NYU Stern School of Business

Undergraduate College

MKTG-UB.0001.009 (C55.0001): INTRO TO MARKETING

Fall 2011

Instructor Details

Greenleaf, Eric


998-0512 Fax: 995-4

T 12:30-1:30 or by appointment

813 Tisch Hall

Here is the syllabus for Professor Greenleaf's Introduction to Marketing class for Fall, 2010. Please note that the Fall, 2011 course will be very similar to this one. However, some of the assignments and cases will be different, so please do not buy a used case packet for the course.

Looking forward to meeting all of you this Fall.


Prof. Greenleaf


Teaching Fellows:  Erin Geller                   elg283@nyu.edu         W 1 – 2PM ; F 1 – 2 PM

                                    Jerina Martinaj            jm3257@nyu.edu      M 4 – 5PM ; TH 12 - 1PM

                                    Tingting Fan                tfan@stern.nyu.edu    W 2 – 3PM ; TH 2 - 3PM


TF office hours, which are next to their emails above, are held in the Ernst & Young Learning Center, Tisch LC27.For other times, please use e-mail to set up an appointment. You can also send email queries to the TFs. The TFs will grade your assignments.  The best way to contact the TF is via e-mail. You can also fax things to the TFs using my fax number – just make sure you put both names on the cover sheet.


Course web site:      http://newclasses.nyu.edu  (don’t use a “www” prefix)

For instructions on how to use Blackboard 8.0 please go to this site, log in, and then click on the “?” icon at the top.

Please check the Blackboard website regularly for class announcements and instructions. 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 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:



Course Meetings

TR, 11:00am to 12:15pm

Tisch T-UC04

Final Exam:

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


Course Description and Learning Goals

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, your responsibilities, and a synopsis of each session. There are also study questions for each case that is not part of an assignment. 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.

This course introduces you to the concepts and skills you need to create and critique effective marketing strategy. Businesspeople in all areas need a solid understanding of marketing strategy to succeed. What is marketing? Simply put -

Effective marketing strategy satisfies consumer needs and creates consumer value while allowing the firm to achieve its objectives.

Usually the firm's ultimate objective is profit, but not-for-profit and government organizations are also major economic forces. Firms need customers who believe the firm satisfies their needs better than competitors - otherwise it will go out of business and the rest of business strategy is pointless. For simplicity this syllabus refers to a firm's offering as a "product," but this can refer to a tangible product or a service.

Marketing strategy covers several kinds of activities, each of which affects the others. Firms must resist the temptation to focus on one of these at the expense of the others. This creates an ineffective, unbalanced marketing strategy. Firms need to create a balanced, coordinated marketing mix, where all elements of its marketing strategy work together. Marketing strategy also requires combining qualitative and quantitative analysis. This course will give you experience in coordinating the marketing mix and combining quantitative and qualitative analysis. 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.


Students often ask about course policies in a number of areas, such as keeping current with the class, missed exams and quizzes, regrading, and the honor code. These are very important for you to know and observe. Please read the following very carefully. Please also be sure to read the Stern School policies that affect all Stern classes, at



Course Outline


Prof. Eric Greenleaf




Readings, Assignments & Details


T, Sept. 7

  • Course Introduction & Overview

Chapters 1 and 2


TH, Sept. 9

  • No class  in lieu of Guest Speaker #1



T, Sept. 14

  • Individual Consumer Decision Making I

Due:Personal Information Forms

Chap. 5; Chap. 12: 305-308


TH, Sept. 16

  • Individual Consumer Decision Making II



T, Sept. 21

  • Marketing Strategy and Ethics
  • Marketing Math – read handout. For very useful additional material, Chap. 14: 370-77.

Chap. 3; Chap. 4: 91-105

Handout: Essential Quantitative Analysis in Marketing


TH, Sept. 23

  • Organizational Decision Making

Chap. 6

Case: Mediquip


T, Sept. 28

  • Customer Segmentation Strategy

Chap. 9: 221-37

Due:Quantitative Analysis in Marketing Assignment


TH, Sept. 30

  • Positioning Strategy and Market Maps

Chap. 9: 238-240; Chap. 11: 280-1


T, Oct. 5

  • Overview of Market Research Process
  • Exploratory Research

Chap. 8


TH, Oct. 7

  • Descriptive Research
  • Questionnaire Design
  • Introduction to Marketing Experiments

Continue with Chap. 8


T, Oct. 12

  • Midterm Exam 1



TH, Oct. 14

  • Pricing Methods

Chapters 13 and 14


T, Oct. 19

  • Segmented Pricing
  • Price Promotion
  • Psychological issues in pricing

Continue from Chapters 13 and 14


TH, Oct. 21

  • Customer Value



T, Oct. 26

  • New Product Adoption and Diffusion
  • New Product Development

Chap. 10: 245-261

Chap. 11: 270-280, 288-291


TH, Oct. 28

  • Market Testing New Products

Chap. 10: 261-63


T, Nov. 2

  • Written Case Assignment #1 (group case)



TH, Nov. 4

  • Managing Existing Products
  • Branding Strategy

Chap. 11: 282-288

Case: James Patterson


T, Nov. 9

  • Midterm Exam 2



TH, Nov. 11

  • Marketing Partners: Distributors

Chap. 15; Chap. 16: 405-11

Chap. 17: 429-41


T, Nov. 16

  • Marketing Partners: Salesforce Management
  • Personal Selling Skills

Chap. 20


TH, Nov. 18

  • Marketing Partners: Choosing a  Partner

Case: Z Corporation


T, Nov. 23

  • No class in lieu of Guest Speaker #2



TH, Nov. 25

  • No class – Thanksgiving



T, Nov. 30

  • International Marketing

Chap. 7


TH, Dec. 2

  • Creating the Communications Message

Chap. 18: 457-60: Chap. 19: 485-93


T,  Dec. 7

  • Written Case Assignment #2 due, to be done           individually

Case:  MontGras: Export Strategy for a Chilean Winery


TH, Dec. 9

  • Course Summary and Review

Chap. 18: 457-60: Chap. 19: 485-93


T, Dec. 15

  • No class in lieu of Guest Speaker #3




  • Guest Speaker #1

        Brent Hodgins, Mirren Business Development – date TBA

Paulson Auditorium @ 12:40pm



  • Guest Speaker #2

        Date and speaker TBA

Paulson Auditorium  @ 12:40pm



  • Guest Speaker #3   Robert Aquilina             Estée Lauder Inc. – Date TBA

Paulson Auditorium  @ 12:40pm


Required Course Materials


The textbook for the course is:

R. Kerin, S. Hartley & W. Rudelius, Marketing, 10th edition, 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.

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.


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. 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. 


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

You are expected to prepare carefully for all five cases and be ready to discuss them in class. You will also submit written assignments for two of these cases – the first assignment case, Brita, will be written in groups of about five people each, and the second case, MontGras Vineyards, will be written individually (see item 6 in syllabus).

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, James Patterson, and Z-Corporation. Please read them carefully before starting a 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. 

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 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.


Assessment Components

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


Class participation                                           15%

Quantitative marketing assignment                5%

Two written cases                                           25%

Two midterm exams                                       25%

Market research assignment                            5%

Final exam                                                       25%


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.


5.Quantitative Marketing Assignment - 5% of grade.


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.


6.Written Case Assignments - 25% of grade.


Brita, due Nov. 2, and MontGras, due Dec. 2, 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, the second case). 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. The staff at the Stern Center for Innovation in Teaching & Learning have created a link so that you can submit assignments to TurnItIn using Blackboard. You will receive links to instructions for how to do this submission. If you have any questions, please contact CITL staff at 212-998-0919.


You will do the Britacase assignment in groups.  Since in the real world you do not get to pick your team members, you will be randomly assigned to a four- or five-member team. Teams will be announced via email by Oct. 5. 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 group 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.


7. TWO MIDTERM EXAMS – 25% of grade


The closed-book midterm exams are on Oct. 12 and Nov. 9. The exams will consist of short answer and brief essay questions on materials drawn from the textbook, cases, lectures, and guest speakers. Some of the questions will involve quantitative analysis. Each exam is worth 12.5% of your grade for the course.


8. Final Exam 25% of grade


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. Tips on how to study for the final will be posted on the course web site. Please be sure to bring a calculator.




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 web site.


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.



Grade policy


At Stern and at NYU, 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 NYU and Stern are among the most selective and highest rated undergraduate programs in the country. You are here because you are exceptional students, but that also means the university and the school expect 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 NYU and 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 learning disability that may affect your performance, please let me know immediately, so that we can make arrangements to accommodate your needs now (in consultation with the Moses Center, if appropriate), rather than at the last minute.


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.


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%  Earned for excellent work

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

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

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. Please read carefully the Stern Student Code of Conduct, presently at this URL:




Violations of the Stern Student Code of Conduct 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. 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.



Regrading Requests


If you feel that a calculation or judgment error has been made in the grading of an assignment or exam, please writea formal memo to medescribing the error and give me a paper copy or leave 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, or class notes). I or one of the TFs will review your assignment and 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 a 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.


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.


Professional Responsibilities For This Course

1. CLASS PARTICIPATION  - 15% of grade

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 times 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 Form at the end of this syllabus and hand it in at the second class, so I can learn more about you. Please also writeg 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 insure that you do not miss any important material.


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.


Course Website

COURSE WEB SITE:          http://newclasses.nyu.edu  (don’t use a “www” prefix)

For instructions on how to use Blackboard 8.0 please go to this site, log in, and then click on the “?” icon at the top.         

Please check the Blackboard website regularly for class announcements and instructions. 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 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                        

•             Links to press articles

•             PowerPoint slides                           

•             Assignments & study

•             Market Research details/sign-ups                           

•             Personal Marketing Plan

•             Other fun and useful things


Guest Speakers

We will have three guest speakers during the semester. We are still setting the dates for them. The speakers are:


1.                                 Brent Hodgins, Mirren Business Development, date TBA

2.                                 TBA

3.                                 Robert Aquilina, Estée Lauder Inc., date TBA


These speakers are senior executives with considerable experience in marketing. Their talks usually focus on how they have attacked challenging marketing problems that their firms face. Each talk will consist of a presentation by the guest speaker, followed by a question and answer session. These talks give a fascinating view into how marketing problems are identified and solved in the business world. They also give you a chance to see how marketers apply the kinds of concepts that you are learning about in class.

These guest speaker talks are an important part of the course, and you are expected to attend them unless you have a class conflict.The midterm and final exams may contain questions relating to the guest speaker talks. All talks will be held in Paulson Auditorium, on the UC level of Tisch, from 12:40 – 1:40.



Policy on Keeping Current with the Class


The TFs and I will use two methods – in class and e-mail – 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 both 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.


Policy on Using Stern E-mail and the Course Web Site


Neither I nor the TFs have the expertise of a computer consultant for answering questions about how to get access to Stern email and the course Blackboard site. 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 first with at least one consultant at one of the Stern computer labs, or call the Stern Computer Help Desk at 212-998-0180.

Your e-mail address.  Once you are registered for this course, the registrar will send your name to our computer folks and, if you don’t have one already, a Stern e-mail address will be created for you. Your default password will be your social security number, so change it as soon as possible. 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 “Change Password.”  If you do not have a Stern e-mail address or cannot access it, please get help at the Stern Computer Help Desk.


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 “E-mail Options.”


Policy on Missed Exams and Quizzes


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 dates of your medical incapacity.  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.


Policy on Exams for Students with Qualified Disabilities


If you have a qualified disability and will require academic accommodation during this course, please contact the Moses Center for Students with Disabilities (719 Broadway, 2nd Floor, 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.


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 problem-solving 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 each other:

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 (provided on the next page “Suggested Ground Rules”)

b)         Decide on the process of collaboration: when you will brainstorm ideas/approaches, collect data, analyze data, prepare the group project 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 mates will review the combined project and approve it


Know 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 projects.


 Assumed Rules for Group Participation


To work well as a group, you need to decide on some ground rules that will facilitate your joint work. Below is a list of common rules related to group work that you should assume are in effect unless your group decides to change them. Discuss each rule and decide whether you want to adopt it as a group. Make sure each member commits to the rules you adopt. You can also add your own rules, such as, “add each member of the group to an IM buddy list.”


1)         Each member will perform a fair share of the group’s work. Free-riding is not acceptable.

2)         Telephone numbers and email addresses will be exchanged promptly.

3)         All members should attend scheduled meetings unless it has been previously arranged that a member cannot make a specific meeting or there are unavoidable circumstances such as illness (hangovers don’t normally qualify as a valid form of illness).

4)         To encourage attendance at all meetings, arranging for a combination of face-to-face and online meetings can help alleviate the strain of scheduling issues.

5)         All members should be prepared for all meetings (read the assignment in advance and develop some ideas on your own).

6)         Meetings will commence no later than six minutes after the agreed start time and everyone should arrive by that time.

7)         Roles such as chair of a meeting and note-taker should be clearly allocated and should rotate around the group so that responsibilities are shared.

8)         Anyone can initiate and redirect discussion.

9)         Decisions should be made democratically – in the absence of a clear consensus there should be a vote.

10)       Aggressive and dominating behavior is not acceptable.

11)       Sexist and racist remarks are not acceptable.

12)       Members should try to encourage contributions– to discussions and decisions – from everyone, and to assess the value of all contributions.

13)       Members should practice active listening: listen to each other’s ideas, summarize them, ask questions, and show respect for the other person’s opinion before challenging it.

14)       Tasks that individuals agree to undertake should be completed by the agreed deadline. If it looks as though there will be a problem meeting a deadline that member should seek help from other members of the group in time to avoid a delay.

15)       If a group mate asks for help, everyone should try to assist him/her.

16)       If a conflict is emerging, it should be discussed in a group meeting and attempts should be made to resolve it within the group; if this is unsuccessful, it should be brought to the attention of the professor.

17)       Each person has the right to point out when these rules are being broken.

18)       All group mates should have responsibility for implementing an effective group process.

19)       All rules can be changed by consensus.


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?


Marketing James Patterson


1) What is a “brand?” Why are brand names so valuable to firms? What do you think are some of the most valuable brands in the world today?


2) Do you think mystery book readers regard an author as a “brand?”


3) What does the name “James Patterson” on a novel mean to readers? How might this meaning vary across readers who focus on mysteries compared with those who have more general reading interests? What has James Patterson done to promote himself as a “brand” and to manage the meaning of his name?


4) Do you think Patterson should diversify from writing only contemporary murder mysteries to writing a broader set of books, as he has been doing, or should he concentrate on murder mysteries? Can you think of other instances where a brand has tried to “extend” itself to different products, either successfully or unsuccessfully? Why do firms like “brand extensions?”


5) What characteristics tend to make a brand extension successful or unsuccessful?


6) Should  Patterson and Little, Brown try to increase the proportion of Patterson sales made through book clubs? Should they devote more attention to sales through mass merchandisers and less to book stores? How might this decision affect the Patterson brand name? How do the profits that Little, Brown and Patterson make in each bookselling channel differ, and why?


7) Although Patterson is well known, he does not have the awareness levels or sales per book of the best known popular fiction writers, such as Tom Clancy or John Grisham. Do you think Patterson should try to emulate their publishing patterns of fewer books but higher sales per book and higher awareness, or should he continue with his present “production line” brand strategy?


Z Corporation


1) Which of the three options for selling the Z402 Prototyping System do you recommend Z Corporation should choose?


2) What are the advantages and disadvantages to Z Corporation of using its own sales force to sell the Z402 Prototyping System instead of using an outside distributor?


3) What are the advantages and disadvantages of using each of the two kinds of outside distributors instead, either a reseller of CAD software or a machine tool reseller?


4) If Z Corporation uses its own sales force, what strategy would you recommend for

  1. recruiting the best possible salespeople?
  2. training these salespeople?
  3. compensating these salespeople?


5) If Z Corporation uses an outside distributor, what expectations should it place on this business relationship? What problems might lead to conflict between Z Corporation and its distributors? How can it avoid this conflict, or at least manage it keep the relationship with the distributor beneficial to both Z Corporation and the distributor?




Personal Information Form







Please staple or digitally paste your photo here

(One that looks like you!)


Professor Eric Greenleaf, Fall 2010


Your Name and Section: ____________________________


Contact phone #:____________________________


Alternative contact email (We will use Stern email for class-wide communications, but write down any alternatives) _________________________________________


Major(s):             ____________________________       ____________________________         


Expected 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. Please list any class you might miss for religious observance.



  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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