NYU Stern School of Business

Undergraduate College

MKTG-UB.0001.040 (C55.0001): INTRO TO MARKETING

Spring 2013

Instructor Details

Machfoedy, Ambar


On Class Meeting Days: 11.45 pm – 12.45 am

Suite 803 Marketing Dept, Tisch Hall


Anna Paley






The Teaching Fellow for the course is Anna Paley. She is a doctoral student at Stern. Anna is here to help you and will be very happy to answer any questions. She will also help grade assignments. Anna will hold office hours, the details of which will be provided when term starts.Her contact information and office hours are listed at the beginning of the syllabus.


Course Meetings

TR, 1:00pm to 5:00pm

KMC 4-60

Final Exam:

Schedule exceptions
    Class will not meet on:
    Class will meet on:


Course Description and Learning Goals




Marketing is about building profitable customer relationships. The aim is to create value for customers, and to capture value in return. Effective marketing strategy satisfies customer needs and creates customer value while allowing the firm to achieve its objectives.


This course has been designed to introduce you to the core concepts of marketing. It provides a comprehensive introduction to the key issues involved in the development of a balanced and integrated approach to the marketing of products and services.


Businesspeople in all areas need a solid understanding of marketing strategy to succeed. The knowledge and skills that you will gain in this course will be relevant and applicable in your future (and even present) work and social life – whether you are an employee, employer or a consumer.


Upon completion of this course, you will be able to understand the underlying principles of the marketing discipline, the goals of the marketing system, and how marketing is used by different types of organizations.  Essentially, you will be in a good position to make meaningful contributions in the development of marketing strategies for organizations that you may be involved with – for profit and not-for-profit.


The course uses a combination of lectures, class discussion, case studies, assignments, and exams. The remainder of this syllabus describes the course and your responsibilities in it.


Course Outline







Readings, Assignments & Details


M, 1/7

  • Course Introduction & Overview
  • Marketing, Customers & the Concept of Value
  • The Marketing Environment
  • Marketing & Corporate Strategies


Chapters 1, 2, 3

Due:Personal Information FormsCase Study: “IBM: Using Strategy to Build a Smarter Planet” pg 46



T, 1/8

  • Marketing & Corporate Strategies
  • Marketing Math
  • Consumer Buyer Behavior


Chapters 2, 5



W, 1/9

  • Consumer Buyer Behavior
  • Organizational Buyer Behavior
  • Overview of Market Research Process
  • Customer Segmentation Strategy


Chapters 5, 6, 8, 9

Case: Starbucks: Delivering Customer Service



TR, 1/10

  • Customer Segmentation Strategy
  • Positioning Strategy and Market Maps
  • New Product Development


Chapters 9, 10



M, 1/14

  • Quiz 1
  • New Product Development
  • Managing Products & Services



Chapters 10, 11, 12

Group Case Assignment Due

Case: Ducati



T, 1/15

  • Managing Products & Services
  • The Pricing Decision


Chapters 11, 12, 13, 14



W, 1/16

  • The Pricing Decision
  • Distribution Channels


Chapters 14, 15




TR, 1/17

  • Distribution Channels
  • Marketing Communications


Chapters 15, 17



T, 1/22

  • Quiz 2
  • Marketing Communications



Chapters 17, 18, 19, 20

Case: Z-Corp



TR, 1/24

  • Going International
  • Group Project Presentations
  • Course Summary & Conclusion


Chapter 7

Group Project Report Due



Required Course Materials




The text for the course is:


R. Kerin, S. Hartley & W. Rudelius, Marketing, 11th edition, Irwin/McGraw-Hill. The NYU Bookstore is selling the regular hardback version of the textbook. McGraw-Hill also sells a loose-leaf version that you can put in your own binder, and an eBook version, which has a timed, 180 day subscription, for lower prices. The eBook version allows you to search the entire book, print out pages you need, and highlight, make notes, and share them with your classmates. You can get information about the eBook at www.CourseSmart.com and at http://textbooks.vitalsource.com.


In order to get the most from this course it is extremely important that you are prepared for class. I will only highlight the material covered in the text or readings, on the assumption that you can do the required background reading yourselves and you would prefer to have new information and experiences in class that supplement your basic theoretical readings. As such, if you have questions on the text or readings, it is your responsibility to let me know prior to class (via email), or at the beginning/end of class.


I will not repeat much of what is covered in the assigned readings. So if you do not prepare for class adequately, you will learn substantially less from the discussions and exercises, and not only will you not be able to participate in class effectively, but it is also likely that you will not perform well on the exams and cases. Class meetings do not test you on the background material directly, but they are based on your understanding and retention of the text material. Therefore reading the background material is crucial.



Press Articles: In some classes we will discuss examples from articles that have appeared in the popular and business press, such as the The New York Times, BusinessWeek, Fortune and Inc.  These help create an interesting class discussion and show how marketing affects current events and in turn, are affected by them. Whenever possible, we will look at an image of these articles in class. You can get any of the NY Times articles for free on the Times web site. You can also obtain articles for most publications from the NYU Virtual Business Library, at http://library.nyu.edu/vbl/.  Just click “Journals/Newspapers/E-Books” on the left side of the homepage. If you are taking Stern courses, you should take the time to learn how to use the VBL. 


Assessment Components



Your grade is earned through the following activities, which are discussed in detail in this syllabus:


Class participation                                                      15%

Group Case Study Project (Ducati)                           20%

Group Marketing Project                                           20%

Market research assignment                                       5%

Quiz 1                                                                        20%

Quiz 2                                                                        20%





You will learn the most from this class if you and your classmates participate fully. You all have different experiences and insights, and a great deal of what you learn in class is from each other. You make no contribution with silence. A portion of your class participation grades will also come from your class attendance.


Many sessions of the course will involve interaction and I expect each class member to be prepared at all time, in every class. To reinforce this expectation, I will occasionally randomly select (i.e., cold call) a class member to comment on the topic of discussion, whether or not the student’s hand is raised. This is the kind of thing that might happen at a business meeting, or any meeting, where suddenly someone asks your opinion and expects you to be prepared. The skills you acquire from participating in class and with your group will serve you well in your future positions, whether you pursue marketing as a career or not.


Class participation means contributing to class discussion in a way that benefits your classmates and helps them learn. You don't have to speak frequently or in every class to earn the highest possible class participation grade. Some of you may be shy about speaking out, but you still need to participate. Class participation is not graded by any "curve" - it is possible and desirable for everyone in the class to earn a high grade for class participation.


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 I challenge something you say - we learn most when we have to defend our positions. If you ever feel that my comments or the comments of any student are not constructive, please let me know.


Sometimes we will have to stop discussion and move on to the next topic before hearing from everyone - there is limited time in each session and we want to use it wisely. Please don't take it personally if there isn't time to call on you. Often we will try to hear first from class members who have not participated much before hearing from others who have spoken more often.


It is important for your classmates, and me, to know who you are.Please fill out the Personal Information Format the end of this syllabus and hand it in at the second class, so I can learn more about you. Please also write a name card with your first name in big block letters and use it in every class. This helps your classmates, and me, know who you are.


If you are not in class, you can't learn the material in the course nor contribute to the benefit of your classmates. I realize that occasionally you may be absent. Whenever you know in advance that you will be absent, please let me know in advance. If you miss class, be sure to obtain copies of notes from at least two of your classmates to ensure that you do not miss any important material.



5.         CASES


We will use case studies extensively in the course. These are a required part of the course, and are contained in the course case packet at the bookstore.The cases included in the packet are:



Cases describe interesting marketing problems encountered by real firms. We use them as good examples that illustrate and apply marketing concepts and skills in the course. Cases also give you an opportunity to make and justify marketing decisions. In cases, we will focus on identifying the marketing problems, introducing marketing concepts and skills that can help solve these problems, and applying these concepts and skills to recommend a course of action for the firm. There is no "right" or “wrong” answer to a case, but usually some answers are better than others. The strength of your reasoning and analysis is as important as your recommendations.


You are expected to prepare carefully for all case studies and be ready to discuss them in class. You will also have a Case Study written assignment:



In the case discussions, I will introduce new frameworks and techniques that help address the marketing problems in the case. These frameworks are useful tools for analysis. The key is to understand how they are applied in the specific case, and to appreciate how such frameworks can also be used in other contexts.


The amount you learn from a case depends on how carefully you read and analyze it.You are expected to read each case thoroughly and come to class ready to contribute to case discussions. In many cases some of the material is, by design, not particularly relevant to the problem at hand. At the same time, the case may omit other data you would like to have. This can be a pain, but it does reflect the real world of business. Some of our discussion may revolve around what "missing information" we would like to have.


Analyzing a case:


While the case study questions are designed to help you focus on important case topics, you also should begin to establish your own, independent ability to analyze marketing situations. Analyzing cases is a good way to start developing this ability. A good case analysis should look at the following:


  1. What are the important problems confronting this firm? This includes anticipating problems before they occur so the firm can take steps to prevent them, as well as identifying existing problems.
  2. What information do you have that is useful for addressing these problems?
  3. What are the different solutions to these problems? What are the strengths and weaknesses of each solution?
  4. Which solution would you choose, and why is it better than the others?
  5. How would you implement this solution?
  6. If a firm faces several problems, what are the relationships between them and between the solutions you have chosen? This is especially important in marketing, where each part of marketing strategy, and each part of the marketing mix, affects the others. Remember, you need to choose an overall solution that keeps, or creates, a balanced and coordinated marketing mix.


GROUP WRITTEN Case AssignmentS (20% of grade)

The Ducati case provide you with an opportunity to apply what you are learning to more complex problems and contexts. It will take several hours to read and study the case, and perhaps ten more hours to help your team prepare and write-up an analysis. Come to class prepared to offer your opinions or be called on even if you don’t volunteer.


You will do the Ducati case in groups.  Teams will be announced in class and/or via email. Your team is responsible for allocating responsibilities and making sure that everyone contributes in a timely manner. Please do not ask me or the TF to become involved in settling any disagreement between team members. You must do this by yourselves.




You will need to submit a bound (or stapled) hard copy, and an electronic copy to Turnitin on their website www.turnitin.com . Turnitin is an Internet-based plagiarism-detection service which checks documents for plagiarism. Instructions for Turnitin are available on Blackboard. To create an ID, you will need the class ID and password. I will provide you with the ID and Password. Each group will only need one ID.



6.         Group MARKETING PROJECT(20% OF GRADE)


The group term project is an attempt to apply what you have learned in the earlier part of the course to a product or service.   You are essentially going to analyze the environment that a company offering the product/service is operating in, and evaluate its strategy for marketing the product – specifically the segments that are being targeted at, the positioning and the various components of the marketing mix.  Include in your report, recommendations that you may have on how the company can improve its marketing of the product or service based on your understanding of the market and the other environmental factors.


The deliverable for this assignment is a Presentation by your group members on the last day of class.


The first part of the presentation should provide a brief background of the company and a description of the product/service and its major competition.


The second part is descriptive.  We would like you to describe the product’s current marketing strategy (objectives, target segment(s), value proposition, marketing mix).


The third part is diagnostic.  We would like you to evaluate the product’s current marketing strategy and plan.


The fourth part is prescriptive.  Based on your evaluation, we would like you to make recommendations for how the marketing strategy and plan can be improved to lead to better performance in terms of sales/profitability.


The presentation should be no more than 10 minutes long. This will be followed by a Q&A session involving the other members of the class. Your group will be graded on the quality of your presentation and also your responses to questions posed during the Q&A.  A copy of any materials or slides used for the presentation has to be submitted to me and is due on the day of the presentation.



7.         Two QuizZES (20% each)


There will be 2 Quizzes. These will be on topics covered up to the day of the administration of the respective quiz. It will be a closed-book quiz. This is a closed-book exam. Please be sure to bring a calculator.


8.         MARKETING RESEARCH ASSIGNMENT – 5% of grade


Companies often need to learn more about their current and potential customers – who they are, what they want, how they make choices, how they use products, etc. One of the best ways for them to gather information is to design and conduct research studies themselves, or to engage an outside company to do it for them. We will discuss the marketing research process in class.


The Marketing Research Assignment is designed to enrich your understanding of the value of research to the formulation of sound marketing strategy.  It consists of two options -- you can choose either one, or a combination of both.  That is, to satisfy the Marketing Research Assignment, you need a combined total of three experiments and/or Marketing Research Exercises.


Option 1: Subject Pool Participation.The first option is participation in the Marketing Department Subject Pool. This gives you an opportunity to be part of marketing research in action and later evaluate it with the advantage of firsthand experience.  With this option, you will be a subject (participant) in a market research study (under an hour each) currently being conducted by Marketing Department faculty. (Note that while the people running the studies are usually Ph.D. students, they are conducting the research for or with members of the Marketing Department faculty, who supervise them closely.) Once the study is finished, you will receive a written debriefing.  It is also likely that we will discuss the purpose, design, implications, etc. of the study in class as an example of what can be learned about consumers through research.


Participation in the Subject Pool is easy and usually enjoyable for most students. All you have to do is show up for the studies and follow instructions. While the studies are usually fun, they are also serious.  Therefore, you should take them seriously and provide honest and careful responses to all questions you are comfortable answering. You will not be required to answer any question(s) that make(s) you feel uncomfortable. Sign-ups will occur on-line three times during the term (once for each study assigned to our class) and the sessions for that study will usually occur within the next week or two. I will announce when sign-ups become available for each study.


At the beginning of the study, the experimenter will explain what the study is about, what your rights are as a participant in the study, and any risks or special benefits of participation. You will be asked to read and sign a consent form stating that you agree to participate in the study. You will be given one copy of the consent form to keep. If you prefer not to participate in the study, or if you withdraw from the study once you begin, you may complete one of the Marketing Research Exercises described below (see Option #2) and will receive the same credit as if you had completed the experiment.


For students who will be under 18 years of age:  If you would like to participate in the subject pool studies but are under 18 years of age, it is a Federal government and a University requirement that you must provide a signed consent form from your parent or legal guardian for each experiment you participate in. Please see me if you are under 18 and would like to participate in one or more experiments. I will provide you with a copy of the parental consent form for each experiment. Please ask your parent or legal guardian to read and sign the form. The form must then be returned to me prior to your participating in the experiment. Note that if you prefer to do the three marketing research exercises described as “Option 2” below, you do not need to have your parent or legal guardian complete these forms.


Option 2: Marketing Research Exercises.As an alternative to participating in the market research study (Option #1, above), a second option is to complete a Marketing Research Exercises. Each exercise involves a write-up no longer than one page and will give you additional experience with marketing research and its application to marketing strategy. These exercises are due on the day of your final exam. No exceptions will be made, so please plan ahead.


The marketing research assignments that are alternatives to participating in the subject pool will be listed on the course web site and are as follows:


1.  Designing a Survey (Howlin' Coyote Chili): Read Appendix A of Chapter 2 (pp. 50-61). Paradise Kitchens often does taste tests to evaluate new chilies that might be added to its Howlin' Coyote line. As part of the taste test, participants are asked to complete a short questionnaire summarizing their reactions. You have been asked to design this questionnaire. Create a one-page (max.) questionnaire that includes questions on the following:
a. The respondent's reactions to the chili tasted
b. Good names for the new chili
c. How often the respondent eats chili
d. The most useful additional question(s) that fit within the page limit


2.  Generating Ideas (Breathe Right): Read the Breathe Right case at the end of Chapter 7 (pp. 188-189). CNS and 3M have employed you to generate ideas of characters and situations for advertisements targeting "snorers." Brainstorming is often used to come up with new advertising ideas. Assemble a group of at least 4 people for a brainstorming session and do the following:
a. Tell them the objective of the session
b. Give them the rules for brainstorming. These are:
            1. Strive for quantity of ideas, without special concern for quality.
            2. Feel free to "piggyback" on others' ideas.
            3. Be creative and try looking at the problem from another viewpoint.
            4. DO NOT evaluate or criticize AT ALL during the session.
c. Give them 5-7 minutes to generate ideas and record as many as you can.
d. Write one page (max.) indicating: the number of participants, the number of ideas they generated as a group, the advantages of this technique, and the disadvantages of this technique.


3.  Analyze the Jamba Juice case on pages 617-618 of the text and write a one-page (max.) response to the questions at the end of the case.


Group Projects

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.



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 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.


Professional Responsibilities For This Course



In-class contribution is a significant part of your grade and an important part of our shared learning experience. Your active participation helps me to evaluate your overall performance.
You can excel in this area if you come to class on time and contribute to the course by:




Classroom Norms


Stern Policies

General Behavior
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
Course evaluations are important to us and to students who come after you.  Please complete them thoughtfully.


Academic Integrity

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.


Recording of Classes

Your class may be recorded for educational purposes


Students with Disabilities

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.


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