor and Gamble)
If possible, all beverages should be in bottles of roughly the same size, and these bottles should be in a box which
conceals them from the view of students. In addition, bring a container of ice and enough disposable cups for all class
members. Once the above materials are assembled, the exercise can be performed in four steps.
I. The demonstration should begin by placing the bottle of orange-flavored soda at one end of a long table or desk at the
front of the classroom. A brief history of the soft drink industry can be noted, if desired. Next, place the bottle of Perrier
at the other end of the table and initiate a brief discussion of the positioning strategy used to introduce this brand to the
market (by differentiating it from traditional soft drinks and targeting an older, more “sophisticated” market). Now, walk
to the middle or back of the classroom and hand the bottle of Ozarka sparkling water to any student. Ask this student to
promptly place this bottle in its “proper” position on the table in consideration of its attributes. Invariably, this student
will place the Ozarka bottle nearest to the Perrier bottle.
At this point, the stage is set for an explanation of the strategy used by the Ozarka. to position its brand as a “very good
tasting” version of sparkling water. Note the following elements of the marketing mix used in this positioning strategy:
the shape of the bottle (similar to that of Perrier); the name (foreign sounding); the product description and labeling
(“sparkling spring water with citrus essence” [note European spelling]); the price (expensive, similar to Perrier); and its
retail shelf location (near Perrier and other waters, and far away from ordinary sodas).
Next, give the Clear American bottle to another student and ask this person to place it on the table nearest the brand to
which it is most similar. At this point, ask the students how many calories both Ozarka and Clear American have while
considering the vast difference in flavor. Point out the potential consumer confusion and positional “disequilibrium”
created in the beverage market by the introduction of Clear American, which is very sweet.
Finally, note to students that Clear American’s actual attributes are equivalent to those of a conventional fruit-flavored
soda. Positioned as a sparkling water, Clear American is altogether superior in taste to its competitors. As a soda
however, it is overpriced and somewhat less flavorful than substitute brands. Ask students how successful they believe
this brand would have been if positioned as a soda rather than as a sparkling water.
II. Continue this demonstration with the remaining beverages. Observe that Fruitopia, which is heavily promoted using a
fruit theme (as in the name), actually contains only 10% fruit juice. Similarly, Sunny Delight, which is packaged and
labeled in a manner nearly identical to that of orange juice (“enriched citrus beverage”), contains only 5% juice.
III. Summarize by noting how consumer perceptions become more important than actual attributes in positioning a
product, as perceptions are what actually drive purchase and consumption behavior.
IV. Conclude by opening beverages and consuming. A fun and thought-provoking time is guaranteed for all.