BUS 386 Global Marketing Syllabus PDF

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Marketing - Global - syllabus...

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Concordia University – St. Paul College of Business and Technology The mission of Concordia University, a university of The Lutheran Church-Missouri Synod, is to prepare students for thoughtful and informed living, for dedicated service to God and humanity, and for enlightened care of God's creation, all within the context of the Christian Gospel.

Syllabus ~ Asynchronous Part 1: Course Prospectus Course Information Registration Course Title: Marketing in the Global Environment  Course Number: BUS 386  Cohort # / CRN: 20805  Credit Hours: Four (4) semester hours  Delivery: Asynchronous  Dates of Course: January 14 – March 1, 2019  Optional WebEx – Week 3, Tuesday, January 29, 2019  Prerequisites and/or Co-requisites: BUS 380

Professor  Name: Karen Walters  Email: [email protected] Instructors will make every opportunity to respond to student correspondence within 24 hours on a weekday or 48–72 hours on a weekend or holiday. Official university breaks will be observed with correspondence occurring after classes resume. Students who need to contact the instructor are encouraged to send an email message whenever possible. Email is a good way to document messages and can be ongoing. Your instructor will be checking email regularly during the weekdays.  Telephone: (612) 849-5582  Office Hours: by appointment – the best way to reach me is by email. Afterward we can arrange a WebEx, phone, or face-to-face meeting.

Course Syllabus

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Course Description Develop skills for effective integrated marketing and business strategy to create innovative and sustained competitive advantage in the digital economy. Learn to ethically apply these insights for business growth to advance strategy. Students explore international marketing perspectives emphasizing future trends while examining the current market environment and marketing strategy elements.

Student Learning Outcomes By the end of this course, students should be able to:  Analyze complex marketing issues in a global environment.  Analyze how the ethical and societal implications affect marketing strategies.  Communicate with multiple stakeholders via various written and oral mediums.  Apply marketing concepts to make recommendations for enterprise growth.  Create an integrated marketing plan based on the core concepts of marketing as it applies to a real-world product offering.  Recognize the importance of global and cultural diversity in marketing.

Course Requirements Required Course Materials Kerin, R. A., & Hartley, S. W. (2016). Marketing: The core (7th ed.). New York, NY: McGraw-Hill Education. Michigan State University’s globalEDGE website at http://globaledge.msu.edu/ (Contact instructor if this website is not available)

Course Assessments Includes Discussion Boards, WebEx, and Assignments DISCUSSION BOARDS (DB) Discussion boards are an opportunity for you to share research and opinions of topics covered each week. Initial posts (Instructor questions) are due by Thursday by 11:59 p.m. CT. Students are expected to read the postings of others and respond to a minimum of two fellow learners on each discussion activity. Follow-up posts will be on two separate days and posted no later than Sunday, 11:59 p.m. CT. You are also expected to read through any instructor notes and replies and answer any additional questions posed. DISCUSSION BOARDS (DB), CONTINUED

Course Syllabus

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To receive full credit, a 250-word (minimum) response to each question on Blackboard is needed. Incorporate material from the readings into your assignments and in your postings. Use APA format. Discussion boards are worth 30 points per week (total of 210 pts. for 7-week time frame). Please see Blackboard for grading rubrics.

JOURNALS In addition to your active discussion board participation, you are also required to keep a weekly journal of your learning inside and outside the classroom as it relates to marketing. The journal will be due Weeks 1 through 5 only. Each journal entry should be 1 ½ to 2 pages typed (doublespaced) page. Each week you will discuss what resonated with you during the week from the videos, discussion board, PowerPoints, and other material provided within the course. You should also consider including a note on some aspect from outside the classroom material that you read applying to marketing. Submit in APA format. Here are some areas to consider: 1. The two to three important things you learned based on the week’s required videos. 2. The two to three important things you learned based on the most recent course readings, class discussion, lecture material, or discussion board. 3. How you might use the content of the most recent course readings, class discussion, class lecture notes, discussion board, or video in your career. 4. Anything else of relevance to marketing that comes to mind based on your outside experience or readings. Some points to consider in the Journal:  Support your ideas by describing examples, readings, experiences, other course work, or online resources that pertain to the topic.  Write grammatically correct sentences that are free of spelling and punctuation errors.  Proofread your work before submitting it.  Submit your work on time.  If you don’t submit your journal entry by its due date, you will receive zero points for that entry. Weekly journals are worth 35 points each (total of 175 pts. for 5 weeks of activity). Please see Blackboard for grading rubrics.

Course Syllabus

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ASSIGNMENTS Assignments are due on Monday of the appropriate week/beginning of the week, as assigned and noted as follows: Week 1 – no assignment Week 2 – no assignment Week 3 – Assignment A1 due on Monday, January 28, 2019 Week 4 – no assignment Week 5 – Assignment A2 due, Monday, February 11, 2019 Week 6 – Assignment A3 due, Monday, February 18, 2019 Week 7 – Assignment A4 due, Monday, February 25, 2019

DETAILS AND OUTLINE OF ASSIGNMENTS PROVIDED IN PART 4 (page 20) OF THE SYLLABUS

Course Syllabus

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Course Grading Grading Scale Letter

Points

Letter

Points

A AB+ B BC+

930-1000 900-929 870-899 830-869 800-829 770-799

C CD+ D DF

730-769 700-729 670-699 630-669 600-629 Below 600

Grade Computation Assignments will be graded for completeness, presentation, relevance, depth of analysis, use of the APA citation and format style, and compliance with other expectations. Rubric is found in the Course Blackboard. Assessment/Assignments

Due Date

Discussion boards Journal (weeks 1-5) A1. Marketing an Innovative Product A2. Marketing Plan, Part A A3. Marketing Plan, Part B A4. Marketing Plan, Part C (Final) Total

30 points per week 35 points per week Week 3––Due Monday by 11:59 p.m. CT

Point s 210 175 200

Week 5––Due Monday by 11:59 p.m. CT Week 6––Due Monday by 11:59 p.m. CT Week 7––Due Monday by 11:59 p.m. CT

150 150 115 1000

Grading Rubrics (Written Assignments): See Blackboard or Syllabus above

Part 2: Practices and Policies (“How this course works…”) About the Course Instructor’s Course Description

Course Syllabus

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Marketing is a not just a function within an organization––it is a strategic and tactical process that permeates the entire organization. Every area is impacted and influenced by marketing strategy–– from product development to identification of prospects, to pricing and finance, and more. In this course students will learn the basics of marketing, starting with understanding target market segmentation and ending by writing a marketing plan for a product. No matter what field of study the student eventually pursues, this course will help him or her learn the fundamentals of marketing and driving business growth.

Instructor’s Educational Philosophy I believe that a primary goal in teaching is to empower students with self-confidence through the realization that knowledge has been gained and can now be drawn upon to transform their lives. The instructional model is to be collaborative, making use of student experiences to enrich and enliven class activities. Knowledge will be constructed in the synthesis of experience, reflection, practice, and theory. At the baccalaureate level, the teaching and learning process is a partnership between the teacher (as facilitator) and the learner. The responsibility for learning, however, rests with the student. The teacher’s responsibility is to create an environment where optimal learning might take place and to continually assess the process by which the learning is taking place. The best learning occurs through the dynamic interaction of experience, reflection, information sharing, and reviewing the evidence. The key is to get in the habit of engaging information by asking questions, talking about the ideas with one another, and to assume a certain element of intellectual (and at times personal) risk. In my classroom, opinions are welcome and will be respected, valuing our diversity and culture. Teaching stirs the transformative process of learning; it empowers students to take responsibility for their learning, inspires them to continue growing intellectually, ignites curiosity, and provides opportunities for clarifying values and relationships while uplifting their spirit.

Course Syllabus

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Teaching Procedures This course uses instructor presentation through various forms of interaction, discussion, readings, assignments, and reflection. These are the primary methods for facilitating the teaching and learning process. Learners are highly encouraged to email the instructor if any questions arise. The instructional model is to be collaborative, making use of student experiences to enrich and enliven class activities. Knowledge will be constructed in the synthesis of experience, reflection, practice, and theory.

Engaged Hours Required readings – PPT, videos, research & articles Discussion board activities (4 hrs. weekly x 7 weeks) Project work––preparation, reading, interviews, analysis, and videos Assignments (including final)––preparation plus analysis and write-up Work application, small-group work––research, reading, and interviewing Online activities––research the Web, videos, and other resources WEBEX TOTAL

30 hours 21 hours 20 hours 30 hours 15 hours 15 hours 9 hours 140 hours

Supplemental Resources 

 

MindTools.com (2016) o Use the section under Strategy Tools > Marketing Strategy. This site has wonderful supplemental material for learning about marketing. Michigan State University’s globalEDGE website Videos required as activities found in the links noted

Expectations and Policies Respectfulness Netiquette: Ground rules for online discussions: The rules of (n)etiquette, when followed, support a positive online learning experience (adapted from Connor, 2014). Unregulated, an online discussion can quickly disintegrate into a tangled web of extraneous verbiage, rude language, and inconsiderate behavior guaranteed to derail a conversation. The basic premise is that the etiquette expected of students in online discussions is the same as that which is expected in a classroom. There is a challenge, however, in the online environment: the absence of visual and auditory clues. In face-to-face discussions these clues contribute

Course Syllabus

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nonverbal nuances of meaning that carry an intangible amount of weight. It is impossible to replicate these in the online environment. To counteract this issue, to raise general awareness, and to assist in enhancing the learning experience, netiquette rules that are just as applicable in face-to-face discussions are provided below: 1. Participate. This is a shared learning environment. Do not lurk in the cyberspace background. It is not enough to log in and read the discussion thread of others. For the maximum benefit to all, everyone must contribute. 2. Help others. You may have more experience with online discussion forums than the person next to you. Give him or her a hand. Show your classmates it is not so hard. They are really going to appreciate it! 3. Be patient. Read everything in the discussion thread before replying. This will help you avoid repeating something someone else has already contributed. Acknowledge the points made with which you agree and suggest alternatives for those with which you do not agree. 4. Be brief, but thorough. You want to be clear—and to articulate your point—without being preachy or pompous. Be direct. Stay on point. Do not lose yourself or your readers in overly wordy sentences or paragraphs. Do thoroughly develop your points based on the content. 5. Use proper writing style. This is a must. Write as if you were writing a term paper. Correct spelling, grammatical construction, and sentence structure are expected in every other writing activity associated with scholarship and academic engagement. Online discussions are no different. 6. Cite your sources. This is another big must! If your contribution to the conversation includes the intellectual property (authored material) of others (e.g., books and newspaper, magazine, or journal articles, online or in print), it must be given proper attribution. 7. Avoid emoticons and texting abbreviations. Social networking and text messaging has spawned a body of linguistic shortcuts that are not part of the academic dialogue. Please refrain from :-) faces and “c u l8rs.” 8. Respect diversity. It is an ethnically rich and diverse, multicultural world in which we live. Use no language that is—or that could be construed to be—offensive toward others. Racist, sexist, and heterosexist comments and jokes are unacceptable, as are derogatory and sarcastic comments and jokes directed at religious beliefs, disabilities, and age. 9. Do not YELL. Step carefully. Beware the electronic footprint you leave behind. Your instructor will post his or her comments, when appropriate, in all-caps text so you can differentiate his or her remarks from others. 10. Do not post flaming messages. Criticism must be constructive, well meaning, and well-articulated. Please, no tantrums. Rants directed at any other contributor are simply unacceptable and will not be tolerated. The same goes for profanity. The academic environment expects higher order language. 11. Be mindful. Remember that language is your only tool in an online environment. How others perceive you will be largely—as always—up to you. Once you have hit the send

Course Syllabus

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button, you cannot retrieve your posting. Review your written posts and responses to ensure that you have conveyed exactly what you intended. This is an excellent opportunity to practice your proofreading, revision, and rewriting skills—valuable assets in the professional world for which you are now preparing to enter or advance. Hint: Post your reply in Word, edit, and then cut and paste in the appropriate area. Reference Connor, P. (2014). Netiquette: Ground rules for online discussions. Retrieved from http://teaching.colostate.edu/tips/tip.cfm?tipid=128

Attendance and Participation Each student is expected to participate fully, including meeting deadlines and being timely on all assignments such as assigned readings, discussion boards, written projects and papers, and the like. Through this combination of interactions, students also learn from each other’s experiences and maximize the learning opportunity within the course. If a student misses a portion of class, he or she is expected to initiate a conversation with the instructor about a possible makeup opportunity; missing more than 2 weeks means the course must be retaken. (Missing a week includes but is not limited to not posting to the discussion board per the required timeliness and numbers, not turning in assignments, and missing the weekly WebEx as well as other requirements of the course.) See the class attendance policy (FH 7.40) in the Student Policies Handbook]. If a makeup if allowed for the WebEx, the maximum points earned is 50% but it will still count as a missed element as noted above. There are no makeups for DB missed activity.

Academic Integrity Concordia University takes academic integrity very seriously. Please familiarize yourself with the official university policy. If a student is found in violation of academic integrity, he or she will earn a zero on the specific assignment in question, a written report will be placed in his or her file, the violation will be reported to the Vice President of Academic Affairs, and a conversation with the appropriate program or department chair will take place with the student. If subsequent academic integrity incidents occur, these will result in failure of the course or expulsion from the academic program and the university.

Privacy Statement Please, see the Privacy Tab in Blackboard for links to the privacy statements of our key technology partners. Advise the instructor if any of your work needs to hold in confidence.

Email Expectations

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Concordia University establishes an email account for each student which administrators and instructors use as the default email address for each student. Students should check their email account several times each week (more frequently if a class has been missed or if something unusual has taken place). Click here to access a Concordia email account or go to the CSPConnect portal and click on Google Apps. Alternatively, students may forward all email from their Concordia account to another email account by completing the steps found on the email forwarding section of CSPConnect. Failure to check Concordia email (or have it forwarded) places students in jeopardy of missing important communication that may even impact a final grade. Text messaging should not be used for communication with the instructor.

Discussion Board Expectations 1. Be present. Please do not post a week early or later than expected. Remember that these postings are not just answers from individual learners; rather, they are a dialogue between learners sharing observations, opinions, and work and academic experiences that relate to the topic. For this reason, be present on the discussion board throughout the week. Attempt to post your responses as you complete the study assignments. Please do not wait until the last day to respond as your fellow learners benefit from your knowledge and experiences. 2. Actively participate. Continuous participation from everyone in discussions is desired. Please ask your fellow cohort members questions, provide them with feedback, and build on their postings throughout the week. Please comment and create dialogue when topics are applicable to you. 3. Ask questions. If something is unclear, ask a question. If you are reading and come across something interesting, ask for others to respond to your thoughts. Closedended questions are great for gathering facts; open-ended questions are necessary for healthy dialogue. 4. Incorporate material from the readings into your assignments and your postings. Please integrate your readings into your responses to the discussion questions, using the APA citation style. You should cite terms and concepts from the text and apply the...