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Talk to an Expert| Category | Assignment | Subject | Marketing |
|---|---|---|---|
| University | Singapore Management University (SMU) | Module Title | MKTG101 Marketing |
The course introduces Marketing as both a professional and an academic discipline. As a profession, marketers identify consumer needs, determine which target markets to serve, and develop an optimal product, pricing, promotion, and distribution strategy that best satisfy consumer needs, relative to competition. These decisions—product, price, promotion, and distribution—flow from a rigorous analysis of the constantly evolving market environment and consumer needs (for example, the recent rise of ethical, sustainable, and socially responsible consumption). Marketers serve a vital role in the longterm success of all organizations, profit-oriented as well as not-for-profit, small as well as large. Academically, marketing is a multi-disciplinary field involving the concepts, theories, and methods used to understand exchanges and long-term relationships between buyers and sellers. Through a combination of lectures, discussions, videos, individual and group assignments, and case analyses, the course is designed to cover the fundamental concepts and principles of this challenging field. It is a required course for marketing majors, which complements the theories and skills taught in many of the other majors at SMU.
By the end of this course, students will be able to:
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Pay & Buy Non Plagiarized AssignmentPlease refer to the Course Catalogue on OASIS for the most updated list of pre-requisites / co-requisites for this particular course.
Do note that if this course has a co-requisite, it means that the course has to be taken together with another course. Dropping one course during BOSS bidding would result in both courses being dropped at the same time.
While it is not a requisite, it would help for you to have an open, thinking, curious mind – and a keen interest in understanding how human beings act, think and feel!
Quizzes (2): 30% (18% weight for better quiz, 12% for worse quiz)
In-class exercises: 7%
Research Participation: 3%
Final Examination: 35%
Project: 25% Total: 100%
Blended approach: The course will be taught through a combination of face-face sessions and asynchronous video lessons (and accompanying exercises). The ability to process numbers and to think analytically is increasingly becoming necessary to thrive in the Marketing discipline, both academically and professionally. Considering that not all students will be at the same starting point with respective to familiarity and comfort with thinking numerically, the videos will be designed for self-paced learning, and focused mainly on the quantitative aspects of the discipline. This learning will be reinforced with online exercises and in-class revisions. Consequently, some face-face class sessions will last for between 2 and 2.5 hours, with the expectation that a half hour or more will be spent before (or sometimes after) class through self-paced learning. There will also be non-graded e-quizzes and eLearn forum discussions for interactive learning and feedback from peers.
Quizzes. There will be two non–cumulative online quizzes consisting of multiple-choice questions and perhaps, some short answer questions. Advice on preparation for these quizzes and sample questions will be provided before the first quiz. Quizzes will be conducted for all three sections together, (at 8 p.m. on Tuesdays of week 7 and 12) with make-up quizzes administered to students who have a clash of class at that time.
Case studies offer a wonderful opportunity to make the learning of Marketing come alive. In each assigned case, there will a protagonist who will be considering making an important marketing decision; the case will lay out the information available to him/her. Based on the information in the case, and the theory taught in class until that point in the term, the instructor will lead the class through a discussion centered on reinforcing the understanding of the key marketing concepts involved, while helping the protagonist consider the pros and cons of different ways of deciding on the marketing problem. There will be three case discussions in class for you which you are required to be well prepared (on an individual basis). Your preparation for these discussions will be tested through a short quiz at the beginning of each case discussion. These are pass or fail assignments (as part of the in-class activities in the course components), and you will generally get full credit (most students will) or no credit depending on the quality of responses to the key questions in the quiz. The quiz will not be testing minute case fact details such as dates and other numerical information. They will be designed to test your understanding of the key issues of the case. Discussion questions (different from the quiz questions, and to help you prepare) for the cases will be assigned are listed later in this document. As you read the case, you should try to answer the discussion questions – that is sufficient preparation for the case discussion and the quizzes. Case quizzes will be administered in class (paper based, not online)
The purpose of the research participation requirement is to supplement the material on marketing research methods by giving you direct exposure to academic research in marketing. You will have to participate in three research studies through the course of the term to get credit for this component (or you can do very short alternative assignments to make up for them). These studies are very easy to participate in – you just have to sign up for a study, and visit the behavioural lab in the SMU Concourse (opposite the food court) to complete the study by following instructions given by the researcher. The studies will typically involve reading information, watching a video, or listening to some audio sample and answering questions about your reaction as a consumer. Your sincere and conscientious participation in these studies are extremely valuable to SMU researchers, and will help build SMU’s research reputation. The final section of this course outline (pages 11-13) describes how you can sign up and participate in these studies.
There will be a cumulative final exam covering all the course content (other than the case studies and guest lectures). The exam (100 points) will consist of two parts.
1. A standardized (across all instructors) section with
2. A customized section with short and long answer questions designed by your instructor worth 50 points.
More details on the exam format and content, with sample questions from previous exams will be provided closer to the exam.
Groups of size 5 or 6 will be formed for you maximizing diversity within each group. Groupings will be announced in Week 2.
Details of the group project are described below.
G7: Tue 8:15 to 11:30 am LKCSB SR 3.7
G8: Tue 12:00 to 3:15 pm LKCSB SR 3.7
G9: Tue 3:30 to 6:45 pm LKCSB SR 3.7
I will be happy to directly answer any questions on the course myself. The best way to ask is either in class, or by posting on the eLearn LMS Discussion boards – there are three fora, one each for course content (unclear concepts, theories, methods discussed in class), operational logistics (about assignments, quiz format etc.) and non-course topics (LKCopitiam). Every once in a while, I might ask you to contact the teaching assistant to give information, to submit assignments, etc. But otherwise, please do not ask them course related questions – just ask me directly, through the discussion fora, so everyone benefits from our correspondence. (Please reserve email correspondence with me for just personal requests (e.g. outside engagements that clash, personal difficulties, etc.))
G7: Jelson Lim (jelson.lim.2022@business.smu.edu.sg)
G8: Jean Zang (jy.zang.2023@business.smu.edu.sg)
G9: Marcus Ng (marcusng.2022@business.smu.edu.sg)
Principles of marketing / by Philip Kotler, Gary Armstrong and Sridhar
Balasubramanian., Harlow :, Pearson, 2023, 9781292449333, ISBN
An e-flier with a discount code for the e-version of this text is available on page 10 of this document. You may also buy a hard copy of the book on Shopee.
The library has multiple simultaneous access available for the ebook – for two-hour check-out at a time.
The above textbook is recommended but you might be able to survive, even thrive in the course without purchasing the text or learning from an alternative introductory marketing textbook. All quizzes, the exam and assignments will be based on materials covered in class (some of which is in the recommended text and some not). It would help to read up on the prescribed chapter before class, or at least after class as a refresher. And of course view and understand all the posted videos and other online content.
There will also be some case studies and possibly some additional readings required, which will be posted on eLearn. There will be no purchase required of these readings.
All acts of academic dishonesty (including, but not limited to, plagiarism, cheating, fabrication, facilitation of acts of academic dishonesty by others, unauthorized possession of exam questions, or tampering with the academic work of other students) are serious offences.
All work (whether oral or written) submitted for purposes of assessment must be the student’s own work. Penalties for violation of the policy range from zero marks for the component assessment to expulsion, depending on the nature of the offense.
When in doubt, students should consult the instructors of the course. Details on the SMU
Code of Academic Integrity may be accessed at https://oasis.smu.edu.sg/Pages/DOSWKLSWC/UCSC.aspx.
Please note that all course materials are meant for personal use only, namely, for the purposes of teaching, studying and research. You are strictly not permitted to make copies of or print additional copies or distribute such copies of the course materials or any parts thereof, for commercial gain or exchange.
For the full copyright notice, please visit: https://smu.sg/Copyright-notice or OASIS ->
CAMPUS LIFE & EXCHANGE -> CONDUCT & DISCIPLINE -> UNIVERSITY COUNCIL OF STUDENT DISCIPLINE
SMU strives to make learning experiences accessible for all. If you anticipate or experience physical or academic barriers due to disability, please let me know immediately. You are also welcome to contact the university’s disability services team if you have questions or concerns about academic provisions: DSS@smu.edu.sg. Please be aware that the accessible tables in our seminar room should remain available for students who require them.
As part of emergency preparedness, instructors may conduct lessons online via the Zoom platform during the term, to prepare students for online learning. During an actual emergency, students will be notified to access the Zoom platform for their online lessons. The class schedule will mirror the current face-to-face class timetable unless otherwise stated.
Case analyses and discussions are a great way to consolidate your understanding of marketing theory and concepts, and also to practise managerial decision-making skills in a marketing context. The better prepared you are, the better will be your learning both for this course and as a marketer later on in life.
Ideally, every case needs to be discussed from the viewpoint of the central manager in the case and the critical decision(s) s/he is facing in the case. Defining the problem itself is a big part of analyzing these cases. In almost any marketing case, the main decision almost always is “what is the marketing plan/strategy you recommend?” and this involves doing all the analysis you would typically do – a situational analysis of the 5 Cs, answering the consumer behaviour and market related questions listed below, analyzing all the quantitative and qualitative information in the case, understanding what business the company is in, segmenting the needs in different ways, picking target segments and then devising a marketing plan for each target segment.
Each case will give you different pieces of information and there will often be information missing. Remember that the manager is located at a specific point in time and location – you are not supposed to consider hindsight knowledge you might have acquired about the company/industry in the years since the case was written.
There really is no right or wrong answer to these cases, but there is a right or wrong, or complete or incomplete, or consistent or inconsistent way of analyzing and presenting your recommendations. For example, your pricing and promotion and distribution and product strategies all need to be consistent with each other and with the basic analysis of the situation you have presented. And you need to make reasonable assumptions about missing information in the case. Analyzing a case and presenting it is not easy. But then, marketing is not as easy as it looks either.
Read each case at least twice before starting to answer these questions. Note down salient numerical information as they appear in the case – especially about market sizes, competition, prices, product features, budgets, and anything that you learn about how consumers behave in these categories in these markets. As you read the cases, try to also relate them in your mind to the concepts covered in class upto that point in the term.
Some generic questions to think about for almost any marketing case (in this course or others) are the following
Market characteristics
These should help you understand the specifics of the marketing situation in any case.
Discussion questions specific to each case which will be useful for you to plan answers to, for effective participation in class, are listed below. We will focus the discussion in class on some of these specific questions for each case.
The schedule of case discussions is as follows. Each case discussion will be preceded by a short case-related quiz with 5-6 short answer questions to be answered in 10 minutes. These will be assessed on a pass/fail basis (and count towards the in-class exercises in the course grade components). Reading the case and attempting to answer the discussion questions below should be sufficient preparation for the case quiz. You will not be required to remember numerical case facts in the quiz.
Week 7: Singapore Management University: Marketing a Master of Business
Administration Programme
Week 11: Tiger Balm: The Future of a Heritage
Week 12: Amara Hotels and Resorts
These cases will be posted on the eLearn contents section for the respective week.
The assignment: Marketing Plan for a Product for an Emerging Segment in Singapore
Select a well-defined emerging (in Singapore) target market, defined on a geographical, demographic, behavioural or psychographic base (or combination) and design a marketing plan for a company or brand (available in Singapore) targeting this segment.
Emerging refers to markets that are underserved currently by most of the products and brands in the market and where there might be potential for growth in the future.
Some examples of segments (and relevant product/service categories) that are emerging in Singapore:
Please submit a one-page document (on eLearn on the section-specific page) outlining the chosen segment and a tentative description of the product/service by February 3 11:59 p.m. If you have multiple ideas, you may submit them all and I can help you choose. I will set up discussion slots for in-person meetings about your project later in the term. Every group must meet with me at least once before the term break. I just want to ensure that what you are attempting is feasible, well-defined and appropriate for this course.
1. Selecting a target market and product.
The four bases of segmentation we will discuss in class are
Geographical (different parts of Singapore, or city versus heartlands)
Demographic (based on gender, age, occupation, income, religion, social class or a combination)
Behavioural (based on the product category e.g. heavy/medium/light user, or trier-non trier)
Psychographic (based on lifestyle and values, e.g. environmentally conscious, or conservative/liberal)
In the above example – young couples without children would be an example of a demographic segment that combines two bases (age and whether they have children or not).
Note that the segment can consist of individuals, or couples or households as the basic unit.
Brainstorm with your groupmates on various segments that you think are growing in Singapore, and products/services that are currently not serving them well. If you have a few ideas, I could guide you on selection that’s suitable for this course project.
The product/service you choose could be an existing one in Singapore, or one that is available elsewhere in the world but not yet in Singapore, or one that is completely new to the world. Ideally, it should be a new offering of a current firm operating in Singapore. If there is no fit for an existing company, then the product could be the first offering of a start-up.
Note that Business-to-Business (B2B) segments, while alright for this course, are extremely difficult to research and make marketing plans for unless you have connections within the industry. So a focus on recyclable disposable containers focused on restaurant owners may be a good idea, the customers in that case would be restaurant owners who might be difficult to research. It is best to work on Business-toConsumer (B2C) segments, where the market for the product/service is ordinary residents of Singapore seeking to fulfil their own needs.
2. Developing the Marketing plan.
a. Attempt to estimate the size of this market in terms of number of consumers, and if it would be worthwhile breaking up the segment into more sub parts. g. young Singaporean couples and young expat couples.
b. Take on the role of a current brand/firm that might find this segment attractive.
c. Look up the various library and internet resources (e.g. Factiva, Passport) to learn more about this segment, and about their preferences, and product categories, and current efforts of marketers to engage them. There might be Facebook groups, blogs, Youtube channels, and other social media (e.g. Instagram, TikTok, LinkedIn) channels too related to this segment. Websites and social media pages of various competitors may also have information on what the companies are doing right now to address the needs of this segment.
d. Do a survey or in-depth interviews or a focus group of consumers in this category. Aim for a sample of at least 50 if doing a survey, or a focus group of 8 participants, or 10 indepth interviews. I will upload templates for these research efforts and will help you with survey design.
e. Brainstorm about the combination of product characteristics, promotional methods, pricing system and distribution mechanisms that will constitute the marketing plan. As the course progresses, you will learn the elements of the different parts of the marketing mix. So you should meet as a group, periodically, to brainstorm on these aspects of your marketing plan, and then finally see how to combine them into an integrated whole.
f. On a best effort basis, estimate the costs of the promotional campaign for the initial year.
3. Presenting the Marketing plan.
The presentation will be done online (through an unlisted streaming video on Youtube, due by Sunday, April 5 11:59 p.m. A one-page managerial summary of the marketing plan is also due by that deadline, as is a summary of AI use (see below). I will go over the structure of this presentation and write up later this term.
On Tuesday, April 7 (week 13), I will have an in-person conversation in class, with each group, for an interactive discussion of your project. You will have to only attend the 10-15 time slot for your group that day. You will also be required to give feedback and ask questions (online on an eLearn forum) for three other groups in your class. And then each group will respond to the feedback from the three groups.
| Max score | Below expectation | Par | Outstanding | |
| Background analysis | 2 | Scanty research, missing critical
elements of the background (0) |
Good background
research that establishes the motivation for the project (1) |
Excellent analysis of the background of the project, with
secondary research or literature justifying the selection of the project topic (2) |
| The elements of the
marketing plan (Note that not all the |
8 | One or more of the critical
marketing mix elements not well developed, in enough detail |
All relevant elements of the marketing mix included, with
sufficient detail (5-6) |
Thoughtful and detailed descriptions of the 4
Ps with the right focus on those elements critical to |
| elements of
the mix are equally relevant in every product category) |
(1-4) | the chosen category and segment, well
justified arguments, innovative (7-8) |
||
| How well the elements of
the plan are integrated |
3 | Key elements of the marketing mix not
consistent with other elements (1) |
Most parts of the marketing plan
integrated, and consistent with the overall positioning (2) |
The plan feels like a composite whole,
with the elements of the marketing mix all consistent wit each other and with the overall positioning (3) |
| Presentation quality | 5 | Presenters who are not
engaging, variance in energy levels across presenters, poorly designed slides (1-3.4) |
Good flow of the presentation,
with most but not all parts of the presentation well done, with slides that are adequate to make the point that the presenter is making (3.5-4) |
Very smooth flowing presentation with a
logical connection between the different parts of the presentation, engaging presenters, excellent slide design (5) |
| Q & A | 6 | Defensive, ill thought out, garbled or
contradictory responses (1-3) |
Reasonable, sincere,“expecte d” responses
that fall short of a convincing and comprehensive rejoinder (4-5) |
Thoughtful, logical, non-defensive,
comprehensive, constructive responses (6) |
| Maximum | 25 |
There will be peer evaluations conducted at the end of the term, and where there is consistent feedback from multiple members of the group about sub-par or dysfunctional behaviour of one or more members, those students will have some percentage of the overall score deducted (in the past deductions have varied from 5% to 50%). In the worst case, some groups have told me that they would like to “eject” someone from the group, and that that person has to do a solo project (with a maximum score of 20, as you have created an additional grading burden through your negligence). It is your responsibility to be responsive to the group’s communications, and to report back in a timely fashion about tasks assigned to you. Also, try to be an active contributor to the discussions, by doing some research and thinking by yourself before you attend group meetings. There is a lot of scope for interesting, even exciting and intellectually challenging discussions in coming up with a marketing plan as a team. The more you participate, the more you will learn about the Marketing discipline as well as about the art of teamwork.
Note that peer evaluations are affected tremendously by communication. As you will experience later in working life, it is not sufficient to just do the work; you must also communicate what you are doing and interact with others in the team, so that your presence and work is “felt” by the group.
Usage of AI is allowed, indeed encouraged for
Usage of AI is not allowed for:
Please submit a one-page (600 word limit) description of (1) how you used AI tools in this project (specifying which tools you used for which stages) (2) your evaluation of the AI tools used. This write-up is due on Sunday, April 5, by 11:59 p.m. If you did not use AI tools at all, please submit a one-line write-up saying so.
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