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PEPPERDINE UNIVERSITY THE GEORGE L. GRAZIADIO SCHOOL OF BUSINESS AND MANAGEMENT

KIMBER MADERAZZO 662.12 MARKETING COMMUNICATIONS FALL 2014 TUESDAYS 6:00-­‐10:00 P.M. MALIBU CAMPUS

SYLLABUS

662.12 MARKETING COMMUNICATIONS FALL 2014

Day/Class time: Tuesday’s 6:00 to10:00 p.m. Location: MALIBU CAMPUS

Professor’s Name: Kimber Maderazzo Cell Phone # 310-­‐801-­‐1893 E-­‐mail address: kimber.maderazzo@pepperdine.edu COURSE DESCRIPTION This course is designed to introduce, or reacquaint, the student with the subject of marketing communications. The emphasis in this course will be on the role of an Integrated Marketing Communications (IMC) program in both building and maintaining the brand image and health of an organization. Attention will be given to the various IMC tools used in contemporary marketing, such as advertising, direct marketing, Internet and interactive marketing, sales promotion, publicity and public relations and internal marketing efforts.

COURSE OBJECTIVES









Enhance the understanding of the individual marketing elements and their connective strengths when used as part of an integrated marketing communications (IMC) program.

Fuel critical thinking relative to setting goals, budgets and evaluation of an IMC program.

Create a learning environment that includes small group discussions, group presentations, and case analysis.

Provide exposure to both theory and best practice

TEXTS AND COURSE MATERIALS: Positioning: The Battle for Your Mind, Al Ries, (Author) Jack Trout (Author), Philip Kotler (Author) ISBN: 978-­‐0-­‐07-­‐170587-­‐5 eBook ISBN: 978-­‐0-­‐07-­‐137358-­‐6 Printed Book Textbooks can be ordered online or may be rented

Marketing Communications 662 MADERAZZO

We will use business cases from Harvard Business School in class. The cases can be directly ordered online from HARVARD BUSINESS SCHOOL PUBLISHING.

Course Pack Link https://cb.hbsp.harvard.edu/cbmp/access/28129179

PLEASE PURCHASE ALL CASES BEFORE THE FIRST NIGHT OF CLASS TO ENSURE AVAILABILITY.

SAKAI Please become familiar with the Sakai site for this class, as this is an integral component of the course. On Sakai, you will find periodic Announcements, Schedule with due dates and activities, and course resources. In addition, assessments of selected readings are to be taken in Sakai/Tests & Quizzes. Scores for assignments, assessments, quizzes, group presentation, and final project will be available to you through Sakai as they are graded.

When submitting assignments (papers, Power Point, etc.), please submit as an assignment attachment through Sakai. DO NOT EMAIL THE PROFESSOR. All assignments are due before the start of class. If market late, deductions will be taken. If submitted more than 2 weeks past due date, no credit will be given.

GRADING The grades will be weighted as follows (in points):

Assignment Quiz Class Participation Case Studies Final Exam IMC Campaign Analysis TOTAL POINTS

Individual Individual Individual Group

Weight

10 20 10 30 100

Individual/Group 30

The assignment of grades is as follows (in points): % Score 94 – 100% 90 -­‐ 93.99% 87 -­‐ 89.99% 83 -­‐ 86.99% 80 -­‐ 82.99% 77 -­‐ 79.99% 73 -­‐ 76.99% 70 -­‐ 72.99% 67 -­‐ 69.99% 63 -­‐ 66.99% 60 -­‐ 62.99% 0 -­‐ 59.99% Marketing Communications Letter Grade A A-­‐ B+ B B-­‐ C+ C C-­‐ D+ D D-­‐ F 662 Grade Point 4.0 3.7 3.3 3.0 2.7 2.3 2.0 1.7 1.3 1.0 .7 0.0 Description Outstanding Excellent Very Good Good Satisfactory Above Average Average Below Average Poor Very Poor Barely Acceptable Fail MADERAZZO

Case Discussion Briefs will be graded using the following rubric.

Very Good Above Average Poor Good Average Very Poor Satisfactory Below Average Unacceptable Identifies and Accurately identifies Accurately Identifies most of the Inaccurate analyzes the issue. the issues and provides identifies the issues issues, provides identification or a well-­‐developed and provides some inadequate analysis or analysis of issue analysis analysis identifies weak issues Identifies and Provides a thorough Provides and Evidence not directly Fails to identify or assesses quality examination of the examines quality supportive of assess quality-­‐ supporting evidence and develops evidence. Evidence argument. Does not supporting data/evidence its accuracy, relevance, is relevant, if not justify position or evidence. and completeness complete. distinguish relevance Identifies and Accurately identifies Accurately Does not explain Does not identify considers the and provides a identifies contextual issues; or influence of the thorough explanation and provides an provides inaccurate consider any context on of contextual issues explanation of information; or merely contextual issues. the issue potential provides a list. contextual issues Demonstrates Provides a thorough Provides adequate Provides somewhat Provides little higher level explanation, insightful explanation, above uneven or superficial developed thinking by analysis, able to average analysis, explanation, limited explanation, interpreting the discriminate somewhat able to ability to discriminate analysis largely context and issues importance of issues discriminate importance of issues superficial, issues appropriately and evidence importance of and evidence and evidence issues and seem unimportant evidence Identifies and Accurately identifies Accurately Provides limited or Identifies or evaluates implications and identifies inaccurate explanation evaluates few, if conclusions, consequences with implications and or largely a list of ideas; any, implications implications, and well-­‐developed consequences with or is too limited in or consequences. consequences explanation. Provides a brief evaluative scope

objective reflection of summary own assertions.

CRITERIA Outstanding Excellent

DESCRIPTION OF ASSIGNMENTS Quiz-­‐ 10 points A quiz will be given to ensure the comprehension of the text material. Participation – 20 points Individual class participation (20) points will be based primarily on quality and secondarily on the frequency of contributions to class discussions and in-­‐class assignments.

Cases Discussion Brief – 30 points The cases assigned are to be completed as “individual” homework assignments and/or defined as a group project. Each student will need to read and prepare all cases in a one-­‐ page discussion brief. For cases that are assigned as a group project, one person or team will be selected to lead the case discussion. Your case write up should be used for class participation unless described as a group project. Your response should demonstrate your Marketing Communications 662 MADERAZZO

understanding of the marketing concept being discussed in the correlating chapter as well as your ability to apply these concepts to the case/exercise. The topics addressed in cases span more than one chapter in the text. To ensure a complete understanding of the case you will need to plan your reading accordingly.

Case Discussion Brief Template Each student is required to provide a one page Case Discussion Brief for “case paper” grade. The write-­‐up for these cases will include a recommendations section (see format below, items 1 – 4).

See case grading RUBRIC in Grading Section of syllabus for evaluation criteria. 1. SWOT Analysis: A SWOT is a popular way to evaluate a business or case study. A SWOT helps you organize the case details into Strengths, Weaknesses, Opportunities and Threats. Please use a table format, per example below, to write up your SWOT. The SWOT should be written up on the top ½ of your first page.

STRENGTHS:

Strengths are facts about staff, managers, business products or processes that are positive.

OPPORTUNITIES:

Opportunities are facts about something positive going on outside of the business (i.e., consumer trends, new technology) from which the company could benefit.

WEAKNESSES:

Weaknesses are facts about staff, managers, business products or processes that indicate something needs to be improved.

THREATS:

Threats are facts about something potentially negative going on outside of the business from which the company might be harmed

2. Issues: Identify the key issues facing the company profiled in the case. Please use a table to write up the issues ranked by their short term or long-­‐term implication to the business. The issues section should be written up on the bottom ½ of your first page.

Short Term • something the company must address quickly in the near future Long Term 1. something the company needs to address after it first deals with the short term issues

3. Problem Statement: Write a concise problem statement on the short-­‐term issues. The problem statement should be written up on the bottom ½ of your first page. 4. Case Response:

a) Recommendation: What actions should the organization take to address the problem statement? Your recommendation should be limited to one page. Be concise but ensure a well-­‐developed, supported and complete explanation; including pros/cons, risk/benefit and/or qualitative/quantitative analysis as appropriate for case.

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MADERAZZO

Final Exam – 10 points To ensure student comprehension of the text material a final exam will be given.

Group Term Project – IMC Campaign Analysis-­‐30 points Each group will conduct an audit of an existing IMC campaign for a brand or company. Select a brand that has been in the marketplace at least 5 years, and conduct an audit of the brand’s CURRENT campaign. Each group is responsible for preparing a written paper and making a presentation to the class. The focus of the paper will be your description, analysis and any recommended changes for the campaign. This assignment gives each group a chance to practically apply the knowledge, analysis and skills you are developing. The paper should be 10 pages minimum, excluding the reference list and appendix. Be sure to cite sources of information in the text as appropriate. An outline for the paper will be posted in resources tab in SAKAI. EXPECTATIONS OF WRITTEN WORK Class assignments will be posted through Sakai. Students are required to upload their completed assignments prior to the start of the class they are due. All papers must be typed in 12-­‐point font, double-­‐spaced using standard one-­‐inch margins. All papers are graded for content in meeting the defined objectives as well as clarity of communication (proficient use of English grammar and punctuation is expected). All reference resources must be properly cited. APA format is preferred.

LATE ASSIGNMENTS Assignments will be penalized by 10% if turned in one week late, 50% if two weeks late. No assignments will be accepted after two weeks past the due date.

INSTRUCTORS EXPECTATIONS You must attend the first class or you will be dropped. • Come to class fully prepared to discuss all assigned material • Contribute to the class discussion in a way that enhances the learning process • Conduct yourself in class as you would in a business situation (i.e., be courteous, offer constructive criticism, compliment on a job well done, and give thoughtful feedback) • Provide ongoing feedback with regard to the extent in which this class is meeting your needs and objectives

• Share responsibility for the quality of the experience • Attend all class sessions (more than one absence will affect your grade and may result in one grade drop), if 2 classes are missed be expected to receive a failing grade.

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MADERAZZO

STUDENT’S USE OF TECHNOLOGY IN THE CLASSROOM Use of technology by students in the class is permitted solely to enhance productivity and learning. Cell Phones Cell phones must be off or completely silenced during class unless you have received special permission from me in advance of the start of class. Students using cell phones during class will have that evening’s participation grade lowered one level. Laptops Laptops may be required for each class for course specific requirements (e.g., online assignments, accessing course resources in Sakai, taking notes during lectures, student presentations). Students discovered to be using laptops for any purpose other than as appropriate for this class will have their class participation grade lowered by 2.5 points (out of 10) for each such incident. ATTENDANCE POLICY Since class discussions and interaction is an integral part of learning, each student is expected to arrive on time and come prepared to share their experiences and insights. If you are unable to attend a class, it is your responsibility to contact me as early as possible to advise of your absence. You will be responsible for all the material covered in class whether you are present or not.

CONDUCT University Code of Ethics

Page 13 of the 2012 -­‐ 2013 Academic Catalog

The following regulations apply to any person, graduate or undergraduate, who is enrolled as a Pepperdine University student. These rules are not to be interpreted as all-­‐inclusive as to situations in which discipline will be invoked. They are illustrative, and the University reserves the right to take disciplinary action in appropriate circumstances not set out in this catalog. It is understood that each student who enrolls at Pepperdine University will assume the responsibilities involved by adhering to the regulations of the University. Students are expected to respect order, morality, personal honor, and the rights and property of others at all times. Examples of improper conduct for which students are subject to discipline are as follows: ! Dishonesty in any form, including plagiarism, illegal copying of software, and knowingly furnishing false information to the University. ! Forgery, alteration, or misuse of University documents, records, or identification. ! Failure to comply with written or verbal directives of duly authorized University officials who are acting in the performance of assigned duties. ! Interference with the academic or administrative process of the University or any of the approved activities. ! Otherwise unprotected behavior that disrupts the classroom environment. ! Theft or damage to property. Marketing Communications 662 MADERAZZO

! ! !

Disciplinary action may involve, but is not limited to, one or a combination of the alternatives listed below: Dismissal

– separation of the student from the University on a permanent basis. Suspension – separation of the student from the University for a specified length of time. Probation

– status of the student indicating that the relationship with the University is tenuous and that the student’s records will be reviewed periodically to determine suitability to remain enrolled. Specific limitations to and restrictions of the student’s privileges may accompany probation.”

Violation of civil or criminal codes of local, state, or federal governments. Unauthorized use of or entry into University facilities. Violation of any stated policies or regulations governing student relationships to the University.

ORIGINALITY OF WORK

This course may require electronic submission of essays, papers, or other written projects through the plagiarism detection service Turnitin (http://www.turnitin.com). Turnitin is an online plagiarism detection service that conducts textual similarity reviews of submitted papers. When papers are submitted to Turnitin, the service will retain a copy of the submitted work in the Turnitin database for the sole purpose of detecting plagiarism in future submitted works. Students retain copyright on their original course work. The use of Turnitin is subject to the Terms of Use agreement posted on the Turnitin.com website. You may request, in writing, to not have your papers submitted through Turnitin. If you choose to opt-­‐out of the Turnitin submission process, you will need to provide additional research documentation and attach additional materials (to be clarified by the instructor) to help the instructor assess the originality of your work.

POLICY ON DISABILITIES

Assistance for Students with Disabilities

The Disability Services Office (DSO) offers a variety of services and accommodations to students with disabilities based on appropriate documentation, nature of disability, and academic need. In order to initiate services, students should meet with the Director of the DSO at the beginning of the semester to discuss reasonable accommodation. If a student does not request accommodation or provide documentation, the faculty member is under no obligation to provide accommodations. You may contact the Director of Disability Services at (310) 506-­‐6500. For further information, visit the DSO Web site at: http://www.pepperdine.edu/disabilityservices/.

Marketing Communications 662 MADERAZZO

COURSE OUTLINE MARKETING COMMUNICATIONS 662.12 FALL 2014

WEEK 1 DATE 10/21 TOPIC Introduction-­‐What is IMC and it’s role IMC Communication Process TEXT READING CASE STUDY & NUMBER Integrated Marketing Communications # 599087 Cunard Line Ltd.: Managing Integrated Marketing Communications #594046 ASSIGNMENT DUE Case Discussion Brief Team 1 Case Study 4-­‐6 pages write up on case study, Presentation in class. Case Discussion Brief for non presenters Team 2 Case Study 4-­‐6 pages write up on case study, Presentation in class. Case Discussion Brief for non presenters QUIZ-­‐Open Notes Team 3 Case Study 4-­‐6 pages write up on case study, Presentation in class. Case Discussion Brief for non presenters Team 4 Case Study 4-­‐6 pages write up on case study, Presentation in class. Case Discussion Brief for non presenters Case Discussion Brief FINAL EXAM-­‐ Open Notes Final IMC Audit Plan, Written Report and Class Presentation

2

10/28

CH 1-­‐4

• 3 11/4 Advertising Management & Design CH 5-­‐11

Dove: Evolution of a Brand #508047



4

11/11

Media Channels

CH 11-­‐16

Sephora Direct: Investing in Social Media, Video, and Mobile #511137

5

11/18

Sales Promotions Public Relations Ethics & Regulatory

CH 16-­‐22

SVEDKA Vodka (A) #UV4284 •

6

11/25

IMC Evaluation

CH 23-­‐25

SVEDKA Vodka (B) #UV4285

7

12/2

FINAL EXAM

Marketing Communications 662 MADERAZZO

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...qwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmrtyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmrtyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmrtyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmrtyuiopasdfghjklzxcvbnmqwer...

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Premium Essay

Marketing

...Assessment: MKC1 Market Environmental Variables Reading: Contemporary Marketing: Chapter 3 Questions: 1. How would you categorize Generation X using the five segments of the marketing environment? A: Competitive Environment B: Political-legal environment C: Economic environment D: Technological environment E: Social-cultural environment 2. Joe and Ryan both have storefronts in the local mall. Joe sells candies and Ryan sells pretzels. Are Joe and Ryan in direct competition with each other? A: Yes B: No Consumer Behavior and Marketing Reading: Contemporary Marketing: Chapter 5 Questions: 1. Rachel and Sarah’s parents always purchased groceries from the local Aldi marketplace. What is this type of behavior an example of? A: Cultural influences B: Social Influences C: Personal factors 2. Maryanne purchases Maxwell House coffee every two weeks from the grocery. What is this type of behavior an example of? A: Routinized Problem Solving B: Limited problem solving C: Extended problem solving 3. Aaron does research on several local colleges before applying to his first three choices. This is an example of: A: High – involvement purchase decision B: Low – involvement purchase decision Marketing Plans Reading: Contemporary Marketing: Chapter 2 + Ch. 2 Appendix Web sites: http://www.jpec.org/handouts/jpec33.pdf http://www.netmba.com/marketing/process/ Questions: 1. Strategies are designed to meet objectives...

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