Ideas about teaching the first marketing course
more and less private. How could using this site affect your browsing behavior? Should websites be
required to report their use of online trackers? For related discussion see the Basic Marketing text.
9. COMMENTS ON THE ETHICS QUESTIONS
Each chapter includes an Ethics Question. These provocative scenario–based exercises place students
in real–world situations that might be faced by students in their first job or at a lower level of management.
10. COMMENTS ON THE END-OF-CHAPTER QUESTIONS AND PROBLEMS
To provide maximum flexibility, there are two different kinds of questions and problems at the end of each
chapter. The first kind has fairly definite answers that are covered in the chapter. They are designed for
student review or for “policing” by the instructor to check if students have studied the reading assignment
and understand it. Some instructors use these questions for “pop” quizzes in class – or as short answer
questions for essay–type examinations. These questions give some students a feeling of accomplishment
– because they can find the answers in the text.
The second kind of question is designed to be thought provoking – to force the student to integrate
previously acquired knowledge – and then project it into future or unfamiliar situations. Questions of this
type may require the extension of ideas, concepts, or principles developed in the text. Frequently, the
student’s own background and common sense must be used to begin to work toward such ideas,
Chapter: question(s)
1: 1, 4, 5, 10, 13, 14, 15
2: 7, 9, 10
11: 2, 14
12: 1, 4, 6, 18
There are a variety of ways to use the different questions. The most direct approach – which works
especially well in smaller classes – is to assign some of the questions along with the reading assignments
and then discuss them in class. Students can be asked to prepare written answers – or alternatively to
Part III
III–32 Perreault, Cannon, & McCarthy
outline their key thoughts so that they will be ready to participate if called upon. If the instructor has time
(or grading help), the written work can be collected and graded (or simply “checked off”). If the instructor
does not have time to do much of this type of grading, an alternative is to tell the students that the work
will be collected and graded on an intermittent basis – perhaps three or four times during the course.
That can motivate improved preparation for the class – while reducing the total amount of grading.
11. COMMENTS ON THE CASES AND VIDEO CASES
Although marketing cases can be used in a number of ways, most instructors assign cases to give their
students an opportunity to apply principles and develop decision–making ability. Following the emphasis
in this text, they would probably also wish their students to evaluate cases in terms of the kinds of
marketing strategies the firms have developed – or should have developed. Case assignments also give
students an opportunity to sharpen their ability to communicate – whether in writing or orally – about
marketing problems. This is a skill that will be important later in their careers, but recruiters point out that
it is a skill that is not well developed.
The 8 video cases are longer than the other cases and, in general, they go into more detail on some
aspect of marketing. They have been prepared so that they can be spread across the course to
correspond to sections of reading. They highlight ways that companies are currently applying concepts
covered in the text. Thus, it is possible to simply show the video segments for the case in class as the
basis for a class discussion without prior preparation of the written case by the students. The discussion
can be focused on analyzing the firm’s market situation and its strategy, and as desired it can be coupled
with other assignment ideas outlined in the Instructor’s Manual to Accompany the Teaching Videos. Or,
students can be asked to read the printed version of the case and prepare answers to the questions at
the end of the case either as a written assignment or for class discussion. Then, the video can be shown
in class. The Online Learning Center provides clips from the full videos, so students can get a feel for the
company and situation even if the full video is not shown in class.
Ideas about teaching the first marketing course
Moreover, when the professor explicitly encourages students to apply the text’s marketing strategy
planning to their case analyses, the students realize that it really does work, and their appreciation for the
whole course is heightened. Specifically, the instructor might suggest that the students think about how
good a job the firm has done in selecting target market(s), and what other target markets should be
considered. In the same vein, students can use the 4Ps framework to think about how the firm’s
marketing mix fits the needs of the firm’s target market(s). The elements of the market environment
should be considered – to determine if they are likely to be important in evaluating or shaping the
marketing strategy. Students should be encouraged to think about the characteristics of target customer
buying behavior in the case, and how it relates to the selection of the marketing mix. This problem–
solving approach for evaluating the case is “intuitive” for instructors – but students just starting with the
case method benefit from the reminder – both when a case is assigned (and perhaps on a recurring basis
as the case is discussed). In this vein, Exhibit 2–9 from the text (available in the PowerPoint archive for
Chapter 2), can be shown before, during, or after the case discussion as a way to highlight topics
considered (or not considered!) in the case and to provide structure to the discussion.
Even with “coaching” in advance about how to approach a case analysis, many students are very uneasy
about preparing a case. They may not have ever had cases in any other course, or may simply need
more confidence in their own abilities to cope with the open–ended type of thinking that is involved.
Because of this, if an instructor plans to grade students‘ case analyses it is often best to give students at
least one “practice case” and some feedback before assigning grades that “really count.” Some
instructors require every student to prepare the first case assignment, but include the grade for that case
work in the final grade only if it does not lower the student’s average on the case work portion of their
grade. This rewards those who do a good job from the very beginning, but does not frustrate those who
need a little time to become accustomed to case work.
Part III
III–34 Perreault, Cannon, & McCarthy
The authors have found that students often ask to see an example of a “good” case write–up when a case
written “brief” is assigned. Yet some instructors are hesitant to provide such a sample because of
concern that students might think that there is only one “good” answer. On the other hand, distributing a
copy of a case prepared by one or more of the students – especially for one of the “early” case
assignments – can help to show students that the instructor has realistic expectations – and that the
instructor doesn‘t necessarily expect a short write–up to cover every possible idea. If the instructor
decides to duplicate and distribute a case prepared by one or more students, it is usually best not to
identify the name of the student who prepared the case (and privacy considerations prohibit this at most
institutions). While most students like having their work used as a good “example,” they may be
embarrassed when they are publicly identified to the class as having done a “good job.” Moreover, if a
sample case brief is distributed, it is usually good to point out to students that clearly reasoned
“recommendations” other than the one(s) in the distributed case could elicit a very favorable reaction. If
this precaution is not taken, some students may feel that they were somehow supposed to “read the
instructor’s mind” to get the “right” answer.
Ideas about teaching the first marketing course
Overview of Marketing Situations in Cases
Case
Name
Firm
Type
Firm
Size
Product
Class
Good/
Service
Nature of
Competition
P
W
R
S
M
L
C
B
G
S
I
G
M
D
M
O
MC
PC
1. McDonald’s
•
•
•
•
•
•
•
2. Golden Valley
•
•
•
•
•
•
3. NOCO United
•
•
•
•
•
•
4. Hometown Tech
•
•
•
•
•
•
5. Polystyrene
•
•
•
•
•
•
6. Applied Steel
•
•
•
•
•
•
•
7. Omarama Mtn.
•
•
•
•
•
•
8. Besitti’s Rest.
•
•
•
•
•
•
•
9. Peaceful Rest
•
•
•
•
•
•
•
10. Cooper’s Ice
•
•
•
•
•
•
•
11. Running Room
•
•
•
•
•
•
•
12. DrJane.com
•
•
•
•
•
•
13. AAA Office
•
•
•
•
•
•
•
•
•
14. Showtime Med.
•
•
•
•
•
•
•
•
15. Buckeye Group
•
•
•
•
•
•
•
•
16. J&J Lumber
•
•
•
•
•
•
•
•
•
17. Simply Pure
•
•
•
•
•
•
•
18. Whistler Town.
•
•
•
•
•
•
•
19. MyPerfectWed.
•
•
•
•
•
•
•
20. Blue Lagoon .
•
•
•
•
•
•
•
•
•
21. Global Chem..
•
•
•
•
•
•
•
•
22. Bright Light
•
•
•
•
•
•
23. Carson Furn.
•
•
•
•
•
•
24. Wireway
•
•
•
•
•
•
•
•
•
25. Long Beach
•
•
•
•
•
•
•
•
26. Abundant Harv.
•
•
•
•
•
•
•
•
27. Advanced Mol.
•
•
•
•
•
•
•
•
•
28. KCA Precision
•
•
•
•
•
•
•
•
29. Quality Iron
•
•
•
•
•
•
•
•
•
30. Walker–Winkle
•
•
•
•
•
•
31. Amato Home
•
•
•
•
•
•
•
•
32. Lever
•
•
•
•
•
•
•
33. Kennedy&Gaff.
•
•
•
•
•
•
•
34. Chess Alum.
•
•
•
•
•
•
•
35. Rizzuto’s Pizz.
•
•
•
•
•
•
Skyline Homebuild.
KEY: Firm Type: producer, wholesaler, retailer. Firm Size: small, medium, large. Product Class: consumer, business. Product Life
Cycle: introduction, growth, maturity, decline. Competition: monopoly, oligopoly, monopolistic competition, pure competition.
III–36 Perreault, Cannon, & McCarthy
12. COMMENTS ON EZ TEST AND BASIC MARKETING’S OBJECTIVE TEST
QUESTIONS
Complementing this Instructor’s Manual is a separate and very complete set of more than 6,000 true–false
and multiple–choice questions. The Instructor Resource CD includes all of the test questions in a format
that can be read by Microsoft Word. The easiest way to create objective tests is with EZ Test software
In the print and EZ Test versions, all of the questions are arranged in the same order as the material in
the text (and include a specific section where the material is introduced) – to make it easy to ensure even
coverage. Immediately below each T–F question, the correct answer is given. Similarly, with each M–C
question, the correct alternative is identified. Each true–false and multiple–choice question is classified
according to: (1) an AACSB classification code for skills and abilities (i.e. communication, ethics, analytic,
technology, diversity, and reflective thinking), (2) the expected difficulty level (Easy, Medium, Hard), (3)
13. COMMENTS ON THE MULTIMEDIA LECTURE SUPPORT GUIDE, INTERACTIVE
POWERPOINT LECTURE SLIDES, POWERPOINT ARCHIVES, AND YOUTUBE
POWERPOINT SLIDES
Multimedia Lecture Support Guide
The Multimedia Lecture Support Guide to Accompany Basic Marketing provides a comprehensive and
flexible set of materials to assist you in preparing for lectures and class discussions. It also provides
information and ideas about other separately packaged materials we have prepared to work with this
Multimedia Lecture Support Guide. These include:
exercises that help to illustrate the impact of marketing concepts.
• The Instructor’s Resource CD provides all of the materials from the Multimedia Lecture Support
Guide in popular digital formats (Word files, PowerPoint files, etc.) It also provides Word–
processing files or Acrobat Reader format (*.pdf) files for the other instructor materials (such as
Ideas about teaching the first marketing course
Instructor’s Manual to Accompany Basic Marketing III–37
this Instructor’s Manual) as well as the PowerPoint Archive files (one per chapter) that include all
of the exhibits and illustrations from the text.
Chapter–by–Chapter Materials
The Multimedia Lecture Support Guide facilitates different types of class presentations and discussions.
Regardless of the approach(es) you select, there is a wealth of supporting material for each chapter.
For each chapter in Basic Marketing, the Multimedia Lecture Support Guide:
• offers the script of a complete lecture, which can be used “as is” or modified by the instructor, that
is, coordinated with the Interactive PowerPoint electronic presentation slides. As appropriate, the
scripts are also cross–referenced to specific pages in the text. They also provide suggestions for
class discussion questions and ideas for using the interactive exercises.
The learning objectives, important terms, and chapter outlines are printed in a large typeface that makes
them easy to reference during class.
The learning objectives and important terms can be especially helpful at the beginning of class – as the
topic for the day is introduced. (They are available in both the chapter outline and also in the PowerPoint
presentation slides). Often, lecture points will complement or supplement students’ reading related to
these objectives.
Part III
III–38 Perreault, Cannon, & McCarthy
Basic Marketing features special chapter–opener examples and highlighted “teaching cases” for each
chapter. These examples have been carefully developed so that they are not only interesting and
involving in their own right, but also so that they can provide the basis for a more extensive and
Color Ads
We provide a PowerPoint file with a slide for each of the more than 75 current color print ads that do not
appear in the text. The Multimedia Lecture Support Guide provides a summary list that includes the
names of the sponsoring firm and the headline copy). These were selected to be flexible – to illustrate
and support discussion of a variety of different points. There are consumer ads, business ads, and ads
targeted toward intermediaries. They represent a variety of different types of products and organizations.
Each PowerPoint slide is keyed with the number of the ad to make it easy to reference the teaching
suggestions for that ad.
Rather than the instructor being the one to use an ad to illustrate a point, the ads can be a good stimulus
to get students interested in participating in class. This works well in a nonlecture–oriented class – and
can bring student involvement to even larger classes that are primarily lecture–driven. The instructor can
show an ad and ask student volunteers to explain what concepts from the assignment for the day are
illustrated by the ad. The authors’ own experience – and feedback from many other instructors –
suggests that this can be a good “ice–breaker” at the beginning of class, and may provide the instructor
with an idea of how well students understand key ideas in a chapter. Alternatively, the questioning
approach can be used toward the end of class – after the lecture. The ads provide useful flexibility for the
time at the end of a class. If a lecture or class discussion has gone faster than expected and extra time is
left, more time can be used to discuss the ads. If time is short, the instructor can quickly show selected
ads to emphasize key points from the lecture or reading. The ideas in the Guide should give you a good
start if you like this approach.
Ideas about teaching the first marketing course
Instructor’s Manual to Accompany Basic Marketing III–39
effect. By the end of the course, students realize that they are “seeing” a lot more in the ad – and the
marketing concepts behind it – than they did at the beginning of the course.
YouTube PowerPoints
Most of our students make frequent use of online video – and perhaps you have done this in your class
as well. Now Basic Marketing has taken 80 different YouTube videos and embedded each into a
PowerPoint slide. The videos can operate as viral examples, funny ads, virtual guest speakers or case
studies. These videos have all been discussed and reviewed on the authors’ Teach the 4 Ps blog – and
links from each slide’s note page provide ideas about how to use it in class.
14. COMMENTS ON THE INSTRUCTOR’S RESOURCE CD TO ACCOMPANY BASIC
MARKETING
The Instructor’s Resource CD to Accompany Basic Marketing was briefly discussed in the previous
section. It is a powerful resource that makes the process of preparing for and teaching the introductory
marketing course more efficient and more effective. It provides, in one easy–to–access place, a quick way
to create and present elaborate multimedia slide shows and to find, review, and/or assemble supporting
15. COMMENTS ON THE TEACHING VIDEOS AND VIDEO CLIPS
We offer you a choice among a total of 23 teaching videos that focus on key topics from the text plus 8
video case segments that deal with specific companies and aspects of their marketing strategy. Those
are available in the separate set of DVDs. We have also posted four “classic” videos on the instructor
side of the Online Learning Center. Each of the video cases may be used independently or assigned in
combination with the corresponding printed cases in the text. Your McGraw–Hill/Irwin representative can
give you additional information about obtaining the videos for your school.
Part III
III–40 Perreault, Cannon, & McCarthy
complete text – so you have a variety of choices throughout the course.
As noted above, the video segments are supported by their own Instructor’s Manual. That manual
provides substantial detail about each of the videos, and many useful ideas and suggestions about how
to incorporate them in your course. Each of the video segments has been developed so that it can be
played in 10–15 minutes. An individual video segment can be used in combination with lecture and class
discussion – perhaps including analysis of possible recommendations concerning the video cases.
Ideas about teaching the first marketing course
Summary Table of Basic Marketing Teaching Videos
Video
Segment
Text
Chapter
(time)
Title of video segment and brief description
1
1, 2
(18:12)
Introduction to Marketing. This video features one of the authors
speaking about the importance of a basic knowledge of marketing
to all business students, regardless of major or career objective.
The video also features clips of the new videos in illustrations of the
4Ps.
3
4
(8:09)
YUM! Brands: Multibranding in the QS Segment of the
Restaurant Industry. YUM! Brands, Inc. has multiple brands in the
Quick Service segment of the restaurant industry: A&W All–
American Food, KFC, Long John Silver’s, Pizza Hut, and Taco Bell.
Each of these restaurant chains competes in a separate quick serve
product market (food category). However, a recent target marketing
strategy is to combine two of YUM! Brands restaurant brands under
one roof. This approach enables a single restaurant facility to
satisfy the needs of diners for multiple brands of QS food at one
location.
(14:23)
7
8,9
(11:22)
Fiesta®: Homer Laughlin’s “Comeback” Brand. This video tells
the story of Fiesta®, which was first manufactured and marketed to
U.S. consumers in 1936 by The Homer Laughlin China Company.
Part III
III–42 Perreault, Cannon, & McCarthy
Video
Segment
Text
Chapter
(time)
Title of video segment and brief description
8
9
(17:30)
Clean Shower: New–Product Development and Launch
Strategy. Clean Shower was the brainchild of inventor and
entrepreneur Bob Black who saw an unmet need in the
marketplace. The video illustrates each stage of the new–product
development process as Bob Black successfully brings his new
product idea to market using creative strategies to obtain shelf
space in supermarkets and achieve product trial by consumers.
implement Pepsi’s “push” strategies.
10
10,11
(15:04)
Country Pure Foods: Delivering Juice to a Thirsty World. This
video illustrates the channel and physical distribution strategies (the
PLACE element of the marketing mix) used by Country Pure Foods,
a manufacturer and distributor of beverage products, including
juices, single serve water and most recently, ready–to–serve iced
coffee.
13
8,13,15
(4:25)
Real California Cheese: Branding and Promoting a Commodity
Product features the California Milk Board’s integrated marketing
communications campaign to increase demand for Real California
Cheese products. The campaign included TV advertisements,
billboards, magazine ads, event promotions, publicity, in–store
sampling, and coupons to promote the brand/logo.
14
14
(13:04)
Professional Selling: Serving Customers – Serving the Firm
The covers three learning objectives: (1) the role of salespeople –
salespeople have several important roles in an organization (selling,
meeting buyers’ needs, and providing marketing information back to
decision–makers); (2) the structure and content of a consultative
sales call; and (3) the major types of salespeople – order takers,
order getters, and supporting salespeople. A 1:55 long “trailer”
Ideas about teaching the first marketing course
Video
Segment
Text
Chapter
(time)
Title of video segment and brief description
16
16,17
(14:30)
Root Candles Sheds Light on Its Pricing Decisions. This video
explains the pricing method used by Root Candles to price the
product it manufactures—candles sold under the family brand name
of “Root Candles.” A number of pricing concepts are explained in
the video: markup pricing, variable and fixed costs, price sensitivity,
and price reductions. The influence of competition on pricing, in
Services Marketing deals with some of the challenges in the
Louise’s Trattoria, and Continental Airlines) have modified their
19
20
(17:20)
Marketing Ethics: Current Issues and New Challenges. This
video defines ethical issues as gray areas in terms of right and
wrong and illustrates some recent ethical dilemmas for companies
along with the 4Ps. Information resources for ethics codes and
issues are presented, and the role of an ethics officer is illustrated.
20
(Video
Case 1)
1, 2
(14:58)
Chick–fil–A: “Eat Mor Chikin” (Except on Sunday). This video
examines the marketing efforts at Chick–fil–A, a fast–food chain that
has sparked profitable growth with a differentiated offering, clever
promotion, value pricing, and locations that fit a carefully considered
plan for geographic expansion.
23
(Video
Case 4)
2,3,4,20
(8:23)
Potbelly Sandwich Works Grows through “Quirky” Marketing is
a case that looks at a firm that has grown, in a very competitive
market, with a benefit offering that is part excellent food and part
distinctive eating environment—coupled with a clever strategy that
sets it apart.
developers explain the problems and opportunities for the traditional
Part III
Video
Segment
Text
Chapter
(time)
Title of video segment and brief description
25
(Video
Case 6)
2,18,
19,20
(13:45)
Strategic Marketing Planning in Big Brothers Big Sisters of
America looks at the strategy planning process for a national
nonprofit organization with many local member organizations and
illustrates different aspects of how the marketing strategy has
Bonus Videos. Bonus videos are videos that were dropped in previous editions of Basic
Marketing. They are being offered as “extras” in this edition because they were popular
videos and they are still relevant to the classroom.
3
(17:00)
Deere & Company Responds to Market Opportunities. The
experiences of Deere & Company emphasize that marketing
managers must consider the resources and objectives of the firm
along with the uncontrollable economic, technological, political,
legal, socio–cultural, and competitive environments in making
strategic decisions.
Video “Clips”
Video “clips” were selected from past and current instructional videos for use in PowerPoint
Presentations. The video “clips” are organized by textbook chapter. The Instructor’s Manual to
Accompany Videos for Basic Marketing 19e provides information about each of the 138 video clips. Most
of the video “clips” are less than 120 seconds; many are under 60 seconds. A few clips are longer
because the message is more complex. VIDEO CLIPS ARE AVAILABLE ON THE INSTRUCTOR SIDE
OF THE ONLINE LEARNING CENTER.
16. COMMENTS ON CREATING A WEBSITE FOR YOUR COURSE
Many instructors create a website for their own courses. If you have not had any experience with this sort
of thing, it may seem like a daunting task. However, creating a simple website–even the first time–
can be quite easy. McGraw–Hill provides assistance in several forms. If your school subscribes to and
uses a standard web–based course management system (such as Blackboard), McGraw–Hill creates web
content from Basic Marketing materials in a format that “drops into” these popular website systems and
Creating a customized and highly interactive website “from scratch” can be complicated and can require
skill or the right support. But from the outset you should know that Basic Marketing gives you a lot of
support and resource materials regardless of what type of website you want to create.
There are hundreds of books and software packages that offer help on how to do this. In fact, there are
so many choices that just figuring out where to start can seem like a challenge. However, you can do a
In addition, most schools have someone on the IT support staff who has the responsibility to help faculty
set up websites. We’ve found that these folks are usually willing and able. For example, you will
probably need to arrange a space on a file server for your website materials, get permission to save your
files into proper storage locations where others can’t alter them, and learn about guidelines or standards
for websites that apply to your school’s computer system. For instance, you will need to know what
website address is available for your use, or if there are any restrictions on the amount of material that
can be placed on a course website.
17. IDEAS FOR STUDENT PROJECTS
Some instructors find it helpful to require their students to write a weekly one–page report on some
marketing–oriented article in a current business newspaper or magazine. A variation on this is to have
students select an ad (or several related ads that are part of a campaign) and write a report on what they
Part III
III–46 Perreault, Cannon, & McCarthy
think the rest of the marketing strategy should consider. At first this idea may seem “backwards,” but it
actually works quite well if students are steered toward interesting firms.
Other instructors find the use of term papers helpful. One good approach is to have students write
papers on topics that are introduced in the text. In the footnotes for each chapter, extensive current
references are given to additional sources of information on key topics in the text. Some of these
The instructor can either let the selection of the research topic be guided totally by the student’s interests,
or can develop a smaller list of permissible topics tied to the available groupings of references or perhaps
to companies (and websites) used as examples in the text.
Other instructors have found the use of term reports helpful. They may assign specific topics or a general
one – such as “The Dimensions and Characteristics of the American Market and Their Implications for
Marketing Management.”
As a longer and more comprehensive project, the instructor could assign a term paper project that would
consist of several papers. The student would select a broad market which is likely to have several
interesting market segments – for example, the senior citizen market, the automobile market, etc. – and
carefully analyze the nature and potential in various segments of this market. Then the student would be
expected to develop one or more products to satisfy some segment and report on his analysis in a
Product paper. Subsequently, the student would develop papers covering Place, Promotion, and Price –
and a final paper discussing the integration of the marketing mix. Five or six short papers (six if one is
required to explain which market was selected) would comprise the whole term paper project. It might be
desirable for the class to use the same market so that class discussion could use this area as a reference
base. (Caution: A lot of paperwork is involved in this project.)
Ideas about teaching the first marketing course
Another approach is to have students (perhaps working as a team) create a video or PowerPoint
18. FEEDBACK TO THE AUTHORS
We would like your suggestions and criticisms. Improving Basic Marketing and the whole set of P.L.U.S.
teaching and learning materials that come with it is an ongoing process. We have been able to continue
our position as innovators for the first marketing course for many years because we put a high priority on
feedback from users. Even if your feedback is simply a comment about something you want to be able to
do but can’t now do with the first marketing course, don’t hesitate to share your thoughts. We would like
to hear them. Sometimes we have been able to create totally new teaching support materials by really
focusing on instructor needs and then figuring out what new technology or teaching pedagogy we could
draw on to address those needs. (Hey, that sounds like marketing thinking, doesn’t it?)
III–48 Perreault, Cannon, & McCarthy
Instructor’s Manual to Accompany Basic Marketing IV-1
Part IV:
Chapter–by–chapter aids: answers to questions
and exercises
INTRODUCTION
This part of the manual provides suggested answers (and related points for class discussion) for all of the
student assignment material in Basic Marketing. Suggestions on ways to use these various assignment
materials are provided in Part III of this manual.
These aids are organized on a chapter–by–chapter basis – to make it easier to find the relevant material
as you are teaching the course. Within each chapter, the materials are organized as follows:
• Answers to the discussion Questions and Problems that appear at the end of each chapter in
Basic Marketing,
• Answers to the questions from the Computer–Aided Problem that appears at the end of each
chapter in Basic Marketing. The suggested answers for the computer–based questions include
copies of the spreadsheets from the CAP software.
The various assignment materials include a mix of questions of different levels of difficulty. Some have
fairly definite answers – for example, an answer that a student can find in the text or on a spreadsheet for
a computer–aided problem. Others are more difficult – perhaps asking the student to propose a solution
IV-2 Perreault, Cannon, & McCarthy