TR, 2:00pm to 3:15pm
This marketing elective focuses on the three major activities common to the marketing planning/ branding process across firms and industries: (1) analysis of market information, (2) development of brand strategy, (3) programming of the strategy and implementation of the marketing programs. The unifying framework for these activities is the annual marketing plan for the brand. Thus, the course attempts to simulate the brand manager’s job through the development and implementation of a marketing plan for a particular good or service.
As might be surmised from the variety of activities covered by the course, a successful marketing planning process requires a broad set of skills. Thus, key concepts will be drawn from a variety of areas including marketing strategy, buyer behavior, economics, marketing research, statistics and econometrics.
A variety of teaching methods will be used during the course, particularly cases and lecture/ discussion. The key feature of the course is a group project, which is the development of an actual marketing plan for a product selected by the students. The course provides the generic background necessary for developing marketing plans; students tailor the course to their interests by their chosen project. Thus, the course can be a consumer product, industrial product, service, or even not-for-profit course depending upon the project.
Introduction to Marketing
9/4 Introduction to the Course: Marketing Analysis, Planning, Strategy & Management
Read: L&W, Ch. 1
Analysis of Market Information
9/6 Case: Product Team Cialis: Getting Ready to Market
9/11 Industry Analysis, Competitive Set Definition, Competitor Analysis
Read: L&W, Ch. 2, 3, 4
9/13 Case: Barco Projection Systems
** Assignment 1 is due **
9/18 Marketing Research to get Market Information
9/20 Customer Analysis I
Read: L&W, Ch. 5
9/27 Customer Analysis II
10/2 Case: Omnitel Pronto Italia
10/4 Market Potential and Sales Forecasting
Read: L&W, Ch. 6
Case: Nestlé Refrigerated Foods: Contadina Pasta & Pizza (A)
** Assignment 2 is due **
Developing Marketing Strategy
10/9 Marketing and Brand Strategy I
Read: L&W, Ch. 7
10/11 Brand Equity I
Ontela PickDeck (A) and (B): Customer Segmentation, Targeting and Positioning
10/23 Brand Equity II
10/25 Brand Equity Management and Brand Extensions
** Assignment 3 is due **
10/30 Guest Speaker I: Using Business Analytics to Guide Marketing Strategy
James Walker, Prophet, Senior Partner
Programming of the strategy and implementation of the marketing programs
11/1 Pricing & Price Promotions I
Understanding and Measuring Customer Value
Case: Coca-Cola’s New Vending Machine
11/6 Pricing & Price Promotions II
11/8 Case: Biopore
** Assignment 4 is due **
11/13 Advertising and Communications
11/15 Case: Dove
** Situation Analysis is due **
11/20 Distribution Strategy: Designing and Managing Marketing Channels Case: Hewlett-Packard Imaging Systems Division
11/27 Integrated Marketing Communications
Background Case: Cunard Line Ltd.:
Managing Integrated Marketing Communications
11/29 Guest Speaker II: Managing On-Line communications
Douglas Silverstein, AmEx
12/4 Planning for Global Marketing
Case: Samsung Electronics Company: Global Marketing
12/6 Marketing Plan Presentations
12/11 Marketing Plan Presentations
12/13 Course Summary
** Marketing Plans are due**
|team project ; 2 or 3 people||Allocation||Due Date|
|Situation Analysis||7.5 %||11/15|
|Written Report||25 %||12/13|
At NYU Stern we seek to teach challenging courses that allow students to demonstrate their mastery of the subject matter. In general, students in undergraduate core courses can expect a grading distribution where:
Note that while the School uses these ranges as a guide, the actual distribution for this course and your own grade will depend upon how well you actually perform in this course.
The course uses a combination of lectures and cases. We will also have few guest speakers.
Lectures will be used to introduce new concepts, frameworks and tools that are important for conducting a thorough marketing analysis and developing branding strategy and programs. The lectures will complement the text and will not attempt to cover all points raised in the reading. These lectures will be interactive rather than simply a monologue.
Case discussions are a critical component of the learning process for this course. Students should be prepared for case discussions whether or not it is a written assignment. You will be evaluated on both the quantity and quality of your participation. In addition, students can be expected to be “cold called” during a discussion.
The case method is one of the most effective means of sharpening your decision-making abilities, requiring you to be an active participant in a marketing strategy decision. The assigned cases are intended to give you practice in assembling data to support a decision. Further, the case method provides a vehicle by which you can apply the theories, concepts, and analytical devices discussed in class or in the book. Finally, the discussion forum provides an opportunity to argue your position and to learn from others by listening to their comments and criticisms.
In selecting case materials, I have tried to choose cases which fit the pedagogical objectives of the course and which are also (hopefully) interesting to participants. Some of the cases may appear to be far-removed from problems pertinent to your work experience, but in general, the lessons to be learned from the cases are universally relevant and transcend particular situations.
During case discussions each person should be prepared to share his or her individual views with the class. In these sessions, the instructor will act to facilitate discussion, not to provide recommendations for a particular course of action. The direction and quality of the discussion is the collective responsibility of the group, not the sole responsibility of the instructor.
It should be emphasized that the case method of learning does not provide an answer to the problem being addressed. In most case discussions, several viable “answers” will be developed and supported by various participants within the total group. It is usually the case that a single “best” course of action is not obvious at the time the decision has to be made; if that situation was common, business decision-making would be easier than it is! At the same time, some courses of action are better supported by the case facts than others. In addition, while what actually happened is sometimes known, in no way should this be interpreted as the correct or incorrect solution. What is important is to develop a framework that will lead you to recognize the best options available.
Some students have found the following process helpful as a guide to case preparation:
1. Skim through the case to understand the basic setting and framework. This will help you to assimilate the facts of the case when you read it.
2. Review all tables and figures.
3. Read the case study questions provided in the detailed outline at the end of this syllabus. Use these questions as a guide to some of the key issues in the case. Remember, it’s still up to you to decide what is important based on the evidence in each case.
4. Now read the case and begin to analyze it qualitatively and quantitatively. What are the key issues? What do you recommend? What alternatives did you consider? Why did you select your preferred course of action?
5. Now with a reasonably good understanding of the situation, you should reread the case to incorporate important details that will impact your analysis.
In preparing the cases, don't look for a single answer. Each case will raise a number of issues that need to be evaluated. A good recommendation is one that is based on solid analysis and considers multiple courses of action.
Preparation questions for case discussions in class are provided in Appendix A.
You must be prepared to discuss all assigned readings and cases. Your comments should reflect a depth of understanding indicative of thorough analysis. You should be prepared to articulate and defend your position when called on to do so. Active participation of all students is required but quality and frequency of comments is more important than duration of each comment. The ability to speak comfortably to a group is a vital business skill. If you are anxious about public speaking, the only way to get better is to practice. The best way to reduce your anxiety is to be thoroughly prepared.
In order to encourage universal participation and preparation, I WILL COLD CALL, especially during cases.
Class discussion should encourage the free and open exchange of ideas. If you want to challenge what I, or another student, have said, do so. Constructive criticism is always welcome and is an important part of the Stern experience. Do not be upset if something you say is challenged - we learn most when we have to defend our positions.
However, putting down legitimate comments (those not intended to be humorous) is not acceptable. Everyone's input, if not repetitious, must be considered valuable and encouraged. Feel free to question or disagree with other students, however, such disagreement must be based on the idea and not the person. Respect for your fellow students is the sine qua non of great discussions and great learning experiences.
It is important for your classmates, and me, to know who you are. Please help out by using your desk name card during every class session.
At the end of the semester, the teaching fellow working with your section and I will consider the following elements in evaluating your classroom contributions:
1. Are you a good listener?
2. Do you contribute to the learning environment by sharing your relevant business
experiences and those you read about?
3. Do your comments show evidence of thorough analysis?
4. Do you ask constructive questions of other students that help to deepen everyone's
5. Do you distinguish between different kinds of data (i.e., facts and opinions)?
6. Are you willing to share ideas and information in a collegial fashion?
7. Are you willing to test new ideas, or are all comments "safe" (e.g., a repetition of the
case facts without new insights)?
8. Are you willing to interact with other class members to help refine ideas?
9. Do your comments build on earlier comments to advance the discussion or are you
merely repeating earlier comments or raising points that do not fit into the current discussion?
10. Do your comments incorporate concepts presented in lectures, readings and earlier
11. Do you make your points succinctly?
There will be four written assignments in this course. Questions are based on the following four cases that we will cover in the class: Barco, Nestlé, Burberry and Biopore. Questions for these assignments can be found in the Appendix.
These written assignments should not exceed four pages. Up to three pages of supporting material (tables, figures, graphs) may be attached. This material should be referenced in the text of the write-up. Professional quality writing and presentation are expected.Write-ups must be double-spaced, in 12-point font with 1” margins.
Your answers and recommendations should be based on quantitative and qualitative analysis of case data. Your analysis should anticipate potential objections to your recommendations and illustrate its superiority over other alternatives. It should be analytic and deliberative in tone. The most persuasive documents are the ones that debate more than advocate. After all, if you do not look at all alternatives, how do you know that you have chosen the best one? In answering the case questions, do not describe the case, but focus on the following three factors: 1) careful analysis of the situation, 2) description of your decisions or recommendations; 3) supporting logic and analyses. Assignments will be described in more detail as we get closer to the due date. Note that these assignments require data analysis as well as creativity/judgment.
The assignments are due in class on the date the case is discussed. Students are not only permitted to discuss the case with other members of the class, they are encouraged to do so.
The major project in this class will be the systematic development of an annual marketing plan for a brand (can be a product, service, place, person, etc.). This will be a team project (in pairs.) The final project is an attempt to apply what you have learned in the course to a product or service of your choosing. The marketing plan should not exceed 30 double-spaced pages. Supporting material can put in appendices. Each marketing plan should have a title page, an executive summary, a situation analysis section (industry analysis, customer analysis, competitor set definition, competitor analysis, strengths, weaknesses, opportunities and threats (SWOT)), a section on the development of marketing and brand strategy (objectives, segmentation, targeting, positioning, brand equity) and a section on marketing programs (pricing and promotions, communications, distribution). The marketing plans should have also a proposed marketing budget and a summary of contingency plans. More details will be provided in class.
You will need to submit a draft of the situation analysis on November 15. This will be graded and I will provide feedback that you are expected to integrate into your final marketing plans.
You will also make a PowerPoint presentation about your proposed marketing plan. The presentation time will be approximately 10 minutes and 5 minutes will be set aside for Q&A.
Integrity is critical to the learning process and to all that we do here at NYU Stern. As members of our community, all students agree to abide by the NYU Stern Student Code of Conduct, which includes a commitment to:
The entire Stern Student Code of Conduct applies to all students enrolled in Stern courses and can be found here:
Undergraduate College: http://www.stern.nyu.edu/uc/codeofconduct
Graduate Programs: http://w4.stern.nyu.edu/studentactivities/involved.cfm?doc_id=102505
To help ensure the integrity of our learning community, prose assignments you submit to Blackboard will be submitted to Turnitin. Turnitin will compare your submission to a database of prior submissions to Turnitin, current and archived Web pages, periodicals, journals, and publications. Additionally, your document will become part of the Turnitin database.
Your class may be recorded for educational purposes
If you have a qualified disability and will require academic accommodation of any kind during this course, you must notify me at the beginning of the course and provide a letter from the Moses Center for Students with Disabilities (CSD, 998-4980, www.nyu.edu/csd) verifying your registration and outlining the accommodations they recommend. If you will need to take an exam at the CSD, you must submit a completed Exam Accommodations Form to them at least one week prior to the scheduled exam time to be guaranteed accommodation.
Guidelines for Group Projects
Business activities involve group effort. Consequently, learning how to work effectively in a group is a critical part of your business education.
Every member is expected to carry an equal share of the group’s workload. As such, it is in your interest to be involved in all aspects of the project. Even if you divide the work rather than work on each piece together, you are still responsible for each part. The group project will be graded as a whole: its different components will not be graded separately. Your exams may contain questions that are based on aspects of your group projects.
It is recommended that each group establish ground rules early in the process to facilitate your joint work including a problem-solving process for handling conflicts. In the infrequent case where you believe that a group member is not carrying out his or her fair share of work, you are urged not to permit problems to develop to a point where they become serious. If you cannot resolve conflicts internally after your best efforts, they should be brought to my attention and I will work with you to find a resolution.
You will be asked to complete a peer evaluation form to evaluate the contribution of each of your group members (including your own contribution) at the conclusion of each project. If there is consensus that a group member did not contribute a fair share of work to the project, I will consider this feedback during grading.
The process of assigning grades is intended to be one of unbiased evaluation. Students are encouraged to respect the integrity and authority of the professor’s grading system and are discouraged from pursuing arbitrary challenges to it.
If you believe an inadvertent error has been made in the grading of an individual assignment or in assessing an overall course grade, a request to have the grade re-evaluated may be submitted. You must submit such requests in writing to me within 7 days of receiving the grade, including a brief written statement of why you believe that an error in grading has been made.
The School expects that students will conduct themselves with respect and professionalism toward faculty, students, and others present in class and will follow the rules laid down by the instructor for classroom behavior. Students who fail to do so may be asked to leave the classroom.
Collaboration on Graded Assignments
Students may not work together on graded assignment unless the instructor gives express permission.
Course evaluations are important to us and to students who come after you. Please complete them thoughtfully.
Case Discussion Question
Product Team Cialis: Getting ready to Market (9-505-038)
1. Why are the most relevant dimensions along which to segment the patient market for ED treatment? Of the segments identified, which would you target initially
2. What is Viagra’s positioning in the marketplace in 2002? How would you characterize the Viagra brand?
3. What would be the most effective way to position Cialis in the marketplace?
4. What marketing mix activities should accompany the launch of Cialis?
a.What would be the most important messages to communicate to the target patients? To physicians? To partners?
b.What medium would you use to reach each of these parties and what would your relative resource allocation be to each?
c.How would you price Cialis? (assuming no health care coverage). What type of promotions would you offer?
5. What competitive response do you anticipate from Pfizer? From Bayer-GlaxoSmithKline?
Barco Projection Systems (A) (9-591-133)
1. Assess the market and competitive situation facing Barco. What exactly is Sony trying to accomplish with its 1270 “Superdata” projector?
2. What are the major options open to Erik Dejonghe? What are the advantages and disadvantages of each of the options?
3. What do you think Electrohome will do?
4. What should Barco do?
Omnitel Pronto Italia (9-501-002)
1. What was Omnitel’s competitive advantage when the service was launched in December 1995?
2. Why did the launch not perform expectations?
3. What are the economics of LIBERO?
4. Why is the churn rate so high for many European countries?
5. Do you expect the churn rate to increase or decrease with the launch of LIBERO?
6. What do you learn from consumer research (see Exhibits 5 to 8)?
7. Will LIBERO lead to a price war? If yes, what would OMNITEL do to avoid one?
8. If you were Fabrizio Bona, what changes would you make to LIBERO and why?
Nestlé Refrigerated Food: Contadina Pasta & Pizza (9-595-035)
(trial and repeat) for the two Pizza options under consideration: Pizza and
Topping and Pizza Only.
opportunity? What are the similarities? Differences?
4. Why was the pasta product so successful?
5. Would you launch the pizza?
Ontela PicDec (A) and (B) (KEL450-1)
Coca-Cola’s New Vending Machine (A): Pricing to Capture Value, or Not? (9-500-068)
1. What is Coke? What does Coke mean to the average consumer?
2. Is selling Coke through interactive vending machines a good or bad idea? Why?
3. Where, how, and for whom does this technology create/destroy value? (e.g., loyal Coke customers, switchers among cola products, loyal Pepsi customers?).
4. Are there any pricing related issues that can adversely affect the firm?
5. What did Coca-Cola do right? What did it do wrong? How would you have done it?
Biopore Corporation (9-598-150)
Dove: Evolution of a Brand (9-508-047)
1. What is Dove’s brand equity?
2. What was Dove’s brand positioning in 1950s? in 2007?
3. How did Unilever organize to do product category management and brand management in Unilever before 2000? What was the corresponding structure after 2000? How was brand meaning controlled before 2000 and how is controlled at the time of the case?
4. Spend a little time searching blogs, using Google Blog Search, Technorati, BlogRunner or any other blog search engines, to get a sense of what people are saying about Dove today. What does this discussion contribute to the meaning of the brand?
5. Footnote 1 of the case leads you to a blogger who asks, with reference to the age of YouTube advertising, “Is marketing now cheap, fast and out of control?” Footnote 2 refers to Dove as having started a conversation “that they don’t have control of.” In “When Tush comes to Dove,” Seth Stevenson writes about the “risky bet Dove is making.” Do you see risks for the Dove brand today?
Cunard Line, Ltd: Managing Integrated Communications (9-594-046)
1. What is the brand equity of Cunard? What is the brand equity of QE2? of other ships?
2. What should Cunard’s branding strategy be? Should the emphasis be on the umbrella brand identity or the individual ships? Why?
3. Evaluate Cunard’s marketing communications.
4. What are the implications of a more “sale-oriented” format with more emphasis on price for tactical advertising? Was Cunard’s tactical advertising successful?
5. Which marketing communication elements do you believe should receive greater/lesser emphasis by Cunard? Why? Specifically, what about the role of direct marketing?
Hewlett-Packard Imaging Systems Division: Sonos 100 C/F Introduction (9-593-080)
1. What does HP brand stand for in this market? In general?
2. What factors are affecting competition, product development and marketing requirements in the ultrasound imaging market?
3. Should HP enter the low-end segment of this business? What is the role of this product in MPG’s product portfolio?
4. How should the Sonos 100 CF be distributed: through ISY’s direct sales force or through manufacturers’ reps? What are the economic and organizational implications of your decision?
Samsung Electronics Company: Global Marketing Operations (9-504-051)
1. What is the essence of the Samsung brand? What are its identity dimensions? How have Samsung brand identity and image evolved over time?
2. How strong is the Samsung brand? Can Samsung pass Sony and become a top ten global brand?
3. What are the ingredients of SEC’s corporate turnaround strategy? What are the implications for marketing?