978-1337407588 Chapter 3 Solution Manual Part 2

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Chapter 3: Ethics and Social Responsibility

TRUE/FALSE

1. It has become a behavioral norm in the United States for students to finish college in debt.

PTS: 1 OBJ: LO: 3-1 TOP: AACSB: Reflective Thinking

KEY: CB&E Model: Strategy MSC: BLOOMS: Level I Knowledge

2. The current student financial debt crisis is not an ethical issue because nothing illegal has

occurred.

PTS: 1 OBJ: LO: 3-2 TOP: AACSB: Reflective Thinking

KEY: CB&E Model: Strategy MSC: BLOOMS: Level I Knowledge

3. Lizbeth Pratt’s giving nature would be considered a virtue.

PTS: 1 OBJ: LO: 3-2 TOP: AACSB: Reflective Thinking

KEY: CB&E Model: Strategy MSC: BLOOMS: Level I Knowledge

4. The stakeholder theory particularly applies to Givling because the players have as much to

gain by its success as the owners.

PTS: 1 OBJ: LO: 3-4 TOP: AACSB: Reflective Thinking

KEY: CB&E Model: Strategy MSC: BLOOMS: Level I Knowledge

5. Givling marketing is considered cause-related because it aims to solve the problem of student

loan debt.

PTS: 1 OBJ: LO: 3-6 TOP: AACSB: Reflective Thinking

KEY: CB&E Model: Strategy MSC: BLOOMS: Level I Knowledge

MULTIPLE CHOICE

1. Which of the following modes of social control is NOT relevant to the student loan debt issue?

a. ethics

b. laws

Chapter 3: Ethics and Social Responsibility

c. formal and informal groups

d. self-regulation

e. the media

f. All modes of social control are relevant to the issue.

PTS: 1 OBJ: LO: 3-1 TOP: AACSB: Reflective Thinking

KEY: CB&E Model: Strategy MSC: BLOOMS: Level I Knowledge

2. Pratt was able to see the issue with student loans after she personally declared bankruptcy.

Investors she spoke with in Silicon Valley thought parents should just pay off the loans. Their

differences in view can be explained because of the __________ theory.

a. deontological

b. utilitarian ethical

c. casuist ethical

d. moral relativism

PTS: 1 OBJ: LO: 3-2 TOP: AACSB: Reflective Thinking

KEY: CB&E Model: Strategy MSC: BLOOMS: Level I Knowledge

3. Who are the stakeholders at Givling?

a. Lizbeth Pratt and the management team

b. Pratt’s husband and three friends who invested money

c. employees

d. customers

e. All of these

PTS: 1 OBJ: LO: 3-4 TOP: AACSB: Reflective Thinking

KEY: CB&E Model: Strategy MSC: BLOOMS: Level I Knowledge

4. Based on your reading of the case, where on the pyramid of corporate responsibility does the

responsibility to help students pay off their loans fall?

a. philanthropic

b. ethical

c. legal

d. economic

e. None of these

PTS: 1 OBJ: LO: 3-4 TOP: AACSB: Reflective Thinking

KEY: CB&E Model: Strategy MSC: BLOOMS: Level I Knowledge

Chapter 3: Ethics and Social Responsibility

5. If Mead School Supplies ran a campaign providing a free-play Givling access code with each

notebook purchase, this would be an example of __________ marketing.

a. corporate social

b. cause-related

c. green

d. sustainable

PTS: 1 OBJ: LO: 3-6 TOP: AACSB: Reflective Thinking

KEY: CB&E Model: Strategy MSC: BLOOMS: Level I Knowledge

Great Ideas for Teaching Chapter 3

Raymond F. Keyes, Boston College

Experimental Course in Marketing Ethics

We are experimenting with a new approach for teaching marketing ethics in a way that will make

it more interesting and challenging for our marketing majors. In our Marketing Topics course, we

are experimenting with an approach that may be the forerunner to a “Marketing Ethics and

Creative Thinking” course—if the experiment is successful. Toward the end, the experimental

course focuses on two main topics: marketing ethics and creative problem-solving.

Marketing ethics: We begin by reviewing the traditional foundations of ethical reasoning

followed by a more intensive study of selected current theories and relevant readings in the

areas of business ethics and marketing ethics. Against this background, we are using an

Creative problem-solving: This portion of the course utilizes a more free-wheeling

approach for stimulating creative thinking. We begin by thinking about “thinking” and

Merging the topics: The two topics, joined together in this seminar, provide interesting

Chapter 3: Ethics and Social Responsibility

Chung-kue Hsu, Montclair State University

Sex Roles and Product Consumption

This exercise is designed to help students think critically about how sex roles may affect

consumer perception or even their actual consumption of certain consumer products or brands.

Societies tend to assign a set of traits or characteristics to males (e.g., aggressiveness, toughness)

This exercise requires each student to collect two print ads from magazines: one ad for a brand of

consumer product that illustrates a diminishing link between sex roles and the product and

another that demonstrates an enduring link. Students are asked to bring in the ads to class. The

instructor can use these ads as examples to facilitate discussion and ask if any other students

disagree that the product in the ad is (or is not) linked to sex roles.

Randy Stuart, Kennesaw State University

A Lesson on Packaging and Social Responsibility

This exercise was developed in conjunction with a university-wide community food drive and to

reinforce the lesson on packaging. To encourage participation, it was presented as an extra credit

opportunity.

Have the students bring in three cans of the same type of food (i.e., corn, peas, etc.): one

manufacturer, one private label/house brand, and one generic. Each can is worth 5 points. Have

the students write a paper (one to three pages) comparing the packaging strategy of each can. The

paper is worth 10 points. Encourage them to address the topics given below:

Size and pricing

Use of color

What attracted them to each can?

What were the strong and weak points of each label?

Which package they think was the most efficient and effective, and why?

Due to the difficulty of finding generic merchandise in our market, the exercise was modified so

Chapter 3: Ethics and Social Responsibility

that the students who were unable to find generic merchandise could do the exercise with two

manufacturers and one house brand. Students who were able to find a can of generic food earned

an additional 5 points.

Creative students were encouraged to make their own labels and discuss why their label was

better than the rest. This was also worth an additional 5 points.

The exercise was fun for all. It made the students take what was learned in class and apply it.

Most importantly, much food was donated to local food banks, and the students received a lesson

in social responsibility.

Nancy M. Carr, Community College of Philadelphia

Scenarios in Sales Management: Ethical Issues for Class Discussion

Scenario I. As sales manager, you have noticed changes in salesman Mike lately. Mike used to

be your “bright-eyed and bushy-tailed inside salesman,” but now he seems tired all the time. You

Scenario II. You are very lucky to have two outstanding salespeople desiring the two straight

commission sales positions in your new company. Both of them have impressive past sales

Chapter 3: Ethics and Social Responsibility

Scenario III. A prospect calls the office and is looking for a property in the $300,000 price

range. This is much higher than most of the company’s prospects can pay. This excellent

Scenario IV. You have never had a sales trainee like Joe. When you arrive early in the morning,

he is already there working. He is thoughtful, courteous, and a real self-starter. The only problem

is that Joe smells. Since you work with the trainees individually, no one else is affected but you

Scenario V. You have been taking phone applications for counter positions in your doughnut

shop. One applicant, Cindy, is very well spoken and polite. You tell Cindy to come in after lunch

when you will be in the shop. At 1:30 p.m., a car pulls up and a gigantic young woman gets out.

She comes in and introduces herself as Cindy. She is so nice, so qualified, but so fat. Cindy