Overview of the Major Elements of Basic Marketing P.L.U.S.
Instructor’s Manual to Accompany Basic Marketing II-7
20. Ethical Marketing in a Consumer–Oriented World: Appraisal and Challenges
This chapter provides an overview of key changes and trends impacting marketing (including discussion
of the marketing role in evaluating new technologies), and provides a wrap–up for the course by
stimulating students to assess the status of marketing management and the role of marketing in society.
This chapter provides an integrative review of all of the strategy decision areas covered in the text and
Appendices
The appendices are at the end of the text. The career planning appendix has been revised to give
students current Internet links and suggestions that will help them with all aspects of career planning and
their job search.
INSTRUCTOR’S MANUAL TO ACCOMPANY BASIC MARKETING
by Perreault and Cannon
Of course there is this manual, which includes:
• extensive suggestions on teaching the first marketing course and on using P.L.U.S.
• descriptions and overviews of all of the different teaching/learning materials that accompany
Basic Marketing and make up P.L.U.S.
INSTRUCTOR’S RESOURCE CD TO ACCOMPANY BASIC MARKETING
The Instructor’s Resource CD provides a comprehensive multimedia digital “archive” of all the P.L.U.S.
teaching and learning materials for use with Basic Marketing. It provides, in one place, all of the
computer materials that have been developed for Basic Marketing. For example, for each chapter there
is a file for the Interactive PowerPoint lectures as well as a file for the PowerPoint archive that includes all
of the exhibits, ads, and photos from the text as well as other useful presentation materials.
Part II
II-8 Perreault, Cannon, & McCarthy
MULTIMEDIA LECTURE SUPPORT GUIDE (2 VOLUME SET) TO ACCOMPANY
BASIC MARKETING by Perreault and Cannon
Basic Marketing has always been the market leader in providing innovative lecture/discussion support
materials and choices, and the comprehensive teaching resources provided with the Multimedia Lecture
Support Guide makes it easier to prepare and present interesting and effective lectures (or class
discussions). The Guide has been created in easy–to–print (pre–formatted) Adobe PDF format; so if you
would rather work with a “hard copy” you can print out your own copy. This guide includes many different
components, as highlighted below.
At the heart of the guide is the manual itself. The Multimedia Lecture Support Manual includes
• Chapter–by–chapter lecture outlines – in a large typeface that make them easy–to–read – which
include:
– learning objectives for the chapter,
– definitions of key terms from the text,
Interactive PowerPoint Lecture Slides and Lecture Scripts
The revised and updated Basic Marketing Interactive PowerPoint Lecture Slides for each chapter
feature
• Innovative interactive classroom exercises, developed to work seamlessly within PowerPoint and
accompanied by complete teaching notes. A variety of interactive exercises are included—many
featuring graphs or numbers to illustrate the impact of marketing concepts;
• A complete, easy to follow and use lecture script for each slide show;
• Fully integrated, full–motion video advertisements (about 2 per chapter);
• A video clip from our longer videos – about 1 per chapter.
In addition to the PowerPoint lecture files, for each chapter we provide a large “archive” of supporting
PowerPoint slides. You can easily mix and match these slides with the Basic Marketing Interactive
Lecture Slides or with your own presentation materials. These PowerPoint archive files include:
• Many of the exhibits, ads, and photos from the text, as well as many other useful graphics (such
as “bullet point” discussion guides and conceptual organizers, all in the order in which they
appear in or relate to the text;
Overview of the Major Elements of Basic Marketing P.L.U.S.
Instructor’s Manual to Accompany Basic Marketing II-9
BANK OF OBJECTIVE TEST QUESTIONS
The test bank provides more than 6,000 objective test questions that have been specially prepared by the
authors for use with the 19th edition of Basic Marketing. There are hundreds of brand new questions and
many of the other multiple–choice questions have been revised and/or updated.
The manual also provides suggestions on developing tests and ideas on grading – as well as answer
form templates that make grading easier. More information about computer–based versions of the Bank
of Objective Tests are briefly discussed below.
EZ Test software
All of the questions from the Manual of Objective Tests are available in a computerized database to make
it easy to assemble a final (ready–to–be–duplicated) version of a test using the new version of McGraw–
Hill’s EZ Test software. This new version of EZ Test features a number of improvements, including the
ability to output tests as a word–processing file. It has new features suggested by marketing faculty who
gave us feedback in a special focus group on testing, so we think you’ll like it. Further, the installation
procedure, which is available on the Instructor’s CD to Accompany Basic Marketing, makes it quick and
easy to setup the software and database of questions on your own computer.
Below are just some of the features offered by the EZ Test software:
Exam Generator Features
• Individual questions can be added to tests simply by double–clicking on them or you may randomly
select your test questions; the new self–test questions are “blocked” so that they will not be included
on a test based on random selection. The instructor controls whether self–test questions are included
or not.
II–10 Perreault, Cannon, & McCarthy
Additional description of these computerized approaches to test generating is provided in the Manual of
Objective Tests. If you want more detail, you can contact your local sales representative or McGraw–Hill’s
technical support center at 1–800–338–3987.
TEACHING VIDEOS, VIDEO CASES AND VIDEO CLIPS TO ACCOMPANY BASIC
MARKETING
For the 19th edition of Basic Marketing, we offer 31 custom–developed teaching videos for the text. There
are 8 video cases (with accompanying printed cases in the text). In addition, there are 23 teaching videos
– including four bonus videos (averaging about 10–15 minutes each). All of the video resources are
supported by a new Instructor’s Manual to Accompany the Basic Marketing Teaching Videos; it is
available as a download from the text’s website. In addition, new to this edition we’ve also added two
new types of short videos.
Instructor’s Manual to Accompany Teaching Videos, Video Cases, and Video Clips
This manual, which is available as a download from the text’s website, provides the instructor with a
complete set of ideas on using the teaching videos and video cases. The manual includes:
• teaching ideas for each video
BASIC MARKETING “CARTRIDGES” FOR BLACKBOARD
Basic Marketing is highly integrated with the Blackboard learning management system. There is a
“cartridge” that can easily drop Basic Marketing supplements into your own Blackboard course. There is
also integration between Connect for Basic Marketing (described below) and your Blackboard gradebook.
For more information, talk to your McGraw–Hill sales rep.
ONLINE RESOURCES TO ACCOMPANY BASIC MARKETING: ONLINE LEARNING
CENTER FOR STUDENTS AND CONNECT WITH LEARNSMART
Overview of the Major Elements of Basic Marketing P.L.U.S.
These online resources have the potential to significantly enhance the teaching and learning experience
when utilized with Basic Marketing. The premium Connect/LearnSmart resources for students come for
free with the purchase of a new textbook and can be purchased separately. The table below provides an
overview of these resources and indicates where each can is located. A more detailed discussion of
each follows.
Online Learning
Center (OLC)
Learn the 4
Ps
Connect
Marketing with
LearnSmart
Description (cost)
Basic Marketing
site (free)
Blog, Twitter
and Facebook
sites (free)
Premium resources
(Free with new
book or purchase)
Chapter Quizzes –Multiple–choice questions per
X
X
Video Cases – clips from video cases in the book –
available for viewing on your computer or iPod.
X
Marketing Plan Coach – this online software tool
helps students build marketing plans by drawing on
concepts from Essentials of Marketing.
X
Connect Homework Exercises – Homework
exercises that are automatically graded and put in
your gradebook.
X
LearnSmart – An adaptive learning system
designed to help students learn faster, study more
efficiently, and retain more knowledge.
X
X
Self–Test Quizzes for Every Chapter in the Text
The (free) Online Learning Center at the Basic Marketing website features a set of 10 multiple–choice
questions keyed to each of the chapters in the text. A student selects an answer from those presented
and gets immediate feedback.
Part II
II–12 Perreault, Cannon, & McCarthy
Full–Motion Video Clips Developed for the Basic Marketing Video Cases
The Premium Online Learning Center features a number of full–motion video clips for use with the eight
video cases at the end of the text. All the student needs to do is “click” on the title of the clip and it
Marketing Plan Coach
Available at the Online Learning Center, the Marketing Plan Coach is an important innovation for the first
marketing course. The basic concept is that this software makes it easy for a student – or a marketing
manager – to put together a marketing plan. The plan is based on the text’s strategy planning framework
and it is linked to a database of relevant supporting concepts and ideas from the text. It also includes a
Computer–Aided Problems (CAPs)
Our innovative spreadsheet software drives the Computer–Aided Problems, which are available at the
Free Online Learning Center. This is a professional–quality spreadsheet program designed by the
authors. The 18 computer–aided problems featured in the text and in the spreadsheets were developed
by the authors to deepen student understanding of important topics and concepts covered in Basic
Marketing. The software makes it easy for students to prepare assignments based on the Computer–
There is a separate suggested problem (a short caselet) at the end of each of the first 18 chapters in the
text. Each problem description concludes with questions for the student to answer – using the
spreadsheet software.
Answers to all of the questions – along with discussion suggestions and copies of all of the relevant
spreadsheets – are provided in Part IV of this manual (along with answers to all the other chapter–by–
chapter assignment materials).
Overview of the Major Elements of Basic Marketing P.L.U.S.
Learn the 4 Ps blog, Facebook page, and Twitter feed
New this edition – our social media based Learn the 4 Ps resources. This is new to us – and like most
social media initiatives, we expect it to evolve as we learn more about what our customers value. We
have started with a blog, Twitter feed, and Facebook page which serve as alternative channels for
students to access useful supplements in the form of links to articles, podcasts, and videos. The blog and
Facebook page allow students to comment on these posts as they see fit – or as you might assign.
We encourage our students to use these resources and offer them extra credit at the end of the semester
when they turn in a “one–pager” that documents how and where they got interactive with the content. We
suggest they simply cut and paste their comments on the blog or Facebook page into a Word document
they continually update over the course of the semester. The next generation of business professionals
will need to stay current – and students should get used to using and interacting with relevant blogs and
Connect Homework Assignments
Connect Marketing offers an exciting innovation to our supplement package. Connect Marketing now
comes with LearnSmart, the adaptive learning system designed to help students learn faster, study more
efficiently, and retain more knowledge for greater success.
Connect Marketing for Basic Marketing includes a web–based assignment and assessment platform that
enriches the learning experience for your students. We have created about 80 (we keep creating more) –
about 4 per chapter – of interactive exercises. These exercises go beyond basic recall and create highly
engaging interactive content that assesses student performance on key course objectives.
Connect Marketing works for instructors. It fits right in with the teaching and learning package you have
become accustomed to with this text by giving you even more options for teaching your students your
way. While many instructors want to give application and understanding–oriented homework assignments
to their students, giving timely student feedback is time–consuming and often impractical. With Connect
Marketing, assignments are automatically graded – with grades dropped right into your Connect grade
book. Plus, with dozens of exercises to choose from, the instructor has options and control. All
assignments are tied to AACSB Assurance of Learning knowledge standards and Bloom’s Taxonomy
guidelines.
Part II
II–14 Perreault, Cannon, & McCarthy
The whole system is integrated with our Basic Marketing eBook – we link the practice questions directly
with the corresponding material in the text book.
LearnSmart for Basic Marketing
LearnSmart follows from McGraw–Hill Higher Education’s leadership in developing adaptive learning
technology. LearnSmart provides students with a personalized learning path based on how each
response questions (right or wrong), as well as how confident they feel about the answers they provide.
Practice Marketing simulation
We are excited to offer a brand new computer simulation. Practice Marketing is in beta test as we write
this manual. The simulation allows students to assume the role of a marketing manager in a simulated
Learning with Ads – Slide Show of Print Ads that Illustrate Concepts from Each Chapter
The Connect Library features a database of digital images from print ads selected and annotated by the
authors to illustrate concepts developed throughout the text. There are about 75 different ads, and many
of them are used to illustrate different points in different chapters. Thus, as a student learns more about
marketing they realize that there are more concepts implicit or explicit in the design of the various
promotions that marketers develop.
The ads represent a broad spectrum of marketing situations–profit and nonprofit organizations, goods
and services, high–tech products and established mature ones, consumer ads and ads targeted at
business–to–business customers, domestic and international communications, and more.
BLOG & TWITTER FEED FOR INSTRUCTORS – TEACH THE 4 Ps
Overview of the Major Elements of Basic Marketing P.L.U.S.
Instructor’s Manual to Accompany Basic Marketing II–15
BASIC MARKETING WEBSITE
The Basic Marketing website on the Internet provides both instructors and their students with important
and up–to–date online resources for the marketing course.
The website is basically divided into sections: one section is limited to instructors and the other is mainly
for students. However, some material, including the new short video clips from the Business Week and
NBC archives, are available on both “sides” of the website.
The website will have a host of other features, including:
• downloads of instructor materials and software products
• links to information about current events related to marketing
Please note that updates about the two Internet exercises found in each chapter of the Basic Marketing
text will be provided at the website. Because web addresses are subject to change, we will try to keep
this information as up–to–date and reliable as possible.
II–16 Perreault, Cannon, & McCarthy
Part III:
Ideas about teaching the first marketing course
INTRODUCTION
This part of the manual provides a number of ideas about teaching introductory marketing – including
some ideas about the possibilities open to you with different elements of P.L.U.S.
There are 18 major sections in this part of the manual. As an overview, these sections are listed below:
Section 1: Comments on approaches to teaching beginning marketing.
Section 2: Suggestions for writing course objectives.
Section 3: Suggestions for the pace and coverage of courses with various lengths.
Section 4: Comments on online resources for students: Online Learning Center, Connect
Section 13: Comments on the Multimedia Lecture Support Guide, Interactive PowerPoint Lecture
Slides, Print Ads, PowerPoint Archives, and YouTube PowerPoints.
Section 14: Comments on the Instructor’s Resource CD to Accompany Basic Marketing.
Section 15: Comments on the Teaching Videos and Video Clips.
Section 16: Comments on creating a Website for your course.
Section 17: Ideas for student projects.
Section 18: Feedback to the authors.
1. COMMENTS ON APPROACHES TO TEACHING BEGINNING MARKETING
Basic Marketing and P.L.U.S. Support Many Approaches
The preface to Basic Marketing exposes many of the authors’ preferences and priorities for the beginning
marketing course. But certainly there are many ways to teach this course – and we have worked to
develop a complete set of materials that will support many different teaching needs. The “best” approach
Part III
III-2 Perreault, Cannon, & McCarthy
Basic Marketing provides extensive support for whatever approach meets the objectives set by the
instructor. Many of the student materials can be used either independently for self–study or as the basis
for class assignments (and discussions). All of the instructor–support materials are available in both “hard
copy” as well as digital formats. (For a more comprehensive discussion of the digital materials available,
see the Multimedia Lecture Support Guide.)
The authors think that it is desirable to get students really involved in the course. Otherwise, material
may be “poured in” during lectures and then “poured out” at examination time – but without as much
active learning taking place as would be desirable. This involvement can be achieved in a variety of ways:
(1) The “self–help” parts of the Basic Marketing Online Learning Center website can be assigned to
involve the student without committing the instructor to additional time – either in or out of class.
(2) The Marketing Plan Coach (available at the Basic Marketing Online Learning Center website) can
(3) The Computer–Aided Problems (at the Basic Marketing Online Learning Center website) help
(4) The chapter opening examples and the special highlighted teaching cases (there is one in each
(5) The two Internet Exercises in each chapter of the text provide students with a great opportunity to
see how marketing concepts are being applied on the Internet and serve as an excellent basis for
(6) The Ethics Question integrated into each chapter provides an excellent basis for student
discussion and debate. For many of these questions there is not a simple “correct” answer, so
different students are likely to have different opinions—which helps to make even a short
discussion interesting.
(7) Discussion of the Questions and Problems at the end of each chapter can be fruitful.
(8) Class discussion of the cases available at the end of the text can be engaging. There are 36
traditional cases to offer choices in using this approach. In addition, there are 8 video cases that
(9) The Practice Marketing simulation involves students in the excitement of making marketing
decisions in a dynamic, competitive situation. Students are more motivated to learn from the class
Ideas about teaching the first marketing course
way to get involvement when the in–class activity is primarily focused on a large lecture section.
Competition and peer pressure are great motivators!
(10) The interactive exercises (including the graphical exercises) in the Interactive PowerPoint Lecture
Slides provide an interesting, high–involvement basis for in–class discussion and lectures. With or
(11) The PowerPoint slides of color ads provided with the Multimedia Lecture Support Guide can be
used as a stimulus to class discussion. The Basic Marketing Online Learning Center website also
(12) The teaching videos can be the opener for a high–involvement class discussion.
(13) In the endnotes for each chapter, a variety of references to additional “classic” and current
readings on the key text topics are included. We provide a much more extensive set of references
than is available with any other text. Thus, these can be used to direct additional library reading
on selected topics, or to get students started on term paper projects.
The various aids are offered to help you motivate and involve your students in studying marketing. If you
can get them involved in investigating and organizing the material, they will really start thinking for
Of course, lectures are an important part of many courses, and the ideas found in the Multimedia Lecture
Support Guide – along with the Interactive PowerPoint Lecture Slides and PowerPoint Archive – are
important resources for easily preparing interesting lectures that go beyond what students read in the
text. Busy instructors will appreciate the lecture scripts and the ready to use Interactive PowerPoint
Lecture Slide shows. The PowerPoint resources provided on the Instructor CD make it easy to use a full
multimedia presentation without a lot of preparation.
Part III
III-4 Perreault, Cannon, & McCarthy
It Helps to Remind Students about the Structure of Your Course
Basic Marketing was written so that there is a logical progression of topics from the beginning to the end.
If you assign chapters in the order in which they appear in the text, you will probably not need a specific
explanation of the logic behind this structure for your students. The ideas build logically on the 4Ps
framework introduced in Chapter 2 and the integrative framework for the marketing strategy planning
course.
The chapters of the text fall into three broad groupings. The first seven chapters introduce marketing and
a broad view of the marketing strategy planning process. They cover topics such as segmentation,
differentiation, the market environment, and buyer behavior, as well as how marketing information
systems and research provide information about these forces to improve marketing decisions. The next
10 chapters go into the details of planning the four Ps, with specific attention to the key strategy decisions
(and what influences them) in each area. Chapter 18 is on implementation and control and Chapter 19 is
our cross–functional chapter. Then, in Chapter 20 we conclude the coverage with an assessment of
marketing’s challenges and opportunities.
Chapter 3 alerts students to the importance of evaluating opportunities in the external environments
affecting marketing. As part of the cultural and social environment, this chapter introduces the
demographic dimensions of the global consumer market and provides up–to–date coverage on important
geodemographic trends. Chapter 3 also highlights the critical role of screening criteria in narrowing down
from possible opportunities to those that the firm will pursue.
Chapter 4 shows how analysis of the market and external market environment relate to segmentation and
differentiation decisions as well as the criteria for narrowing down to a specific target market and
marketing mix.
Ideas about teaching the first marketing course
The next group of chapters – Chapters 8 to 17 – is concerned with developing a marketing mix out of the
four Ps: Product, Place (involving channels of distribution, logistics, and distribution customer service),
Promotion, and Price. These chapters are concerned with developing the “right” Product and making it
available at the “right” Place with the “right” Promotion and the “right” Price to satisfy target customers
and still meet the objectives of the business. These chapters are presented in an integrated, analytical
way–as part of the overall framework for the marketing strategy planning process – so students’ thinking
about planning marketing strategies develops logically.
Chapters 10 through 12 focus on Place. Chapter 10 introduces decisions a manager must make about
using direct distribution (for example, selling from the firm’s own website) or indirect distribution (working
with other firms in a channel of distribution). We put special emphasis on the need for channel members
to cooperate and coordinate to better meet the needs of customers. Chapter 11 focuses on the fast–
changing arena of logistics and the strides that firms are making in using e–commerce to reduce the costs
of storing and transporting products while improving the distribution service they provide customers.
Chapter 12 provides a clear picture of retailers, wholesalers, and their strategy planning–including
exchanges taking place via the Internet. This composite chapter helps students see why the big changes
taking place in retailing are reshaping the channel systems for many consumer products.
Chapter 18 offers up–to–date coverage of how information technology is reshaping marketing
implementation and control.
Chapter 19 deals with the links between marketing and other functional areas. The marketing concept
says that people in an organization should work together to satisfy customers at a profit. No other text
has a chapter that explains how to accomplish the “working together” part of that idea. Yet, it’s
increasingly important in the business world today; so, that’s what this important chapter is designed to
do.
Part III
III-6 Perreault, Cannon, & McCarthy
including operating statements, operating ratios, stockturn rates, markups, markdowns, and ROI and
ROA. Appendix B also includes forecasting. Then, the student might want to look at Appendix C – which
is about career opportunities in marketing and getting career information on the Internet.
As a general suggestion, instructors who assign chapters in an order that differs from the text order
should consider explaining to students briefly but explicitly the logic for the selected structure. The
instructor who sees the “big picture” can have very good reasons for selecting a particular order, but
students going through the material for the first time may wonder what the special value of the structure
might be. They may not realize that Basic Marketing was prepared so that an instructor would have such
flexibility.
Students Often Appreciate a Written Course Overview
Most of us like to have some idea of what is expected of us, and usually students in the beginning
marketing course do, too. A written course overview (syllabus) posted on a website or handed out at the
beginning of the term – along with a schedule of assignments and dates when they are due – can often
A written course overview might include some or all of the following:
1. Instructor’s name, office location, and office hours (and instructor or website address, if
applicable).
2. How students can get a message to the instructor, if necessary (email address and/or telephone
number, if appropriate).
5. Special requirements or specifications (i.e., page limits on term papers, bluebooks needed for
exams, etc.).
Ideas about teaching the first marketing course
7. Key dates (last day to drop or add the course, due date for term paper topic, test and exam dates,
etc.).
10. Outline of assignments and due dates.
Some instructors prefer not to have a written course overview because they think that it limits their
flexibility to make adjustments as needed during the term. Certainly, some items may change during the
term and those that are not clear need not be specified, or can simply be noted as yet to be decided. But
putting in writing some of the key policies should at least be considered. This can help to prevent
problems that might otherwise arise from misunderstanding. After all, at least some of the items above
apply to almost every course. And, if there is some problem during the course the overview can be
consulted as a “fair” source for resolving questions – without a student feeling that he or she has been
singled out by the instructor.
In the list above, reference was made to a statement of objectives for the course and to the outline of
course assignments. Both these topics can require a lot of time and thought – especially the first time
they are developed for a course. The next two sections (following the sample course overview) provide
information that makes effective preparation of course objectives and outlines faster and more
convenient.
Part III
III-8 Perreault, Cannon, & McCarthy
Sample Course Overview
Professor William D. Perreault, Jr.
PRINCIPLES OF MARKETING
(Busi 406, 9:30–10:45 MW)
“Marketing requires separate work, and a distinct set of activities. But, it is a central
COURSE OBJECTIVES
This course provides a decision–oriented overview of marketing management in modern organizations. The
most basic objectives of the course are to provide you with a broad introduction to marketing concepts, the role of
marketing in society and in the firm, and the various factors that influence marketing decision making. Like other
introductory survey courses, you will be exposed to and expected to learn the “language of marketing” (that is, terms,
concepts, and frameworks) used by practicing marketing managers. However, it is also expected that by the end of
OFFICE HOURS AND CONFERENCES
I look forward to the opportunity to get to know you during the term. I will be glad to talk with you about any
aspect of the course – or for that matter anything that is on your mind. Please let me know if I can be of help. My
office is 4526 McColl. I will hold regular office hours (reserved specifically for this class) and be available to you for
conferences from 10:00–11:00 on Monday and Wednesday and from 8:00–8:50 on Tuesdays and Fridays. You do not
need an appointment to drop by during regular office offices, but if you would like to reserve a specific appointment
time in advance that’s fine with me. I will also be glad to talk with you before or after classes as our schedules permit.
Ideas about teaching the first marketing course
PREREQUISITES
Busi 406 is designed for students who are majors or minors in Business Administration and who have
successfully completed the prerequisite courses outlined in the catalog. Assignments and class discussions will
assume that you have a working knowledge of the material from these background courses. More generally, after the
TEXTBOOK
Your basic readings for this course will be from Basic Marketing, 19th edition, by Bill Perreault, Joseph P.
Cannon, and E. Jerome McCarthy (published by McGraw–Hill/Irwin, Burr Ridge, Illinois).
COURSE FORMAT
Your time during the course will be allocated among a set of interrelated activities:
* independent reading and preparation for tests
The specific assignments for each class session are in a course schedule at the end of the syllabus.
GRADES AND WHAT’S EXPECTED
Course grades will be based on a weighted composite of performance evaluations in several areas:
1.
20%
2.
20%
3.
10%
4.
15%
5.
25%
Because your grade will be based on a number of different elements, your success in the course does not hinge on
any single outcome. However, your independent reading and study of your text assignments is a core element of the
course and thus it will be a basic contributor to how well you do.
Tests and Final Exam
The tests during the term and about two–thirds of the final exam are based on a modified objective–test
format. The tests will consist of multiple–choice questions presented in a test booklet. You will be asked to pick the
best answer from among those presented and mark your answer on an answer sheet. However, if you think that a
Part III
The objective portion of the final exam will be like the midterms, but it will be cumulative and will involve about
90 questions. The final exam will not include any “repeat” questions asked on one of the earlier tests. The final
exam will also include a discussion question, probably based on a short case – so please bring a bluebook with you
to the final exam.
Note that the discussion portion of the final exam will be 10 percent of the course grade – and about a third of
the final exam grade. The discussion portion of the exam will not simply ask you to recite/rehash a particular idea or
concept developed in your reading or a specific class discussion, but will require that you demonstrate an ability to
analyze a situation, determine relevant issues, and integrate a set of ideas. That is what you are expected to do with
the case assignments we will be covering throughout the course. Thus, that work on those assignments will be
particularly important in developing skills relevant to this portion of the exam.
Daily Assignments (and Class Participation)
Most class sessions will follow a lecture/discussion format. Lectures will be related to the assigned readings
– and devoted to presentation and discussion of concepts, frameworks, and techniques useful for assessing
marketing opportunities and developing marketing programs.
Some of the assignments involve a brief set of written notes. For example, the exercise sheets I distribute
with the syllabus have space for you to write your answers right under the questions. When I assign a case, I expect
you to prepare a page of notes that reflect your thinking and key ideas about the case. This need not be in narrative
form if you find it more comfortable to create an outline of bullet points or a summary table of points, etc. However,
Attendance at every class is not mandatory – but class attendance is important and strongly encouraged.
Class lecture and discussions will supplement test materials and will be included as an aspect of the tests. Further,
you are responsible for everything that is discussed in class, taken up in class, or handed out in class. I will generally
hand out material (including graded tests) only once. However, I do post copies of all course materials on the course
Blackboard site.