ESSENTIALS OF MARKETING A MARKETING PLANNING STRATEGY APPROACH 18TH EDITION BY WILLIAM D. PERREAULT, by QuentinAxel

SOLUTIONS MANUAL

ESSENTIALS OF MARKETING A MARKETING PLANNING STRATEGY APPROACH 18TH EDITION BY WILLIAM D. PERREAULT, JOSEPH P CANNON, E. JEROME MCCARTHY INSTRUCTORS SOLUTION MANUAL Table of Contents PART I: HOW TO USE THIS MANUAL ....................................................................... I-1 INTRODUCTION .................................................................................................................................... I-1 QUICK START GUIDES—A FASTER WAY TO GET STARTED .......................................................... I-1 OVERVIEW OF THIS MANUAL – A ROAD MAP .................................................................................. I-2 CONCLUDING REMARKS ..................................................................................................................... I-4

PART II: OVERVIEW OF THE MAJOR ELEMENTS OF P.L.U.S. .................................. II-1 INTRODUCTION ................................................................................................................................... II-1 ESSENTIALS OF MARKETING, 17th EDITION ................................................................................... II-1 WHAT’S NEW IN THIS EDITION OF ESSENTIALS OF MARKETING? .................................................Ii-2 Marketing for a Better World (#M4BW) ............................................................................................. II-2 Marketing Analytics …....................................................................................................................... II-3 Currency ............................................................................................................................................ II-3 Active Learning Exercises ................................................................................................................. II-3 Chapter-by-Chapter Updates .......................................................................................................... II-4 SMARTBOOK WITH LEARNSMART… .................................................................................................. II-8 INSTRUCTOR'S MANUAL & DIGITAL IMPLEMENTATION GUIDE TO ACCOMPANY ESSENTIALS OF MARKETING 16E…… ..........................................................................................II-8 POWERPOINT LECTURE SLIDES AND SCRIPTS .............................................................................. II-9 BANK OF OBJECTIVE TEST QUESTIONS ......................................................................................... II-9 VIDEO PACKAGE FOR ESSENTIALS OF MARKETING 17E: TEACHING VIDEOS, VIDEO CASES, AND iSEEIT! VIDEOS...................................................................................................... II-10 CONNECT FOR ESSENTIALS OF MARKETING 17E… ..................................................................... II-10 Connect Interactives… .................................................................................................................... II-10 Now in Connect – Marketing Analytics: Data to Knowledge… ....................................................... II-10 Connect Questions… ...................................................................................................................... II-11 LearnSmart Questions… ................................................................................................................. II-11 Practice Marketing simulation…...................................................................................................... II-11 FIND INSTRUCTOR RESOURCES ON CONNECT (LIBRARYINSTRUCTOR RESOURCES) at the ONLINE LEARNING CENTER FOR ESSENTIALS OF MARKETING, 16e… ..................... II-12 AUTHOR BLOG FOR INSTRUCTORS – TEACH THE 4 PS…............................................................ II-13

PART III: IDEAS ABOUT TEACHING THE FIRST MARKETING COURSE ............... III-1 INTRODUCTION .................................................................................................................................. III-1 1. COMMENTS ON APPROACHES TO TEACH BEGINNING MARKETING .................................. III-2 Essentials of Marketing and P.L.U.S. Support Many Approaches ................................................. III-2 In-Class or Online Lectures… .......................................................................................................... III-2 Active Learning and Essentials of Marketing ................................................................................... III-2 It Helps to Remind Students about the Structure of Your Course ................................................. III-4 Students Often Appreciate a Written Course Overview ................................................................. III-7 How Joe Cannon, author of Essentials of Marketing teaches his class (with syllabus) ............... III-10

2. SUGGESTIONS FOR WRITING COURSE OBJECTIVES ........................................................... III-16

3. SUGGESTIONS FOR THE PACE AND COVERAGE FOR COURSES WITH VARIOUS LENGTHS.............................................................................................................. I-16 4. SUGGESTIONS FOR “FLIPPING THE CLASSROOM” AND/OR ACTIVE LEARNING IN YOUR CLASSROOM .................................................................................................................... III-17 5. COMMENTS ON THE CONNECT HOMEWORK EXERCISES AND APPLICATION-BASED ACTIVITIES .................................................................................................................................. III-18 Connect Assignments ................................................................................................................... III-18 Marketing Analytics: Data to Knowledge – In Connect… .............................................................. III-18 SmartBook 2.0 for Essentials of Marketing ................................................................................... III-19 Application-Based Activities .......................................................................................................... III-19 Putting it all Together .................................................................................................................... III-20 6. COMMENTS ON MARKETING ANALYTICS: DATA TO KNOWLEDGE ..................................... III-20 Problems with a Focus on Marketing Decision-Making ............................................................... III-20 Teaching/Learning Objectives ...................................................................................................... III-20 Specific Benefits of the Approach ................................................................................................ III-21 Complete Solutions to All of the Problems ................................................................................... III-21 Other Factors to Consider: Time Required .................................................................................. III-22 Content ......................................................................................................................................... III-22 Ideas on Ways to Incorporate the Problems in the Course ......................................................... III-23 7. COMMENTS ON WHAT’S NEXT? IN-CHAPTER BOXES ........................................................... III-23 8. COMMENTS ON THE ETHICAL DILEMMAS ............................................................................... III-23 9. COMMENTS ON MARKETING FOR A BETTER WORLD (#M4BW) BOXES AND IMAGES ...... III-24 10. COMMENTS ON THE MARKETING ANALYTICS IN ACTION ..................................................... III-24 11. COMMENTS ON THE END-OF-CHAPTER QUESTIONS AND PROBLEMS ............................ III-24 12. COMMENTS ON THE CASES ...................................................................................................... III-25 Overview of Marketing Situations in Cases ................................................................................. III-28 13. COMMENTS ON ESSENTIALS OF MARKETING’S OBJECTIVE TEST QUESTIONS ............. III-28 14. COMMENTS ON THE POWERPOINT LECTURE SLIDES AND YOUTUBE POWERPOINTS . III-29 YouTube PowerPoints ................................................................................................................... III-29 Table of YouTube PowerPoints and Chapter Links… ................................................................... III-31 15. COMMENTS ON THE INSTRUCTOR’S RESOURCE SITE TO ACCOMPANY ESSENTIALS OF MARKETING ........................................................................................................................... III-42 16. COMMENTS ON VIDEOS ............................................................................................................. III-42 17. IDEAS FOR STUDENT PROJECTS ............................................................................................. III-43 18. FEEDBACK TO THE AUTHORS ................................................................................................... III-44

PART IV: CHAPTER-BY-CHAPTER AIDS – COMMENTS AND ANSWERS TO QUESTIONS AND EXERCISES ............................................................................................... IV-1 INTRODUCTION .................................................................................................................................. IV-1 CHAPTER 1: MARKETING'S VALUE TO CONSUMERS, FIRMS, AND SOCIETY ....................... IV-1-1 COMMENTS ON USE OF ETHICAL DILEMMAS ...................................................................... IV-1-1 COMMENTS ON USE OF MARKETING ANALYTICS IN ACTION ........................................... IV-1-2 COMMENTS ON MARKETING FOR A BETTER WORLD (#M4BW) ........................................ IV-1-2 COMMENTS ON QUESTIONS AND PROBLEMS ..................................................................... IV-1-2 COMMENTS ON USE OF MARKETING PLANNING FOR HILLSIDE VETERINARY CLINIC EXERCISE ............................................................................................................... IV-1-8 COMMENTS ON USE OF SUGGESTED CASES ..................................................................... IV-1-8 DISCUSSION OF MARKETING ANALYTICS: DATA TO KNOWLEDGE ................................... IV-1-9 SUMMARY OF CONNECT INTERACTIVE EXERCISES & APPLICATION-BASED ACTIVITIES ......................................................................................................................... IV-1-12

CHAPTER 2: MARKETING STRATEGY PLANNING ......................................................................... V-2-1 COMMENTS ON USE OF ETHICAL DILEMMA ......................................................................... IV-2-1 COMMENTS ON USE OF MARKETING ANALYTICS IN ACTION ........................................... IV-2-1 COMMENTS ON MARKETING FOR A BETTER WORLD (#M4BW) ........................................ IV-2-2 COMMENTS ON QUESTIONS AND PROBLEMS ..................................................................... IV-2-2 COMMENTS ON USE OF MARKETING PLANNING FOR HILLSIDE VETERINARY CLINIC EXERCISE ............................................................................................................... IV-2-9 COMMENTS ON USE OF SUGGESTED CASES ................................................................... IV-2-10 DISCUSSION OF MARKETING ANALYTICS: DATA TO KNOWLEDGE ................................. IV-2-12 SUMMARY OF CONNECT INTERACTIVE EXERCISES AND APPLICATION-BASED ACTIVITIES ......................................................................................................................... IV-2-14 CHAPTER 3: EVALUATING OPPORTUNITIES IN THE CHANGING MARKET ENVIRONMENT ................................................................................................................ IV-3-1 COMMENTS ON USE OF ETHICAL DILEMMA ......................................................................... IV-3-1 COMMENTS ON USE OF MARKETING ANALYTICS IN ACTION ........................................... IV-3-1 COMMENTS ON MARKETING FOR A BETTER WORLD (#M4BW) ........................................ IV-3-2 COMMENTS ON QUESTIONS AND PROBLEMS ..................................................................... IV-3-2 COMMENTS ON USE OF MARKETING PLANNING FOR HILLSIDE VETERINARY CLINIC EXERCISE ............................................................................................................... IV-3-7 COMMENTS ON USE OF SUGGESTED CASES ..................................................................... IV-3-7 DISCUSSION OF MARKETING ANALYTICS: DATA TO KNOWLEDGE ................................... IV-3-9 SUMMARY OF CONNECT INTERACTIVE EXERCISES AND APPLICATION-BASED ACTIVITIES ......................................................................................................................... IV-3-12 CHAPTER 4: FOCUSING MARKETING STRATEGY WITH SEGMENTATION AND POSITIONING............................................................................................................................ IV-4-1 COMMENTS ON USE OF ETHICAL DILEMMA ......................................................................... IV-4-1 COMMENTS ON USE OF MARKETING ANALYTICS IN ACTION ........................................... IV-4-1 COMMENTS ON MARKETING FOR A BETTER WORLD (#M4BW) ........................................ IV-4-2 COMMENTS ON QUESTIONS AND PROBLEMS ..................................................................... IV-4-2 COMMENTS ON USE OF MARKETING PLANNING FOR HILLSIDE VETERINARY CLINIC EXERCISE ............................................................................................................... IV-4-4 COMMENTS ON USE OF SUGGESTED CASES ..................................................................... IV-4-5 DISCUSSION OF MARKETING ANALYTICS: DATA TO KNOWLEDGE ................................... IV-4-7 SUMMARY OF CONNECT INTERACTIVE EXERCISES AND APPLICATION-BASED ACTIVITIES ......................................................................................................................... IV-4-10 CHAPTER 5: FINAL CONSUMERS AND THEIR BUYING BEHAVIOR ......................................... IV-5-1 COMMENTS ON USE OF ETHICAL DILEMMA ......................................................................... IV-5-1 COMMENTS ON USE OF MARKETING ANALYTICS IN ACTION ........................................... IV-5-1 COMMENTS ON MARKETING FOR A BETTER WORLD (#M4BW) ........................................ IV-5-2 COMMENTS ON QUESTIONS AND PROBLEMS ..................................................................... IV-5-2 COMMENTS ON USE OF MARKETING PLANNING FOR HILLSIDE VETERINARY CLINIC EXERCISE ............................................................................................................... IV-5-7 COMMENTS ON USE OF SUGGESTED CASES ..................................................................... IV-5-8 DISCUSSION OF MARKETING ANALYTICS: DATA TO KNOWLEDGE ................................... IV-5-9 SUMMARY OF CONNECT INTERACTIVE EXERCISES AND APPLICATION-BASED ACTIVITIES ......................................................................................................................... IV-5-13 CHAPTER 6: BUSINESS AND ORGANIZATIONAL CUSTOMERS AND THEIR BUYING BEHAVIOR ............................................................................................................. IV-6-1 COMMENTS ON USE OF ETHICAL DILEMMA ......................................................................... IV-6-1 COMMENTS ON USE OF MARKETING ANALYTICS IN ACTION ........................................... IV-6-1 COMMENTS ON MARKETING FOR A BETTER WORLD (#M4BW) ........................................ IV-6-2

COMMENTS ON QUESTIONS AND PROBLEMS ........................................................................ V-6-2 COMMENTS ON USE OF MARKETING PLANNING FOR HILLSIDE VETERINARY CLINIC EXERCISE ............................................................................................................... IV-6-7 COMMENTS ON USE OF SUGGESTED CASES ..................................................................... IV-6-7 DISCUSSION OF MARKETING ANALYTICS: DATA TO KNOWLEDGE ................................... IV-6-7 SUMMARY OF CONNECT INTERACTIVE EXERCISES AND APPLICATION-BASED ACTIVITIES .. IV-6-10 CHAPTER 7: IMPROVING DECISIONS WITH MARKETING INFORMATION ............................... IV-7-1 COMMENTS ON USE OF ETHICAL DILEMMA ......................................................................... IV-7-1 COMMENTS ON USE OF MARKETING ANALYTICS IN ACTION ........................................... IV-7-1 COMMENTS ON MARKETING FOR A BETTER WORLD (#M4BW) ........................................ IV-7-2 COMMENTS ON QUESTIONS AND PROBLEMS ..................................................................... IV-7-2 COMMENTS ON USE OF MARKETING PLANNING FOR HILLSIDE VETERINARY CLINIC EXERCISE ............................................................................................................... IV-7-6 COMMENTS ON USE OF SUGGESTED CASES ..................................................................... IV-7-7 DISCUSSION OF MARKETING ANALYTICS: DATA TO KNOWLEDGE ................................... IV-7-8 SUMMARY OF CONNECT INTERACTIVE EXERCISES AND APPLICATION-BASED ACTIVITIES ......................................................................................................................... IV-7-11 CHAPTER 8: ELEMENTS OF PRODUCT PLANNING FOR GOODS AND SERVICES ................ IV-8-1 COMMENTS ON USE OF ETHICAL DILEMMA ......................................................................... IV-8-1 COMMENTS ON USE OF MARKETING ANALYTICS IN ACTION ........................................... IV-8-1 COMMENTS ON MARKETING FOR A BETTER WORLD (#M4BW) ........................................ IV-8-1 COMMENTS ON QUESTIONS AND PROBLEMS ..................................................................... IV-8-1 COMMENTS ON USE OF MARKETING PLANNING FOR HILLSIDE VETERINARY CLINIC EXERCISE ............................................................................................................... IV-8-8 COMMENTS ON USE OF SUGGESTED CASES ..................................................................... IV-8-9 DISCUSSION OF MARKETING ANALYTICS: DATA TO KNOWLEDGE ................................. IV-8-10 SUMMARY OF CONNECT INTERACTIVE EXERCISES AND APPLICATION-BASED ACTIVITIES ......................................................................................................................... IV-8-13 CHAPTER 9: PRODUCT MANAGEMENT AND NEW-PRODUCT DEVELOPMENT ...................... IV-9-1 COMMENTS ON USE OF ETHICAL DILEMMA ......................................................................... IV-9-1 COMMENTS ON USE OF MARKETING ANALYTICS IN ACTION ........................................... IV-9-1 COMMENTS ON MARKETING FOR A BETTER WORLD (#M4BW) ........................................ IV-9-2 COMMENTS ON QUESTIONS AND PROBLEMS ..................................................................... IV-9-2 COMMENTS ON USE OF MARKETING PLANNING FOR HILLSIDE VETERINARY CLINIC EXERCISE ............................................................................................................... IV-9-6 COMMENTS ON USE OF SUGGESTED CASES ..................................................................... IV-9-7 DISCUSSION OF MARKETING ANALYTICS: DATA TO KNOWLEDGE ................................... IV-9-8 SUMMARY OF CONNECT INTERACTIVE EXERCISES AND APPLICATION-BASED ACTIVITIES ......................................................................................................................... IV-9-11 CHAPTER 10: PLACE AND DEVELOPMENT OF CHANNEL SYSTEMS ................................... IV-10-1 COMMENTS ON USE OF ETHICAL DILEMMA ....................................................................... IV-10-1 COMMENTS ON USE OF MARKETING ANALYTICS IN ACTION ......................................... IV-10-1 COMMENTS ON MARKETING FOR A BETTER WORLD (#M4BW) ...................................... IV-10-2 COMMENTS ON QUESTIONS AND PROBLEMS ................................................................... IV-10-2 COMMENTS ON USE OF MARKETING PLANNING FOR HILLSIDE VETERINARY CLINIC EXERCISE ............................................................................................................. IV-10-7 COMMENTS ON USE OF SUGGESTED CASES ................................................................... IV-10-8 DISCUSSION OF MARKETING ANALYTICS: DATA TO KNOWLEDGE ................................. IV-10-8 SUMMARY OF CONNECT INTERACTIVE EXERCISES AND APPLICATION-BASED ACTIVITIES ....................................................................................................................... IV-10-11

CHAPTER 11: DISTRIBUTION CUSTOMER SERVICE AND LOGISTICS ...................................... V-11-1 COMMENTS ON USE OF ETHICAL DILEMMA ....................................................................... IV-11-1 COMMENTS ON USE OF MARKETING ANALYTICS IN ACTION ......................................... IV-11-1 COMMENTS ON MARKETING FOR A BETTER WORLD (#M4BW) ...................................... IV-11-2 COMMENTS ON QUESTIONS AND PROBLEMS ................................................................... IV-11-2 COMMENTS ON USE OF MARKETING PLANNING FOR HILLSIDE VETERINARY 1 CLINIC EXERCISE ............................................................................................................. IV-11-6 COMMENTS ON USE OF SUGGESTED CASES ................................................................... IV-11-7 DISCUSSION OF MARKETING ANALYTICS: DATA TO KNOWLEDGE ................................. IV-11-7 SUMMARY OF CONNECT INTERACTIVE EXERCISES AND APPLICATION-BASED ACTIVITIES ....................................................................................................................... IV-11-10 CHAPTER 12: RETAILERS, WHOLESALERS, AND THEIR STRATEGY PLANNING ............... IV-12-1 COMMENTS ON USE OF ETHICAL DILEMMA ....................................................................... IV-12-1 COMMENTS ON USE OF MARKETING ANALYTICS IN ACTION ......................................... IV-12-1 COMMENTS ON MARKETING FOR A BETTER WORLD (#M4BW) ...................................... IV-12-2 COMMENTS ON QUESTIONS AND PROBLEMS ................................................................... IV-12-2 COMMENTS ON USE OF MARKETING PLANNING FOR HILLSIDE VETERINARY CLINIC EXERCISE ............................................................................................................. IV-12-7 COMMENTS ON USE OF SUGGESTED CASES ................................................................... IV-12-7 DISCUSSION OF MARKETING ANALYTICS: DATA TO KNOWLEDGE ................................. IV-12-8 SUMMARY OF CONNECT INTERACTIVE EXERCISES AND APPLICATION-BASED ACTIVITIES ....................................................................................................................... IV-12-11 CHAPTER 13: PROMOTION – INTRODUCTION TO INTEGRATED MARKETING COMMUNICATIONS ................................................................................................ IV-13-1 COMMENTS ON USE OF ETHICAL DILEMMA ....................................................................... IV-13-1 COMMENTS ON USE OF MARKETING ANALYTICS IN ACTION ......................................... IV-13-1 COMMENTS ON MARKETING FOR A BETTER WORLD (#M4BW) ...................................... IV-13-2 COMMENTS ON QUESTIONS AND PROBLEMS ................................................................... IV-13-2 COMMENTS ON USE OF MARKETING PLANNING FOR HILLSIDE VETERINARY CLINIC EXERCISE ............................................................................................................. IV-13-6 COMMENTS ON USE OF SUGGESTED CASES ................................................................... IV-13-6 DISCUSSION OF MARKETING ANALYTICS: DATA TO KNOWLEDGE ................................. IV-13-7 SUMMARY OF CONNECT INTERACTIVE EXERCISES AND APPLICATION-BASED ACTIVITIES ......................................................................................................................... IV-13-9 CHAPTER 14: PERSONAL SELLING AND CUSTOMER SERVICE ............................................ IV-14-1 COMMENTS ON USE OF ETHICAL DILEMMA ....................................................................... IV-14-1 COMMENTS ON USE OF MARKETING ANALYTICS IN ACTION ......................................... IV-14-1 COMMENTS ON MARKETING FOR A BETTER WORLD (#M4BW) ...................................... IV-14-2 COMMENTS ON QUESTIONS AND PROBLEMS ................................................................... IV-14-2 COMMENTS ON USE OF MARKETING PLANNING FOR HILLSIDE VETERINARY CLINIC EXERCISE ............................................................................................................. IV-14-4 COMMENTS ON USE OF SUGGESTED CASES ................................................................... IV-14-5 DISCUSSION OF MARKETING ANALYTICS: DATA TO KNOWLEDGE ................................. IV-14-5 SUMMARY OF CONNECT INTERACTIVE EXERCISES AND APPLICATION-BASED ACTIVITIES ......................................................................................................................... IV-14-8 CHAPTER 15: ADVERTISING AND SALES PROMOTION .......................................................... IV-15-1 COMMENTS ON USE OF ETHICAL DILEMMA ....................................................................... IV-15-1 COMMENTS ON USE OF MARKETING ANALYTICS IN ACTION ......................................... IV-15-1 COMMENTS ON MARKETING FOR A BETTER WORLD (#M4BW) ...................................... IV-15-2 COMMENTS ON QUESTIONS AND PROBLEMS ................................................................... IV-15-2 COMMENTS ON USE OF MARKETING PLANNING FOR HILLSIDE VETERINARY CLINIC EXERCISE ............................................................................................................. IV-15-7

COMMENTS ON USE OF SUGGESTED CASES....................................................................... V-15-7 DISCUSSION OF MARKETING ANALYTICS: DATA TO KNOWLEDGE ................................. IV-15-8 SUMMARY OF CONNECT INTERACTIVE EXERCISES AND APPLICATION-BASED ACTIVITIES ....................................................................................................................... IV-15-11 CHAPTER 16: PUBLICITY: PROMOTION USING EARNED MEDIA, OWNED MEDIA, AND SOCIAL MEDIA… ....................................................................................................... IV-16-1 COMMENTS ON USE OF ETHICAL DILEMMA ....................................................................... IV-16-1 COMMENTS ON USE OF MARKETING ANALYTICS IN ACTION ......................................... IV-16-1 COMMENTS ON MARKETING FOR A BETTER WORLD (#M4BW) ...................................... IV-16-2 COMMENTS ON QUESTIONS AND PROBLEMS ................................................................... IV-16-2 COMMENTS ON USE OF MARKETING PLANNING FOR HILLSIDE VETERINARY CLINIC EXERCISE ............................................................................................................. IV-16-4 COMMENTS ON USE OF SUGGESTED CASES ................................................................... IV-16-4 DISCUSSION OF MARKETING ANALYTICS: DATA TO KNOWLEDGE ................................. IV-16-5 SUMMARY OF CONNECT INTERACTIVE EXERCISES AND APPLICATION-BASED ACTIVITIES ......................................................................................................................... IV-16-8 CHAPTER 17: PRICING OBJECTIVES AND POLICIES .............................................................. IV-17-1 COMMENTS ON USE OF ETHICAL DILEMMA ....................................................................... IV-17-1 COMMENTS ON USE OF MARKETING ANALYTICS IN ACTION ......................................... IV-17-1 COMMENTS ON MARKETING FOR A BETTER WORLD (#M4BW) ...................................... IV-17-2 COMMENTS ON QUESTIONS AND PROBLEMS ................................................................... IV-17-2 COMMENTS ON USE OF MARKETING PLANNING FOR HILLSIDE VETERINARY CLINIC EXERCISE ............................................................................................................. IV-17-6 COMMENTS ON USE OF SUGGESTED CASES ................................................................... IV-17-7 DISCUSSION OF MARKETING ANALYTICS: DATA TO KNOWLEDGE ................................. IV-17-7 SUMMARY OF CONNECT INTERACTIVE EXERCISES AND APPLICATION-BASED ACTIVITIES ....................................................................................................................... IV-17-10 CHAPTER 18: PRICE SETTING IN THE BUSINESS WORLD ..................................................... IV-18-1 COMMENTS ON USE OF ETHICAL DILEMMA ....................................................................... IV-18-1 COMMENTS ON USE OF MARKETING ANALYTICS IN ACTION ......................................... IV-18-2 COMMENTS ON MARKETING FOR A BETTER WORLD (#M4BW) ...................................... IV-18-2 COMMENTS ON QUESTIONS AND PROBLEMS ................................................................... IV-18-2 COMMENTS ON USE OF MARKETING PLANNING FOR HILLSIDE VETERINARY CLINIC EXERCISE ............................................................................................................. IV-18-5 COMMENTS ON USE OF SUGGESTED CASES ................................................................... IV-18-6 DISCUSSION OF MARKETING ANALYTICS: DATA TO KNOWLEDGE ................................. IV-18-6 SUMMARY OF CONNECT INTERACTIVE EXERCISES AND APPLICATION-BASED ACTIVITIES ......................................................................................................................... IV-18-9 CHAPTER 19: ETHICAL MARKETING IN A CONSUMER-ORIENTED WORLD: APPRAISAL AND CHALLENGES ........................................................................................... IV-19-1 COMMENTS ON USE OF ETHICAL DILEMMA ....................................................................... IV-19-1 COMMENTS ON MARKETING FOR A BETTER WORLD (#M4BW) ...................................... IV-19-2 COMMENTS ON QUESTIONS AND PROBLEMS ................................................................... IV-19-1 COMMENTS ON USE OF MARKETING PLANNING FOR HILLSIDE VETERINARY CLINIC EXERCISE ............................................................................................................. IV-19-5 COMMENTS ON USE OF SUGGESTED CASES ................................................................... IV-19-5 SUMMARY OF CONNECT INTERACTIVE EXERCISES AND APPLICATION-BASED ACTIVITIES ......................................................................................................................... IV-19-7 “CASE-STYLE” INTEGRATIVE CROSS-CHAPTER TEST QUESTIONS ................................ IV-19-7 BONUS CHAPTER 1: IMPLEMENTING AND CONTROLLING MARKETING PLANS: EVOLUTION AND REVOLUTION …................................................................................IV-BC1-1

COMMENTS ON USE OF ETHICAL DILEMMA ....................................................................... V-BC1-1 COMMENTS ON MARKETING FOR A BETTER WORLD (#M4BW) ................................... IV-BC1-1 COMMENTS ON QUESTIONS AND PROBLEMS ................................................................ IV-BC1-1 COMMENTS ON USE OF MARKETING PLANNING FOR HILLSIDE VETERINARY CLINIC EXERCISE .......................................................................................................... IV-BC1-3 COMMENTS ON USE OF SUGGESTED CASES ................................................................ IV-BC1-4 SUMMARY OF CONNECT INTERACTIVE EXERCISES AND APPLICATION-BASED ACTIVITIES ...................................................................................................................... IV-BC1-5 BONUS CHAPTER 2: MANAGING MARKETING’S LINK WITH OTHER FUNCTIONAL AREAS … ..........................................................................................................................IV-BC2-1 COMMENTS ON USE OF ETHICAL DILEMMA .................................................................... IV-BC2-1 COMMENTS ON MARKETING FOR A BETTER WORLD (#M4BW) ................................... IV-BC2-1 COMMENTS ON QUESTIONS AND PROBLEMS ................................................................ IV-BC2-1 COMMENTS ON USE OF MARKETING PLANNING FOR HILLSIDE VETERINARY CLINIC EXERCISE .......................................................................................................... IV-BC2-4 COMMENTS ON USE OF SUGGESTED CASES ................................................................ IV-BC2-5 SUMMARY OF CONNECT INTERACTIVE EXERCISES AND APPLICATION-BASED ACTIVITIES ...................................................................................................................... IV-BC2-6

APPENDIX A: ECONOMICS FUNDAMENTALS ............................................................................ IV-A-1 COMMENTS ON QUESTIONS AND PROBLEMS .................................................................... IV-A-1 APPENDIX B: MARKETING ARITHMETIC .................................................................................... IV-B-1 COMMENTS ON QUESTIONS AND PROBLEMS .................................................................... IV-B-1 APPENDIX C: CAREER PLANNING IN MARKETING ................................................................... IV-C-1 APPENDIX D: HILLSIDE VETERINARY CLINIC MARKETING PLAN .......................................... IV-D-1

PART V: COMMENTS ON CASES IN ESSENTIALS OF MARKETING ....................... V-1 INTRODUCTION ................................................................................................................................... V-1 Traditional Cases .............................................................................................................................. V-1 Video Cases ..................................................................................................................................... V-1 COMMENTS ON EACH OF THE TRADITIONAL CASES .................................................................... V-2 Case 1: McDonald's "Seniors" Restaurant ...................................................................................... V-2 Case 2: Guadalupe Natural Foods, Inc. .......................................................................................... V-2 Case 3: COLORADO United Soccer Academy .............................................................................. V-3 Case 4: Petosega Tech Support ..................................................................................................... V-4 Case 5: Resin Valleys ..................................................................................................................... V-6 Case 6: Valley Steel ......................................................................................................................... V-6 Case 7: Lake Omarama Lodge ....................................................................................................... V-6 Case 8: Zefferelli’s Italian Restaurant .............................................................................................. V-7 Case 9: Rest Easy Motel ................................................................................................................. V-8 Case 10: Anderson’s Ice Center ................................................................................................... V-10 Case 11: Luciana’s Running Shop ................................................................................................ V-11 Case 12: PersonalHealth.com—Custom Vitamins ....................................................................... V-13 Case 13: Piper-Paul, Inc. (PPI) ..................................................................................................... V-15 Case 14: Shrock and Oh Design ................................................................................................... V-15 Case 15: The Wabash Group ........................................................................................................ V-16 Case 16: Montana Company.......................................................................................................... V-16

Case 17: WaterWiser, Inc. .............................................................................................................. V-17 Case 18: West Thomasville Volunteer Fire Department (WTVFD) .............................................. V-21 Case 19: PlanMyWedding.com ..................................................................................................... V-23 Case 20: Lake Manina Marine & Camp ........................................................................................ V-25 Case 21: Gimballl-Tonie International (GTI) ................................................................................. V-26 Case 22: Bright Light Innovations: The Starlight Stove ................................................................ V-26 Case 23: Wireway Products ........................................................................................................... V-28 Case 24: Abundant Picking ........................................................................................................... V-29 Case 25: ABA Tools (ABA) ........................................................................................................... V-29 Case 26: ZONE6 Custom Castings, Inc. ....................................................................................... V-30 Case 27: Canadian Mills, Ltd. ....................................................................................................... V-31 Case 28: Kirkwood Home Health Services (KHHS) ...................................................................... V-31 Case 29: Kramer & Geary (K&G) .................................................................................................. V-32 Case 30: Maggiano’s Pizza Pies.................................................................................................... V-32 Case 31: Brian’s Sustainable Homes............................................................................................. V-33 Cases 32 & 33: Mallory’s Lemonade Stand (A) and (B) … ............................................................ V-37 Cases 34: Working Girl Workout … ................................................................................................ V-39 Cases 35: The Norbank Baseball Club … ...................................................................................... V-40 Cases 36: BE Bold Electric Bike …................................................................................................. V-41 Cases 37: Chick-fil-A “Eat Mor Chikin” (Except on Sunday) … ...................................................... V-42 Cases 38: Bass Pro Shops (Outdoor World) ….............................................................................. V-43 Cases 39: Toyota Prius: The Power of Excellence in Product Innovation and Marketing … ......... V-44 Cases 40: Potbelly Sandwich Works Grows Through “Quirky” Marketing … ................................. V-46 Cases 41: Suburban Regional Shopping Malls: Can the Magic Be Restored? … ......................... V-47 Cases 42: Invacare Says “Yes, You Can!” to Customers Worldwide … ........................................ V-48 Cases 43: Segway Finds Niche Markets for Its Human Transporter Technology … ..................... V-51 Cases 44: Red Light Challenge … .................................................................................................. V-53

Part I:

How to use this manual INTRODUCTION The almost 400 page manual comes in three formats—individual sections in Word and PDF format and a combined single PDF file. We don’t recommend printing the big file, but Adobe’s search feature and our table of contents makes that an easy format to work with. There are many effective ways to teach the beginning marketing course – and we know that how you design your course depends on your objectives and your students' needs. Our aim in preparing this Instructor's Manual and Digital Implementation Guide—and more generally in preparing Essentials of Marketing and everything that goes with it—has been to provide you with a complete and flexible set of high-quality teaching and learning materials. These materials work together and help you offer your students a truly professional course. You can design your own course system by selecting from among a wide variety of teaching units those elements that fit your style and your students' needs. We developed our Professional Learning Units System (P.L.U.S.) for those instructors. Your system represents the mix of P.L.U.S. elements you select for your students. Part II of this manual describes details of the elements of P.L.U.S. (also listed on the following page) you can choose from for your class and your students. The units you select will work well together. To help you in selecting from this "menu," this Instructor's Manual and Digital Implementation Guide provides discussion of each of the major components of P.L.U.S.

QUICK START GUIDES—A FASTER WAY TO GET STARTED Instructors who have taught this course before—or are familiar with Essentials of Marketing—may want to jump to our Quick Start Guides. The Quick Start Guides provide an overview of different elements of the Essentials of Marketing teaching and learning package. These “light” versions of the Instructors Manual and Digital Implementation Guide can be accessed quickly. You can find these in the ConnectLibraryInstructor ResourcesQuick Start Guides:              

Quick Start Guide 1 - EM18e Planning your marketing class. Quick Start Guide 2 - EM18e “What’s New?” for users of Essentials of Marketing 18e Quick Start Guide 3 - EM18e SmartBook Quick Start Guide 4 - EM18e Connect Assignments Quick Start Guide 5 - EM18e Instructor’s Manual and Digital Implementation Guide Quick Start Guide 6 - EM18e PowerPoint presentations and YouTube PowerPoints Quick Start Guide 7 - EM18e Resources for active learning and flipping your classroom Quick Start Guide 8 - EM18e Test bank Quick Start Guide 9 - EM18e Videos Quick Start Guide 10 - EM18e Cases Quick Start Guide 11 - EM18e Ethics in your class Quick Start Guide 12 - EM18e Marketing for a Better World (#M4BW) Quick Start Guide 13 - EM18e Marketing analytics in your class Quick Start Guide 14 - EM18e Marketing plans and marketing planning

OVERVIEW OF THIS MANUAL – A ROAD MAP This manual is organized into five major parts. The focus and purpose of each part is briefly described below:

Part I: How to Use This Manual Part I simply provides a short overview of the rest of the manual.

Part II: Overview of the Major Elements of the P.L.U.S. Package The purpose of this part of the Instructor's Manual is to provide you, in one place, with an overview of the major elements of P.L.U.S. (short for Professional Learning Unit Systems) that are available to you. This section provides an overview of the major elements of P.L.U.S.:  

Essentials of Marketing, 18th edition What’s new in this edition of Essentials of Marketing?



SmartBook and Connect Assignments



Instructor’s Manual & Digital Implementation Guide to Accompany Essentials of Marketing

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PowerPoint Lecture Slides and Scripts

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Bank of Objective Test Questions and Test Builder

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Video Package for Essentials of Marketing “Instructor Resources” for Essentials of Marketing on Connect (LibraryInstructor Resources) at the Online Learning Center for Essentials of Marketing.

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Author blog for Instructors – Teach the 4 Ps (www.teachthe4ps.com)

Part III: Ideas about Teaching the First Marketing Course Part III is designed to help you plan your course and create a syllabus. It provides a comprehensive set of ideas about teaching the first marketing course – including more detailed information about some of the possibilities for using various components of P.L.U.S. You can easily skip any section in this part which is not of interest. Specifically, Part III includes 17 sections that cover: 1. COMMENTS ON APPROACHES TO TEACH BEGINNING MARKETING 2. SUGGESTIONS FOR WRITING COURSE OBJECTIVES 3. SUGGESTIONS FOR THE PACE AND COVERAGE FOR COURSES WITH VARIOUS LENGTHS 4. SUGGESTIONS FOR “FLIPPING THE CLASSROOM” AND/OR ACTIVE LEARNING IN YOUR CLASSROOM 5. COMMENTS ON THE CONNECT INTERACTIVE EXERCISES AND APPLICATION-BASED ACTIVITIES 6. COMMENTS ON MARKETING ANALYTICS: DATA TO KNOWLEDGE 7. COMMENTS ON WHAT’S NEXT? IN-CHAPTER BOXES 8. COMMENTS ON THE ETHICAL DILEMMAS 9. COMMENTS ON MARKETING FOR A BETTER WORLD (#M4BW) BOXES AND IMAGES 10. COMMENTS ON MARKETING ANALYTICS IN ACTION 11. COMMENTS ON THE END-OF-CHAPTER QUESTIONS AND PROBLEMS 12. COMMENTS ON THE CASES AND VIDEO CASES

How do use this Manual

13. COMMENTS ON ESSENTIALS OF MARKETING’S OBJECTIVE TEST QUESTIONS 14. COMMENTS ON THE INTERACTIVE POWERPOINT LECTURE SLIDES, PRINT ADS, AND YOUTUBE POWERPOINTS 15. COMMENTS ON THE CONNECT INSTRUCTOR RESOURCE OF THE ONLINE LEARNING CENTER TO ACCOMPANY ESSENTIALS OF MARKETING 16. COMMENTS ON THE TEACHING VIDEOS 17. IDEAS FOR STUDENT PROJECTS 18. FEEDBACK TO THE AUTHORS

Part IV: Chapter-by-Chapter Aids: Comments on and Answers to Various Exercises in Essentials of Marketing, 18e Part IV provides answers to or discussion of all the student assignment material, including: 

Comments on the Ethical Dilemma exercise in each chapter,

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Comments on the use of the Marketing Analytics in Action activities in each chapter,

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Comments on Marketing for a Better World boxes and images,

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Questions and Problems that appear at the end of each chapter,

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Comments on the use of Marketing Planning for Hillside Veterinary Clinic end of chapter exercises in each chapter,

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Comments on the use of the "Suggested Cases" at the end of each chapter (this is in addition to more detailed comments on each case provided in Part V),

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Comments on Marketing Analytics: Data to Knowledge exercises in Connect,

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A summary of the Connect Homework Exercises for each chapter.

The material in this part of the manual may be helpful to you at the point when you are planning/selecting specific assignments for your syllabus. In addition, all the materials are organized on a chapter-bychapter basis – to make it easier for you to find them when you need them during the course. Further, the answers are clear and complete; you have everything you need for class discussion of the questions or for grading of assignments. For example, the answers to the questions and exercises based on the Marketing Analytics: Data to Knowledge include printed copies of the computer spreadsheets – so you don't need to spend time doing the assignments yourself.

Part V: Comments on Cases in Essentials of Marketing Part V includes comments and teaching notes on each of the 44 marketing cases at the end of the text. The discussion of each case supplements the suggestions that appear in the chapter-by-chapter aids (Part IV).

CONCLUDING REMARKS It has been our objective in preparing this edition of Essentials of Marketing – and the whole set of P.L.U.S. materials that are available with it – to provide the most complete set of high-quality teaching and learning materials available anywhere for the first marketing course. We sincerely hope that you find these materials helpful and that they assist you in developing a course that meets your needs and your objectives for your students. Our work on all these materials is an ongoing process. As you read this manual we will already be at work on refinements and innovations for the next edition. Thus, we would welcome your comments and suggestions about this manual, or more generally about any of the P.L.U.S. components. The most efficient way to reach us is by sending an email to Joe.Cannon@ColoState.edu. I-3 © McGraw Hill LLC. All rights reserved. No reproduction or distribution without the prior written consent of McGraw Hill LLC.

Part II:

Overview of the major elements of P.L.U.S. INTRODUCTION The purpose of this part of the Instructor's Manual is to provide you, in one place, with an overview of the major elements of P.L.U.S. (short for Professional Learning Units System) that are available to you. This section provides an overview of the major elements of P.L.U.S.: 

Essentials of Marketing, 18th edition



What’s new in this edition of Essentials of Marketing?

 

SmartBook Instructor’s Manual & Digital Implementation Guide to Accompany Essentials of Marketing



PowerPoint Lecture Slides and Scripts



Bank of Objective Test Questions and Test Builder



Video Package for Essentials of Marketing 18e



Connect Assignments for Essentials of Marketing



Author blog for Instructors – Teach the 4 Ps (www.teachthe4ps.com)

ESSENTIALS OF MARKETING, 18th Edition by Cannon, Perreault, and McCarthy The student package for Essentials of Marketing 18e is available in the following formats:  eBook – instant digital access, includes highlighting, note-taking, and quick search capabilities, and accessible offline or on a mobile device with the ReadAnywhere app. 

Print format – 150 day textbook rental or loose-leaf purchase.

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Connect – instant digital access, eBook included, loose-leaf add-on at discounted price, access to SmartBook 2.0 and Connect assignments. Access offline or on a mobile device with ReadAnywhere app. Accessible through one online portal.

All formats include the same chapter-by-chapter content. Each chapter in Essentials of Marketing features the following:  Case study – a chapter-opening case study motivates the chapter content by describing a particular company’s application of key concepts from that chapter.  Learning Objectives—at the beginning of the chapter.  Revised and updated text material—across all chapters, there are hundreds of new, carefully integrated examples based on well-known companies, as well as smaller, entrepreneurial companies and nonprofits.  Relevant illustrations - new and continuing full-color ads and photographs selected, positioned, and annotated by the authors to effectively illustrate concepts in the text. o NEW! – 28% more advertisements and photos in this edition as compared to the previous edition. o NEW! – this edition adds discussion questions to many captions.  Exhibits (charts, tables, graphs, and conceptual organizers) – many new and updated exhibits help students understand key concepts. o NEW! – 11% more exhibits in this edition as compared to the previous edition.

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Ethical Dilemma – Based on “gray area decisions” faced by real people working in the field of marketing. To make the exercises more engaging, specific questions promote student reflection and offer opportunities for class discussion. “What’s Next?” – highlighted and “boxed” special topics take a forward-looking perspective on marketing practice by looking at trends and emerging practices. “Marketing Analytics in Action” – Challenging exercises which introduce students to real-world marketing analytics examples. Most require students to calculate and apply. #M4BW – boxes and photos show students how marketing can be used to make the world a better place, in addition to providing profitability for corporations. Integrated treatment of important topics – big data, e-commerce, sustainability, social media, customer value, the impact of the Internet, relationship marketing, international, marketing analytics, and marketing ethics are included in most if not all chapters. NEW! Learning Objectives Review – chapter conclusions reference each learning objective and describe how the chapter achieves that objective. End of chapter material: o Key Terms – are emboldened and clearly defined when they are first used – and listed alphabetically in the glossary at the end of the text. o End-of-chapter Questions and Problems – answers for which are given in Part IV of this manual. o Marketing Planning for Hillside Veterinary Clinic exercise – ties concepts from the chapters with a real marketing plan for Hillside Veterinary Clinic (plan in Appendix D). o Suggested Cases – 44 written cases based on well-known companies. Teaching notes on the 44 regular cases are provided in Part V of this manual, and additional comments are provided with the chapter-by-chapter materials in Part IV. o “Marketing Analytics: Data to Knowledge”—provide the text of analytics exercises located at the Essentials of Marketing Connect site. Part III of this manual provides more information about these activities.

Following the 19 chapters, you will find:  Appendix A: Economics Fundamentals*  Appendix B: Marketing Arithmetic*  Appendix C: Career Planning in Marketing*  Appendix D: Hillside Veterinary Clinic Marketing Plan  Bonus Chapter 1: Implementing and Controlling Marketing Plans: Evolution and Revolution*  Bonus Chapter 2: Managing Marketing’s Link with Other Functional Areas*  Cases – 44 print cases, revised and updated.  Glossary  Endnotes – keyed references in each chapter  Name Index, Company Index, and Subject Index *Full content of these only available online through Connect or McGraw-Hill’s Create custom publishing.

WHAT’S NEW IN THIS EIGHTEENTH EDITION OF ESSENTIALS OF MARKETING? Each revision of Essentials of Marketing has a few basic themes—areas we try to emphasize and include in each chapter. One constant over 18 editions of Essentials of Marketing is an emphasis on currency. Our instructors and our students value current thinking that reflects the latest in marketing theory and practice. We keep up and integrate the latest concepts in academic journals and the popular press. Our students appreciate current examples from companies they know. We have hundreds of updated concepts, examples, and images.

This big themes in this edition include: (1) purpose orientation, (2) diversity, equity, and inclusion, (3) photos, images and exhibits as teaching tools, (4) marketing analytics, and (5) active learning. Here is a quick overview of what we changed for the 18th edition of Essentials of Marketing. Purpose and purpose orientation. The previous edition of Essentials of Marketing examined where marketing practices meet target customer needs and make the world a better place. We decided to highlight those efforts, and you will still see our “green boxes” and #M4BW (marketing for a better world) in every chapter (many updated for currency). Since that time, a movement has come about. There is emerging theory and practice around firms integrating purpose in their business and marketing strategies. More than a triple bottom line, a purpose orientation focuses on an organization’s reason for being that extends beyond profit and creates value for stakeholders, including customers, employees, suppliers, investors, and communities. We introduce this idea in Chapter 1 and its implications are discussed in every chapter. Purpose reflects a trend in business and marketing strategy that many firms will embrace. Diversity, equity, and inclusion. The purpose orientation followed some tragic incidents that have brought more attention to racial justice, diversity, equity, and inclusion. This edition tackles some of those topics head-on. Inspired by her episodes on the McGraw Hill podcast Marketing Insights, we reached out to Professor Shanita Akintonde for some suggestions. We also did our own research on the topic and integrated what we learned across chapters. We want all our readers to see themselves in our book—and we want them all to understand how marketing operates for all people. Finally, we increased the number of people of color and assured we had adequate coverage of gender in images across the book. Enhanced use of photos, images, and exhibits. Do you see it? I see it. My kids and my students seem to enjoy visual social media (Instagram and TikTok) the most. In our textbook we use many advertising examples and graphical exhibits to give students, visual examples and reinforce their learning. Essentials of Marketing has always relied on this—but with this edition we doubled down! Well not quite double, but we added more than a hundred images (28% more than the previous edition) and exhibits (11% more) to enhance student learning. We bring many of these images and exhibits into our PowerPoint slides and Connect Interactive exercises. Our customers—students—lead us in that direction. Marketing analytics. The last couple of editions of Essentials of Marketing featured increased coverage of big data and marketing analytics. Following marketing practice and feedback from instructors, this edition builds on that coverage of these topics. Our students—whether marketing majors or in some other area of business—are expected to know what marketing analytics is and how it can be used in marketing strategy planning. We had discussions with many instructors about how to add marketing analytics to the introductory marketing course. While everyone agreed that today’s student needs to know more about how businesses use marketing analytics, there was disagreement about how much time and focus it should receive in the intro course. Given that, we make our coverage flexible, allowing you the instructor to decide how much attention marketing analytics gets in your class. Most of our extended treatment of marketing analytics can easily be added or left out—as it involves an in-text boxed element, end-ofchapter and Connect exercises, a marketing simulation, and a bonus chapter. The following table shows how each can contribute to the learning objectives you have for your students. You Decide How Much Marketing Analytics to Add to Your Class I want my students to…

Resources in Essentials of Marketing

…understand the importance of analytics and some key terms.

 Each chapter features key terms and/or marketing

…understand how marketing managers use analytics.

 Each chapter includes a “Marketing Analytics in

…calculate some basic marketing analytics.

 Each chapter includes a Connect homework

…conduct sales and performance analysis.

 Assign Bonus Chapter 1 “Implementing and

analytics examples. Action” activity—a mini-case study of analytics in practice, including discussion questions. exercise “Marketing Analytics: Data-to-Knowledge” Controlling Marketing Plans: Metrics and Analysis”

Active learning. Maximize student engagement with active learning. Connect and SmartBook offer your students better opportunities to get grounded in the basic concepts of marketing. Many instructors count on these to prepare students for class and utilize more active learning activities inside or outside the classroom. We have designed many active learning exercises so students can learn more critical thinking and application of concepts, which helps them understand how marketing really works. The teaching and learning package for this edition of Essentials of Marketing features: 

New! Active learning PowerPoints. Our updated PowerPoint slides feature more photos, images, questions, and checking your knowledge questions. Make your lectures more engaging to your students. This includes a major updating of our YouTube PowerPoints – with 137 new slides with videos added to this edition.

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New! Caption questions. Each chapter features three to six image captions with embedded questions to foster student reflection. These can be assigned or brought into class discussion.

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Flip Your Marketing Class. A few years ago, Joe Cannon decided to “flip” his marketing classes. He no longer lectures and now uses about 90% of class time on in-class activities. Whether you are ready to completely “flip” your class or are just looking to add more active learning to mix in with your lectures, you will appreciate the materials he has put together. Joe’s Flip Your Marketing Class e-book can be downloaded from the Instructor’s Resource Materials.

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In-Class Activities. As part of the Flip Your Marketing Class e-book effort, Joe produced a series of exercises that can be used in class. For each chapter there are two to four In-Class Activities. These exercises can be completed in small groups in class. They reinforce and apply concepts learned from Essentials of Marketing. Beyond that, many of the following elements of Essentials of Marketing could also be used as in-class activities. We have added some brand-new activities, and updated others.

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Marketing Analytics in Action. These in-chapter boxed features place students in the situation many managers face: analyzing and interpreting marketing analytics. The activities show students how marketing analytics are used—but they also ask questions that force students to use critical thinking skills to make marketing decisions. These exercises work particularly well for in-class discussion.

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Practice Marketing. The Practice Marketing simulation offers a unique way to learn and apply the Four Ps of marketing. Students take on the role of a marketing manager tasked with creating and launching a new product; they do actual marketing strategy planning around a backpack— analyzing customers, competitors, and company—then making target market, product, place, promotion, and price decisions. After seeing the results of their initial decisions, they can adapt their strategy. The simulation allows students to compete with other students or artificial intelligence characters. Many students refer to Practice Marketing as a virtual internship.

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What’s Next? Each chapter includes an active learning boxed element. Each What’s Next? offers an in-depth analysis of some trend or marketing future—and asks students about its implications. These elements have all been updated to make them more forward-looking and active learning focused.

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Ethical Dilemma. Several of these critical thinking exercises are updated from previous editions, and focus on students making decisions in gray areas. Many deal with the challenges posed by he advancing technologies used in marketing.

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Questions and Problems. Our chapter opening cases primarily serve to motivate a chapter’s subject matter. We have now added two end-of-chapter “Questions and Problems” (always questions 1 and 2) designed to have students reflect on the opening case studies. Students experience higher-order learning when they are asked to recognize concepts in a case study—so we ask them to do that in question 1. Question 2 turns the chapter opener into a discussion case. Both questions can be used for in-class discussion or homework assignments for instructors looking for higher-order learning objectives for their students. Other questions and problems can also be used to stimulate class discussion or assigned as homework.

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Marketing Analytics: Data to Knowledge. These end-of-chapter exercises—which can be done through Connect—show students how data analysis is used by marketing managers. Using concepts and examples from each chapter, the exercises build higher-order learning skills and demonstrate data-driven marketing decision making. Each practical question walks students through a real-life scenario, shows them how to use a spreadsheet to find answers, and then asks (optional) discussion questions to build critical thinking skills.

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Cases. Our cases continue to provide students with opportunities to explore how real companies conduct the marketing strategy planning process. Three brand new cases on topics that will engage your students: Norbank Baseball Club (sports and DE&I), BE Bold Electric Bikes, and Red Light Challenge (music industry).

Chapter-by-chapter. Note that every chapter now includes an updated conclusion. Now titled “Learning Objectives Review” this final section revisits the chapter learning objectives and reminds students of that objective and how it was learned in that chapter. Although we don’t have space to list all our changes, the following highlight the more significant changes made in this edition of Essentials of Marketing: th

Chapter

Updates new to the 18 edition of Essentials of Marketing

1 Marketing’s Value to Consumers, Firms, and Society

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2 Marketing Strategy Planning

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  3 Evaluating Opportunities in the Changing Market Environment

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Updated Nike case opener Exhibit 1-1 replaced with new exhibit on the universal functioning of marketing in two markets. Many updates on macro-marketing section Revision of “What Does Marketing Concept Mean” section Major update to Exhibit 1-4 Small modifications to Exhibits 1-5 and 1-6 Deleted “The Marketing Concept Applies in Nonprofit Organizations” New key term: purpose organization A new chapter-opening case scenario features the millennial focused Lemonade insurance. Enhanced coverage of customer lifetime value and SWOT analysis, adding more current examples throughout chapter New Exhibit 2-10 Starbucks SWOT Analysis Examples updated for currency throughout chapter. Introduced the purpose statement as a variation of the mission statement and included a table with several examples. New key terms include purpose statement, metaverse, Generation Alpha and black swan event. Key term economies of scale moved from Chapter 1 to Chapter 3 Several new Exhibits 3-2 and 3-4 and updated Exhibit 3-3 designed to make some concepts easier for students to understand. A new What’s Next? box introduced black swan (highly unusual and unpredictable) events in the context of the murder of George Floyd Added coverage of the BCG Matrix

4 Focusing Marketing Strategy with Segmentation and Positioning

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  5 Final Consumers and Their Buying Behavior

6 Business and Organizational Customers and Their Buying Behavior 7 Improving Decisions with Marketing Information 8 Elements of Product Planning for Goods and Services 9 Product Management and New-Product Development

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10 Place and Development of Channel Systems

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Added new exhibits 4-2 and 4-4 and examples to clarify the concepts of and differences between generic- and product market definitions—and why they are important. Added a major new section: “A Best Practice Approach to Segmenting Product-Markets.” This extended example clearly lays out a method for segmentation and targeting. Added new exhibit 4-12, 4-13 and 4-14 to show product market segmentation. Added major new section: “More Sophisticated Techniques May Help in Segmenting and Targeting” Examples updated for currency throughout chapter. Updated subsection: “Marketing Managers Appeal to Customer Needs.” Major update to section: “Individuals are Affected by the Purchase Situation” Updated Exhibit 5-4 to add a level (societal and global needs) to our PSSPS hierarchy of needs. Added examples of purpose-oriented marketing New key term: societal needs New chapter opener case, the Swiss company Bühler, a purpose-driven firm. Examples updated for currency throughout chapter, with many new images.

Many updates and new examples as marketing research continues to evolve— drawing on new sources of data and new types of marketing analytics. Major revision and reorganization of “Getting Problem-Specific Data” (including a new Exhibit 7-7) New key terms depth interview and observation method Examples updated for currency throughout chapter. Updated for current topics specifically related to pandemic trends, purpose drive brand promises, and brand name changes due to increased sensitivity to DE&I New key terms: non-fungible tokens (NFTs) and brand evangelism Updated for currency. New Exhibit 9-3 with multiple examples of industries (and firms) at each stage of the product life cycle Enhanced discussion of speeding up new product development and new examples of new product failures New What’s Next? box introduces design thinking. Coverage of purpose inspired innovation. New key term: return on investment (ROI) New Exhibit 10-2 better explains how product classes connection to Place. Completely updated coverage of direct-to-consumer distribution and selling through channel intermediaries, including a table (Exhibit 10-3) summarizing the benefits of each Integrated Chapter 1’s separations between producers and consumers with our coverage of channel specialists reducing discrepancies; exhibit 1-4 clarifies key concepts

11 Distribution Customer Service and Logistics 12 Retailers, Wholesalers and Their Strategy Planning

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Updated for currency. Discussed pandemic-driven supply chain problems

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We always have a lot of revisions in our coverage of retailing—and this edition is no different. To remain current, every edition requires significant rewriting, especially in our section on retailing and the Internet. New topics including social commerce, influencer storefronts, the rise of online retailing platforms (Shopify), and purpose-oriented retailers Many new and updated exhibits—Exhibits 12-4, 12-5, 12-7, and 12-9 are completely new and Exhibit 12-2 has been updated. New key terms: warehouse club and social commerce

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13 Promotion— Introduction to Integrated Marketing Communications

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14 Personal Selling and Customer Service

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15 Advertising and Sales Promotion

16 Publicity: Promotion Using Earned Media, Owned Media, and Social Media

17 Pricing Objectives and Policies 18 Price Setting in the Business World

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Added coverage of the purchase funnel, including a new Exhibit 13-2 and discussion Significantly enhanced coverage of direct-response promotion and email marketing Revised our discussion of pushing and pulling, including an updated Exhibit 13-6 New key term: direct-response promotion Added a lot more coverage of the inside sales force, including a new purposeoriented example featured in our What’s Next? box Enhanced coverage of sales force compensation and motivation, including new Exhibit 14-4 More discussion the personal selling “job,” adding more coverage up-front and a new final section and new Exhibit 14-9 comparing three real sales jobs. New Learning Objective 14-9 Because it reflects evolutionary changes in advertising, this chapter always has major changes, especially our coverage of digital and online advertising Updated sales promotion with several new examples Lots of small changes to update for currency Changes to earned, owned, and social media require that this chapter be substantially updated each edition. Updates to data in Exhibits 16-3, 16-4, 16-5 and 16-7 and a new Exhibit 16-8 Major updates on our coverage of social media, including more on TikTok. Updated Social Media section to give it a more strategic orientation. New Learning Objective 16-9 New key terms: webinar, Tik Tok, and bounce rate This chapter was heavily revised in the previous edition and received fewer updates in this edition. Updated and added new content on the ethics of “fees.” Updated for currency. New example showing how Costco margins are purpose-oriented.

19 Appraisal, Review, and Reflection on Marketing in the st 21 Century

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Bonus Chapter 1: Implementing and Controlling Marketing Plans: Evolution and Revolution Bonus Chapter 2: Managing Marketing’s Link with Other Functional Areas Appendix A: Economics Fundamentals

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Updates for currency Added purpose orientation.

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Updated for currency. Special attention to purpose orientation and diversity, equity, and inclusion

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No major changes

Appendix B: Marketing Arithmetic Appendix C: Career Planning in Marketing Appendix D: Hillside Veterinary Clinic Marketing Plan Cases

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No major changes

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Updated for currency.

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Updated for currency

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Most cases updated for currency, many with new case names, characters’ names, and dates. Completely new cases include: Norbank Baseball Club, BE Bold Electric Bikes, and Red Light Challenge. 18 new Connect Interactive exercises – about one per chapter.

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 Connect Interactives

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Major updates and reorganization in this chapter. Updated Exhibit 19-1 Provided more focus to our evaluation of the effectiveness and efficiency of marketing. Final third of the chapter received major changes and restructuring to focus on purpose driven marketing, the value of marketing, and its future, debating if marketing is evil or good and conclude that it is a tool that can be used for either end

SMARTBOOK 2.0 One of the main elements of P.L.U.S. is SmartBook 2.0. Here, mostly cut and pasted from the McGrawHill SmartBook 2.0 website is more on this technology, including why, the nature of assignments, learning science that supports SmartBook, how it works, reports, and the ReadAnywhere app. Boost confidence and better prepare students for success with SmartBook 2.0 - Connect’s adaptive learning solution.

Why SmartBook 2.0?  With more than a decade of collecting data from billions of questions answered across 90+ disciplines, McGraw-Hill has learned a lot about adaptive learning's impact on student performance. That, plus the author’s experience teaching marketing yields high impact learning.  The results? The evolution of Connect’s SmartBook 2.0. We’ve created a secure space for learning that balances intentional rigor with the freedom to make mistakes. This is an environment that develops self-awareness through meaningful, immediate feedback that improves student success. SmartBook 2.0 Assignments Easy for instructors to quickly deploy assignments that help students learn. Stay in total control with SmartBook 2.0, whether building a new assignment or helping students prepare for an upcoming exam. More details in an upcoming section – a few pages ahead. Learning Science Motivate and build student confidence with the power of learning science built into SmartBook 2.0. Three practices have been found to be particularly helpful to learning:  Deliberate Practice. SmartBook 2.0 creates a baseline of student knowledge and focuses their time on knowledge gaps.  Spaced Practice. SmartBook 2.0 keeps students focused by mixing related topics and reducing fatigue to improve retention.  Metacognition. SmartBook 2.0 helps students better understand what they know and what they don’t know. How SmartBook 2.0 Adaptive Questions Work Rooted in several learning science principles like spacing, chunking, and interleaving, SmartBook 2.0 creates mini-cycles of questions that consist of no more than five concepts at a time creating smaller, easier to absorb “chunks” of content. Each mini-cycle works like this: 1. It utilizes questions that are different but with related ideas. 2. Once students demonstrate that they understand a concept, the related questions will no longer appear. 3. If students continue to struggle with a concept, they are more likely to encounter repeating questions. This is how SmartBook 2.0 limits guessing and short-term, rote memorization. This unique question approach improves comprehension and long-term retention, and sets Connect with SmartBook 2.0 apart from any other adaptive tool on the market today. SmartBook 2.0 Reports Instructors gain power and insight when they track performance and student knowledge. Guide your teaching and remediation with SmartBook 2.0 class and individual student performance data.  Instructor Reports. Easily see class and student-level assignment data, metacognition levels, and even the most challenging concepts.  Knowledge Gaps. Get more opportunities to close student knowledge gaps by tailoring your lecture to your class needs.  Student Reports. Help students track their own learning with reports that reveal where they’re struggling. ReadAnywhere App

The ReadAnywhere app assures that learning fits into your students’ lives. Give your students what they need SmartBook 2.0 – a personalized learning experience they can now access on their smartphones or tablets with the free ReadAnywhere app. Help your students study when it’s convenient for them – anytime, anywhere, even offline. Key features of the app:  Offline Access. The free ReadAnywhere app lets students access their required reading and assignments, anywhere, anytime, across devices – even offline.  True Flexibility. Your books are not with your students 24/7, but their phones are. Making it even easier for your students to fit studying into their lives.  Cross Platform Syncing. Your students’ progress across devices syncs automatically, so they can pick up wherever they left off no matter what device they’re on.

INSTRUCTOR'S MANUAL & DIGITAL IMPLEMENTATION GUIDE FOR ESSENTIALS OF MARKETING, 18e This manual includes:  Extensive suggestions on teaching the first marketing course and on using P.L.U.S.  Descriptions and overviews of all the different teaching/learning materials that accompany Essentials of Marketing and make up P.L.U.S.  Suggested answers for all end-of-chapter Questions and Problems.  Teaching notes questions in Marketing Analytics: Data to Knowledge.  Teaching notes for cases.  Teaching notes for Ethical Dilemmas.  Teaching notes Marketing Analytics in Action.  Teaching notes for all Marketing Analytics: Data to Knowledge questions.  Suggestions for using the Connect assignments. This Instructor’s Manual is available for download in digital form at the Instructor Edition of the Online Learning Center. We have also prepared the entire manual as a single PDF file for easy printing.

POWERPOINT LECTURE SLIDES AND SCRIPTS The Interactive PowerPoint lecture slides that come with Essentials of Marketing all come with extensive “Notes”. The Notes view in PowerPoint provides a “script” that can be read to your students or simply used as an idea about how to discuss each slide. Our “High Media” content slides are large files (which take longer to download) but include videos and online activities. We also have a separate PowerPoint file that includes slides with links to online videos. All our slides are available in both an accessible and non-accessible format. You may want to use the non-accessible format in your class lectures because these include more images and slide builds. The content in the non-accessible slides is identical but takes out images and builds. NEW! In this edition, reinforcing our themes of images and engagement, we have added 3-4 photos plus 3-4 YouTube PowerPoints to the end of each chapter’s slide deck. The photos from each chapter emphasize those with questions in the captions—to foster your in-class engagement. We also selected shorter, discussion oriented YouTube PowerPoints. These placed at the end of chapter PowerPoint deck and can be moved into a lecture as the instructor sees fit.

TEST BANK OF OBJECTIVE TEST QUESTIONS AND TEST BUILDER The authors of the textbook have written, edited, or reviewed EVERY question in the Essentials of Marketing 18e test bank. We take full responsibility for the quality of the test bank and we are quite proud of this effort. We know how important the test bank is for many instructors. If you ever find any questions confusing, misleading, or flat our wrong – please send an e-mail to Joe.Cannon@ColoState.edu. Tests can be created with McGraw-Hill’s Test Builder software, which can be accessed from the Instructor Resources page in Connect.

VIDEO PACKAGE FOR ESSENTIALS OF MARKETING 18e: TEACHING VIDEOS AND iSEEIT! VIDEOS Essentials of Marketing has always been proud to offer you the best video package in the business. Our package includes 27 teaching videos (generally 8-15 minutes in length) that explore key concepts from each chapter with real-life examples. In addition, we have 22 iSeeIt! animated videos can be shown in class (though you must be signed into Connect) or assigned to students through Connect (with autograded questions).

CONNECT ASSIGNMENTS FOR ESSENTIALS OF MARKETING NOTE: Most of these require adopting the Essentials of Marketing Connect format for your students. Connect is the primary platform for many of Essentials of Marketing’s supplementary materials and where you can locate most of our P.L.U.S. supplements and the SmartBook 2.0 the adaptive learning system. Connect for Essentials of Marketing includes a web-based assignment and assessment platform that enriches the learning experience for your students. We have created about 100 interactive exercises. These exercises go beyond basic recall and create highly engaging interactive content that teaches and reinforces key concepts and assesses student performance on key course objectives. Connect works for students. It helps students connect the marketing dots – in a fun and interactive way. The exercises are not busy work; they are designed to stimulate critical thinking and reinforce key concepts from each chapter. All assignments can be automatically and instantly graded (though you decide when students get feedback) – so students know what they understand and what they don’t. Connect works for instructors. It fits right in with our teaching and learning package and gives you even more options for teaching your students your way. While many instructors want to give application- and understanding-oriented homework assignments to their students, giving timely student feedback is timeconsuming and often impractical. With Connect Marketing, assignments are automatically graded – with grades dropped right into your Connect grade book. Plus, with dozens of exercises to choose from, the instructor has options and control. All assignments are tied to AACSB Assurance of Learning knowledge standards and Bloom’s Taxonomy guidelines. There are 6-8 Connect Interactive exercises per chapter. Not that you will want to assign all of them, but this many gives you an opportunity to choose those that fit best with your learning objectives. Each of these exercises is designed specifically for Essentials of Marketing and was developed or reviewed by one of the book’s authors. All activities are assignable (you decide which exercises to use) and autograding. They are the perfect homework assignments for your students – giving them an active learning approach that supplements and extends what they learn from reading the book.

Assignments in Connect Connect gives you a lot of flexibility. You can develop your own or use ready-made assignments. Let us review all the different types you can find for use with Essentials of Marketing. Within Connect you can find Connect Orientation Videos to help you handle the technical issues with creating assignments. Or, you can reach out to a McGraw-Hill Digital Faculty Consultant to help you set up your course. When you set up your course in Connect, you will see the image to the right when you seek to add an assignment. This can look intimidating but just start exploring or check out Quick Start Guide (QSG04) to give you some suggestions or reach out to your Digital Faculty Consultant. The instructor names each assignment and chooses from a host of controls (due date, give students answers after they complete the assignment after the due date or not at all, and many other choices). Question Bank This is the main area where you can find questions to assign your students. They are organized by Chapter. From there, you can assign your students: 1. Exercises (6-8 per chapter). These assignments are all about applying what you learn in a particular chapter. They include video cases, multiple choice, click and drag, matching, or marketing analytics. The applied active elements make them a favorite way to engage students. This includes our Marketing Analytics: Data to Knowledge assignments which are discussed in more detail below. 2. Quizzes (25 questions per chapter). Students enjoy practice quizzes to help them study for exams. You can choose to give your students some or all these questions. 3. Test bank (~250-300 questions per chapter). Creates exams or quizzes using the Essentials of Marketing test bank and you can go through and choose those that meet your needs. SmartBook 2.0 This section assigns students to read specific chapters (or parts of chapters) with adaptive learning questions presented to students as they read. The instructor controls the number of questions students see—although a students’ performance also controls that number (students see more if they get questions wrong). Adaptive Learning Assignment These assignments focus on students’ success and well-being and include tips for success.

Writing Assignment Instructors can create their own writing assignments and rubrics to make for efficient student guidance and scoring. Application-Based Activity Provide students with valuable practice using problem solving skills to apply their knowledge to realistic scenarios. Students’ progress from understanding basic concepts to using their knowledge to engage in complex scenarios. This includes the very popular “Marketing Mini Sims” and Role-Playing assignments which I highly recommend (our students love them). File attachment Create a manually graded assignment that your students can respond to with an attached file (Word documents, Excel spreadsheets, etc.). Web Activity Another way you to create your own activity tied to specific web links. My Assignments One stop link to all the assignments you have created in this course. Reading Assignment Create a reading assignment in the Connect eBook. Marketing Analytics: Data to Knowledge Note: available via the question bank option. Using Connect spreadsheet software our Marketing Analytics: Data to Knowledge offer your students the opportunity to use spreadsheet analysis on real marketing problems. 18 problems are featured in end-ofchapter material. The exercises were developed by the authors to deepen student understanding of important topics and concepts covered in Essentials of Marketing. The assignments simplify the “spreadsheet” details and make it easy for students to prepare assignments in Marketing Analytics: Data to Knowledge. Each exercise requires students to conduct “what if?” analysis in the spreadsheet and answer from 4-6 questions. A discussion question can be assigned or used in class to help students better understand how to apply the analysis. There is a separate suggested problem (a short caselet) at the end of each of the first 18 chapters in the text. Each problem description concludes with questions for the student to answer – using the spreadsheet software. Answers to all the questions – along with discussion suggestions and copies of all the relevant spreadsheets – are provided in Part IV of this manual (along with answers to all the other chapter-bychapter assignment materials). The software has been designed – and extensively tested and refined – so it will be easy for students to use. It provides clear online directions. While students usually don’t need them, the text also provides a complete set of printed instructions on using the software. Connect Questions You can create your own Connect assignments with your own questions – or use questions from prepopulated quizzes (up to 20 questions per chapter) or choose questions from the Essentials of Marketing test bank.

Practice Marketing simulation We are excited to offer the Practice Marketing simulation. This simulation allows students to assume the role of a marketing manager in a simulated market. Students utilize the entire marketing strategy planning process to sell backpacks. The simulation can be used by students individually or in teams. NOTE: Practice Marketing can be purchased separately and is also available for a special package price with your textbook. Check with your McGraw-Hill sales rep for more details. Note: for most introductory courses, we believe the mini-sims and role playing exercises in Connect offer the best learning (and financial) value for you and your students.

TEACH THE 4 Ps blog (www.teachthe4ps.com) – Author Blog for Instructors The Teach the 4 Ps blog (www.teachthe4ps.com) helps instructors of the introductory marketing course by offering instructors up-to-date examples, teaching tips, and ideas for student assignments. We make several posts a month during the spring and fall semesters – with links to recent articles, videos, podcasts, teaching tips, and more. The handy lists of “Categories,” “Tags,” and “Search” allow you to find the most recent posts on the topic you are teaching tomorrow (or today!).

ONLINE LEARNING CENTER – WHERE YOU CAN FIND ALL THIS STUFF? Now that you know about all the great resources to support your teaching and your students’ learning, you may want to know where you can find all this stuff. The hub of the P.L.U.S. system is in your Connect account. Add Essentials of Marketing to your course, click on the page, then go to LIBRARYINSTRUCTOR RESOURCES, where you will find: The heart and soul of the supplements is Online Learning Center for Essentials of Marketing 18e (OLC) (accessed through Connect for Essentials of Marketing  LibraryInstructor resources) at the OLC find:  Quick Start Guides o These guides are designed to be snippets to replace our more thorough Instructor’s Manual and Digital Implementation Guide. o Experienced instructors and previous users of the Essentials of Marketing teaching and learning package may find these are all they need to get their course up and running. o There are 15 guides in all. Start with #1 Planning your marketing class (QSG01) and determine which will work best for you.  Instructor’s Manual and Digital Implementation Guide o Downloadable version of the document you are now reading – available as a single document or broken into parts and individual chapters.  PowerPoint Presentations – each chapter file includes: o About 35-40 slides that follow chapter content. o Most slides have notes pages that can be used as a script or guide for your lectures. o Slides with “Checking Your Knowledge” questions that can be used in class to keep students engaged and thinking. These can also be used with any of the popular class clicker systems and related software to get feedback on how students are doing with the material. o The end of the file includes images from the chapter (usually advertisements) with captions and questions. These work great to foster in-class engagement and discussion. o The end of the file includes a few (3-4) select YouTube PowerPoints. A full set of about 225 YouTube PowerPoints is also available for download—see our Video Library tab.

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A special design that both looks great and makes it easy to integrate other PowerPoint materials (like those detailed below) without worrying about shifts in format. o Two versions of the slides:  High Media slides – that include slides with click to build features and links to online video content. Great to use in class.  Accessible slides – which meet accessibility standards for students and instructors with disabilities. Great to post for students (links and builds disabled). o YouTube PowerPoints – YouTube videos linked in a separate set of PowerPoints. Essentials Video Library o Video Instructor’s Manual that offers suggestions about how to use the various videos in your teaching. o Links to all the video content available with Essentials of Marketing. o The video package for Essentials of Marketing 18e includes:  12 instructional video segments  25 iSeeIt! videos—all with corresponding Connect Interactive exercises  Marketing Video Library – current video resources from across the web o Active Learning Package o Flip My Marketing Class – Active Learning with Essentials of Marketing, 18e  This ebook includes a description of how an instructor can use the flipped classroom model – or simply add more active learning elements – to their principles of marketing class. o 55 In-Class Activities to bring active learning to your classroom. Red Light Challenge Case o A print version of this new case – which was so current it didn’t make it to the print or ebook. Study Guides o Chapter-by-chapter study guides you can share with your students. o All in Word format so you can adapt to your teaching approach. Teach the 4 Ps Blog o Link to our Teach the 4 Ps (http://teachthe4ps.com/) blog for suggestions about adding current content to your teaching. Connect Matrix o A summary of all the Connect material available for your course. Test Builder o More than 6000 objective test questions (true/false and multiple choice). Ranging from 180-350 questions per chapter. o Access to the Manual of Tests document – which allows access to Word files for all questions. o Find link and information to McGraw-Hill’s TestGen test creation software Application-Based Activities o Information on all the activation-based activities available for you and your students. Practice Marketing Simulation o Information on the Practice Marketing simulation you can use with your course. Marketing Insights Podcast o A link to the McGraw-Hill marketing podcast with the latest ideas about how to teach your marketing course. Writing Assignment Tools o Information on the Writing Assignment Tools you can use with your course.

Part III:

Ideas about teaching the first marketing course INTRODUCTION This part of the manual provides several ideas about teaching introductory marketing – including some ideas about the possibilities open to you with different elements of P.L.U.S.

There are 18 major sections in this part of the manual. As an overview, these sections are listed below: 1. COMMENTS ON APPROACHES TO TEACH BEGINNING MARKETING 2. SUGGESTIONS FOR WRITING COURSE OBJECTIVES 3. SUGGESTIONS FOR THE PACE AND COVERAGE FOR COURSES WITH VARIOUS LENGTHS 4. SUGGESTIONS FOR “FLIPPING THE CLASSROOM” AND/OR ACTIVE LEARNING IN YOUR CLASSROOM 5. COMMENTS ON THE CONNECT HOMEWORK EXERCISES 6. COMMENTS ON NEW MARKETING ANALYTICS: DATA TO KNOWLEDGE 7. COMMENTS ON WHAT’S NEXT? IN-CHAPTER BOXES 8. COMMENTS ON THE ETHICAL DILEMMAS 9. COMMENTS ON MARKETING FOR A BETTER WORLD (#M4BW) BOXES AND IMAGES 10. COMMENTS ON MARKETING ANALYTICS IN ACTION 11. COMMENTS ON THE END-OF-CHAPTER QUESTIONS AND PROBLEMS 12. COMMENTS ON THE CASES 13. COMMENTS ON ESSENTIALS OF MARKETING’S OBJECTIVE TEST QUESTIONS 14. COMMENTS ON THE INTERACTIVE POWERPOINT LECTURE SLIDES, PRINT ADS, AND YOUTUBE POWERPOINTS 15. COMMENTS ON THE INSTRUCTOR EDITION OF THE ONLINE LEARNING CENTER TO ACCOMPANY ESSENTIALS OF MARKETING 16. COMMENTS ON THE TEACHING VIDEOS 17. IDEAS FOR STUDENT PROJECTS 18. FEEDBACK TO THE AUTHORS

1. COMMENTS ON APPROACHES TO TEACHING BEGINNING MARKETING Essentials of Marketing and P.L.U.S. Support Many Approaches The preface to Essentials of Marketing highlights many of the authors' preferences and priorities for the beginning marketing course. Certainly, there are many ways to teach this course – and we have worked to develop a complete set of materials that will support many different teaching and learning approaches. The "best" approach depends upon the instructor and his or her objectives. We firmly believe that any teaching approach can be used effectively as long as the instructor really believes that he or she has something to teach – and that it is important for students taking the course. As is clear throughout the text, the authors firmly believe in the importance of marketing – and a strong effort is made to impress its importance upon students. The major differences among various teaching approaches are:  the kind and extent of student participation (including whether the course is a traditional in-class offering or an online course), and  the extent to which the course incorporates or uses computer-based technologies, multimedia materials, or both. Essentials of Marketing provides extensive support for whatever approach meets the objectives set by the instructor. Many of the student materials can be used either independently for self-study or as the basis for class assignments (and discussions). All instructor-support materials are available in a digital format. In-Class or Online Lectures Our Interactive PowerPoint slides are designed to give you plenty of flexibility in lecturing on key concepts from each chapter. Consider the following features:  The “Notes” section on each slide provides a “script” which can be read or used as a guideline for covering concepts in each chapter.  Slides include “Checking Your Knowledge” questions which can be used with “clicker” systems or simply as a way to break up delivery of content and assure students are following the lecture.  Slides include “builds” to give them a more professional look.  The high media content slides include videos and our YouTube slides allow you to bring interesting, educational and often entertaining examples to your class.  Joe Cannon is happy to share the PowerPoint files he used to record video lectures for his marketing course. These presentations are designed to be 7-15 minutes long and most include an external video to maintain student interest. There are 3-5 of these per chapter, with each covering 1-2 learning objectives. There are also some quiz questions that can be added to assure students complete these. He uses these to prepare students in his hybrid class—students attend class for 1.5 hours a week where they engage in in-class activities. They use the other traditional class session to watch the video lectures on their own. Contact Joe.Cannon@ColoState.edu to get access – put “Video lecture slides” in the subject line. Active Learning and Essentials of Marketing The authors think that it is desirable to get students really involved in the course. Otherwise, material may be "poured in" during lectures and then "poured out" at examination time – but without as much active learning taking place as is desirable. Consequently, the P.L.U.S. system is chock-full of exercises and activities you can use to add active learning to your course. This involvement can be achieved in a variety of ways. NOTE: This topic is discussed in greater detail in Joe Cannon’s e-book Flip My Marketing Class – Active Learning with Essentials of Marketing – see “Instructor Resources” on Connect for a download. See also Quick Start Guide 7 Resources for active learning and flipping your classroom.

1. In-class active learning activities often require students to come to class prepared – yes that means making sure your students read the chapters before they come to class. Our teaching and learning package offers a few different approaches to achieve this objectives:  We have found that assigning SmartBook and requiring to complete the reading (verified by their questions) before class assures that a high percentage of students come to class having read the assignment. We “grade” SmartBook assignments on a completion basis (if they do all the questions – right or wrong – they get 100% for that day’s assignment). Then we make sure the assignments are worth enough (we usually make sure it is 15-20% of their grade to complete the reading assignments). With this approach we are getting 95% or more of our students coming to class prepared. These are auto-graded and easily sync to our learning management system gradebook. We also like that this does not take up class time – which might be the case if we used a daily quiz to assess readiness.  Another approach involves assigning self-test quizzes through Connect. These are easily created, self-graded, and provide another test of student readiness. That said, students may get the answers from another student and not complete the reading. 2. Many of our end-of-chapter activities offer ready-made active learning assignments that can be assigned as homework or an in-class activity.  The “Questions and Problems” provide students with an opportunity to apply and/or practice critical thinking around the content in each chapter. With this edition we have focused the first two Questions and Problems around the chapter opening scenarios.  Appendix D in the textbook and SmartBook features a marketing plan for Hillside Veterinary Clinic. At the end of each chapter the “Marketing Planning for Hillside Veterinary Clinic” features 2-4 questions that ask students to connect chapter concepts and learning to this marketing plan. The marketing plan and these exercises can provide an ongoing integrative thread to the chapter materials.  Our Marketing Analytics: Data to Knowledge exercises are featured at the end of each chapter – though they must be assigned through Connect. We think that assigning the exercises in Connect and having them due before class – then using class to discuss or extend the exercises – provides a great critical thinking and analytics activity. 3. We have some different types of in-chapter exercises that are specifically designed to get students critically thinking about what they are learning. These exercises can be assigned as homework to be written up or used in class to stimulate discussion:  The Ethical Dilemmas integrated into each chapter offer an excellent start for student discussion and debate. For these questions there is not a simple “correct” answer, so different students are likely to have different opinions—which helps to make even a short discussion interesting.  The #M4BW photos and boxes show students how, in addition to helping a company’s bottom line, marketing can be used to help make the world a better place. These are great for stimulating in-class discussion.  The Marketing Analytics in Action exercises in each chapter  The What’s Next? boxed teaching elements in each chapter provide a forward look at the nearterm future of marketing practice. Sometimes speculative, sometimes already a change in the making, these have been redesigned to include discussion questions and spark students’ creativity and critical thinking. 4. Cases, cases, and more cases. We find that shorter cases work best in the introduction to marketing class. The textbook features many different cases that can be used to stimulate discussion in your classroom.  Our chapter “openers” are cases based on real companies or real product-markets. There are 19 of these (21 if you count the bonus chapters). These cases are more descriptive – and less problem-focused – but our end-of-chapter questions and problems (see 1 and 2 in each chapter) provide some ideas about how to stimulate student thinking and discussion.  The end of the textbook includes 44 short cases – mostly fictional scenarios based on real business experiences or observations of the authors. III-3 © McGraw Hill LLC. All rights reserved. No reproduction or distribution without the prior written consent of McGraw Hill LLC.

5. The Practice Marketing simulation involves students in the excitement of making marketing decisions in a dynamic, competitive situation. Students are more motivated to learn from the class because they have an immediate application of the ideas – in their next marketing plan. Each student can run his or her own firm. Or, if you wish, the simulation is a good way to get students involved in a team – which also means a team-learning experience. Teams are an especially good way to get involvement when the in-class activity is primarily focused on a large lecture section. Competition and peer pressure are great motivators! 6. The interactive exercises (including the graphical exercises) in the Interactive PowerPoint Lecture Slides provide an interesting, high-involvement basis for in-class discussion and lectures. With or without the interactive exercises, many of the lectures include a number of suggested discussion question slides  NEW! In-caption questions for photos and advertisements. Many of the photos and advertisements in each chapter (and in this edition you will find 28% more) now have reflection questions included in the caption. We reproduce those images and captions at the end of our PowerPoint slides. These are designed as built-in discussion opportunities.  NEW! A selection of our YouTube PowerPoints is now included at the end of each chapter’s PowerPoint deck 7. The Teaching Videos or YouTube PowerPoints can be the opener for a high-involvement class discussion. 8. See the author blog for Essentials of Marketing (Teach the 4 Ps http://teachthe4ps.com/) for blog posts with links to articles, videos and websites that may be assigned as out-of-class homework and/or for in-class discussion. 9. Flip My Marketing Class exercises. Joe Cannon’s e-book Flip My Marketing Class: Active Learning with Essentials of Marketing features a series of exercises (and teaching notes) that can be handed out in class for group learning among students. See the Instructor Resources on ConnectActive Learning Package. Regardless of the specific approach you select for your course, students will want to know what you have planned and what is expected of them. The following sections share some ideas on these topics. Perhaps some of them will be helpful to you as you plan your course. Remind Students about the Structure of Your Course Essentials of Marketing was written so that there is a logical progression of topics from the beginning to the end. If you assign chapters in the order in which they appear in the text, you will probably not need a specific explanation of the logic behind this structure for your students. The ideas build logically on the 4 Ps framework introduced in Chapter 2 and the integrative framework for the marketing strategy planning process introduced in Chapter 2 (see Exhibit 2-9). The chapter-opening exhibits highlight how a chapter fits with other related chapters and the course as a whole. Even with this structure clearly presented, some students may benefit from an occasional refresher. An instructor may wish to occasionally remind students of the overall structure – and why the next topic is next. One simple and useful approach here is to reuse Exhibit 2-9 from the text to reinforce where the topics of the day fit within the whole course. The chapters of the text fall into three broad groupings. The first seven chapters introduce marketing and a broad view of the marketing strategy planning process. They cover topics such as segmentation, differentiation, the market environment, and buyer behavior, as well as how marketing information systems and research provide information about these forces to improve marketing decisions. The next 11 chapters go into the details of planning the four Ps, with specific attention to the key strategy decisions (and what influences them) in each area. Then, in Chapter 19 we conclude the coverage with an assessment of marketing’s challenges and opportunities, as well as a discussion of the inherent nature of marketing – is it used for good or evil? If you have time, Bonus Chapters 1 and 2 let you cover implementation and control and/or marketing’s links with other functional areas. III-4 © McGraw Hill LLC. All rights reserved. No reproduction or distribution without the prior written consent of McGraw Hill LLC.

The first chapter deals with the important role of marketing—focusing on how a marketing orientation guides a business or nonprofit organization in the process of providing superior value to customers. It also covers the role of macro-marketing and how a market-directed economy shapes choices and quality of life for consumers. Chapter 2 builds on these ideas with a focus on the marketing strategy planning process and why it involves narrowing down to selection of a specific target market and blending the four Ps into a marketing mix to meet the needs of those customers. With that foundation in place, the chapter introduces an integrative model of the marketing strategy planning process that serves as an organizing framework for the rest of the text. Chapter 3 alerts students to the importance of evaluating opportunities in the external environments affecting marketing. As part of the cultural and social environment, this chapter introduces the demographic dimensions of the global consumer market and provides up-to-date coverage on important geodemographic trends. Chapter 3 also highlights the critical role of screening criteria in narrowing down from possible opportunities to those that the firm will pursue. Chapter 4 shows how analysis of the market and external market environment relate to segmentation and differentiation decisions as well as the criteria for narrowing down to a specific target market and marketing mix. You must understand customers to understand marketing, segment markets, and satisfy target market needs. So, the next two chapters take a closer look at customers. Chapter 5 studies the behavioral aspects of the final consumer market. Chapter 6 looks at how business and organizational customers – like manufacturers, channel members, and government purchasers – are using e-commerce and how they are like and different from final consumers. Chapter 7 is a contemporary view of getting information–through “big data,” marketing information systems and marketing research – for marketing management planning. This chapter includes discussion of how information technology—ranging from intranets and speedy collection of market research data—is transforming the marketing manager’s job. This sets the stage for discussions in later chapters about how research and marketing information improve each area of marketing strategy planning. The next group of chapters – Chapters 8 to 18 – is concerned with developing a marketing mix out of the four Ps: Product, Place (involving channels of distribution, logistics, and distribution customer service), Promotion, and Price. These chapters are concerned with developing the "right" Product and making it available at the "right" Place with the "right" Promotion and the "right" Price to satisfy target customers and still meet the objectives of the business. These chapters are presented in an integrated, analytical way–as part of the overall framework for the marketing strategy planning process – so students' thinking about planning marketing strategies develops logically. Chapters 8 and 9 focus on product planning for goods and services as well as new-product development and the different strategy decisions that are required at different stages of the product life cycle. We emphasize the value of innovation and developing new products that propel a firm to competitive advantage and long-run profitable growth. Chapter 9 also details how quality management approaches can improve products and implementation, including implementation of better customer service. Chapters 10 through 12 focus on Place. Chapter 10 introduces decisions a manager must make about using direct distribution (for example, selling from the firm’s own website) or indirect distribution (working with other firms in a channel of distribution). We put special emphasis on the need for channel members to cooperate and coordinate to better meet the needs of customers. Chapter 11 focuses on the fast-changing arena of logistics and the strides that firms are making in using e-commerce to reduce the costs of storing and transporting products while improving the distribution service they provide customers. Chapter 12 provides a clear picture of retailers, wholesalers, and their strategy planning–including exchanges taking place via the Internet. This composite chapter helps students see why the big changes taking place in retailing are reshaping the channel systems for many consumer products.

Chapters 13 to 16 deal with Promotion. These chapters build on the concepts of integrated marketing communications, direct-response promotion, and customer-initiated digital communication, which are introduced in Chapter 13. Then, Chapter 14 deals with the role of personal selling, customer service, and sales technology in the promotion blend. Chapter 15 covers advertising and sales promotion, including the ways that managers are taking advantage of the Internet and other highly targeted media to communicate more effectively and efficiently. Chapter 16 focuses on the fastest growing areas of promotion – publicity, owned media, earned media, and social media. Chapters 17 and 18 examine Price. Chapter 17 focuses on pricing objectives and policies, including use of information technology to implement flexible pricing, pricing in the channel, and the use of discounts, allowances, and other variations from a list price. Chapter 18 covers cost-oriented and demand-oriented pricing approaches and how they fit in today’s competitive environments. The careful coverage of marketing costs helps equip students to deal with the cost-conscious firms they will join. The final chapter (Chapter 19) considers how efficient the marketing process is. Here we evaluate the effectiveness of both micro-and macro-marketing – and we consider the competitive, technological, ethical, and social challenges facing marketing managers now and in the future. Chapter 19 also reflects on the purpose orientation discussed at the beginning of the text, asking the students to evaluate whether marketing produces more good or evil in the world. Bonus chapters in Essentials of Marketing 18e. These two chapters are available through Connect and SmartBook and can be bound in a printed version of the text through McGraw-Hill's Create custom publishing. We call them "Bonus Chapters" because they are something extra and optional for instructors seeking this extended coverage. You will be able to access these optional chapters online within the Connect/SmartBook platform. Once you’re logged into Connect, access your SmartBook and click on the Bonus Chapters Tab to access these additional chapters. 

Bonus Chapter 1: Implementing and Controlling Marketing Plans: Evolution and Revolution. Previously Chapter 18 in Basic Marketing 19e, this chapter builds on implementation and control, two concepts introduced in Chapter 2. This chapter goes into more depth on these concepts and offers how-to approaches for making implementation and control more effective. The chapter discusses how new information technology tools facilitate these practices and demonstrates how firms use sales analysis, performance analysis, and cost analysis to control marketing strategies and plans.

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Bonus Chapter 2: Managing Marketing's Link with Other Functional Areas. Previously Chapter 19 in Basic Marketing 19e, this revised chapter covers some of the important ways that marketing links to other functional areas. The emphasis is not on the technical details of these other functional areas, but rather on the most important ways that cross-functional links impact your ability to develop marketing strategies and plans that really work. The chapter includes separate sections that describe how finance, production and operations, accounting, information systems and human resources interact with marketing to create and implement successful marketing plans.

Four appendices are included to aid student learning. The appendices provide background information that your students may or may not find helpful, depending on their academic preparation before entering the class or how you want to teach the class. Note that the full content for Appendices A, B, and C are not in the print format book, and can be accessed online through Connect or McGraw-Hill’s Create custom publishing.    

Appendix A explains some of the economist’s tools including demand and supply curves, elasticity and inelasticity of demand and supply, and competitive market situations. Appendix B discusses some of the accountant’s tools including operating statements, operating ratios, stockturn rates, markups, markdowns, and ROI and ROA. Appendix B also includes forecasting. Many instructors want to make sure their students are aware of the many different job opportunities in marketing – which is covered in Appendix C. Appendix D includes a marketing plan for Hillside Veterinary Clinic (disguised version for a real company). Many instructors like to expose their students to a real marketing plan and to use it as a

backbone for going through the text – and our end of chapter questions tie this marketing plan to each chapter’s concepts. Care has been taken in writing so that the chapters can be reorganized in a number of different sequences – to meet different needs. For example, some professors prefer to cover marketing research after covering the marketing mix chapters, and this reordering should cause students no problem. Similarly, some professors prefer to cover Price topics (Chapters 17 and 18) immediately after introducing Product concepts (Chapters 8 and 9), or to save the Place chapters until other marketing mix decisions have been covered. Some faculty elect to cover the Promotion chapters last, mainly because many students are interested in promotion, so they end the course on a high note. Essentials of Marketing is carefully written to be flexible in this regard – so changes in order can be made quite readily. As a general suggestion, instructors who assign chapters in an order that differs from the text order should consider explaining to students briefly but explicitly the logic for the selected structure. The instructor who sees the "big picture" can have very good reasons for selecting a particular order, but students going through the material for the first time may wonder what the special value of the structure might be. They may not realize that Essentials of Marketing was prepared so that an instructor would have such flexibility. Students Often Appreciate a Written Course Overview Most of us like to have some idea of what is expected of us, and usually students in the beginning marketing course do, too. A written course overview (syllabus) posted on a website or handed out at the beginning of the term – along with a schedule of assignments and dates when they are due – can often play an important role in clarifying what the instructor expects of students, and what the students can expect from the instructor. And if there is some problem during the course, the overview can be consulted as a "fair" source for resolving questions – without a student feeling that he or she has been singled out by the instructor. Many instructors make their course overview available on the school’s computer network and/or on a website, perhaps a website that is handled with a learning management system. A written course overview might include some or all of the following: 1.

Instructor's name, office location, and office hours (and instructor or website address, if applicable).

How students can get a message to the instructor, if necessary (email address and/or telephone number).

Instructor's grading policy, including: a. which aspects of course performance will be evaluated; b. how final grade will be determined; c. instructor's policy for dealing with "late" assignments, missed tests, and the like; d. procedure, if any, for reconsideration or change of an assigned grade; e. types of tests and exams.

Policy concerning class attendance and expectations concerning in-class participation, questions, and the like.

Special requirements or specifications (i.e., page limits on term papers, bluebooks needed for exams, etc.).

What work for the course may be done with another person, and what must be done independently, along with any information concerning the school’s honor system.

Key dates (last day to drop or add the course, due date for term paper topic, test and exam dates, etc.).

Information (title, authors, date, publisher) about assigned and optional course text and materials.

Statement of what instructor wants course to do for students (special skills to be enhanced, career preparation, and the like; also see following section on writing course objectives).

10.

Outline of assignments and due dates.

Many students view a well thought-out course overview as a sign that the instructor takes the course seriously – and they in turn take it seriously. A good course overview often can be a worthwhile front-end investment that helps to keep a course on track – and the investment can pay off again because such an overview usually can be adapted or modified for similar teaching situations in the future with relatively little effort. For illustrative purposes, we are including a sample copy of a course overview used by one of the authors in a recent semester. Of course, our intent here is not to suggest that the policies reflected in this overview would be right for anyone else – but rather to simply share some ideas about how topics might be addressed. In the list above, reference was made to a statement of objectives for the course and to the outline of course assignments. Both these topics can require a lot of time and thought – especially the first time they are developed for a course. The next two sections (following the sample course overview) provide information that makes effective preparation of course objectives and outlines faster and more convenient.

How Joe Cannon, author of Essentials of Marketing, teaches his undergraduate introductory marketing class. The following pages are an updated sample of a syllabus I have used in my classes. Please note the following: 

I flip my marketing class. If you want to learn more about flipping the classroom, email Joe.Cannon@colostate.edu for a copy of my Flip Your Marketing Class ebook – or find it on the Instructor Resource Site for Essentials of Marketing. By this I mean that students are expected to come to class having read that day’s chapter. I typically provide a short (10 minutes or so) lecture that reviews key content from the assigned chapter. o SmartBook provides my assurance that most students arrive in class having read the content. SmartBook assignments (adaptive learning questions) are graded based on completion and I drop their three lowest scores. I give a bonus if they get 100% on all of these – an added incentive to come to class prepared. With effort and planning, this 15% of their grade should be 100%. o Additionally, I typically assign 1-2 Connect Interactives for students to complete in addition to the assigned chapter. These are selected based on the learning objectives I find most important and which are not covered in the planned in-class activity.

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The bulk of class time involves students working in 2-3 person groups on the day’s in-class activities. o The Essentials of Marketing teaching and learning package includes about 60 in-class activities. These activities can be found under the Active Learning Packager tab in the Essentials of Marketing Instructor Resource page on Connect. o These flexible activities allow students to apply, analyze, evaluate, and create (higher level Bloom’s learning objectives) key marketing concepts. o There are a separate set of test questions under this tab as well. This allows you to test students with questions specifically related to the in-class activities.

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I give students four exams.

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I also assign a Personal Marketing Plan project, where students develop their own marketing plan for their post-graduate goals – a job or graduate school. I have materials, including a description of the assignment and grading rubric on the Instructor Resource site.

Do not hesitate to contact me if you have any questions about how to teach the introductory marketing course. Joe Cannon Joe.Cannon@ColoState.edu

MKT 300: Marketing Fall 2023 Facilitator: Office: Class Meetings: Office hours:

Professor Joe Cannon e-mail address: Joe.Cannon@ColoState.edu Rockwell 010 Phone number: 970-491-6609 Tuesday and Thursday – 8:00 – 9:15 and 9:30 to 10:45 Tuesdays/Wednesdays 2:30 – 3:30, appointments and drop-ins welcome

“Marketing requires separate work and a distinct set of activities. But it is a central dimension of the entire business. It is the whole business seen from the point of its final result, that is, from the customer's point of view. Concern and responsibility for marketing must permeate all areas of the enterprise.” Peter Drucker, Management Required Course Materials  eBook: An eBook version of Essentials of Marketing (EM), 18th edition, by Perreault, Cannon, and McCarthy. (https://connect.mheducation.com/class/XXX )  A laptop computer or tablet will be needed for most class sessions.  Other readings: See Canvas for other linked readings.

Course Description This course provides an overview of all the marketing activities involved in providing business customers and consumers with goods and services. More specifically, this course: (1) provides students with an understanding of marketing concepts; (2) applies learned marketing concepts to real world situations; (3) examines the adaptation of marketing strategy in a changing environment. This class is about marketing and marketing strategy planning. At its essence, marketing strategy planning is about figuring out how to do a superior job of satisfying customers. All business students need a firm understanding of marketing concepts and marketing strategy planning. The class focuses on the terminology and knowledge required to successfully navigate within the business world and to interact with marketing managers on an informed basis. If you decide to work in marketing, it will provide you a foundation upon which you can build and enhance your ability to be an effective marketing manager and marketing strategy planner. The course will also help you develop analytical abilities and howto-do-it skills. You will be equipped to make marketing decisions. The course has been designed so that students from all majors will see how marketing will be useful in their careers – and how marketing interfaces with other functional areas. All businesspeople use marketing principles – in selling their ideas or getting a new job. We will be using some new teaching and learning approaches in this class. I rely on your reading the textbook in advance of class sessions. I will typically give shorter – 10-15 minute chapter reviews and use the remaining time for in-class activities. The in-class activities leverage discussion, small group activities, games, and projects to help you achieve our learning objectives.

Learning Objectives This course provides students a broad exposure to the principles of marketing – by the end of this class you will know “what marketing is” and “how to do it.” Along the way, we will foster and hone your analytical skills and the ability to apply models and frameworks to the marketing strategy planning process. By the end of Marketing (MKT 300), you will be able to: 1. Understand and use basic marketing terminology. 2. Understand and describe the key elements of the market environment: customers, competitors, company, and the external environment (economic, technological, political/legal, and cultural/social). 3. Understand how marketing managers segment markets, choose target markets, and choose a desired positioning. 4. Describe the elements of the marketing mix (Product, Place, Promotion, and Price) 5. Drawing on an analysis of the market environment, develop a coherent marketing strategy that addresses the specific needs of a particular target market. 6. Understand how marketing operates in different countries. 7. Understand ethical issues in marketing. 8. Integrate and apply these concepts to develop a marketing strategy and marketing plan.

Teaching Philosophy My teaching philosophy includes the following general principles.  First, I believe in having fun! I will make every effort to make our time in class interesting and fun.  Second, the class should be useful to everyone. Marketing is such a practical and important discipline – this class should make you a better businessperson and consumer. Marketing is everything and everything is marketing.  Third, the Essentials of Marketing (EM) SmartBook will operate as our primary source of foundational knowledge – and you will pick up most of that outside of class. I will go over more challenging topics in class – but I will not lecture on most of the content you read in SmartBook.  Finally, I believe that marketing is best understood through application. So, we will do many different exercises, in-class discussions, group breakouts, and other activities to help you understand and learn effective marketing practices. The course is designed for a great deal of learning to occur in the classroom – so attendance and advance preparation are essential to your success. Learning Objectives and Learning Activities The model below is Bloom’s hierarchy of learning objectives – educators use it to design classes and learning materials. You might guess that your effectiveness as a businessperson, manager, or entrepreneur is closely linked to your skills in analyzing, evaluating, and creating – the upper levels of Bloom’s hierarchy. Bloom’s theory suggests that before you can master those skills, you need a foundation that begins with remembering, understanding, and applying. In this class, SmartBook 2.0 includes reading and questions that assess your comprehension of the material, lecturettes, and some of our in-class activities are designed to help you remember and understand marketing concepts and terminology. Much of that is straightforward and best learned outside of class. This saves class time where I can act as a “guide on the side” to help you with applying, analyzing, evaluating, and creating. This is where we flip the classroom – because you will often do exercises and work on projects in-class instead of at home. At home, you need to get a solid grounding through reading, question-answering, and comprehension. III-11 © McGraw Hill LLC. All rights reserved. No reproduction or distribution without the prior written consent of McGraw Hill LLC.

Bloom’s Hierarchy of Learning o Marketing simulation – Practice Marketing o Personal marketing plan o Marketing Strategy Process Planning project o Most in-class activities and exercises

o Essentials of Marketing SmartBook 2.0 & Connect Interactives Chapter o Occasional lecturettes o Some of the in-class activities and exercises

Grades and Graded Activities The following are the points assigned to the various graded activities – and how the total points relates to final grades. Graded Activities Four exams SmartBook questions (completion percentage of each chapter) Participation & in-class activities and exercises

Points Possible 500 150 150

Personal Marketing Plan Marketing Strategy Planning Process project Total Possible Points

Percentage 92% or higher 90 – 91.99% 87 – 89.99% 82 – 86.99% 80 – 81.99%

Grade A AB+ B B-

100 100 1000

Percentage 77 – 79.99% 70 – 76.99% 60 – 69.99% Less than 60%

Grade C+ C D F

Four exams (500 points). We will have four exams. The first three exams will cover 3-4 chapters and be worth 100 points each. Your final exam is not comprehensive but covers seven chapters and is worth 200 points. The four exams will use multiple-choice questions and cover material from the textbook and anything we work on in class. Unless prior arrangements are made with the instructor, a missed exam will be given a zero grade. It is to the student's advantage to take the exam at the regularly scheduled exam period. Permission to take a make-up exam will only be granted during unusual circumstances arranged in advance. Contact the professor prior to the scheduled test time to arrange for a make-up exam. Make-up exams may follow different formats (e.g., essay, long-answer questions) than the exam given in class. III-12 © McGraw Hill LLC. All rights reserved. No reproduction or distribution without the prior written consent of McGraw Hill LLC.

SmartBook questions (150 points). SmartBook is an online adaptive learning platform designed to reinforce your learning of the content from the eBook. SmartBook assignments are due the day of class. Your grade is the “percent completed” by the due date/time. Your top 15 (of 17) grades will be used to calculate your points. Participation & in-class activities (150 points). Participation & in-class activity grades are recorded almost every day class meets. Grading will be based on student participation in class or small group discussion, in-class activities, formal assignments or exercises completed during class (that may or may not be collected), and pop quizzes. I drop your three lowest daily scores. Unprofessional behavior in class—including texting, surfing the internet, or reading the newspaper among others—may negatively impact your grade. See the Marketing Department Student Professional Code of Conduct at the end of the syllabus. Class sessions should be viewed as a business meeting – and as you would for any business meeting, you should notify the meeting organizer in advance if you will be unable to attend the meeting. Failure to do this is unprofessional and will result in point deductions. The Personal Marketing Plan (100 points). This project requires you to write a mini marketing plan for yourself. The plan should be written to give you a framework for marketing yourself to potential employers or a graduate school – or wherever you want to go next in your life. It will be graded on how well it reflects the structure of a marketing plan and applies the concepts to this situation. It will also be covered in class. Policy on Reviewing Grades. Consistent with CSU policy, you have one week once exam or assignment grades are posted to appeal any grade. Should you disagree with my grading of an exam question or assignment, you will be required to provide an explanation in writing (use e-mail), with appropriate references to class or textbook material.

Academic Integrity and Cheating Fairness is one of my highest personal and professional values. I strive to treat all students fairly – and I expect all students to treat me and their peers fairly. In this class, fair means (in part) that unless explicitly noted, all assignments and exams should be completed individually. Giving, receiving, or using unauthorized assistance on any assignment can result in penalties up to and including automatic failure in the course. Note that it is a violation of academic integrity to add a student’s name to an assignment when that student didn’t contribute to work on the assignment.

MKT 300 – Marketing –Tentative Course Schedule (subject to change) Students are responsible for any additional assignments posted on Canvas or announced in class. Week

Topic

Module 1: Foundations of Marketing 1 Course Overview An introduction to marketing

Class Prep

Assignments Due

EM: Chapter 1

SmartBook questions and Connect interactives Chapter 1 (due before Thursday class)

Introduction to marketing strategy planning Marketing strategy planning (continued)

EM: Chapter 2

SmartBook questions and Connect interactives Chapter 2 (due before Tuesday class)

Evaluating marketing opportunities & the marketing environment Segmentation, targeting and positioning

EM: Chapters 3 & 4

SmartBook questions and Connect interactives Chapter 3 (due before Tuesday class) SmartBook questions and Connect interactives Chapter 4 (due before Thursday class)

Segmentation, targeting and positioning (continued)

Exam 1 – Thursday

Module 2: Understanding Customers 5 Consumer behavior

EM: Chapter 5

SmartBook questions and Connect interactives Chapter 5 (due before Tuesday class) SmartBook questions and Connect interactives Chapter 6 (due before Tuesday class) SmartBook questions and Connect interactives Chapter 7 (due before Thursday class)

Organizastional buying behavior Market research

EM: Chapters 6 & 7

Introduction to the Personal Marketing Plan project

EM: Appendix C Exam 2 – Thursday

Module 3: Product & Place 8 Product

EM: Chapters 8 & 9

SmartBook questions and Connect interactives Chapter 8 (due before Tuesday class) SmartBook questions and Connect interactives Chapter 9 (due before Thursday class)

Spring Break

Product (continued) Place – channels of distribution

EM: Chapter 10

SmartBook questions and Connect interactives Chapter 10 (due before Thursday class)

Place – retailing

EM: Chapter 12 Exam 3 – Thursday

SmartBook questions and Connect interactives Chapter 12 (due before Tuesday class)

EM: Chapters 13 & 14

SmartBook questions and Connect interactives Chapter 13 (due before Tuesday class) SmartBook questions and Connect interactives Chapter 14 (due before Thursday class)

Module 4: Promotion & Price Promotion – Integrated 11 marketing communications & personal selling

Promotion (continued) – advertising, publicity, and sales promotion

EM: Chapter 15

SmartBook questions and Connect interactives Chapter 15 (due before Tuesday class)

Promotion (continued) – earned, owned, and social media

Personal Marketing Plan due

SmartBook questions and Connect interactives Chapter 16 (due before Tuesday class)

Price – Pricing objectives and policies & setting prices

EM: Chapters 17 & 18

SmartBook questions and Connect interactives Chapter 17 (due before Tuesday class) SmartBook questions and Connect interactives Chapter 18 (due before Thursday class)

Module 5: Integration – Pulling it All Together 15 Ethical marketing in a EM: Chapter 19 consumer-oriented world Course wrap-up and final exam review 16

Final Exam

SmartBook questions and Connect interactives Chapter 19 (due before Thursday class) Marketing Strategy Process Planning Model project due

Final Exam (200 points)

2. SUGGESTIONS FOR WRITING COURSE OBJECTIVES Some schools are now requiring each instructor to write a set of course objectives – and some have gone even further and specified that they be behavioral or performance objectives (i.e., that they should be stated in terms of what the student should be able to do at the end of the course or even class by class). To help you meet this requirement, the following suggestions are offered. Depending upon your own personal objectives for the course, two basically different objective statements can be developed. And depending upon the detail that is desirable at your own school, these statements can be either short or very long – as explained below. The first possible objective should be concerned with ensuring that students are able to identify and understand the concepts that are usually introduced in the Essentials of Marketing course. It could be phrased as follows:  Students should be able to identify and explain the following (if they are to be listed) important concepts in marketing. If all the concepts are to be listed, then the "important terms" (listed in the glossary) can be reproduced here – identifying each set of terms with the chapter where they are covered. Note that there are about 500 such concepts. The definition-oriented true-false and multiple-choice questions in the Bank of Objective Test Questions are intended to measure whether the students have accomplished this objective. The second possible objective is more ambitious. If the instructor wishes students to be able to make use of – apply – the concepts and tools that are introduced in a basic marketing course, then he might want to specify the following objective:  Students should be able to identify and explain, and then apply important marketing concepts in case situations. Depending upon the instructor's own preference with respect to teaching methods, this objective could be achieved by using the text with the Suggested Cases at the end of the text – and/or some of the end-ofchapter Questions and Problems – and/or Marketing Analytics: Data to Knowledge. The Practice Marketing simulation also provides students with an integrative case situation and good opportunity for ongoing analysis and application of marketing concepts. The important point with this type of objective is that the instructor should give assignments that require students to apply the concepts in case situations. The integrating and application-oriented multiple-choice questions in the Bank of Objective Test Questions are designed specifically to be used when the instructor has chosen this objective. If you identify with the second objective – but are especially concerned with the development of case analysis ability – then you might want to add the following statement to the second objective:  By applying these concepts cumulatively, the student should develop an ability to analyze marketing case problems confidently and meaningfully – providing a solid foundation for subsequent case analysis. Implementation of this objective could be accomplished by more use of the cases at the end of the text. If you want your students to have skills in quantitative aspects of marketing analysis, you might intermix some or all the computer-aided problems into your course.

3. SUGGESTIONS FOR THE PACE AND COVERAGE OF COURSES WITH VARIOUS LENGTHS This section provides some suggestions concerning the pace and coverage of the course to accommodate school terms with various lengths. Sometimes, especially with distance learning courses, the time for a student to complete the course is self-paced or customized. However, here our focus is primarily on courses that are taught as part of a regular term schedule. III- 16 © McGraw Hill LLC. All rights reserved. No reproduction or distribution without the prior written consent of McGraw Hill LLC.

The suggestions here assume that topics will be covered in the textbook order. However, as discussed in more detail in Section 1, care has been taken in writing so that the chapters can be used in different orders – to meet different needs. For instructors wishing to give students less reading, they might consider dropping Chapter 11, especially if their school’s curriculum has a supply chain course. The details in Chapter 19 could also be covered in a course review lecture, instead of required reading. The pace at which the class can move through the text will depend on the background of the students (and the other assignments, of course). For students without any accounting background, Appendix B on “Marketing Arithmetic” might be useful early in the course – especially if you plan to use Marketing Analytics in Action boxes, Marketing Analytics: Data to Knowledge, or place much emphasis on case analysis. For students without any economics background, Appendix A on “Economics Fundamentals” will be useful. The SmartBook 2.0 and Connect offer a great way to integrate the material that students learn. SmartBook 2.0’s adaptive learning software provides a great way for students to reinforce the reading material. Well-prepared students will go through each chapter’s SmartBook 2.0 questions in 20-45 minutes (the instructor can set the number of questions). Instructors with more time may decide to add a project, simulation, or to add the “Bonus Chapters” to their course.

4. SUGGESTIONS FOR “FLIPPING THE CLASSROOM” AND/OR ADDING MORE ACTIVE LEARNING TO YOUR CLASSROOM Many instructors are moving from a focus on lecture to one that emphasizes more active learning approaches. With active learning approaches, students work in-class on collaborative activities, exercises, or projects. Some instructors take this a step further and use all (or almost all) of class time for active learning – moving any or all basic content acquisition out of the classroom (instead of through a more traditional lecture approach). Adding active learning to your class offers several challenges that Essentials of Marketing attempts to address:  Challenge 1 – Students need to acquire necessary content before they come to class. While some instructors may choose to develop video lectures their students can watch before class, we have found great success using Essentials of Marketing SmartBook. SmartBook’s adaptive learning tool reinforces student learning, and checks whether students understand what they have read. Most importantly, it holds students accountable for coming to class prepared. Be sure to put enough “points” on getting this done before class – incentives drive behavior. We have found that putting 15-20% of their grade on completing these assignments results in a high level (~95%) of preparation.  Challenge 2 – Instructors need interesting activities that facilitate learning. Essentials of Marketing includes a wide range of active learning activities that can be brought into class. If you are interested in learning more about how to flip your classroom – or simply looking for ways to bring more active learning approaches to your course, see Joe Cannon’s e-book Flip My Marketing Class: Active Learning with Essentials of Marketing. The book describes how Joe has flipped his class, offers his advice, and features a series of exercises (and teaching notes) that can be handed out in class for group learning among students.

5. COMMENTS ON THE CONNECT INTERACTIVE EXERCISES AND APPLICATION-BASED ACTIVITIES Connect Marketing is an exciting addition to our supplement package. Connect Marketing for Essentials of Marketing is a web-based assignment and assessment platform that enriches the learning experience for your students. Connect Marketing provides access to a range of premium resources, including:   

Bonus multiple-choice quizzes (25 additional questions – more if the instructor wants to create more quizzes) Connect Interactives – choose from 144 (5-10 per chapter) – almost all of them auto-graded. Application-Based Activities – choose from 43, including role playing and simulations. All of these auto-graded.

The instructor controls access to what students see at their class specific Connect Marketing for Essentials of Marketing site. Connect Assignments Our teaching and learning package includes 144 engaging interactive exercises for homework assignments. Connect exercises go beyond basic recall to create highly engaging interactive content that assesses student performance on key course objectives. Students need to sign on once and grades from Connect Homework Exercises will be transferred directly to your Learning Management System’s grade book. The chapter-by-chapter overview in Section IV of this manual includes a summary of the Connect Homework Exercises for each chapter. See Quick Start Guide 4 Connect Interactive Exercises which includes a table showing all of the Connect Interactive Exercises. Connect works for students. It helps students connect the marketing dots – in a fun and interactive way. The exercises are not busy work; they are designed to stimulate critical thinking and reinforce key concepts from each chapter. All assignments can be instantly graded (you decide when and how much feedback students receive) – so your students will know right away what they understand and what they don’t. Connect works for instructors. It fits right in with the teaching and learning package you have become accustomed to with this text by giving you even more options for teaching your students your way. While many instructors want to give application and understanding-oriented homework assignments to their students, giving timely student feedback is time-consuming and often impractical. With Connect, assignments are automatically graded – with grades dropped right into your Connect grade book. Plus, with dozens of exercises to choose from, the instructor has options and control. All assignments are tied to Association to Advance Collegiate Schools of Business (AACSB)’s Assurance of Learning knowledge standards and Bloom’s Taxonomy guidelines. You can also easily create your own exercises and online quizzes – that will also be automatically graded. You can even pull questions right from the Essentials of Marketing test bank – create your own quiz, offer it via Connect to your students, and set up all the policies for the quiz. There are many ways you can use Connect for Essentials of Marketing; here are a few ideas:  Select exercises that reinforce concepts you want to emphasize – or perhaps don’t have time to cover in class.  Create your own quizzes – to help students study for exams or to grade. Marketing Analytics: Data to Knowledge – in Connect This special type of Connect interactive exercise fosters critical thinking and show students how data and spreadsheet analysis is used by marketing managers in strategy planning. These Connect interactive exercises are discussed in more detail in a separate section of this guide – see Section 6. III- 18 © McGraw Hill LLC. All rights reserved. No reproduction or distribution without the prior written consent of McGraw Hill LLC.

SmartBook 2.0 for Essentials of Marketing Many students really enjoy reading SmartBook 2.0 – an adaptive learning system that has been designed to help students learn the content from their textbook in a systematic way. Each chapter includes 125 – 175 questions – although students experience only a subset of the questions. The software adapts to student learning. So, for example, if a student indicates they are confident in their answer to a certain question and they get the right answer, they will not see additional questions on that topic. On the other hand, expressing uncertainty about the answer or getting an answer wrong will stimulate more questions to assure the student really understands the concept. The questions include traditional multiple choice and true/false formats – but also have matching, fill-in-the-blank, and ranking questions. We have found that SmartBook 2.0 reinforces the content from the textbook. SmartBook 2.0 questions can be an integrated or optional element for an introductory marketing course. To assure students are prepared for class, instructors can require that students complete SmartBook 2.0 questions before the instructor lectures on the topic. This requires a high amount of preparation – as completing SmartBook may take from 15-60 minutes (the instructor decides on how many questions to add) on top of reading the chapter. That said, it brings students to class prepared and the instructor can check student progress and success to identify where in-class lectures or discussions should concentrate. Application-Based Activities One of the most exciting additions to the Essentials of Marketing teaching and learning package are the Marketing Application-Based Activities (ABAs). Students enjoy playing the role of a marketing manager and this portfolio of activities provides specific and general opportunities to do that. Review the three types below and figure out how they might fit into your teaching. 1. Marketing Role-Playing ABAs provide students valuable practice using problem solving skills to apply their knowledge to realistic business scenarios. ABAs often involve multiple decisionmaking paths and allow students to see the impact of their decisions immediately. Each RolePlaying ABA focuses on one topic and is intended to take approximately 15-20 minutes to complete. There are objective questions with correct and incorrect answers, and there are also branching questions that allow students to select optimal, suboptimal, and incorrect responses. A student’s particular path in the activity will depend on the decisions the student made on the branching questions. We have 23 Role-Playing ABAs—see Table 1 below for a summary. 2. Marketing Mini Sim ABAs put students into the role of a marketing manager for a backpack manufacturing company. Each simulation focuses on a different element of the marketing mix and forces students to make business decisions using the information provided to achieve the established mission goal. We have 9 Mini Sims—see Table 2 below for a summary. 3. Practice Marketing Full Simulation is a 3D marketing simulation enables students to put their marketing skills to the test in a fun and competitive environment. Practice Marketing puts players in the role of a marketing decision maker for a small backpack company. Within the game, students discover what it takes to be an effective marketing manager. Using strategies learned in class, students must successfully launch a new product to market. Within this simulated environment, players must analyze sales results, collect competitive information, and refine their product, price, place, and promotional strategies to maximize results and become a market leader. The simulation can be played against a computer or against fellow students. This simulation is challenging – and probably best done as a class capstone activity. It can pull all the course learning together. Practice Marketing has simple set-up within Connect, with a variety of quick options:

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Individual Sim Mode. There are options where students can be assigned to play anywhere from 2-30 turns. I like to have my students practice the simulation on a 2-4 turn (each “turn” is a quarter) round before doing the full simulation for a longer time period.

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Group Corporation mode (multiplayer). In this mode of play, groups of players act as companies (up to 6 students per team) which compete against both computer-controlled and other team-controlled companies. Additionally, in this mode of play, the game can be configured for any turn length between 1 and 99 (each turn represents one business quarter). Players work together to analyze sales results, collect competitive information, and then refine their product, price, place and promotional strategies in order to maximize results and become a market leader.

Putting it all Together Joe Cannon assigns his students 1-2 (between Connect and the Application-Based Activities) exercises per chapter. He uses all auto-graded assignments. Joe counts students’ 15 highest Connect grades and makes each Connect exercise worth 10 points so the total points equal one exam. Given that I assign about 25, students can easily skip activities if they are too busy. Most students enjoy Connect – they feel it helps them learn the material and perform better on exams. Here is a summary of various resources related to Connect and the Application-Based Activities (all available at Instructor Resources in the Online Learning Center (ConnectLibraryInstructor ResourcesPractice Marketing Supplements):  Quick Start Guide 4 – Connect Interactive Exercises  Quick Start Guide 15 – Application-Based Activities  Application-Based Activity Supplements - including orientation videos for students and an implementation guide for instructors.  Practice Marketing Supplements – including an orientation video and overview guide for students and implementation guide for instructors. More details can be obtained by downloading the Practice Marketing Instructor’s Manual or Practice Marketing Student Manual see the

6. COMMENTS ON MARKETING ANALYTICS: DATA TO KNOWLEDGE EXERCISES Problems with a Focus on Marketing Decision-Making Marketing Analytics: Data to Knowledge are a unique supplement for use with Essentials of Marketing. These exercises show students how marketing managers use data and spreadsheet analysis to make better marketing strategy decisions. We are very excited to make this supplement more easily accessible to our students and instructors by updating content and offering the exercises in the Connect platform. This section discusses the objectives that the problems are designed to achieve – and what is involved in using some or all of the problems in your course. Some instructors may want to place heavy emphasis on these problems – and others may decide that they are not well suited to their objectives for the course. Hopefully, the discussion in this section will help you decide. Marketing Analytics: Data to Knowledge contains 19 marketing management problems, and each problem in the set is different. As a set, they are designed to cover a full array of important topics from the first marketing course – ranging from issues related to market segmentation to the product life cycle to break-even analysis.

Each problem is based on a specific marketing management decision situation – and is described in a short "caselet" at the end of the chapter. Each case description is accompanied by questions for the student to answer. The student reads the case description of the problem and the questions, and then uses the spreadsheet in Connect to analyze data related to the case and to make a decision. The spreadsheet has been specially designed and tested to be easy for students to use. At the same time, it provides students the opportunity to do the type of analysis that marketing managers do to evaluate the appropriateness of different decisions in different situations. Teaching/Learning Objectives As a set, Marketing Analytics: Data to Knowledge is designed to achieve three basic objectives:   

To provide students with a simple analytical experience in learning about marketing concepts – so that they can see how strategic elements of marketing management decisions interrelate and influence the profitability of the organization. To deepen student understanding about specific marketing concepts, theories, and frameworks – because the problems require students to work with marketing "numbers" – and see how the numbers relate to the details of the situation and the marketing problems. To give students experience in using spreadsheets the way marketing managers often use them to analyze marketing problems.

It is important to emphasize that the objective here is not to teach the student skills related to computer programming. Such skills are potentially important as part of an overall curriculum, but the objectives of the introductory marketing course are focused on marketing content, not programming. Thus, the problems and accompanying spreadsheets are structured and designed to focus on content-related objectives. Here, using the software is a means to an end, not an end in itself. Specific Benefits of the Approach There is a great deal of material to be covered in the first marketing course. Students must get a good introduction to marketing concepts and ideas that are necessary for effective market-oriented strategy planning. Essentials of Marketing – and class lectures/discussion – can do this very well. But it is usually difficult for an instructor to create learning environments in the first course that help the student to see how the qualitative ideas and the analytical aspects of marketing decision-making come together. Case analysis can help here - this is a primary focus of Marketing Analytics: Data to Knowledge. As students analyze values on the spreadsheet for a problem – and interpret the results – they see how the different decision areas relate and how they affect the firm's bottom line. They see that marketing managers don't make decisions just on hunches and intuition, but with careful analysis of strategies. And the student is doing it with the type of analysis that managers often use. Further, the problems are not based on complicated mathematical models. Rather, the spreadsheets are based on simple arithmetic – so students can see what is being analyzed and why. The focus is on thinking about the marketing problem – not on the sophistication of the approach. The student doesn’t need to create the spreadsheet relationships or do any programming. Rather, the initial problems are very simple, and students can do the work without help from the instructor. Complete Solutions to All of the Problems The chapter-by-chapter materials in Part IV of this manual provide complete suggested answers for all of the Marketing Analytics: Data to Knowledge problems. Along with the suggested answers for specific questions, this Instructor’s Manual also provides summaries of all of the relevant spreadsheets and ideas for framing class discussions. The instructor materials that accompany the computer-aided problems make it fast and easy to incorporate them in the course and discuss them in class.

Other Factors to Consider: Time Required The Marketing Analytics: Data to Knowledge problems are designed so that students can do them quickly. However, here, as with any other type of assignments, there are time trade-offs – especially if the instructor plans to use most of the problems and they become a central activity in the course. The problems are not interrelated. Thus, you don't need to use all of them. By reviewing the "suggested answers" in Part IV of this manual, you can determine which problems are of most interest to you – and most consistent with points you want to emphasize. Content Marketing Analytics: Data to Knowledge covers topics across all of the chapters in Essentials of Marketing. More detail about the learning objectives and managerial setting for each problem is provided in the chapter-by-chapter materials (Part IV of this manual). However, to provide a brief overview, the following list shows the major content focus of the different problems:

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Revenue, Cost, and Profit Relationships Target Marketing Competitor Analysis Segmenting Customers Selective Processes in Consumer Behavior Vendor Analysis in Organizational Buying Marketing Research Branding Decision Changes during the Growth Stage of the Product Life Cycle Intensive vs. Selective Distribution

11. 12. 13. 14. 15. 16. 17. 18. 19.

Total Distribution Cost and Distribution Service Level Selecting Channel Intermediaries Selecting a Communications Channel Sales Compensation Sales Promotion Sales Analytics Discount Policy in Pricing Break-Even/Profit Analysis in Pricing Marketing Cost

The content areas were carefully selected to give students exposure to analytical marketing problemsolving in a variety of contexts. As students work through the problems, they see that careful analysis is relevant in all areas of marketing decision-making – and that the decisions that the marketing manager makes in these different areas has an impact on the success or failure of the firm. The content of the problems follows the chapter organization in Essentials of Marketing. For example, the first few deal with broad issues related to targeting, segmentation, and developing a competitive advantage. Then, the next two deal with buyer behavior and how it affects marketing strategy. The following one deals with how marketing research information is used. Then, the problems move into the marketing mix decision areas – progressing through the "4Ps." Thus, the organization of the problems represents a logical building-up of marketing knowledge and topics. Like the text itself, however, the problems are flexible and they can be used in a different sequence – if the instructor desires. Problem 8 – which deals with branding decisions – is illustrative. Most students come away from a traditional study of branding decisions with an understanding of the differences between manufacturer brands and dealer brands, and with an appreciation of the importance of branding decisions. But, in Problem 9, a marketing manager for a producer of condensed milk is faced with a dilemma. A major retail chain wants the producer to supply its store brand. If the producer doesn't do it, the retailer is likely to take the business elsewhere – and sales will be lost. Yet, if the producer does what the retailer wants, profits are likely to be affected. The spreadsheet for the problem puts the student in the manager's shoes. It provides data about the various costs and revenue opportunities associated with the "status quo" and with the retailer's proposal. The student uses sensitivity analysis to see different results depending on the producer's decisions and on what the retailer does. The computer analysis does not give the student a specific answer about what would be best to do. Rather, it provides information from which the student

will clearly see the implications of different possibilities. The student is thus stimulated to think about what he would do in this situation – and why. Ideas on Ways to Incorporate the Problems in the Course Marketing Analytics: Data to Knowledge can be used as a homework assignment, as an assignment for a recitation section, or for independent study by the student. Some instructors use them for optional assignments – perhaps for extra credit. A basic decision here is the extent to which in-class time will be devoted to discussion of the problems. There is quite a lot of flexibility in this regard. The problems are experiential in nature – so the student can learn from doing the problems even without much class discussion. On the other hand, they can provide an effective backdrop or catalyst for class discussions. One approach is to assign some of the problems that are most closely related to topics the instructor emphasizes in class lecture or discussion. By working the problems, students will have a deeper understanding of material in that area. The instructor can then reference the exercise as an example of points made in the lecture – without needing to spend a significant amount of time developing the details of the example. The suggested answers for the problems (found in Part IV of this manual) are very helpful in this regard. Student work on the problems can be checked if the instructor desires – perhaps on an intermittent basis. There is a button for students to print their spreadsheets (or save them as a file) along with their answers. So, it’s quick and easy to turn in without a lot of busy work on the student’s part or eye strain on the part of the instructor to read. The Marketing Analytics: Data to Knowledge problems can add a different dimension to the first marketing course. They are a high-quality teaching resource. But, they are not for everyone. The types of objectives that are achieved with Marketing Analytics: Data to Knowledge can sometimes be accomplished in other courses in the curriculum, or in the introductory marketing course those objectives can sometimes be achieved through other approaches – such as use of case analysis or participation in the Practice Marketing simulation.

7. COMMENTS ON WHAT’S NEXT? BOXES Each chapter includes a “What’s Next?” boxed teaching element. These boxes all relate to the chapter and provide a look into the future of marketing. We see these boxes as a way to give our students a view into the future. They can also offer a useful discussion question – and might be the topic of an in-class or online discussion. Each has questions at the end that are designed to develop critical thinking.

8. COMMENTS ON THE ETHICAL DILEMMAS Each chapter includes an Ethical Dilemma. These provocative scenario-based exercises place students in real-world situations that might be faced by students in their first job or at a lower level of management. The questions encourage students to take a stand and think more deeply about the dilemmas facing marketing managers. The flexible format allows instructors to create written assignments, discuss the questions in class, or simply encourage student reflection while they read. Part IV of this Instructor’s Manual provides a detailed discussion of each of the Ethical Dilemmas.

9. COMMENTS ON MARKETING FOR A BETTER WORLD (#M4BW) BOXES AND IMAGES Marketing gets a lot of criticism. Those of us who teach marketing know that good marketing can contribute to a better world. Meeting customers' needs and wants can help people. That "bright side" of marketing motivated a recently released special issue of the Journal of Marketing, which, in its call for papers, notes: "Marketing has the power to improve lives, sustain livelihoods, strengthen societies, and benefit the world at large. At the same time, marketing can have a dark side—it has the power to hurt consumers, employees, communities, markets, institutions, and the environment that surrounds us." Often our students come into our marketing classes thinking about the "dark side." We are inspired by the Journal of Marketing special issue, a wide range of reading, and our own optimism about what marketing (and more generally business) can do. In this edition, we have added a series of boxed (green boxes) examples and images (green borders) that suggest how some leading organizations are making the world a better place—while also making money.

10. COMMENTS ON MARKETING ANALYTICS IN ACTION We are finding many instructors asking for increased coverage of marketing analytics. Essentials of Marketing includes end-of-chapter “Marketing Analytics: Data to Knowledge problems. In the previous edition, we added “Marketing Analytics in Action” in-chapter boxes. Each chapter introduces students to a new marketing metric and demonstrates how it is used by real companies. Each includes 2-4 discussion questions that encourage students to critical thinking. They can work well as assigned homework and/or to inspire in-class discussion. The following metrics are evaluated: 1. Chapter 1 - Revenue, cost, profit 2. Chapter 2 - Customer lifetime value 3. Chapter 3 - Market share 4. Chapter 4 - Cluster analysis 5. Chapter 5 - Adoption process (awareness, interest and evaluation, trial, decision) 6. Chapter 6 - Supplier scorecards 7. Chapter 7 - Sentiment analysis 8. Chapter 8 - Brand awareness 9. Chapter 9 - Return on investment (ROI) 10. Chapter 10 - Sales by channel report 11. Chapter 11 - Trade-offs and customer service level 12. Chapter 12 - Stockturn rate 13. Chapter 13 – Measures of email performance 14. Chapter 14 - Workload and sales force size 15. Chapter 15 - Advertising impressions (CPM) and media cost 16. Chapter 16 - Bounce rate 17. Chapter 17 - Price premium 18. Chapter 18 - Marginal analysis You can find a copy of each of these “boxed” elements in Quick Start Guide 13 Marketing Analytics. Part IV of this manual includes “answers” for each problem.

11. COMMENTS ON THE END-OF-CHAPTER QUESTIONS AND PROBLEMS To provide maximum flexibility, there are two different kinds of Questions and Problems at the end of each chapter. The first kind has definite answers that are covered in the chapter. They are designed for student review or for "policing" by the instructor to check if students have studied the reading assignment and understand it. Some instructors use these questions for "pop" quizzes in class – or as short answer questions for essay-type examinations. These questions give some students a feeling of accomplishment III- 24 © McGraw Hill LLC. All rights reserved. No reproduction or distribution without the prior written consent of McGraw Hill LLC.

– because they can find the answers in the text. The second kind of question is designed to be thought provoking – to force the student to integrate previously acquired knowledge – and then project it into future or unfamiliar situations. Questions of this type may require the extension of ideas, concepts, or principles developed in the text. Frequently, the student's own background and common sense must be used to begin to work toward such ideas, concepts, or principles. In many questions the students are asked to develop a terminology, a classification system, approaches, or objectives that the firms might (or should) have – before they are equipped with the commonly accepted definitions and terminology. It is very pleasing to find how closely the students come to many of the commonly accepted definitions. Student solutions to some of the more difficult questions and problems of this nature are presented in Part IV – to give the instructor an idea of what to expect the first time these questions are used. Obviously, the correct terminology cannot be expected (reading ahead to find the correct terminology should be discouraged if the full value of the exercise is to be obtained). If you are inclined to experiment with the second kind of question, you might assign some of the following questions – along with other questions. There are a variety of ways to use the different questions. The most direct approach – which works especially well in smaller classes – is to assign some of the questions along with the reading assignments and then discuss them in class. Students can be asked to prepare written answers – or alternatively to outline their key thoughts so that they will be ready to participate if called upon. If the instructor has time (or grading help) the written work can be collected and graded (or simply "checked off"). If the instructor does not have time to do much of this type of grading, an alternative is to tell the students that the work will be collected and graded on an intermittent basis – perhaps three or four times during the course. That can motivate improved preparation for the class – while reducing the total amount of grading. Some students don't like to "volunteer" to talk in class – even if they are well prepared, while other students seize every opportunity for "airtime" – even if their comments add little to the class. By focusing some or all class participation grade on responses to the questions, these problems can be minimized. Because the questions have been assigned in advance, the instructor can tell who is prepared – not just who is most verbal. Students who would otherwise be hesitant to "spontaneously" speak up in class may be more willing to talk if they have had a chance to think about what they would want to say – and if they know that everyone is going to be called on sooner or later.

12. COMMENTS ON THE CASES Although marketing cases can be used in several ways, most instructors assign cases to give their students an opportunity to apply principles and develop decision-making ability. Following the emphasis in this text, they would probably also wish their students to evaluate cases in terms of the kinds of marketing strategies the firms have developed – or should have developed. Case assignments also give students an opportunity to sharpen their ability to communicate – whether in writing or orally – about marketing problems. This is a skill that will be important later in their careers, and recruiters point out that it is a skill that is not well developed. The 44 cases included in the text are designed to give students an opportunity to work with case situations without having to buy an additional text. There is substantial variety in the nature of the cases and they can be used in different ways. These cases are designed to deepen skills in marketing analysis and marketing problem solving. Some of the cases are quite simple; others require greater use of analytical skills. All are found at the end of each chapter. Suggestions for using them are included with the chapter-by-chapter aids in Part IV. Many cases have been provided – so an instructor can vary cases to be assigned from section to section or from one term to the next. Part V of this manual contains discussions of the 44 cases. Often, the suggestions alert you to a direction that students tend to take with the case, or particulars of how the case relates to concepts in the text. The comments on these cases are intended merely to be helpful, not definitive. An instructor's own lecture emphasis may lead students to handle some cases differently than the authors' students. III- 25 © McGraw Hill LLC. All rights reserved. No reproduction or distribution without the prior written consent of McGraw Hill LLC.

Often students ask how to analyze cases. You may have a preferred approach for students to follow. However, the authors have found that the cases provide a good opportunity to really drive home the marketing strategy planning framework that is the thrust of the Essentials of Marketing text. Yet, students may have been in other courses where it was not clear to them how to apply what they were learning in the course. So, without your help early in the beginning marketing course, they may not make the "connection" that the approaches suggested by the text for marketing problem-solving are precisely the approaches that will guide them to developing logical and effective case analyses. Moreover, when the professor explicitly encourages students to apply the text's marketing strategy planning to their case analyses, the students realize that it really does work, and their appreciation for the whole course is heightened. Specifically, the instructor might suggest that the students think about how good a job the firm has done in selecting target market(s), and what other target markets should be considered. In the same vein, students can use the 4 Ps framework to think about how the firm's marketing mix fits the needs of the firm's target market(s). The elements of the market environment should be considered – to determine if they are likely to be important in evaluating or shaping the marketing strategy. Students should be encouraged to think about the characteristics of target customer buying behavior and how it relates to the selection of the marketing mix. This problem-solving approach for evaluating the case is "intuitive" for instructors – but students just starting with the case method benefit from the reminder – both when a case is assigned (and perhaps on a recurring basis as the case is discussed). In this vein, Exhibit 2-9 from the text (available in the PowerPoint archive for Chapter 2), can be shown before, during, or after the case discussion as a way to highlight topics considered (or not considered) in the case and to provide structure to the discussion. Some cases involve two or more possible target markets and marketing mixes. These situations may warrant a special comment here. Many students will have a tendency to "lump" all of their recommendations together into a grand marketing program. If done well, this may be fine and in line with what the instructor prefers. The authors have found, however, that students have a tendency to fall into "sloppy thinking" unless they are specifically encouraged to first really focus on and specify each individual strategy (i.e., target market and corresponding marketing mix) separately – before trying to come up with some combined or overall marketing program (as discussed in Chapter 2). When the students do not think first about individual strategies, they tend to see only the general – often superficial – problems and challenges that firms face. Even with "coaching" in advance about how to approach a case analysis, many students are very uneasy about preparing a case. They may not have ever had cases in any other course or may simply need more confidence in their own abilities to cope with the open-ended type of thinking that is involved. Because of this, if an instructor plans to grade students' case analyses it is often best to give students at least one "practice case" and some feedback before assigning grades that "really count.” Some instructors require every student to prepare the first case assignment but include the grade for that case work in the final grade only if it does not lower the student's average on the case work portion of their grade. This rewards those who do a good job from the very beginning but does not frustrate those who need a little time to become accustomed to casework. Case analysis can be a flexible means to encourage a wide variety of student skills. Some instructors assign students to a group, and have the group prepare a presentation of their case analysis and recommendations for the rest of the class. This is a good way to give students experience both in working with others and in developing skills in speaking before a group. Sometimes it is interesting to have two or more different student teams make presentations on the same case, and then have the rest of the class indicate which set of recommendations they would follow and why. Cases also offer students excellent opportunities to develop skills in written communication. The authors have found that a page constraint (like one or two double-spaced pages) can be helpful in encouraging students to get to the important points – and not simply repeat the descriptive material in the case.

The authors have found that students often ask to see an example of a "good" case write-up when a case written "brief" is assigned. Yet some instructors are hesitant to provide such a sample because of concern that students might think that there is only one "good" answer. On the other hand, distributing a copy of a case prepared by one or more of the students – especially for one of the "early" case assignments – can help to show students that the instructor has realistic expectations – and that the instructor doesn't necessarily expect a short write-up to cover every possible idea. If the instructor decides to duplicate and distribute a case prepared by one or more students, it is usually best not to identify the name of the student who prepared the case (and privacy considerations prohibit this at most institutions). While most students like having their work used as a good "example," they may be embarrassed when they are publicly identified to the class as having done a "good job." Moreover, if a sample case brief is distributed, it is usually good to point out to students that clearly reasoned "recommendations" other than the one(s) in the distributed case could elicit a very favorable reaction. If this precaution is not taken, some students may feel that they were somehow supposed to "read the instructor's mind" to get the "right" answer. When the instructor of a larger class asks students to prepare a case for class discussion, some may only give the case a passing reading – or less than that – if they think that they will be able to sit quietly and let other students volunteer their analyses. One simple way around this problem is to encourage students to prepare a single page of "notes" – perhaps simply in outline form – in which they list what they consider to be the key "facts" of the case and their analysis and major recommendations. The instructor can indicate that these notes need not be "polished," but rather are simply to be used as a reminder during class discussion and that the notes will occasionally be collected – as part of an evaluation of daily preparation. This does not create a lot of extra work for the students (or grading for the professor) – but does usually raise the percentage of students who are well prepared for class discussion. See the table below for an overview of the cases.

Overview of Marketing Situations in Cases Firm Type

Case Name P

Firm Size R

•

1. McDonald's “Seniors” Restaurant 2. Guadalupe Natural Foods, Inc. 3. COLORADO United Soccer Academy

• •

•

4. Petosega Tech Support

•

5. Resin Valleys

•

6. Valley Steel

•

7. Lake Omarama Lodge

•

Product Class

Good/ Service

•

• •

•

10. Anderson’s Ice Center

•

11. Luciana’s Running Shop

•

12. PearsonalHealth.com— Custom Vitamins 13. Pierce Paul, Inc. (PPI)

•

14. Schrock & Oh Design

•

• •

•

• •

•

• •

•

15. The Wabash Group

•

16. Montana Company

•

• •

•

• •

Nature of Competition

•

• •

8. Zefferelli’s Italian Restaurant 9. Rest Easy Motel

Product Life Cycle

•

Firm Type

Case Name P

17. Wise Water, Inc.

Firm Size

•

24. Abundant Picking

•

25 ABA Tools (ABA)

•

26. Zone 6 Custom Castings, Inc.

•

27. Canadian Mills, Ltd.

•

29. Kramer & Geary (K&G)

•

• •

•

• •

•

• •

•

• •

•

* * *

* *

•

• •

•

* *

•

* * * *

* *

•

* * *

•

• •

•

• •

•

Nature of Competition

•

Product Life Cycle

•

30. Maggiano’s Pizza Pies 31. Brian’s Sustainable Homes 32. Mallory’s Lemonade (A) 33. Mallory’s Lemonade (B) 34. Working Girls Workout 35. The Norbank Baseball Club 36. BE Bold Electric Bikes 37. Chick-Fil-A “Eat Mor Chikin” (Except on Sunday) 38. Bass Pro Shops (Outdoor World) 39. Toyota Prius 40. Potbelly Sandwich Works Grows through “Quirky” Marketing 41. Suburban Regional Shopping Malls: Can the Magic be Restored 42. Invacare Says “Yes, You Can!” to Customers Worldwide 43. Segway Finds Niche Markets for its Human Transporter Technology 44. Red Light Challenge

• •

•

28. Kirkwood Home Health Services (KHHS)

•

23. Wireway Products

•

19.PlanMyWedding.com

•

20. Lake Manina Marine & Camp 21. Gimball-Tonie International (GTI) 22. Bright Light Innovations: The Starlight Stove

•

Good/ Service

18. West Thomasville Volunteer Fire Department (WTVFD)

Product Class

* *

KEY: Firm Type: producer, wholesaler, retailer. Firm Size: small, medium, large. Product Class: consumer, business. Product Life Cycle: introduction, growth, maturity, decline. Competition: monopoly, oligopoly, monopolistic competition, pure competition.

13. COMMENTS ESSENTIALS OF MARKETING’S OBJECTIVE TEST QUESTIONS Complementing this Instructor's Manual is a separate and very complete set of more than 5,000 true-false and multiple-choice questions. The Connect Instructor Resource site includes all of the test questions in a format that can be read by Microsoft Word. The easiest way to create objective tests is through the

Instructor Resources on Connect. There you will find a link to McGraw-Hill’s Test Builder online test generation software. In the print and test-generator software versions, all of the questions are arranged in the same order as the material in the text (and include a specific section where the material is introduced) – to make it easy to ensure even coverage. Immediately below each T-F question, the correct answer is given. Similarly, with each multiple choice question, the correct alternative is identified. Each true-false and multiplechoice question is classified according to: (1) an AACSB classification code for skills and abilities (i.e. communication, ethics, analytic, technology, diversity, and reflective thinking), (2) the expected difficulty level (Easy, Medium, Hard), (3) the number of the relevant Learning Objective from the chapter, and (4) a Bloom’s Taxonomy code for cognitive processes (i.e., remember, understand, apply, analyze, evaluate, and create). This information is summarized below each question – making it easier to select the questions you want for a test. The large variety of carefully-prepared questions allow the instructor to easily develop an objective test that corresponds to the course objectives – whether the objectives focus on learning concepts and definitions or include higher level abilities – like the ability to apply the concepts or understand how a variety of topics interrelate. This means that the instructor can spend more time on other aspects of the course – or other responsibilities. Further, the test-generator software makes it easy to build your own tests.

14. COMMENTS ON THE POWERPOINT LECTURE SLIDES AND YOUTUBE POWERPOINT SLIDES The Instructor Resource Center on Connect offers you access to all different sets of presentation materials you can use with Essentials of Marketing, including:   

Standard PowerPoints – which include media and animations. Accessible PowerPoint – stripped of media and animations to accommodate ADA compliance. YouTube PowerPoints – include links to YouTube videos you can add to your presentations.

PowerPoint presentations feature:  Few bullet points – we don't like bullet points and our students don't either  A list of the learning objectives from each chapter  Exhibits form the textbook  Images from the textbook  Links to select YouTube videos  “Testing Your Knowledge” questions – to use with clickers or simply to “question” students during a presentation  A summary of all new “key terms” from each chapter  Slides have builds or animations (stripped out in “Accessible version”) to allow content to be presented to your students point by point  Slides “Notes” pages have scripts – which can be read as is or adapted by individual instructors  NEW! Each chapter slide deck includes 3-4 photos and/or advertisements from the chapter— usually including “caption questions” that might foster discussion.  NEW! Each chapter slide deck includes 3-4 YouTube PowerPoints with hyperlinks from the slide to online video content. YouTube PowerPoints Our students make frequent use of online video. Video can be engaging which foster deeper learning. These days there are lots of online videos – and some of them are useful for marketing instructors. We have combed through hundreds and hundreds of videos to identify content that works well for the introductory marketing class. To give you some easy options for adding video to your classroom, we III- 29 © McGraw Hill LLC. All rights reserved. No reproduction or distribution without the prior written consent of McGraw Hill LLC.

identified about 240 YouTube videos that offer opportunities for you and your students. We have created two different files:  EM18e YouTube PowerPoints V18e – this set of PowerPoints with linked videos was created in January 2023. More than 90% of these were (currently) less than three years old. These are numbered 0-137 in the chart below.  EM18e YouTube PowerPoints CLASSIC – this set of PowerPoints with linked videos was initially included with the previous edition of Essentials of Marketing. By definition, they are videos from 2019 or earlier. We did go through and delete those with bad links and which felt very dated. Many are “classic” though and still retain teaching and learning (and sometimes just entertainment) value. Each video is labeled as one of six types: 1. Case Study – videos that tell a story. 2. Viral Video – videos that went viral. 3. Ad – an advertisement. 4. Guest Speaker – more of a talking head expert providing commentary. 5. Case Opener – a video of the company featured in our chapter-opening case study. 6. Explainer – provides an explanation of a marketing concept. Usually with additional graphics. These videos can serve a wide range of purposes in the classroom. Some serve as an opportunity to demonstrate the wide range of creativity in marketing. Others allow the instructor to bring a virtual guest speaker in to discuss a particular topic. Some of the videos act as real world case studies – and include data on how well a particular campaign performed. • • • •

WARNING: These PowerPoint slides require an active high speed Internet connection. In addition, owners of videos may decide to remove videos after they have been posted. Confirm that videos work in the classroom where you are teaching before introducing them to your students. Click on the “TV” icon to connect to the video. Finally, know that YouTube often serves up pre-roll ads before showing you the right video.

YouTube PowerPoints – Version 18e (numbered 1-137 and generally more recent) *Our favorites are marked with an asterisk. Chapter Name

time

1. Chapter Opener: For Once, Don’t Do It* 2. Ad: Buy Less, Demand More (Patagonia)* 3. Guest Speaker: What is a Purpose-Driven Brand? 4. Guest Speaker: Why are purpose driven brands so successful? (TikTok video)* 5. Guest Speaker: Purpose-Driven Branding (David Aaker) 6. Case Study: Liquid Billboard (The world’s first swimmable billboard) adidas 7. Case study: Pepsi creative award- winning ad – Better with 8. Case Study: Burger King – Non Artificial Mexico 9. Ad: Rolling billboard for funeral home turns heads 10. Case study: HAVAS – STAYBL App 11. Case study: Lil Sugar – Master for disguise 12. Ad: David’s Unusables 13. Case study: Dole and Ananas Anam Piñatex 14. Case study: The making of Billion Dollar Collection 15. Case Study: Azgard9 CO2AT Case 16. Ad: Google presents the #BlackOwnedFriday film* 17. Viral Video: Open Spaces Film 18. Viral Video: Escape from the Office – Apple at Work 19. Super. Human. – Tokyo 2020 Paralympic Games Trailer 20. "Los Santos +3º" by VMLY&R Brazil for Greenpeace

1:00 1:19

X X

6:13

:40

50:52

1:59

X X

X X X

X X

1:20 X

3:18

2:24

2:15

X X

3:00

8:50

2:13

X X X

2:01

1:53

2:02

2:03 2:14 1:00 2:10

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*Our favorites are marked with an asterisk. Chapter Name

21. Toxic Influence: A Dove Film – Dove SelfEsteem Project* 22. Case study: Lil Jif Project 23. Case study: Nike NikeSync Menstrual Cycle Sync 24. Top 10 Craziest Advertising Campaigns That Actually Worked 25. Case opener: Lemonade Insurance Video – Illustrated Explainer 26. Guest speaker: Social Media Marketing in 5 Minutes* 27. Chapter opener: Amazon is Using AI in almost everything it does* 28. Explainer video: Artificial intelligence is an innovation game-changer 29. Ad: Commercial by AI 30. Case opener: 1955 Lego System Commercial 31. Case opener: Adults Welcome Lego funny ads compilation* 32. Case opener: Lego’s Amazing Marketing Strategy 33. Case Study: Spotify A Song for Every CMO Rachel* 34. Case opener: Dunkin’ Donuts Fritalian Commercial 35. Guest speaker: Designing a Survey 36. Guest speaker: What is A/B Testing? – Data Science in Minutes 37. Case Study: The Best Marketing Ever – Story of Coffee in Japan 38. Case Study: How Apple and Nike have branded your brain 39. Case study: Elon Musk Spends $0 on Marketing – Tesla’s Marketing

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40. Guest speaker: How to create a great brand name – Jonathan Bell (TED Talk) 41. Chapter Opener: Under Armour creates athletic apparel of the future 42. Explainer: Product Life Cycle (iSeeIt!) 43. TED Ed: Ethical dilemma: The burger murders* 44. Explainer: The Life Cycle of a Cup of Coffee, TED Ed* 45. Explainer: The Life Cycle of a T-Shirt, TED Ed 46. Case Study: Why Starbucks failed in Australia 47. Explainer: How do focus groups work? 48. Explainer: The paradox of value – TED Ed 49. Explainer: Why are we so attached to our things? TED Ed 50. Guest Speaker: The Do-’Goodr’ Who Rescues & Delivers Food To The Hungry* 51. Case Opener: The new Bühler Corporate Movie 52. Ad: McDonald’s – Can I get Uhhhhhhhh 53. Ad: BMW – Zeus and Hera 54. Chapter Opener: Where Did Roomba Come From? iRobot CEO Colin Angle 55. Ad: iRobot Do You? Dance 56. Guest Speaker: The Surprising Secrets of Exceptional Product Leaders 57. Explainer: Overhauling Supply Chains to Ease Bottlenecks 58. Case Study: Two-Minute Case Study – Best Buy’s Omnichannel Strategy 59. Guest Speaker: In Focus: e.l.f.’s TikTok Success 60. Case opener: In Focus: Domino’s Pizza Loyalty

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61. Case Study: McCormick’s Seasoned YouTube Strategy 62. Case Study: Data & Gabbana: Stitch Fix's Predictive Algorithms 63. Case Study: Artificial Intelligence: Sephora's Newest Beauty Advisor 64. Case Study: Two-Minute Case Study Target Hits The Omnichannel Bullseye* 65. Case Study: Two-Minute Case Study - John Deere Digs Into Site Links 66. Case Study: Smirnoff Serves Up Healthy Competition 67. Case Study: Two-Minute Case Study - How Ford Wins At Search* 68. Explainer: What is Direct-to-Consumer* 69. Ad: Glossier – Product Video 70. Why Brands are going Direct-to-Consumer (D2C)* 71. Ad: “The Killer Pack” by VMLY&R India for Maxx Flash 72. The BCG Growth Share Matrix Today* 73. Explainer: How to Do Market Research!* 74. Explainer: How Much Should I Charge? (Probably More Than You Think)* 75. Explainer: What is Service Design A Tale of Two Coffee Shops* 76. Explainer: What is design thinking? 77. Explainer: What is human centered design? 78. Explainer: What Is Design Thinking?* 79. Guest Speaker: Sales Is Just Like Dating 80. Guest Speaker: Simon Sinek on dealing with tough sale prospects and clients 81. Guest Speaker: Michael Porter – Why business can be good at solving social problems

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82. Case Study: Apple Pay Is Killing the Physical Wallet After Only Eight Years* 83. Guest Speaker: Pricing Strategies – ValueBased Pricing 84. Case Opener: How Drinks Helped Dunkin’ Become a $9 Billion Empire 85. Case Study: The Unconventional Franchise Model Behind Chick-fil-A’s Success 86. Case Study: Behind Dollar General’s Strategy to Dominate Rural America* 87. Cases Study: How Sephora Revolutionized Makeup Consumption 88. Case Study: Olympian Eileen Gu’s: The Risks and Rewards for Brands 89. Case Study: The Economics of IKEA: Why Does Labor Lead to Love? 90. Case Study: 'Tarjay:' Target’s Strategy Combines Bargain and ‘Elevated’ Products* 91. Case Study: Crocs—How the Polarizing Footwear Brand Became a Fashion Statement 92. Case Study: How Oatly Lost Its Grip on the Oat-Milk Market 93. Explainer: How Stores Play to Your Senses to Get You to Spend 94. Case Study: Behind Costco's Treasure-Hunt Shopping Strategy 95. Case Opener: How Home Depot Became the World’s Largest Home-Improvement Retailer 96. Case Opener: Why Home Depot Failed in China 97. Explainer: How TikTok's Algorithm Figures You Out 98. Explainer: The B Corp Movement: Transforming the global economy to benefit all people, communities and planet* 99. Explainer: Why LGBTQ Ads Have Evolved

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100. Explainer: Why Global Supply Chains May Never Be the Same 101. Explainer: How Companies Are Overhauling Supply Chains to Ease Bottlenecks 102. Explainer: Low Inventory and EV Sales Fuel Changes in How Americans Buy Cars 103. Explainer: What the Heck Is an NFT? (And Should I Buy One?) 104. Explainer: Why Instagram Reels Is Struggling to Compete Against TikTok* 105. Explainer: Can You Really Save Money by Going Green? (And How Much?) 106. Explainer: Is drone delivery practical? 107. Explainer: ShipBob Fulfillment Center Guided Tour - 3D 360° VR Video 108. Explainer: Decodes—Sustainable Logistics 109. Case Opener: How Coca-Cola Sells 1 Billion Cokes Every Day 110. Case opener: The Home Depot Commercial 111. Case Opener: Meet the kind of people who are in our parking lot at 5:45 a.m. 112. Guest Speaker: What Is The Future Of Retail Stores?* 113. Explainer: The future of shopping – what’s in store? 114. Here's why the future of retail is brick-andmortar: Analyst 115. Explainer: Creating New Products for Emerging Markets* 116. Explainer: How to Be a Disruptor 117. Explainer: What is Web3? 118. Explainer: The Art of Persuasion Hasn’t Changed in 2,000 Years* 119. Explainer: The Explainer: Don’t Just Sell Stuff — Satisfy Needs*

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120. Case Study: Competing Against Bling 121. Guest Speaker: Think Twice Before Updating Your Brand 122. Guest Speaker: Andrew Winston answers tough questions about the climate crisis* 123. Case opener: The Gecko Tells a Cinderella Story - GEICO Insurance 124. Case opener: Ferguson – Serving Commercial and Mechanical Professionals 125. Case Opener: Ferguson Trainee Program: Inside Sales* 126. Guest’ Speaker: Why ‘To Sell is Human’ 127. Guest Speaker: Guest Speaker: Dan Pink – Like it Or Not, You’re Probably a Salesperson* 128. Guest Speaker: Domino's strategy to become the fastest and the easiest place to order pizza 129. Case Opener: Carryout Heroes 130. Ad: Vidico – Brand Video 131: Guest Speaker: What are the important elements of customer service? 132. Guest Speakers: What will marketing look like in 2030?* 133. Explainer: The Future of Advertising: Four Scenarios 134. Guest Speaker: The Future of Marketing & 5 Brands That Are Leading the Way* 135. Guest Speaker: 10,000 years of branding explained in 6 minutes* 136. Guest Speaker: 5 Questions – Brent Adamson on the Future of Marketing 137. Guest Speaker: How Brands Stumble When Saying ”Happy Pride”

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201. Guest Speaker: Where Good Ideas Come From 202. Case Study: Anthon Berg’s “The Generous Store”* 203. Ad: BGH – “Dads in Briefs” 204. Viral Video: Cartier 205. Case Study: Rehau Window 206. Guest Speaker: Steve Jobs 207. Case Study: ArtCenter Promotion 208. Ad: Toyota Venza 209. Case Study: Bing & Jay–Z* 210. Case Study: Swedish Post 211. Ad: Google 212. Viral Video: Drunk Valet* 213. Sales Promotion: Product Placement 214. Viral Video: Toyota Swagger Wagon 215. Ad: UPS 216. Ad: Apple 217. Viral Video: Old Spice 218. Viral Video: State Farm 219. Viral Video: Method 220. Guest Speaker: The Marketing Concept* 221. Ad: Chevy Volt 222. Ad: Toyota 223: Viral Video: Secrets from the Science of Persuasion 224. Case Study: Kix Creativity Lab 225. Case Study: The Organic Effect 226. Viral Video: Bill Nye Explains Holograms with Emojis 227. Ad: Chipotle – Back to the Start* 228. Case Study: Analytics Proves Perfect Assist for NBA Team 229. Case Study: Timberland

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230. Case Study: Last Week Tonight with John Oliver – Native Advertising 231. Guest Speaker: What Are Memes and Virality? 232. Guest Speaker: How to Persuade without Pressure 233. Case Study: The Willis Resilience Expedition 234. Ad: Experience the Power of a Bookbook™ 235. Guest Speaker: Morgan Spurlock 236. Case Study: Vince Wines in China 237. Ad: Budweiser USA: Global Be(er) Responsible Day “Friends Are Waiting” 238. Case Study: Kohler's Magic Toilet* 239. Viral Video: Customer Service Rep Recorded 240. Guest Speaker: Eoin Comerford on Merchandising with Content 241. Case Study: Life-saving Cable Project 242. Case Study: First Kiss 243. Guest Speaker: Dave Gilboa on Warby Parker 244. Ad: GoPro – Fireman Saves Kitten 245. Ad: Android – 100 Billion Words 246. Guest Speaker: Gary Vaynerchuk 247. Viral Video: Top 10 Marketing Failures 248. Guest Speaker: Dan Cobley 249. Case Study: Dove – Campaign for Real Beauty* 250. Viral Video: KLM Lost & Found Service 251. Viral Video: God Only Knows – BBC Music 252. Viral Video: World's Toughest Job 253. Viral Video: Dollar Shave Club

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254. Case Study: Progressive Insurance Commercial 255. Guest Speaker: History of Owned Media 256. Viral Video: Top 10 Business Rivalries 257. Ad: Priceline – Negotiator 258. Guest Speaker: Tony Fadell 259. The Home Depot Mobile AppAugmented Reality 260. Ad: Schick Xtreme 3 – La Entrevista 261. Viral Video: Ellen Degeneres – Oh No You Didn'stagram 262. Ad: Patagonia Denim 263. Case Study: SWISS – Rebranding Case Study 264. Guest Speaker: “Persuasion and the Power of Story” 265. Ad: Dr. Pepper – Mountain Man 266. Viral Video: 100 Years of Men’s Fashion in 3 Minutes 267. Viral Video: What is Branding? 268. Case Study: Pocket Fire Extinguisher 269. Case Study: Digital Marketing - Kraft Foods Make Something Amazing 270. Case Study: McDonald’s - Our Food. Your Questions* 271. Case Study: Coca-Cola Contour Digital Campaign – Case Study (Africa 272. Case study: Wheelmate app 273. Case Study: Van Gogh BnB 274. Case Study: Whirlpool - Care Counts™ Program 275. Case Study: Meet Graham 276. Case Study: The Åland Index and the Baltic Sea Project* 277. Case Study: Did you mean MailChimp?