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Chapter 1
Defining Marketing for Future Realities
Key Chapter Concepts:
Marketing Marketing Management
Marketer Prospect
Needs Wants
Demands Target markets
Market offering Positions
Value proposition Offering
Brand Communication channels
Distribution channels Paid media
In small groups, ask the students to review the annual report from Unilever. How do the missions
discussed in the opening vignette translate into their current business practices? How are its marketing
investments and initiatives affecting its profitability? What conclusions can you draw from Unilever’s
progress?
Assign students the task of visiting some companies Web sites to see if they feel that the company is
responding to the changes in marketing today, namely, societal marketing. Suggestions include firms
like Tom’s (shoes) and Ben and Jerry’s Ice Cream. Have the students comment on what they find
there of particular interest to them.
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Wall Street Journal, October 9, 2013 and comment on how effective they believe cell phone
advertisements will be in the future.
Have the students reflect upon their favorite product and/or service. Then have the students collect
marketing examples from each of these companies. This information should be in the form of
examples of printed advertising, copies of television commercials, Internet advertising, or radio
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Chapter 2
Developing Marketing Strategies and Plans
Key Chapter Concepts:
The Value Delivery Network Segmentation, Targeting, Positioning
Value Chain Benchmarking
Core Business Processes Supply Chain
Core Competency Marketing Plan
Strategic Marketing Plan Tactical Marketing Plan
Assignments:
Each student is in effect a “product.” Like all products you (they) must be marketed for success. Have
each of your students’ write their own “mission statement” about their career and a “goal statement”
of where they see themselves in 5 years, 10 years, and after 20 years.
Have students read Jon R. Katzenbach and Douglas K. Smith, The Wisdom of Teams: Creating
the High-Performance Organization (Boston: Harvard Business School Press, 1993); Hammer
and Champy, Reengineering the Corporation and report on their findings in a written and/or oral
presentation.
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Chapter 3
Gathering Information and Forecasting Demand
Key Chapter Concepts:
Marketing Information System (MIS) Internal Records
Big Data Marketing Intelligence System
Fad Trend
Megatrend Demographic Environment
Reverse Innovation Cohorts
Economic Environment Sociocultural Environment
Core Cultural Values Subcultures
Assignments:
Using information from the web like FEDSTATS and the U.S. Census Bureau, have the students
predict the population of the U.S. for the years 2020, and 2060 and specifically answer the following
questions: a) What is the demographic makeup of the U.S. in these years? b) What is the age
dispersion in the U.S. in these years, and c) What industries do you see benefiting/losing within the
U.S. because of these population figures.
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Each student is a member of an identifiable ethic and demographic segment of society. As an
individual assignment, ask each student to describe their sub-segment in terms of population, age
distribution, growth potential, income, education levels, and other demographic characteristics. The
conclusion of their report should explain the marketing implications of their findings in terms of
potential market, over-saturated market, declining market, or hidden or ignored market with potential.
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Chapter 4
Conducting Marketing Research
Key Chapter Concepts:
Marketing Research Marketing Insights
Marketing Research Process Ethnographic Research
Survey Research Behavioral Research
Assignments:
Ask students to contact a local marketing research firm in the area for the purpose of an interview
regarding research techniques, methods, and the difficulties in conducting research. Pre-approve the
set of questions prepared by the students prior to the appointment. Ensure that the students will be able
to collect information from the research company regarding how information is collected. Once it is
collected, what are some of the difficulties faced by the researcher in presenting this information to the
client?
In the Marketing Memo, Pros and Cons of Online Research, the author describes four advantages and
two disadvantages for conducting online research. Selecting online research from the Web, each
student is to comment on the “value” of this type of research vis–à-vis the advantages and
disadvantages of the marketing memo. Specifically, do the negatives of online research, in their
example, outweigh the positives? Can, and more importantly, should marketers develop marketing
strategies from just the findings of online research? On the other hand, is more qualitative or
quantitative research needed before strategy is defined?
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A. Polk, “A Functional Magnetic Resonance Imaging Study of Neural Dissociations between Brand
and Person Judgments,” Journal of Consumer Research, 33 (June 2006), pp. 31-40; Samuel M.
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Chapter 5
Creating Customer Long-Term Loyalty Relationships
Key Chapter Concepts:
Customer-Perceived Value Total Customer Cost
Customer Value Analysis Total Customer Benefit
Loyalty Value Proposition
Value Delivery System Satisfaction
Assignments:
Key manufacturers and others must be concerned with how customers view products (customer
satisfaction perceptions) being disseminated throughout the “electronic world” via the Internet. No
longer can one discount the “power of the mouse” for affecting potential customers. In small groups,
students are to select a particular firm or product and are to research what is being said on the Internet
regarding this company/product. What affects/effects does this type of dissemination of consumer
opinions via the Internet have on the company’s marketing strategies? What can the company do to
stem the tide of such comments? How does a company defend itself against blatantly untrue consumer
opinions?
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common. Is there a “common” link among all of the winners? Are there differences? In terms of the
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Chapter 6
Analyzing Consumer Markets
Key Chapter Concepts:
Consumer Behavior Culture
Subcultures Social Classes
Reference Groups Primary Groups
Secondary Groups Aspiration Groups
Dissociative Groups Opinion Leader
Cliques Mavens, Connectors, Salesman
Shill/Stealth Marketing Family of Orientation
Hedonic Bias Emotions
Short-Term Memory Long–Term Memory
Brand Associations Memory Encoding
Memory Retrieval Buying Decision Process
Market Partitioning Belief
Attitudes Expectancy Value Model
Heuristics Noncompensatory Model
Conjunctive, Lexicographic, Elimination–by–aspects Heuristics
Assignments:
Students should be assigned to survey their local business environment (city, town, campus area) and
collect examples of how local area businesses are trying to capture cultural market segments. For
example, the students should collect information regarding the number of cultural restaurants in the
area and then compare these numbers to the total amount of eating establishments and the percentage
of the population that is of that ethnicity. How do the numbers compare, contrast, and what marketing
strategies do they hint at?
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Consumers often choose and use brands that have a brand personality consistent with their own actual
self-concept, ideal self-concept, or others self-concept. Have the students review their recent purchases
of a car, computer, furniture, or clothing and ask them to comment on, why they purchased this
product, who influenced their purchase, and what does this purchase say about their own self-concept
ideas. What is their definition of the “brand personality” of this recent purchase—as compared to the
definitions stated in the chapter by Stanford’s Jennifer Aaker?
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Chapter 7
Analyzing Business Markets
Key Chapter Concepts:
Business Market Buying Situations
Buying Center Key Buying Influencers
The Procurement Process Stages in the Buying Situation
Assignments:
Ad Age reported on a study done by B2B which talks about how much of the decision-making
process occurs in business buying before salespeople are involved:
http://adage.com/article/btob/branding-key-filling-sales-pipeline/288911/?btob=1. In small groups or
individually, ask the students to interview local business managers/ owners to see: a) How they reach
the right customers at the right time and b) How they build awareness.
Have each of the students read Bob Donath’s “Emotions Play Key Role in Biz Brand Appeal,”
Marketing News, June 1, 2006, p. 7 and comment on their perception of how effective “biz” is in their
lives and in their purchasing of products.
To improve effectiveness and efficiency, business suppliers and customers are exploring different
ways to manage their relationships. Have the students visit each of the company’s Web sites
mentioned throughout the chapter. Which one(s) do the students feel most effectively and efficiently
addresses the needs of the corporate buyer? Which Web sites do not? Why and what in their opinion
is missing from the least effective Web sites? How can the firm do better in its execution?
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customers by the design of this Web site? Where and what is GE doing right, what is GE doing
wrong, and where can GE improve?
Small businesses have been described as the “lifeblood” of the economy. Students, who have after
school jobs in small business, should be assigned to interview their employers, managers, or
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Chapter 8
Tapping into Global Markets
Key Chapter Concepts:
Global Industry Global Firm
Waterfall vs. Sprinkler Approach Psychic Proximity
Developing Markets Indirect and Direct Export
Licensing Joint Ventures
Direct Investment Acquisitions
Globally Standardized Marketing Marketing Adaptations
Product Standardization Product Adaptation
Brand Element Adaptation Global Adaptation
Price Escalation Transfer Prices
Dumping Dual Adaptation
Arms-length Price Counterfeit Products
Gray Markets Global Distribution Strategies
Country–of–Origin Effects
Assignments:
Major marketers are using the power of the Internet to engage in global e-commerce. Visit a foreign
Web site for an American company and evaluate the similarities and differences between the U.S.
Web site and its foreign Web site. What differences/similarities strike you as significant? Could the
differences be readily adapted to other foreign countries?
Table 8.3 shows some famous “blunders” in international marketing. Students should research these
examples (and find others) and provide insight into why they think such “blunders” were allowed to
occur. This can lead to a classroom discussion into the complexity facing many firms in international
and multi-cultural marketing.
Have the students prepare an international campaign and marketing plan for one consumer product.
Ask them to refer to Global Marketing Pros and Cons (Table 8.1) and being cognizant of these
international companies, decide on how much to adapt their marketing strategy to local conditions.
Students should pick an international corporation and in researching the products sold by the firm
overseas, see if there are some significant differences in brand characteristics for each country. For
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Chapter 9
Identifying Market Segments and Targets
Key Chapter Concepts:
Bases for Segmenting Consumer Markets Bases for Segmenting Business Markets
Psychographic Segmentation Behavioral Segmentation
Market Targeting Full Market Coverage
Multiple Segment Segmentation Supersegment
Single–Segment Concentration Niche
Long Tail Individual Marketing
Assignments:
The population of Americans over 50 years of age will swell to 115 million in the next 25 years. In
small groups, have the students detail the demographic information on this group of Americans (ages,
buying power, perception of themselves, etc.) and suggest some key marketing opportunities mined
from this information. For example, if seniors often make buying decisions based on lifestyle and not
age, as the vignette mentions, does this information present marketing opportunities for such
industries as travel, bio–medical industries, at-home exercise equipment, and automobiles? If so, who
is going to be affected and to what extent? Student answers should contain detailed demographic
information about this target market and should draw a connection between what the information says
and what is the potential for marketers.
Figure 9.3 outlines the major VALS® segmentation (www.sric-bi.com). Students are asked to
characterize either themselves, family members, or others and place them in one of these groups. How
closely does the person the student selected, “fit” the profile? If so, can the marketer rely on these
characterizations in mapping out marketing plans? Are there major differences? If major differences
exist, what impact does this have on marketers’ developing marketing plans?
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as comments about what they have read in class. Specifically, are these authors “on–target” when it
comes to the significance of the value of the long tail? Why has the 80-20 rule given way to a 50-50
rule? Ask them to weigh in on whether the long tail is as important as hit products. Are there any
“missing insights” from these readings that will have a profound impact on future marketing
strategies?
Effective segmentation criteria are necessary for target market identification. Market segments must
be measurable, substantial, accessible, differentiable, and actionable. However, not all segmentation
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Chapter 10
Crafting the Brand Position
Key Chapter Concepts:
Positioning Brand Substitution Test
Competitive Frame of Reference Category Membership
Industry Points–of-Difference
Points–of-Parity Multiple Frames of Reference
Straddle Positioning Competitive Advantage
Perceptual Maps Emotional Branding
Brand Mantras Brand Narratives/Storytelling
Assignments:
Most campus communities have their own radio and/or television broadcasting stations. If one is
present on your campus, students are to define the college or university’s station(s) in terms of
positioning and differentiation strategy. What stage in the product’s life cycle are the station(s)? What
can be done to reposition the station(s) to attract more viewership? What is the competitive advantage
present in their operations?
Determining the proper competitive frame of reference requires understanding consumer behavior and
the consideration sets consumers use in making brand choices. For a set of three products or services
(selected by the students) students should research these companies and provide the companies (and
its products) value proposition in a matrix similar to Table 10.1.
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Styles, fashions, and fads fall nto special categories when talking about product life cycles. Some may
have a product life cycle measured in weeks, others in months, and yet others in years. Ask the
students to list the current fads, fashions, and styles prevalent around campus today. Do any of these
fashions, styles, or fads meet or satisfy a strong need? If so, can they predict the length of the life cycle
of the ones that satisfy a strong need? Which of the fashions, styles, or fads do the students predict will
have longevity? Why or why not?
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Chapter 11
Creating Brand Equity
Key Chapter Concepts:
Brand Equity Brand Valuation
Brand Equity Models Alternative Branding Strategies
Brand Portfolios Brand Extensions
Customer Equity
Assignments:
Either in small groups or indivually, ask the students to conduct a small research project with students
on campus regarding the student’s brand knowledge of a particular brand (again, the students can
select their “brand” for this exercise). In their research, the students are to delineate the brands: unique
brand association, the thoughts, feelings, images, experiences, and beliefs elicited by the brand. This
exercise builds on the concepts of marketing research covered in Chapter 4 of this text. Important
information for the students to postulate is why in their research some of the respondents held such
beliefs about the brand and why others did not.
From a reading of Scott Bedbury’s book, A New Brand World, Viking Press, 2002, students are to
comment on the appropriateness of his eight branding principles to the future of marketing.
Specifically, are Mr. Bedbury’s principles “on target,” and therefore applicable to all brands?, Or just
to emerging brands? If you were asked to implement Mr. Bedbury’s principles to the “branding” of an