NYU Stern School of Business

Undergraduate College

MKTG-UB.0001.003 (C55.0001): INTRO TO MARKETING

Fall 2011

Instructor Details

Professor Vicki Morwitz


(212) 998 0518

Mondays, 1:00am - 2:00pm and by appointment

Tisch 807



 Fax: (212) 995 4006

NOTE: If for any reason you need to meet with me and are unable to make it for the regularly scheduled office hours, then please feel free to email me so that we can set up another mutually convenient time.


Course Meetings

MW, 11:00am to 12:15pm

Tisch T-UC21

Final Exam:

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


Course Description and Learning Goals




Course Overview and Objectives


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 too 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,
  3. Give you an opportunity to refine your oral and written communication skills, and
  4. Provide a foundation for courses in other departments and advanced electives in Marketing

Course Approach

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. 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. 

Because I will not repeat much of what is covered in the assigned readings, if you do not prepare for class you will miss much of the important contents of the course, you will learn substantially less from the discussions and exercises, you will not be able to participate in class effectively, and it is also unlikely that you will 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.


Course Outline




Readings, Assignments & Particulars


W, 9/8

  • Administrative Details
  • Course Introduction & Overview
  • Role of Marketing

Chapter 1



M, 9/13

  • The Marketing Environment
  • Competitive Forces
  • Marketing Math

Chapters 2, 3

Note on Low-Tech Marketing Math

Due:Information Forms


W, 9/15

  • Marketing Ethics
  • Corporate Social Responsibility

Chapter 4



M, 9/20

  • Consumer Behavior

Chapter 5

Due:Quantitative Assignment


W, 9/22

  • Consumer Behavior
  • Organizational Buying Behavior

Chapter 6


M, 9/27

  • Case: Mediquip

Case: Mediquip

Review case study questions


W, 9/29

  • Segmentation, Targeting & Positioning

Chapter 9


M, 10/4

  • Segmentation, Targeting & Positioning



W, 10/6

  • Conducting & Using Marketing Research

Chapter 8


M, 10/11

  • No class, Columbus Day



W, 10/13

  • Quiz 1

Quiz 1:Sessions 1-8


M, 10/18

  • Conducting & Using Marketing Research



W, 10/20

  • Conducting & Using Marketing Research



M, 10/25

  • Product Decisions

Chapters 10, 11


W, 10/27

  • Product Decisions



M, 11/1

  • Case Discussion: Brita

Due:Brita group case write up


W, 11/3

  • Pricing Decisions

Chapters 13,14


M, 11/8

  • Pricing Decisions



W, 11/10

  • Distribution Decisions & Retailing

Chapters 15, 17


M, 11/15

  • Quiz 2

Quiz 2:Sessions 9-17


W, 11/17

  • Promotion Decisions

Chapters 18, 19


M, 11/22

  • Promotion Decisions



W, 11/24

  • No class in lieu of Guest Speaker #1
  • Happy Thanksgiving!



M, 11/29

  • International Marketing

Chapter 7


W, 12/1

  • Case: BMW Films

Case: BMW Films

Review case study questions






M, 12/6

  • Case: MontGras

Due:MontGras individual case write up


W, 12/8

  • Course Review



M, 12/13

  • No class in lieu of Guest Speaker #2



W, 12/15

  • No class in lieu of Guest Speaker #3




  • Guest speaker: Brent Hodgins, Mirren Business Development

Paulson, 12:40-1:40pm



  • Guest speaker: TBA, L’Oreal

Paulson, 12:40-1:40pm



  • Guest speaker: TBA

Paulson , 12:40-1:40pm




Section 001 – M, 12/20, 10:00AM-11:50AM

Section 002 – M, 12/20, 8:00AM-9:50AM



Assessment Components


      The grade components and the associated weights are as follows:

 A.  Exams                                                                                    50% 

            2 quizzes (12.5% each):                       25%

Final exam (cumulative):                     25%

B.  Class Participation/Contribution                                       15%

C.  Written Case Analyses                                                        25%

            Group case                                        12.5%

            Individual case                                  12.5%

D.  Quantitative Exercise                                                         5%

E.  Marketing Research Assignment/Subject Pool            5%







Inform me in writing (e-mail is fine) of any legitimate quiz and exam conflicts at least two weeks in advance. (All quiz and exam dates have been set and appear in the course outline.) If I do not receive written notice at least two weeks before the quiz or exam, you will not be given the opportunity to take it at another time. 


If you miss a quiz or exam due to illness or injury, a make-up will not be scheduled for you unless I receive a letter from your doctor (on letterhead) indicating the date and time of the medical problem that prevented you from taking the test. You are responsible for contacting me concerning missing an exam as soon as possible, preferably before the exam. If you are unable to take a make-up exam before the next class session, your doctor’s letter must also indicate the date through which your medical incapacity extended. If you have a letter from your doctor, I may choose to give you a substitute test or I may assign greater weight to another test.

 Quizzes (25%):

 Two closed-book quizzes are noted on the syllabus. The quizzes will consist of both multiple choice and short answer questions on materials drawn from the textbook, course packet, lectures, cases, and guest speakers. Each quiz is worth 12.5% of your grade for the course.

 Final Exam (25%):

 The final exam will cover the entire course and will be held during the normal examination period. No make-up will be offered and you will not be permitted to take the exam early. Some questions may be based on the guest speaker presentations. The final exam is closed-book.

 Code of Conduct:

 Every student is obligated to report to the instructor any suspected violation of the honor code that he or she has observed. If you are concerned about revealing your identity, please drop a note in my mailbox.





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. Every session of the course will involve interaction and I expect each class member to be prepared at all times in every class. To reinforce this expectation, I may occasionally randomly select (i.e., cold call) a class member to comment on the topic of discussion, or open a case discussion, whether or not the student’s hand is raised. 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. Please remember that class participation will not be judged merely by the “airtime,” but by the quality of the comments you contribute to group discussions and exercises.

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 Form at the end of this syllabus and hand it in at the second class, so I can learn more about you. Please also bring 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. I will also ask you to keep fixed seats in the classroom.

If you are not in class, you can't learn the material in the course nor contribute to the benefit of your classmates. A portion of your class participation grades will also come from your class attendance. 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 a classmate to insure that you do not miss any important material.



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

•        Mediquip

•        Brita

•        BMW Films

•        MontGras

You are expected to prepare carefully for all four cases and be ready to discuss them in class. You will also have written assignments for Brita and MontGras. Brita will be written in groups, and MontGras individually (see below for more details).

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" 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.

This syllabus contains a set of study questions for Mediquip and BMWFilms. Please read them carefully before starting each case, as they will help you focus your effort on important case topics. In class we will discuss your answers to these study questions to help us better understand and organize the important issues in the case. Sometimes in the case discussion I will also introduce new frameworks and techniques that help address the marketing problems in the case. The study questions do not always cover every important case issue, however. 

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.

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, while the case omits other data you would like to have, and would try to obtain using market research, if you were the decision-maker. This makes the case analysis more difficult, but it does reflect the real world of business. Some of our discussion may revolve around what "missing information" we would like to have.

Written Case Analyses:

Brita and MontGras give you two opportunities to apply what you are learning to complex problems taken from actual business situations. It will take several hours to read and study each case, and perhaps ten more hours to write your analysis for your team (for Brita) or yourself (for MontGras). Come to class prepared to offer your opinions or be called on even if you don’t volunteer. Please note that you must also submit both assignments to TurnItIn, an online plagiarism detection software. TurnItIn is able to detect when parts of a written assignment are plagiarized from content available on the internet, or from an assignment turned in by another student at NYU or any other university. This requirement is to protect the class from anyone attempting to gain an unfair advantage through plagiarism. See more on TurnItIn later in the syllabus.

You will do the Brita case in groups. Since in the real world you do not get to pick your team members, you will be randomly assigned to small teams. Teams will be announced via email. Your team is responsible for allocating responsibilities and making sure that everyone contributes in a timely manner. Please don’t ask me or the TFs to become involved in settling any disagreements between team members. You must do this by yourselves.

Please note that after handing in the Brita case, you will be asked to evaluate the contribution that each group member has made to the project, including yourself. Stern students have repeatedly stated that they believe a key part of the group experience is being able to rate their group members on how well each contributed to a group project. Knowing that they will be rated by their group’s members helps motivate students to contribute, reduces “free-riding,” and, most importantly, creates a sense of fairness for the group. These ratings can affect an individual’s grade if they reliably show disparities in the contribution that each group member has made. It is fine if group members contribute in different ways, but the importance of their contribution to the overall group effort should be equal.

Please read carefully the section on “Guidelines for Group Projects” later in this syllabus. These guidelines are included to help your group function effectively, efficiently, and harmoniously.

Guidelines for Written Case Analysis Assignments:


This assignment gives you a chance to use basic quantitative analysis in Marketing to analyze a firm’s operations. Quantitative concepts are important in marketing, and also are the basic “language” used to analyze a firm’s revenues and marketing expenditures. Other assignments will also require some quantitative analysis, but they will involve combining quantitative and qualitative analysis.




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 three studies (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 these studies are finished, you will receive written debriefings on each. It is also likely that we will discuss the purpose, design, implications, etc., of at least one of these studies 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. You may participate in one, two or three studies but you must participate in a combined total of three studies and/or Market Research Exercises (see Option #2 below for more information). 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 each 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 one, two or three Subject Pool studies (Option #1, above), a second option is to complete one, two or three 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 Blackboard site and are as follows:


1.  Designing a Survey (Howlin' Coyote Chili): Read Appendix A of Chapter 2 (pp. 52-63). 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. 190-191). 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 619-620 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 the Stern School, students are graded on the quality of their work. We very much appreciate hard work and it is usually necessary to work hard in order to produce high quality work. However, effort alone is not sufficient for a good grade. Recall that Stern is the most selective undergraduate program at NYU and one of the top-rated undergraduate business programs in the country. You are here because you are exceptional students, but that also means the school expects a lot from you. Your TF and I will be very responsive to students who need extra assistance, but the standards are high and should be. That's why Stern students are so highly regarded and what makes your degree valuable. Please let me know immediately if you have any problem that is preventing you from performing satisfactorily in this class.


If you have a qualified disability and will require academic accommodation during this course, please let me know immediately and please contact the Moses Center for Students with Disabilities (CSD, 212 998-4980) and provide me with a letter from them 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.


Do not discuss any details of written assignments, quizzes, or exams with students in other sections until after these assignments have been returned to you with grades. In making the final grade determinations, I will be comparing notes with the professors teaching the other sections of this course.


Grade distribution:


The following grade distribution guidelines have been adopted by the Stern faculty for core courses in the Stern Undergraduate College. These guidelines help insure that the distribution of grades is similar across all core classes.


         A or A-               25% - 35%. Awarded for excellent work

         B+, B, or B-       50% - 70%. Awarded for good or very good work

         C+ or below       5% - 15%    Awarded for adequate or below



Policy on Extra Credit:


There are NO opportunities to improve your grade through work for extra credit. Please make sure that the work you submit is the best work you can do.


Policy on Cheating and Plagiarism:


Cheating and plagiarism will NOT be tolerated.  Either will result in the grade of “F” for the assignment, quiz, or exam for all parties involved. Violations of the Stern Student Code of Conduct (http://www.stern.nyu.edu/UC/CurrentStudents/HonorCode/CON_022122) may result in referral to the Stern School Discipline Committee and legal action by the University. The possible actions taken by the Stern School Discipline Committee in instances of cheating and plagiarism include suspension and expulsion from New York University.


Cheating: [During an exam] Allcommunications, written, oral or otherwise, among students is forbidden …. The use of [unauthorized] notes, books or other written materials calculators or other aids is forbidden…. Providing or receiving information about the content of an exam is forbidden …. The use of anyone else to take an exam for a student is forbidden.


Plagiarism:  Students are required to submit their own work.  Ideas, data, direct quotations paraphrasing or any other incorporation of the work of others must be clearly referenced. To do otherwise constitutes plagiarism. Examples of plagiarism include:


The behaviors just described are not all-inclusive, but only examples of plagiarism and other forms of cheating. No form of cheating or plagiarism is acceptable. Since students in other sections of this course may have the same or highly similar assignments and exams, it will be considered a violation of the Stern Ethics Code if a student from one section that has completed an assignment or exam shares information with a student in another section that has not yet completed that assignment or exam. Further, according to the Stern Student Code of Conduct, if a student has knowledge of or observed a violation of the Code of Conduct, he or she is obligated to report the incident to the instructor.




All assignments will be submitted electronically to the TurnItIn system. This system compares all assignments you submit with every other assignment ever submitted to the system (including those of your fellow students) as well as a host of online sources. The purpose of this system is to discourage plagiarism. I sincerely hope that there will be no such problems, but if there are, this system will discover them and alert me. Let’s not get to this point.


I will provide you with instructions during the semester on how to electronically submit your assignments so that they can be entered into the TurnItIn system.



Policy on Rebuttals:


If you feel that a calculation or judgment error has been made in the grading of an assignment or exam, please write a formal memo to medescribing the error and give it to me (in class or place it in my mailbox). Also include documentation in support of your opinion (e.g., a photocopied page from the textbook with the relevant information highlighted). I will review your memo and discuss it with the TF. The TF will then make the decision and I will review the TF’s decision. Your TF will then get back to you as quickly as possible with an answer.


Remember, grading any assignment requires the grader to make many judgments on how well you have answered the question. Inevitably some of these go in your "favor" and some not, but taken together they usually assess fairly the abilities you displayed in the assignment. It is inappropriate in regarding an assignment to only consider instances where you believe you deserve a higher grade without also considering instances where you were given the benefit of the doubt. So if you want a grade to be reconsidered, especially on several points, the entire assignment will be regraded. I have instituted this policy out of fairness to all students, many of who have requested me to use it. It is not intended to discourage people from questioning a grade, but rather to get them to think carefully when making these requests.


Students have one week after an assignment has been returned to them to submit a grade rebuttal. After that date, no rebuttals will be accepted. If you are late picking up your assignment because you are not in class, you will not receive extra time to turn in a grade rebuttal.


Professional Responsibilities For This Course

Policy Classroom Etiquette:


Out of respect for the other students in your class, it is important for you to focus your full attention on the class, for the entire class period. Most students observe proper decorum, but it takes only one person’s behavior to distract the entire class. Many students have complained to the Stern school about students who use class time for other purposes or act in a distracting manner. Please observe the following standards of classroom behavior:


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.


Required Course Materials

Required Text:  R. Kerin, S. Hartley & W. Rudelius, Marketing, 10th edition, Irwin/McGraw-Hill. Make sure you get the 10th edition.

NOTE: The NYU bookstore is selling the regular hardback version of the textbook (ISBN: 0073529931.) McGraw-Hill also sells a loose-leaf version (ISBN: 0077405382 and an ebook version 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  To purchase the eBook go to www.CourseSmart.com 

Other Readings:   In addition to the text, there is a casepack, available from the NYU bookstore, that is described later in the syllabus. In some classes we will discuss examples from articles that have appeared in the popular and business press, such as the Wall Street Journal, New York Times, etc. 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 New York 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 of the homepage. If you are taking Stern courses, you should take the time to learn how to use the VBL. 

 Course Website: Please check the course postings on the Blackboard website regularly for class announcements and instructions (http://sternnewclasses.nyu.edu). You should always check the postings here before coming to class – some postings may be crucial in ensuring that you are in step with the rest of the class. Please go to the Blackboard website for a copy of all course handouts. Important handouts will be given to you in class and also posted on the course site.


This site contains many things you will find useful over the course of the semester, including:

•             Special announcements/corrections                      

•             Syllabus

•             Guest speaker information                        

•             Course bulletin board

•             Subject pool details/sign-ups                    

•             Assignments

•             PowerPoint slides                           

•             Other fun and useful things


Please read this syllabus carefully. It is your guide to the course and will help you learn more and do your best. It describes the course’s objectives, how it is conducted, and your responsibilities. A copy of this syllabus appears on the course web site. All handouts and assignments will be posted on the site as they become available.



Getting the Information You Need:


The TF and I will use three methods – in class, e-mail, and Blackboard – to make announcements of such things as syllabus revisions, updates of the lecture slides, details on assignments, grade breakdowns, and any other important information about which you need to be aware. Not every announcement will be made all ways. It is your responsibility to check your e-mail and Blackboard website at least once a day during the week (Monday through Friday) and you will be expected to be aware of any e-mail announcements within 24 hours of the time the message was sent. If for some reason you are not able to check your e-mail, find out from a classmate whether anything was sent that you need to know. It is also your responsibility to be aware of all announcements and handouts given in class. If you miss a class, get copies of materials from classmates. Do not ask the TF or me to review what happened in class. If you are having trouble with e-mail or the class web site, read the notes below before contacting me.


If you have trouble hearing in class because of distractions around you, quietly ask those responsible to stop. If the distraction continues, please let me know.


Seating Assignments and Name Cards:


So that the TF and I can learn your names, when you come to the second class, please choose a seat in which you will be comfortable for the rest of the semester. On the second day of class I will pass around a seating chart. Please bring name cards to class and use them in every class. If you forget your name card, you may be marked absent and not given credit for participating in class.


Using E-mail and the Course Web Site:


First, I am not a computer consultant and neither is the TF. Here are some helpful hints concerning use of e-mail and the course website. Many of you are undoubtedly conversant on this subject and will not need to read them. However, if you have trouble and are still having trouble after using the instructions below, check with a consultant in Stern IT.


Your E-mail address.  Once you are registered for this course, the registrar will send your name to our IT group and, if you don’t have one already, a Stern e-mail address will be created for you. To change your default password, simply visit the Simon web site (http://simon.stern.nyu.edu), log in with your Stern ID and password, and click on “Change Password.” If you do not have a Stern e-mail address or cannot access it, see someone in the Stern computer lab. If he or she can’t help you, ask to see a supervisor.


If you would prefer to receive e-mail from me at an address other than your Stern e-mail address, have your Stern e-mail forwarded to your preferred address. To do this, simply visit the Simon web site (http://simon.stern.nyu.edu), log in with your Stern ID and password, and click on “Mail Forwarding.”


Case Study Questions



  1. Who are the members of the buying center for the CT scanner at Lohmann University Hospital? How can Kurt Thaldorf determine who is a member? Will everyone at LUH help him obtain this information? Do you think it is possible for Thaldorf to know precisely who is in the buying center?
  2. What are the different roles in a buying center? How can Thaldorf find out who occupies each of these roles at Lohmann University Hospital, and the formal and informal rules that govern this buying center?
  3. What are the different interests and objectives of the different members of the Lohmann buying center? How might these conflict for different members, and where are the areas of greatest potential conflict? How can Thaldorf obtain this information? How can Thaldorf try to create a source of consumer value by helping to resolve this conflict?
  4. What aspects of Mediquip's CT scanner should Thaldorf emphasize to each member of the buying center? Can he emphasize different aspects to different people without being duplicitous?
  5. Is it Thaldorf's fault that LUH did not buy a CT scanner from Mediquip? Is there anything he should have done differently?


BMW Films


  1. Was the BMWFilms idea a good one? How successful has the campaign been?
  2. What was the motivation behind the idea? Who was the target for the BMWFilms campaign?
  3. Describe the typical North American BMW customer. How does BMW’s U.S. customer base compare to that of its competitiors?
  4. How healthy is the BMW brand in North America, relative to previous years? What (if any) are the current weaknesses in the BMW brand? What do you make of BMW’s growth strategy?
  5. What should McDowell do? Which option should he pick?


Personal Information Form


Professor Vicki Morwitz, Fall 2010





Please Staple your photo here

(One that looks like you!)







Your Name:       ____________________________


Contact phone #:____________________________


Major(s):             ____________________________


Preferred e-mail address                                                   Expected

(print clearly):     _______________________           graduation date:_________________



1) Please read the following statement and indicate your agreement by providing your signature below.  (Before signing you should be sure to read the syllabus thoroughly).


      “I have read the syllabus thoroughly.  I understand and agree to the requirements associated with this course.”


      ___________________________________________    _________________

      Signature                                                                            Date


  1. List here any class you might miss for religious observance or other reasons.



  1. What are your 5 and 10-year career goals?  (Use the back if you run out of space.)




  1. What is your recent work experience?



  1. Tell me something else about yourself that is important to you and/or makes you unique (your interests, hobbies, background, talents, collections, etc.)







  1. What do you expect to get from this course?  How does the course fit your career goals?


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