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MBAX 6300
Marketing Communications
Spring 2003
Syllabus 1/03
Instructor:Dr. Campbell
Office: 441, Leeds School of Business
phone: 303 735-6305;
email:
E-mail is the best way to reach me. During the week I will usually respond to your email within 24 hours. I usually will not respond to email over the weekends.
Class Meetings:Mondays, 3:30 – 6:15 PM
Room: 216
Office Hours:Tuesdays 10:00 – 11:00 and by appointment
Final:Saturday, May 3, 7:30 - 10:00 pm
(attendance required)
Course Email:Subscribe to the class list as soon as possible.
Required Materials
George E. Belch and Michael A. Belch, Introduction to Advertising and Promotion: An Integrated Marketing Communications Perspective, Irwin, 5th ed., 2000.
Course Reader, MBAX 6300
Course Objectives
The purpose of this course is to introduce masters students to elements of marketing communications. The course is designed from the perspective of managers who will need to make decisions about or understand marketing communications programs. What this means is that the course is developed around how to think about and evaluate marketing communications rather than how to physically create marketing communications. (This class is appropriate for just about anyone who is interested in having a better understanding of "how communication works," but does not cover layout, copywriting, or other specific details of creating marketing communications.) My hope is that this course will 1) increase your understanding of the important issues in planning and evaluating marketing communication campaigns and 2) provide you with the appropriate theories, models, and other tools to make better marketing communication decisions.
This course is based upon the idea that marketing communications is much more than advertising and that an integrated marketing communications program is critical to getting the most from marketing communications. Further, the perspective that I take in this class is that the goal of marketing communications is to convey appropriate meaning to the relevant customer audience in order to build a strong brand. The marketing communications program is viewed as one part of the overall marketing mix and thus, this class will draw upon material covered in MBAC 6090. The ideas from the course are relevant for all types of organizations (large, small, public, or private).
There is a fair amount of work in the course because I believe that the assigned work will help you to better understand and integrate the material in the course. The final project is quite a bit of work as well. It is not my intention to give out “busy work” (remember, I have to grade it!). If you do not feel that an assignment is leading to greater learning, please let me know.
As you know at this point in your education, what you get out of a course is dependent upon what you put into it. I will do everything I can to stimulate, guide, and facilitate your learning. If you have comments or suggestions, please let me know. Working together, we should learn a lot and have some fun, too!
Course Organization
MBAX 6300 is organized to deal with questions surrounding marketing communications decisions. The specific areas that will be dealt with include 1) communication objectives, 2) target market definition, 3) message strategies (e.g., positioning), 4) creative strategies (e.g., tactics), 5) evaluation and research, 6) media strategies, 7) promotion strategies, and 8) strategies for alternative communication methods. We will also discuss issues of international communications, agency management, and ethics. The first two sessions deal with the content and context of marketing communications decisions and is intended to set up the "big picture." The next sessions will deal with particular marketing communications strategies and tactics. The purpose of this part of the course is to provide insight to the "who, what, where, when, and how" of marketing communications. The whole course is based upon my strong belief that a crucial key to effective marketing communications is understanding your consumer audience. Thus, approaches to understanding consumers are included throughout the course and provide many of the general principles of marketing communications effectiveness.
This course utilizes a variety of teaching approaches. The course includes lectures, case analyses, exercises, and guest speakers. Each session highlights some important marketing communications issues.
The background reading allows coverage of more than we will be able to accomplish in class time alone and should be completed prior to the class session for which it is assigned. Some days we will specifically discuss the readings, others we will not, but you are responsible for the material covered in readings, whether or not the material is discussed in class.
Course Requirements
A. Class Participation (20%)
Preparation for, regular attendance of, and full participation and involvement in all class sessions. Every class will offer opportunities for discussion. I expect each member of the class to be prepared at all times to comment on issues under discussion. Please be thoroughly prepared, including having completed the reading assigned for that session prior to class.
B. Individual Exercises (24% total)
All assignments are due at the beginning of the class period for which they are assigned.
Persuasion Knowledge Exercise (6%).
Read the article by Friestad and Wright on the Persuasion Knowledge Model (yes, I know this is long; be sure to give yourself enough time). What are the major points of this article? Why do you think that this matters? Over the course of several days, take note of any attempts to persuade you. In 2 – 3 pages (3 MAX, 1 inch margins all around, 12 point font) first explain what this paper is about and why this might be important to a marketing manager. Then, describe persuasion attempts you have experienced in this period, including:
What you think that the persuader wanted from you
The tactics the persuader used to try to persuade you
Insights about how such tactics might work (both how you think the persuader thinks they might work and how you think they might work)
Your reactions to the persuasion attempt; what did you say, do, and think?
Any goals that you had within this interaction
The outcome of the persuasion attempt
Any thoughts you have about how this persuasion attempt will impact future actions with the persuasion agent
Dewar’s analysis (6%)
Think about the value of converting someone to be a Dewar’s drinker. Use the numbers in the Dewar’s case to compute the value to Dewar’s of recruiting a new customer. That is, how much is it worth to Dewar’s to get a customer? You will need to draw numbers from the case and you will need to make some assumptions. State your assumptions clearly and compute away. Do not hand in a print out of a spreadsheet with “hidden” formulae. Be sure that I can see your work and understand how you computed each number.
Coupons and FSIs (6%)
Carefully read the LeClerc and Little article. Write a 1 – 2 page memo (2 pages MAX, 1 inch margins all around, 12 point font) to the Brand Manager for a specified brand explaining the findings of this research and its implications for promotion of that particular brand. (You can choose any brand that you would like, just be sure to name the brand and the industry).
Packaging analysis (6%)
Go to a local store (e.g., grocery store, drug store, office store, Target, etc.) and spend some time looking at product packages. Choose a package that you think is either very bad or very good in terms of marketing communication. Write a one – two page (Maximum, 1 inch margins all around, 12 point font) analysis of the package and why you think that the package design reflects either good or bad communication (using what we’ve learned this semester). Suggest ways to make the packaging more effective. Be prepared to show and discuss your package choice in class.
C. Take-home Ad Analysis (10%)
This is an individual assignment involving the evaluation of print advertisements. A full description of the assignment will be provided in class.
D. Group Exercise (6%)
Dewar’s Positioning Statement and Strategy Brief. First, analyze Dewar’s situation and prepare a positioning statement identifying how you believe that Dewar’s should position the brand to solve the problems identified in the case. Provide a brief rationale for this recommended positioning. Next, identify some type of communication that you believe could help Dewar’s achieve the recommended positioning and prepare a strategy brief for this communication.
E. Final Project (40%)
The final project is a group project that you will complete with a four-person team. The project is to develop a fully-integrated marketing communications plan for a product or service. This will include a written proposal as well as a short oral presentation to the class. More details will be provided during the quarter. The written component of the final project will be due on Friday, May 2. Presentations will be given during our assigned final time, Saturday, May 3, 7:30 – 10:00.
Attendance for the final presentations is required.
Note:
°Group teams. You are responsible for forming a four-person team for the purpose of group projects. Please take the time to put together a team that will work together well in terms of schedules, work places, different skills, etc. Please write the names of completed groups on the form on my door (first and last name; complete four-person teams only). All groups must be formed by the end of the fourth class session.
Course Evaluation
Final grades are based upon how I perceive that you have fulfilled the above requirements based upon the following weights:
Class Participation and Involvement20%
Individual Exercises24%
Take Home Ad Analysis10%
Group Exercise 6%
Final Project: Oral Component10%
Final Project: Written Component30%
Class participation is necessarily somewhat subjective. I will evaluate according to the following guidelines (please note that attendance is required to receive positive participation evaluation and be aware of the University of Colorado policy on attendance):
Outstanding: Contributions in class reflect exceptional preparation. Ideas offered are always substantive and provide one or more major insights as well as a fruitful direction for the class. Arguments are well-supported (with tangible evidence) and persuasively presented. If this person were not a member of the class, the quality of the discussions would be diminished significantly.
Good: Contributions in class reflect thorough preparation. Ideas are usually substantive, provide good insights, and sometimes a fruitful direction for the class. Arguments, when presented, are generally well-supported and are often persuasive. If this person were not a member of the class, the quality of the discussion would be diminished.
Satisfactory: Contributions in class reflect satisfactory preparation. Ideas offered are sometimes substantive, provide generally useful insights, and occasionally offer a new direction for the class discussion. Arguments are sometimes presented and are fairly well-supported and sometimes persuasive. If this person were not a member of the class, the quality of the discussions would be a little diminished.
Non-participant: This person contributes little to the class discussions. If this person were not a member of the class, the quality of the discussions would not be significantly changed.
Unsatisfactory/Absent: Contributions in class reflect inadequate preparation. Ideas offered are seldom substantive, provide few insights, and do not provide a constructive direction for the class. Integrative comments and effective arguments are not made. Class contributions tend toward comments that are repetitious, obvious, or confusing. If this person were not a member of the class, “airtime” would be saved for more constructive discussion.
Structural Details
Assignments & Deadlines. Please note that the assignments are either listed as “individual” or “group” exercises. The expectation is that you will complete the individual assignments individually without help from others. If you have any questions or need any clarification, please do not hesitate to contact me.
Note that late assignments will be penalized. Written assignments are due at the beginning of class on the due date and the grade will be reduced 10% if not handed in at that time and 20% for each additional day it is late. Please be sure to allow time for possible printing problems and to use proper spelling and grammar in all written work.
Technology policy. During the first 10 minutes of class time, you may download any files that you will need to use during the class. After the initial 10 minute period, no network connections are allowed without the consent of the instructor. Web-surfing and email are distracting to me and to your classmates and are unacceptable at any time during the class.
Cell phones and beepers must be turned off prior to entering the classroom. If you have an emergency situation that requires constant communication, please discuss it with me beforehand.
Honor Code. As you know, the Leeds School recently began utilizing a student run Honor Code. I believe strongly in the importance of behaving honorably towards all members of the community. Please see:
Accommodations. If you qualify for accommodations because of a disability, please submit to me a letter from Disability Services (DS) early in the semester, preferably during the first two weeks of class, so that your needs may be addressed. Disability Services determines accommodations based on documented disabilities (303-492-8671, Willard 322).
Please let me know of any religious conflicts as soon as possible, preferably the first two weeks of the semester.
Leeds School of Business,Spring 2003
University of ColoradoDr. Campbell
Class 1Monday, January 13
COURSE INTRODUCTION
Reading:
• Course Syllabus – be sure to read syllabus and the assignments
• Belch and Belch (BB) Chapters 1 & 2 pp. 32 - 39
MARTIN LUTHER KING DAY:Monday, January 20
NO CLASS!!!
Class 2Monday, January 27
MARKETING COMMUNICATIONS OVERVIEW CASE
Reading:
• Belch and Belch (BB) Chapter 3
• “Integrated Marketing Communications,” HBS Reading 9-599-087
Please prepare case thoroughly for in class discussion
Case: REEBOK INTERNATIONAL
Discussion Questions:
This case centers on Reebok's advertising and promotion plans for 1988. The case write-up gives a lot of attention to the decisions about the Human Rights Now! concert tour. However, we will concentrate most of our time on considering the important issues related to the brand image and brand equity of Reebok and Nike and how these are affected by advertising and promotion. Please consider the following issues before class:
1).What is the consumer behavior in the athletic footwear market? What is Reebok's brand image? What is Nike's brand image?
2).Why has Reebok been successful? What are the company's strengths and weaknesses?
3).Evaluate Reebok's proposed 1988 communications program. Is this what Reebok should be doing with their advertising? Is the Human Rights Now! tour what Reebok should be doing with their promotion? Why or why not? How many additional purchases would the HRN tour need to attract to cover costs?
Class 3Monday, February 3
CONSUMER PROCESSING AND PERSUASION
Reading:
• BB Chapters 4, 5
• Friestad and Wright (1994), “The Persuasion Knowledge Model: How People Cope with Persuasion Attempts,” Journal of Consumer Research, (June), 1 - 31.
DUE: Persuasion Exercise.
Class 3Mon, February 10
COMMUNICATION STRATEGY: SEGMENTING, TARGETING, AND POSITIONING
Reading:
• BB Chapter 2, pp. 39 - 62; Chapter 7, pp. 196-215
Case: Jif Peanut Butter
Discussion Questions:
- Identify all of the segments that are viable for peanut butter. Select the segment(s) you believe to be the most appropriate to target and provide analyses for the chosen segments(s) and the rejected alternatives. (For example, analyze strengths and weaknesses).
- Select a position for the Jif Brand. Provide a rationale for your chosen position relative to viable alternatives.
DUE: List of Group Members
Class 4Mon. February 17
using communications to Manage the brand
Case: Dewar’s (A): Brand Repositioning in the 1990s
Case Questions:
1).What problems did Jamie Prusak inherit when she took on the Senior U.S. brand manager position for Dewar’s in 1992?
2).Evaluate the process used in planning and developing the Dewar’s repositioning campaign and the roles of the various players.
3).Think about how Dewar’s should go about valuing a Dewar’s drinker.
4).What is the process by which a “young transitional” will be converted to drinking Dewar’s scotch?
5).What, specifically, would you recommend that Jamie Prusak should do to successfully launch the repositioning of Dewar’s? Which campaign should be used? How should the acquisition and retention campaigns be managed? How should the campaign be monitored and measured?
Note:Be sure to leave yourself enough time to thoroughly prepare this case -- it takes a bit longer to read than many. We will discuss this case over two sessions.
Due:
• Dewar’s Analysis
• Positioning Statement and Creative Brief for Dewar’s (A)
Class 6Mon, February 24
MESSAGE STRATEGY AND EVALUATING COMMUNICATIONS
Reading:
• BB Chapters 8, 9
• Background to Print Ad Exercise:
- Burton, Philip and Scott Purvis (2003) Which Ad Pulled Best? pp. 1 - 18.
Dewar’s (C)
Due:
Hand in Final Project Topic
Class 7Monday, March 3
RESEARCH FOR EFFECTIVE COMMUNICATIONS STRATEGY
Guest Speaker: Jennifer Simmons, Chief Marketect, Marketexture
Class 8Mon. March 10
MEASURING EFFECTS
BUDGETING
Reading:
• BB, Chapter 18
• BB, Chapter 7 pp. 218-240
• “The Mismanagement of Advertising,” John Philip Jones, HBR, 1999.
Due:
• Hand in Ad Assignment at the beginning of class.
Class 9Mon. March 17
MEDIA STRATEGY
Reading:
• BB, Chapter 10, 13
Recommended Reading:
• BB Chapters 11 & 12
Spring Break March 24 – March 28
Enjoy and Relax!