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Part IV
CHAPTER 1: MARKETING'S VALUE TO CONSUMERS,
FIRMS, AND SOCIETY
CHAPTER 1 – COMMENTS ON QUESTIONS AND PROBLEMS
1- 1. This question is intended to stimulate the same kind of thinking that is prompted by the
introduction to the chapter. The point is to encourage students to take a more personal view of
1- 2. This is really just a contemporary variation on the “better mousetrap” line of thought – framed
in the context of an important new technology. Even so, it deals with the question of whether it
is “enough” just to develop a good new product that serves an important need. It is certainly
1- 3. The macro view of marketing is concerned with how a whole marketing system works, while
the micro view of marketing is concerned with how individual firms do and/or should operate.
1- 4. Answers to this question will vary from student to student. The point of the question is to
prompt the student to think more deeply about the concepts of separation of information and
separation of time between consumers and producers. Take a look at Exhibit 1-1 in the text.
Separation of time results because consumers may not want to consume goods at the time
they are produced, and time may be required to transport goods from producer to consumer.
Student responses about how these separations are overcome will usually focus on
transporting, storing, and functions provided by intermediaries.
Separation of information occurs because producers do not know who needs what, where,
when and at what price. Consumers do not know what is available from whom, where, when
and at what price. For example, if you want to take a trip by plane you usually know where you
want to go and when, but you typically have little idea about what airline, what flight, and at
what cost.
IV-1-2 Perreault, Cannon, & McCarthy
1- 5. This question seeks to get the students to see that considerable planning and thinking has
1- 6. See section “Macro-Marketing” in the text.
1- 7. There is no doubt that growth of the Internet will open up new marketing opportunities – it
already has, and so far we're just seeing the tip of the iceberg. Will growth of these services
ultimately eliminate the need for retailers and wholesalers? Perhaps over the longer run we
will see services such as these taking over for some types of retailers and wholesalers.
Clearly, at present the focus of the Internet (and other similar network systems) is on fast,
interactive communication. In the past, most marketing communication has been limited – it's
one way communication from seller to buyer – except in the case of personal selling. The
Internet, direct response cable TV, and even toll-free telephone systems are quickly changing
that.
1- 8. A small producer might want an independent marketing research firm to take over some of its
information gathering activities if the research specialists can do the job more effectively (i.e.,
with greater accuracy) or more efficiently (i.e., at lower cost) than the firm could do it. The
focus here should be on the possibilities of capturing the advantages (skill, experience) of
1- 9. In a command economy, government officials decide what and how much is to be produced
and distributed by whom, when, and to whom. In a market-directed economy, on the other
hand, producers and consumers make their own economic decisions. That is, the producers
decide what they are going to offer, and consumers decide, independently, which of all of the
offerings they will accept. In other words, the economy is directed by the "market mechanism"
that relies on many micro level decisions by individual producers and consumers. Each
decision may be small, but together they determine the macro level decisions for the whole
economy.
Part IV
1-10. The students should be led to see that the evolution of wholesaling and retailing, as we have
traced it, was the result of enterprising businesses attempting to satisfy consumers more
efficiently. Some organizations have started with government support, but basically most of
our business organizations were formed to make a profit serving consumers. In contrast, in a
command economy, some consumer-oriented, but not necessarily profit-oriented, government
Some good students have difficulty visualizing the development of a wholesaling and retailing
system under a command economy. They can see the possibility of operating a simple
agrarian community where everyone shares according to his needs; but as these economies
grow, they have difficulty seeing how such a system can expand (i.e., what or who directs the
growth and who provides the risk capital). As has been hypothesized by some economists,
perhaps a command economy would not naturally evolve into an advanced system. Incentives
may be necessary to keep a command economy growing. And "black markets" may have to
develop to adjust for "errors" in planning by government officials. Historically, "black markets"
usually develop when there is planning and/or rationing, unless very severe penalties are
imposed (and this may only raise the price!).
1-11. Students will give many different examples here. The basic point is that a market-directed
system encourages innovation because there is incentive (profit) to find a better way to meet
1-12. In the text, the marketing concept is defined in section “What Does the Marketing Concept
Mean.” A firm must have some objective to guide its efforts – and a profit orientation provides
such an objective. But the marketing concept says that an organization should have more than
1-13. The question is intended to deepen the students' understanding of the marketing concept.
Applying it to the local situation can be illuminating, especially if there has been much
discussion of the role of the student in college affairs. Substantial change might be indicated in
some circumstances. But at the same time, it should be seen that "all" students' views (not just
Chapter-by-chapter aids: Chapter 1
IV-1-4 Perreault, Cannon, & McCarthy
institutions – academic, government, and business.
1-14. Distinguishing between a "production orientation" and a "marketing orientation" is not always
easy because the differences may not be readily observable – that is, they may be more in the
mind and attitude of the business manager or his firm than in his physical facilities or actions.
1-15. If the marketing concept is accepted and the firm comes to see that all the activities of the firm
ought to be directed toward satisfying some customers' needs at a profit, then it is obvious that
all the internal activities should be integrated as well – into a "total system."
1-16. Students will come up with a variety of benefits and costs associated with the products for this
question. At this point in their thinking about customer value, it is probably less important that
they be detailed or exhaustive in coming up with examples than it is that they grasp the
concept that each product (actually, each marketing mix) may have a variety of different
benefits and costs. A class discussion is likely to highlight some cases when one student sees
something as a benefit, but a different student argues that it is not so much a benefit as it is a
cost if it is missing (e.g., good gas mileage may be a benefit of a car, or it may represent a cost
if it is missing). The fact that different customers may “frame” benefits and costs in different
1-17. This exercise is designed to help students see how marketing principles can apply beyond the
typical products. It also allows them to develop a deeper understanding of the concepts of
value, costs, and benefits which are covered in this chapter. Students may come across any
range of benefits they can provide for a prospective employer — from broad ideas like problem
solving or new ideas to something very specific — such as completing tax forms, building
websites, and making sales calls. Costs include the more obvious salary, wages, and benefits
— but also include training. An employee that frequently arrives late or often misses work
Part IV
provides lower benefits but also increases costs when other employees must be added to
1-18. Student answers will vary significantly here. The purpose of the question is to prompt students
to think more deeply about the difference between buyer-seller exchange and the opportunities
that exist for more enduring relationships, especially when a customer is likely to have the
same need (or a similar need) again in the future.
1-19. High performance cars are fun, and their popularity has been enduring. At the same time, as
accident statistics show, people driving high performance cars are more likely to be in
accidents. High performance cars also tend to use more fuel and to spew more fumes into the
atmosphere. These side effects impact consumers who are not interested in owning or driving
a high performance car. Over time there has been discussion of regulations to limit the top
Many consumers like the convenience of bank credit cards. They don't like to carry cash, but
want to be able to make purchases when the need arises. On the other hand, critics argue
that "instant credit" encourages many people – especially the poor – to spend money they
don't have. Some economists also argue that "too-easy" credit has had serious economic
effects – because many Americans do not save as they once did. Another issue here is the
cost of providing credit services. Banks take a percent of the revenue from credit card
purchases – and there is a cost of "bad debt" that is included in the cost of using cards. Some
critics argue that all consumers – not just those who use credit cards – have to pay higher
prices because of this. Of course, some firms offer two prices – one for credit card purchases
and one for cash.
Chapter-by-chapter aids: Chapter 1
IV-1-6 Perreault, Cannon, & McCarthy
example, run-off of pesticides from fields into lakes, streams, and rivers (or into groundwater in
other ways) has the potential to contaminate drinking water. Some people think that the use of
pesticides leaves toxic residue in or on crops, and that there is a serious hazard, over time, of
eating food that has been treated with pesticides. Other critics argue that the use of pesticides
DISCUSSION OF COMPUTER-AIDED PROBLEM 1: REVENUE, COST, AND
PROFIT RELATIONSHIPS
This is a simple "practice" problem to introduce students to the software, to sensitivity analysis, and to
revenue, cost, and profit relationships – a recurring theme in later problems.
The spreadsheet for this problem involves only a few rows. The focus of the questions is on making
certain that the student knows how to "read" the spreadsheet. The various questions involved also lead
the student through the steps of using the various features in the PLUS software.
Part IV
Instructor's Manual to Accompany Basic Marketing IV-1-7
P L U S - SpreadSheet
Calendar
Notebook
Selling Price
5.00
*
2.00
*
Quantity Sold
2700
*
6000
*
Answers to Computer-Aided Problem 1:
a. This question just encourages the student to study the spreadsheet layout and understand the
numbers on the screen. The answers, as can be seen from the initial spreadsheet display above, are
as follows:
Revenue from Calendars
$13,500
b. If Quantity Sold remains 2,700 and the price of calendars is increased to $6.00, then
Revenue from Calendars
$16,200
Profit from Calendars
$ 4,700
This question encourages students to do their own "checking" of numbers from the spreadsheet.
The objective here is not just to get them to do arithmetic, but rather to make them realize that in this
spreadsheet (and all the others that follow!), that they can "follow" how the numbers on the
Chapter-by-chapter aids: Chapter 1
IV-1-8 Perreault, Cannon, & McCarthy
c. This question simply introduces the student to the PLUS program What If capability. The What If
data display for this result is given below.
P L U S - What If Data Display
-Notebook-
-Notebook-
-Notebook-
Selling Price
Revenue
Profit or loss
1.60
9600.00
600.00
The correct answers are underlined in the Display. Profit reaches $5,400 at a price of $2.40 and is
$1,080 when the price is $1.68.
CHAPTER 1 – COMMENTS ON USE OF SUGGESTED CASES WITH THIS
CHAPTER
Case 1: McDonald's "Seniors" Restaurant
This case can be used to illustrate what marketing and business is all about – anticipating the material in
Chapter 2 – on market-oriented strategy planning – without introducing the technical words which are
Case 2: Golden Valley Foods, Inc.
V.
Case 18: Whistler Township Volunteer Fire Department
If this case is used with Chapter 1, the instructor may have to introduce students to some of the
Part IV
Instructor's Manual to Accompany Basic Marketing IV-1-9
Video Case 1: Chick-fil-A
This video summarizes the marketing strategy of Chick-fil-A®, the second largest quick-service chicken
restaurant chain in the United States, based on sales ($1.975 billion in 2005). It operates over 1,250
restaurants in 37 states and Washington, D.C. Its 2005 performance marks the 38th consecutive year of
system-wide sales gain. The case provides a nice overview of the micro-marketing. For more details see
the Video Instructor’s Manual on the Instructor’s Resource CD or the Instructor side of the Online
Learning Center (www.mhhe.com/fourps).
CHAPTER 1 – COMMENTS ON USE OF ETHICS QUESTION WITH THIS CHAPTER
Situation: A customer purchases a Sony digital camera that comes with a 90-day manufacturer’s
warranty on parts and labor. The salesperson suggests that the customer consider the store’s three-year
extended service to cover any problems with the camera. The customer replies, “I’m getting a Sony
because it’s a reputable brand—and at $98 the service agreement is one-third the cost of the camera.”
This situation allows for discussion of a variety of topics. One concerns the extent to which customers
are responsible for the choices they make. The customer was offered the extended warranty – and made
the decision, on her own, to not purchase it. The customer also decided to purchase the Sony rather than
some other brand that might have had a longer manufacturer’s warranty. The store might be able to get
Sony to honor the warranty, but we don’t know here if that is possible or if the store manager would want
to try. Manufacturers worry that retailers sometimes misrepresent when problems with a product
occurred to “give customers a break” or pass an out-of-warranty problem back to the manufacturer.
The manager might want to consider how her response may affect the store’s reputation (effects which
may be greatly magnified by the threat of posting online). The discussion could also reference the
marketing concept – where the foundations of profit and customer satisfaction may be seen as at odds in
this situation.
Chapter-by-chapter aids: Chapter 1
IV-1-10 Perreault, Cannon, & McCarthy
consumer organizations advise against buying extended service agreements on just about any product—
because they are not a good value. Most problems arise within the warranty period anyway. So some
students may argue that it is not ethical to sell service agreements. If other students don’t counterrgue, it
may be useful to ask whether consumers are required to buy the agreement and, further, whether it’s ok
to let consumers (who don’t want the risk) decide if it’s worth the price.
CHAPTER 1 – COMMENTS ON USE OF CREATING MARKETING PLANS
QUESTION WITH THIS CHAPTER
Note: The Creating Marketing Plans questions begin in Chapter 2
CHAPTER 1 – SUMMARY OF CONNECT HOMEWORK EXERCISES
Exercise 1.1: Universal Functions of Marketing
Question Type: Drag-and-drop
Exercise 1.2: Five Stages of Marketing Evolution
Question Type: Timeline
Exercise 1.3: Production and Marketing Orientation
Question Type: Drag-and-drop
Learning Objectives: 1-1, 1-5, 1-8
Topic: What does the marketing concept mean?
Exercise 1.4: Chick Fil A: Eat Mor Chikin (Except on Sunday)
Question Type: Video case
Chapter-by-chapter aids: Chapter 2
CHAPTER 2: MARKETING STRATEGY PLANNING
CHAPTER 2 – COMMENTS ON QUESTIONS AND PROBLEMS
2- 1. A marketing strategy includes the selection of a target market and the development of a
marketing mix. So a marketing mix is only part of a marketing strategy.
2- 2. Target marketing involves consciously picking some target (which might be the "mass market")
while mass marketing is not focused on some specific customers. The managers just naively
2- 3. The target customer is placed in the center of the four Ps because the customer should be the
focal point of all marketing efforts and really all business efforts. Without potential customers –
2- 4. It is important for a firm to have a clearly defined target market even if a company sells its
products only from a website. This question is designed to prompt students to think about the
idea of the website in the context of the marketing mix. The fact that the firm is distributing to
customers “direct” via its website (rather than through wholesalers or retailers) is certainly an
important decision in the marketing mix context, but the fact that the website it available to
customers from all over the world doesn’t mean that the firm’s offering will be attractive to
customers regardless of geographic location. The marketer still needs to think about the
2- 5. This question basically serves as a review of the text discussion in section “Developing
Marketing Mixes for Target Markets.”
2- 6. This question is designed to get the students thinking more seriously about what should be
included in a marketing strategy – that is, to get them below a superficial definition of marketing
strategy. Ideally, a strategy should include policy statements with respect to how each of the
IV-2-2 Perreault, Cannon, & McCarthy
2- 7. Strategy decisions are concerned with "grand plans," while operational decisions are
concerned with more detailed decisions – which are made within the framework of the strategy.
2- 8. This question provides students with an opportunity to demonstrate their level of comfort with
this concept. This chapter provides the following definition: “the expected earnings stream
(profitability) of a firm’s current and prospective customers over some period of time.”
2- 9. A strategy is a "big picture" of what a firm will do in some market. A marketing plan includes a
strategy and the time-related details for carrying out the strategy. And a marketing program is
2-10. This question is designed to get the students thinking about the various target markets which
might be aimed at for a particular product – and the many factors which ought to be
considered. If the instructor is familiar with the development of a new marketing strategy, it
probably will be preferable to substitute this product for one of those suggested – in order to
give the students a better "feel" for reality.
This exercise can easily lead into an interesting discussion of marketing strategy planning and
all of the problems that can arise (but the instructor must guard against it degenerating into just
a "bull" session). The general approach will be illustrated below for the new toothbrush.
The students must be led to see that there are many different potential target markets before
going on to the development of one whole strategy. It might help to begin by trying to
determine the degree of interest of some target consumers in toothbrushes in general – and
the extent of interest they might have in the particular kind of product being considered. Using
the marketing strategy diagram in Exhibit 2-9 as a framework – to begin to segment the
"toothbrush market" – you could lead them to ask questions such as: What do consumers look
for in toothbrushes? Why do they buy them? Where do they buy them? How much do they
pay for them? Who buys them? All of these questions should be raised by the students.
Chapter-by-chapter aids: Chapter 2
The next step would be to analyze the product in the light of the consumers' image of
toothbrushes and the ritual of toothbrushing. If this product seems to have any possibilities for
satisfying the needs of some consumers, then the other three Ps – Place, Promotion, and
Price – will have to be considered. Where consumers traditionally buy toothbrushes may have
a bearing on where they will have to be distributed. If the same types of places are chosen, a
A. The marketing problems I believe I would face if I were to develop a new design for a
toothbrush:
Concerning the consumer:
1. Characteristics of buyer and users.
Concerning the product:
1. Quality.
2. Models and sizes.
Concerning the place:
1. Number of wholesalers and retailers.
2. Degree of aggressive retailer cooperation.
Concerning the price:
1. Factory price.
Concerning the promotion:
**********
Part IV
IV-2-4 Perreault, Cannon, & McCarthy
B. The first thing we have to do in setting up the marketing strategy is to determine the target
market. The target for a new spinning reel would, most naturally, be the sport fisherman.
Since the consumer is of such great importance in the selection of a strategy, he should be
considered first and quite well. To begin with, sport fishermen can be from any social or
financial class. This fact in itself presents somewhat of a problem. The reel has to be such
that it will appeal to the majority of the people from these different groups.
The price of the reel now has to be set so that it will move fairly fast on the market.
Competition will naturally have something to do in determining this price. You must also take
into account the distributors and sales force and whether you are going to pay them a high
commission.
Since this is a new product, promotion is going to be of major importance in establishing good
markets. You will have to concern yourself with advertising, sales promotions, and training
salespeople among other things. I think these would be the greatest problem areas you would
encounter.
**********
C. Consumers: The market target for the new wonder drug is all consumers, since at one time or
another everybody gets sick. The drug will be also aimed at children since children are always
getting sick. The drug should be promoted more to residents of cold or damp sections of the
country since susceptibility to sickness is greater in these areas.
The number of other brands are few since this is a new wonder drug. Brand loyalty will be low
since this is a new product.
Place: Samples should be distributed to doctors. The main distribution will be through
drugstores and drug counters in department stores.
Chapter-by-chapter aids: Chapter 2
Promotion: Since it is a medical discovery and a significant one, an attempt should be made to
have articles printed in the various medical journals to show doctors how good the product
really is. Television is the best medium for advertising the product. 'A famous doctor says'
approach should be avoided since I think it is boring to people. But the doctor should not be
left completely out the advertisement. It should be brought out that the drug is safe for all
ages. All other modes of advertisement should also be used.
**********
**********
2-11. This is an integrative question. As indicated in section, “What Does the Marketing Concept
Mean,” of the text, all functional areas are dependent upon a firm's market-oriented plans. A
market-oriented plan starts with customers and then expects the rest of the firm to arrange its
affairs accordingly. Therefore, an example from any functional area would be appropriate
here.
2-12. This is an important question. It gets at a key reason why it is hard for firms to be successful!
It will prompt a wide variety of different answers (and has the potential to generate some very
good interaction if it is discussed in class). Most students think that the marketing concept
sounds like a simple idea, and students with less work experience often think that it is easy for
a firm to implement. Those with more experience are likely to “make excuses” for companies
because they are more attuned to the problems. But discussion of this question helps to
highlight some of the reasons that the marketing concept is not easy to implement.
Part IV
IV-2-6 Perreault, Cannon, & McCarthy
or maybe just in a bad mood that day? Is it possible that the customer was partly at fault? Is
the customer really always right? Can a firm afford to satisfy everyone?
2-13. An "attractive" opportunity for a firm is one that the firm has some chance of doing something
about – given its resources and objectives. A "breakthrough" opportunity is an attractive
opportunity that will enable the innovators to develop hard-to-copy marketing mixes which will
be very profitable for a long time.
Students will give a wide variety of examples here. They are often better at identifying
"attractive" opportunities than "breakthrough" opportunities. In particular, it is not unusual for
students to think that just about everything is "hard to copy." Discussion of this question is a
good way to highlight the importance of analyzing the current competitive environment and/or
what is likely to happen with it in the future. This can be used to foreshadow discussion in
Chapter 3 as well as product life cycle concepts that are developed more fully in Chapter 9.
2-14. By defining a market in terms of a market's needs, it is usually possible to see subsets that are
not completely satisfied with the present offerings. And the students should be able to come
2-15. The basic logic for thinking of the marketing strategy planning process as a narrowing down
process is to be certain that the marketing manager considers the various alternative
opportunities that might be available before putting all of his or her energy and the firm’s
2-16. The major differences among the opportunities are related to whether the firm uses its present
products or new products while pursuing present markets or new markets. Note: The
2-17. Familiarity with the firm's current market would probably reduce the cost and risk. The farther
a firm moves from its present activities, the less it is likely to know about the market and its
problems. "The grass is not always greener on the other side of the fence."
2-18. The text provides a discussion of reasons that international opportunities should be
Chapter-by-chapter aids: Chapter 2
(b) people in a foreign market may have needs that the firm could meet, and the people
may have the money they need to be customers;
2-19. The main purpose of this question is to encourage students to think about all of the products
that they buy/use/consume that come from foreign producers. The reasons that they give for
purchasing a specific product will vary dramatically – ranging from economic-oriented issues
(low cost, good reliability) to emotional reasons (the status of French perfume, the "in" styling
of an Italian designer). Regardless of the purchase reasons, students will usually conclude
firms from all over the world are competing to "capture" customers wherever they may be.
DISCUSSION OF COMPUTER-AIDED PROBLEM 2: TARGET MARKETING
In this problem, the student evaluates the profitability of a target marketing approach compared to a mass
marketing approach. The spreadsheet for the problem focuses student attention on the size of the
segments, the "share" that a firm wins in that market, costs of blending a marking mix to reach the
market, and revenue and profit relationships.
The initial spreadsheet for the problem appears below:
P L U S – SpreadSheet
Targeting
Mass Marketing
PRODUCT: Production Cost per Unit
8.00
*
7.50
*
PLACE: Distribution Cost per Unit Sold
2.00
*
2.50
*
PROMOTION: Total Promotion Cost
12000.00
*
60000.00
*
PRICE: Selling Price per Unit
16.00
*
14.00
*
Answers to Computer-Aided Problem 2:
a. The numbers needed to answer this question are given on the initial spreadsheet (given above).
Students will approach the calculations in different ways, but an example approach is given below:
Part IV
IV-2-8 Perreault, Cannon, & McCarthy
First, let's look at the quantity sold:
25,000 number of people in the market
x .80 percent of people who will buy
20,000 people who will buy
x .50 firm's share of purchases
10,000 people who will buy from the firm = quantity sold
Then, to get total costs we must add total promotion cost and overhead:
$100,000 total production and distribution cost
$ 12,000 total promotion cost
+ $ 10,000 overhead costs
$122,000 total cost
Many students will compute profit by simply subtracting costs from revenue. At this point, that is fine.
But, it may be useful to go through the type of detail given above in class – or provide the information
as a hand-out. The idea here is to encourage students to think carefully about the numbers of the
spreadsheet – about what they mean and how they relate. Developing skill in this area is important
to marketing managers – and attention is focused on this throughout the whole computer-aided
problem set.
b. If the target marketer could reduce distribution cost by $.25 per unit, from $2.00 to $1.75, total profit
would increase by $2,500.00 – from $38,000.00 to $40,500.00. The point here is that reducing the
cost of any element of the marketing mix – if it still meets the needs of target customers – will help to
improve profits. The spreadsheet for this analysis is shown below:
P L U S - SpreadSheet
Targeting
Mass Marketing
PRODUCT: Production Cost per Unit
8.00
*
7.50
*
PLACE: Distribution Cost per Unit Sold
1.75
*
2.50
*
Chapter-by-chapter aids: Chapter 2
c. If the target marketer can increase his share of the market from 50 percent to 60 percent, his profit
will increase to $53,000.00 (assuming that the lower distribution cost from question b above is
maintained). Or, if the original $2.00 a unit distribution cost is used in the spreadsheet, the profit will
increase to $50,000. This analysis shows that the target marketer who can really fine-tune his
marketing mix to the needs of the target market can increase his share of the business from that
CHAPTER 2 – COMMENTS ON USE OF SUGGESTED CASES WITH THIS
CHAPTER
Case 3: NOCO United Soccer Academy
This case can be used to introduce the marketing strategy planning process and customer equity – both
of which are discussed throughout the rest of the book. The NOCO United case provides an early
opportunity to use both of these frameworks. The marketing strategy planning process in Exhibit 2-9
might be shown on the board and used to help guide discussion. In fact the shortage of information on
competitors – at least in the short case – becomes more obvious when this framework is shown. There is
a need to match the company strengths with customer needs. A S.W.O.T. analysis might be done to help
students understand these concepts.
Part IV
Case 4: Hometown Tech
This case can be used to illustrate ideas related to marketing strategy planning, including S.W.O.T.
analysis. A young woman decides to go into business (doing computer service work) in a small town
where she is in direct competition with another established competitor who has a strong reputation and a
Case 5: Polystyrene Solutions
Case 12: DrJane.com—Custom Vitamins
This case can be used as an opportunity to introduce students to a relatively straightforward financial
analysis involving some topics related to customer equity. See case discussion in Part V.
Case 29: Quality Iron Castings, Inc.
This case can be used here to illustrate production-oriented thinking – and the need for more marketing-
oriented strategy planning. It also can be used toward the end of the course to "wrap everything up."
See case discussion in Part V.
Video Case 1: Chick-fil-A
This video summarizes the marketing strategy of Chick-fil-A®, the second largest quick-service chicken
restaurant chain in the United States, based on sales ($1.975 billion in 2005). It operates over 1,250
Video Case 2: Bass Pro Shops
Bass Pro Shops is the nation’s leading retailer of outdoor gear. It also is regarded as a master marketer
Video Case 4: Potbelly Sandwich
