NYU Stern School of Business

Undergraduate College


Spring 2011

Instructor Details

Wells, Margaret



By appointment

Off campus

Prof. Wells is Global Marketing and Publisher Partnerships Director for The Economist Group, where she is launching a new online advertising business. Prior to joining the company, she was a serial Internet entrepreneur.

 Prof. Wells has been teaching Introduction to Marketing since 2004 at universities in San Francisco, Boston and New York.

 Prof. Wells graduated with distinction from the University of Rochester with a BS in Mechanical Engineering and received her MBA from the University of Chicago with concentrations in Finance, Marketing and Economics.


Gina Kim



By appointment

Off campus


Course Meetings

MW, 8:00am to 9:15am

Tisch T-UC24

Final Exam:

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


Course Description and Learning Goals


People often define "marketing" as advertising – a highly visible activity by which organizations try to persuade consumers to buy products and services. However, marketing is much more than advertising and even the most skillful marketing cannot make consumers buy things that they don't want.

Marketing involves two basic sets of activities. The first set starts with identifying consumer needs and ends with positioning the product or service to satisfy those needs and differentiate it from competition. In between, rigorous analysis of the competition, the customer, the environment, and the company’s own capabilities are required. The second set of activities revolves around the “marketing mix” – letting the consumer know about the product in an attention-getting, convincing, and motivating way, getting it to the consumer through the best combination of distribution channels, pricing it effectively, and offering incentives to try, purchase, and purchase more. At any point along the way, failure to get one of these activities right may result in the failure of the product. Positioning is the key to product success, but even a perfect product with brilliant positioning won’t last long if its benefits are not clearly communicated to the right people, if its price is to high or too low, if it is sold through the wrong retailers, or displayed poorly. 

In this course, you will be introduced to the principles underlying these activities and given opportunities to try your hand at analyzing markets and formulating strategy. The objectives of this course are to:

  1. Introduce you to the concepts, analyses, and activities that comprise marketing management,
  2. Help you sharpen your analytical skills and show you how to use them to assess and solve marketing problems, and
  3. Provide a foundation for other business courses


Class meetings will revolve around lectures, video presentations, and in-class activities such as case discussions, pre-assigned exercises and experiential exercises. 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. 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. Therefore reading the background material is crucial.


Course Outline




Readings & Particulars


M 1/24

Course Introduction

Overview of the Marketing Function


Assigned Reading


W 1/26

Consumer Markets: Factors influencing consumer behavior

Video: Dunkin’ Donuts

Personal Information Form Due

How to Recognize Plagiarism http://www.indiana.edu/~istd/plagiarism_test.html

Bring in ad – need or want?



M 1/31

Consumer decision process and buying stage, role of customer in consumption experience

Video: Best Buy


VALS Survey due

Assigned Reading


W 2/2

Guest Speaker: Gary Singer, Buyology

Video: 60 Minutes

Assigned Reading



M 2/7

Customer Segmentation Strategy

Video: Marriott

Assigned Reading

HW #1


W 2/9

Video: Suburu

Customer Value: The One Number

Video: The Big One

Assigned Reading


M 2/14

Competition Analysis

Video: Song

Assigned Reading

HW #2


W 2/16

Guest Speaker: Market Research


Assigned Reading


M 2/21




W 2/23

Marketing Research

Video: Burke

Video: Ford Consulting

Assigned Reading


M 2/28

Segmentation, Targeting and Positioning


Case: The New Beetle

Posted to Turnitin and Blackboard by midnight on 3/8


W 3/2

Case: The New Beetle

Video: Beetle



M 3/7

Mid-term Exam I

Sessions 1-11


W 3/9


Video: Harley Davidson

Video: Snapple

Video:  Swiss Army

Video: P&G

Assigned Reading






M 3/21

New Product Development

Video: 3M Golf Grip


Video Ego

Video: 3M Post It

Video: General Mills

Assigned Reading

Branding Assignment due


W 3/23

Services Marketing

Video: Accenture

Video: Geek Squad

Case Due: Starbucks

Posted to Turnitin and Blackboard by midnight on 3/27


M 3/28

Services Marketing

Case: Starbucks

Video: Starbucks

Video: Starbucks

Assigned Reading

Product/Service Assignment due


W 3/30

Social Media Marketing

Video: McFarlane Toys



M 4/4

Guest Speaker: Social Meida



W 4/6

Pricing Decisions

Video: Washburn Guitars

Video: Starbury

Video: GE

Assigned Reading



M 4/11



Assigned Reading

Pricing Assignment due


W 4/13

Integrated Marketing Communications

Video: Motorola

Video: American Express




M 4/18


Video: DDB

Video: Las Vegas

Assigned Reading

Promotion Assignment due


W 4/20


Video: Hasbro

Video: Nudie




M 4/25


Video: Golden Valley Popcorn

Video: Amazon

Assigned Reading

Place Assignment due



Mid-term Exam II

Sessions 11-22


W 4/27

B-to-B marketing

Video: Xerox

Video: Lands End



M 5/2

Salesforce Management




W 5/4

Ethics of Marketing


M 5/9




Required Course Materials

  1. 2 Harvard Business School Cases(available at NYU bookstore): The New Beetle (HBS 9-501-023); Starbucks: Delivering Customer Service (HBS 9-504-016).


Assessment Components

The grade components and the associated weights are as follows:


A.  Exams                                                                                      55%

2 mid-term quizzes (15% each):                        30%

Final paper (cumulative):                                   25%

B.  Class Participation                                                                     15%

D.  Individual Case Analyses (10% each)                            20%

E. Topic Talk                                                                                 10%




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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