NYU Stern School of Business

Undergraduate College


Fall 2010

Instructor Details

Machfoedy, Ambar


914 5489038

12:45pm - 1:45pm

Tisch Suite 803


Course Meetings

MW, 3:30pm to 4:45pm

Tisch T-UC21

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 consumer needs and creates consumer 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 – 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


W, 9/8

  • Course Introduction & Overview

Chapter 1



M, 9/13

  • Marketing, Customers & the Concept of Value


Due:Personal Information FormsChapter 1



W, 9/15

  • The Marketing Environment
  • Marketing & Corporate Strategies I

Chapters 2 & 3



M, 9/20

  • Marketing & Corporate Strategies II
  • Ethics in Marketing


Chapters 2, 3 and 4

Case Study: BP: Transforming Its Strategy “Beyond Petroleum” pg 47


W, 9/22

  • Consumer Behavior I

Chapter 5


M, 9/27

  • Consumer Behavior  II


Chapter 5

Case: Best Buy: Using Customer Centricity to Connect with Customers, pg 135


W, 9/29

  • No Class in lieu of Guest Speaker #1



M, 10/4

  • Organizational Markets & Buyer Behavior

Chapter 6


W, 10/6

  • Overview of Market Research Process


Chapter 8



W, 10/13

  • Marketing Math
  • Customer Segmentation Strategy I

Chapter 9



M, 10/18

  • Customer Segmentation Strategy II
  • Positioning Strategy and Market Maps
  • Case Study Discussion


Chapter 9

Case: Starbucks: Delivering Customer Service



W, 10/20

  • Quiz 1




M, 10/25

  • New Product Development I


Chapter 10



W, 10/27

  • New Product Development II
  • Case Study Discussion


Chapter 10

Group Case: Land Rover North America Inc

Written Group Case Assignment Due


M, 11/1

  • No Class in lieu of Guest Speaker #2



W, 11/3

  • Managing Products & Services I

Chapters 11-12



M, 11/8

  • Managing Products & Services II

Chapters 11-12



W, 11/10

  • The Pricing Decision I


Chapter 13-14



M, 11/15

  • The Pricing Decision II

Chapter 13-14



W, 11/17

  • Marketing Partners: Distributors


Chapter 15


M, 11/22

  • Marketing Partners: Salesforce Management
  • Personal Selling Skills

Chapter 20



W, 11/24

  • Quiz #2



M, 11/29

  • Marketing Communications I

Chapter 18-19



W, 12/1

  • No Class in lieu of Guest Speaker #3



M, 12/6

  • Marketing Communications II


Chapter 18-19



W, 12/8

Case Study Discussion

Case: Sony Playstation 3


M, 12/13

  • International Marketing and Going Global

Chapter 7



W, 12/15

  • Case Study Discussion
  • Course Summary & Conclusion

Case: Soren Chemical: Why is the New Swimming Pool Product Sinking

Individual Written Case Assignment Due


M, 12/20

  • FINALS (to be confirmed)




Required Course Materials

The text for the course is: 

R. Kerin, S. Hartley & W. Rudelius, Marketing, 10thedition, Irwin/McGraw-Hill. The tenth edition is the latest edition, and the good news is that it is cheaper than the previous edition.

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.comand 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.

In addition to the main text, you are required to obtain a set of the Coursepack (refer to section on “Cases” below).

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 concepts affect current events. Whenever possible, we will look at an image of these articles in Powerpoint 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 (Land Rover)                       15%

Individual Case Study Project (Soren Chemical)        10%

Market research assignment                                            5%

Two quizzes                                                                        30% (15% each)

Final exam                                                                          25%


Group Projects

Guidelines for Group Projects

The following guidelines were developed by Stern faculty, to help students working on group projects. If you follow

them, these guidelines will help your group do the best it can, and save time and possible conflict.

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. Your professor will not supervise the process

any more closely than a manager would in similar circumstances. 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 allow or permit problems develop to a

point where they become serious. Try to first address these problems among yourselves. It is recommended that your

group establish your own problemsolving process for handling conflicts at the beginning of your work together. If you

cannot resolve conflicts internally after your best efforts, they should be brought to the attention of your professor who

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, the professor will consider this feedback during grading.

Guidelines for Effective Group Work

Research on groups shows that outcomes do not depend on group members liking each other personally, but they do

depend on effective group processes. Here are some guidelines:

1) Focus on achieving the best results rather than worrying about interpersonal relationships

2) Become aware of and respect differences among one another:

a) Demographic (gender, race, ethnicity, national culture)

b) Professional (values, skills, personalities)

3) Meet as soon as possible to:

a) Agree on your group’s ground rules (“Suggested Ground Rules” provided on the next page)

b) Decide on the process of collaboration: when you will brainstorm ideas/approaches, collect and analyze data,

prepare the group project presentation or paper

c) Assign tasks and identify specific deliverables for each meeting and each person

d) Schedule subsequent meeting times

e) Agree on how you will exchange work and by which dates

f) Determine how your group members will review the combined project and approve it

Knowing the Content of the Project

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




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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