《市场营销学导论》课程教学大纲.docx

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1、MASTER SYLLABUSMRKT102: INTRODUCTION TO MARKETING1. Course DetailsSemester:Course Code:Course Name:Course Prerequisites:Course Co-requisites:Credits Hours:Classroom:Class Timing:Final Exam Period:2. Instructor DetailsProfessor:Office Location:Office Hours:Email:Course website:Phone (Office):MRKT102I

2、ntroduction to MarketingNoneNoneThree (3) credit hours(45 contact hours)3. Catalog Course DescriptionStudy of the process by which consumers needs and wants are analyzed and satisfied within the context of a modern marketing system. Investigation of current developments in the external environment a

3、ffecting the marketing process. The role of marketing institutions in facilitating the flow of goods and services from producers to consumers is analyzed.4. Course OverviewWith the advent of globalization many changes have taken place in the marketing environment. Applications of advanced technologi

4、es, particularly in the area of customer relationship management, are helpful in understanding customers demands and satisfaction. This course has been designed to guide the student in understanding the important principles of successful marketing and how these principles are applied in identifying

5、customer needs to provide right product / service, create best distribution channels, organize effective promotional activities and select suitable prices to boost customer satisfaction as well as the firms profitability. The course is also a foundation for advanced electives in marketing.5. Course-

6、Level Learning GoalsA note on School of Management Course-Level Learning Goals: Learning goals are partitioned into those that are in support of the programmatic learning goals (Invariant), specific to the localized region of delivery (Contextualized), and specific to the domain expertise of the ins

7、tructor (Instructor-Specific). The former two categories are required for all courses. Invariant zzAssurance of Learning Validations” is specifically linked to the associated programmatic learning goal and objective, with course-level learning goals representing the programmatic goal as it applies t

8、o the context of the course. Learning goals that focus on knowledge acquisition (Blooms Taxonomy) are not specifically or necessarily included into the course-level learning goals, although it is assumed that knowledge acquisition of all relevant business core fundamentals is addressed within each c

9、ourse. Examinations in class are used to provide feedback concerning knowledge and comprehension for the purpose of ensuring that students who have not mastered these will not advance through the curriculum. Attainment of knowledge within each core area is assessed by way of standalone testing of ea

10、ch student as a required part of the instructional program prior to graduation (e.g. ETS).(A) Invariant LarrninH Goals (In support of the BSBA Programmatic LenrninH Gonl(s):Upon the successful completion of this course, the student will be able to:1. Identify, discuss, analyze and/or establish a pos

11、ition on marketing mix, global, and ethics-related issues (i.e.z problems and opportunities) in marketing;2. Prepare a written report in APA/Chicago style on a companys marketing mix;3. Identify and recommend a solution for a marketing-related problem;4. Prepare, including a marketing mix, global an

12、d ethical-related issues;5. Participate effectively in a team; and6. Construct a marketing mix assessment in a business plan format.Assurance of Learning Validations (Linked to the BSBA Programmatic Learning Goals) A note on School of Management Assurance of Learning Scoring: Scores form the metric

13、for the degree to which the validation (e.g. learning outcome) satisfies the associated learning goal or objective. Assurance of learning validation descriptions identify the criteria for each score that is to be given. Scores are scaled using program or concentration rubrics. It must be noted that

14、scores are to be differentiated from grades. Scores form a criterion from which an instructor will ascertain an overall grade for any instrument of assessment, and the overall assessment the student receives for an instrument is a “grade. A score is an extraction that specifically measures the degre

15、e of attainment of a learning goal and/or objective.:Al. Group Project: Students will be required to carry out a project whereby they will analyze the marketing mix of an international company. Teams of students will be required to complete a paper. The overall grade of the final paper will be based

16、 on 8 separate scores (all scores are group scores except for the second score) each of which will be assessed on the following criteria: The first score will evaluate the overall consistency of the paper to an approved writing style (APA (http:), Chicago) based on content and organization, referenc

17、es, tables and figures, bibliography (G1O1). For additional writing style resources, please visit NYlTs online library at ;The second score will be an individual grade based upon how the student interacts in a group setting. Specifically, each student scores his/her team members, based on the unifor

18、mity of individual team member contributions. Each student grades the contribution of their team members on a scale of 1-5. However, the scores given by each student for their teammates must always average 3.0 (G1O3). The thirdscore will be based on how insightful and clear students are at identifyi

19、ng appropriate global opportunities and threatsfor the chosen organization (G3O2). The fifthscore will be based on how well students are at preparing the marketing mix assessment report using Microsoft Word, PowerPoint, and preparing tables and figures using Excel (M2O4). The sixthscore will be base

20、d on how well students can describe and analyze the efficiency of the marketing mix in the marketing mix assessment report (i.e. products, price, place, promotion) (M2O1). The seventhscore will be based on how well the marketing mix assessment report is comparable to an established (and available on

21、line to the instructor) template for the marketing component of a business plan. (M4O1).A2: Marketing Plan Case Analysis: Each student has to solve a marketing exercise drawn from a case related to local markets, products/ services or application of marketing mix. The case will be chose from chapter

22、 10. One score will be given based on students ability to solve business problems in a functional area (M1O2).A3: Global EthicsCase Analysis: Students must examine the social and ethical issues and submit caseanalysis. Two scores are given:one score for demonstrating the ability to integrate informa

23、tion (M4O2), and one score for contributing to an analysis in support of, or development of, a business plan (M4O1).(B) Contextualized (Globalized) Learning Gonl(s):Upon the successful completion of this course, students will:1. See Invariant Learning Goals 1 and 4 above.Assurance of Learning Valida

24、tion (In support of the Contextualized (Globalized) Learning Goal(s):81. See Assurance of Learning Validation Al, score 3 above.(C) Instructor Specific learning Goal(s) (Optional)Upon the successful completion of this course, the student will be able to:NoneAssurance of Learning Validation (In suppo

25、rt of the Instructor Specific Learning Goal(s): None6. Teaching and Learning MethodologyThe School of Managements teaching and learning strategy is informed by contemporary indicators/sources that derive from its target market, specifically the millennial generation. In particular, behavioral traits

26、 for this generation are identified and form the basis of emphasis for the schools teaching and learning methodologies. These methodologies are reflected in the schools mission statement by way of its TEMPOS campaignTeaching and Learning Strategies: TEMPOS and the Millennials/ revised September 2008

27、.The School of Managements teaching and learning strategy is informed by contemporary indicators/sources that derive from its target market, specifically the millennial generation. In particular, behavioral traits for this generation are identified and form the basis of emphasis for the schools teac

28、hing and learning methodologies. These methodologies are reflected in the schools mission statement by way of its TEMPOS campaignTeaching and Learning Strategies: TEMPOS and the Millennials/ revised September 2008. In addition, teaching and learning strategies are informed by institutional indirect

29、assessment results, periodically collected and reviewed by the Office of Planning and Assessment and the schools faculty E.g., Student Survey on Teaching Quality - Quantitative Data: School of Management. Teaching and learning strategies are also externally referenced systematically (e.g.z the Annua

30、l Stakeholders Conference) through continuing consultations with non-board key stakeholder groups, including employers, business and community leaders, accreditation and ministerial agencies, alumni, students, peer institutions, and business and governmental agency representatives.A component of all

31、 courses, as a part of the teaching and learning strategies, is to maintain academic rigor and to be intellectually challenging. This is validated in institutional survey results. However, School of Management faculty members utilize an overall collective portfolio of strategies/initiatives that obt

32、ain from the aforementioned sources in delineating those that are most appropriate or emphasized in the courses they lead.In this course (MRKT102), four (4) prioritized teaching and learning strategies focus on:1. teamwork/collaborative work (interdependent learning);2. active student engagement int

33、o the learning process;3. integrating principles of ethics/social responsibility; and4. timely feedback.All faculty members that instruct this course should consider how to execute the course to emphasize these key components of the strategies considered. Following a review of learning outcomes, fac

34、ulty members consider how re-orientation of teaching and learning strategies might result in strengthening these outcomes, and adjustments are made, accordingly. Faculty members also consider how the School of Management Triple Platforms of Excellence (Professional Enrichment, Experiential Education

35、, and Student Advancement) might be leveraged as a part of this strategy, and provide recommendations to the Directors of those platforms. The school also reviews the distribution of identified teaching and learning strategies periodically to ensure comprehension and the integration of each (from th

36、e designated list of approximately 20-25 strategies) within the curriculum. Finally, results from student teaching evaluations also provide indications of how various teaching and learning strategies are integrated into the course delivery. The following issues (indicator number is provided) are amo

37、ng those in the evaluations that bear on this review and analysis:7. The amount of work in this course was appropriate.15. The instructor was available for course related consultation and advice.17. The instructor assigned challenging course work.18. The instructor graded and returned student work a

38、nd exams promptly.19. The instructor provided helpful, constructive feedback on assignments and course work.20. The instructor respected cultural differences and diversity among students.21. The instructor incorporated information technology (e.g. computer or the Internet) in the course. 25. The ins

39、tructor challenged me to think.Along with teaching and learning strategies, the notion of student effort/time on task is also considered, although it is not necessarily driven by metrics. It is noted that the notion of student effort, specifically metric driven, is not a universally adopted approach

40、5. However, if an instance occurs where student learning outcomes do not meet targeted academic standards, the School of Management utilizes indirect inputs in this area to explore the interdependencies between factors including the amount of work required in the course, the degree of challenge in t

41、he coursework, and level of critical analysis, among others Sample data regularly collected through the New York Institute of Technology Student Rating of Courses/Teaching Form.This course is taught in lecture mode with active participatory class exercises. It is of the utmost importance for student

42、s to come to class well-prepared to discuss class exercises. Learners will achieve their learning objectives through the following activities: class room exercises, assignments, mid-term and final examinations and a written project.7. Required Resource(s)Grewal, D., and Levy, M. (2012). Marketing. E

43、dition. McGraw Hill Company. ISBN13: 978007802883.8. Reference Resource(s)Jobber, D. (2007).Principles and Practice of Marketing. McGraw-Hill. ISBN: 13:978-0-07-711415-2; ISBN: 10 0- 07-7114159.9. Assessment Methodology and Grading Guideliness See the Victorian TAFE Association Response - Strengthen

44、ing the AQF: Proposal, June 2009. East Melbourne, Victoria, Australia, retrieved from on February 22, 2010.InstrumentsPointsTime on TaskAnestimate of the period of time during which a student is actively engaged in a learning activity, excluding classroom contact hours.Marketing Plan Case Analysis (

45、see15 points5 hoursA2)Mid Term Exam20 points15 hoursGlobal Ethic Case Analysis (see A3)15 points20 hoursGroup Project (See Al)25 points20 hoursFinal Exam25 points36 hoursFormative Assessment (see a)0 points2 hoursTOTAL100 points96 hoursa. A draft of the Marketing Plan Case Analysis is due three week

46、s before the due date of the final version. The instructor will comment on the students ability to solve the marketing problem in the case. This assignment is added to improve student attainment of BSBA programmatic learning goal M1O2.10. Grading Guidelines:11. Attendance Policy: Students are expect

47、ed to attend every class session. Instructors will inform students of the exact number of absences and late-arrivals permitted during the semester. Students who exceed these limits may be subject to failure. If a student misses any class or test, the instructor has the right to either grant or deny

48、an opportunity to make up the work that was missed. In such cases, the instructor shall be the sole judge of the validity of a students explanation for having missed the class or test.12. Deductions for Late Arrival, Early Departure, and Unexcused Absences:13. Policy for Make-Up Assignments or Quizz

49、es:14. Classroom Behavior: Behavior that disrupts, impairs, interferes with, or obstructs the orderly conduct, processes, and functions within an academic classroom or laboratory violates the student code of conduct and may result in disciplinary action. This includes interfering with the academic mission of NYIT or individual cl