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My basic teaching philosophy for this course is to blend the theory and practice of product and brand management in a comfortable, supportive classroom environment that promotes active learning. A good theory is invaluable because it structures problems and suggests possible solutions. My view is that the most critically important consideration in branding is understanding the customer, hence many theories covered will be from a consumer behavior perspective. Branding is both an art and a science. Thus, few branding situations have a definitive, unqualified answer as to the “best” marketing programs. Yet, my belief is that by providing you with relevant and comprehensive theories, and all the accompanying ideas, concepts, mechanisms, and models that go along with that, you can make more informed decisions that will have a greater probability of success. The course readings and activities are designed to help blend theory and practice. The textbook will cover the basic concepts and theoretical frameworks. Additional readings will supplement these theories and provide current thinking on key topics. Cases will allow us to apply these theories to real marketing problems. Guest speakers will be used to illustrate current brand issues and the tension between theory and practice.
Course Requirements and Evaluations
Possible Points 200 75 points 75 points 25 points 25 points 125 125 points 325 points
Component Individual: ♦ Exam 1 ♦ Exam 2 ♦ Case Quizzes ♦ Course Participation Team Assignments: ♦ Brand Audit Total Possible:
The grading scale is A = 90% and above, B = 80-89%, C = 70-79%, D = 60-69%, and F = less than 60%.
There will be two exams worth 75 points each. The objective of the exams is to test your learning in the course and allow you to demonstrate your ability to independently apply the frameworks and constructs we’ve discussed. The exams will consist of multiplechoice questions and short answer questions. Exam 1 is February 20. Exam 2 is March 27.
Note that the exam will cover material from lectures and guest speakers. Assigned readings and cases should be reviewed to reinforce the topics covered in lectures.
The case method will be heavily emphasized in this course. The amount you learn from a case depends on how carefully you read it and how well you analyze it. Read each case thoroughly and come to class ready to contribute to discussions, just as though you were preparing for a big meeting at work. Don’t be passive; don’t expect somebody else in the class to do the analysis or come up with that great solution to the firm’s problems. At the end of the syllabus, a set of study questions is provided for each case to help focus your preparation effort. Please read these carefully before reading a case. These will not always cover every issue, but they will give you a good basis for discussion. There are 5 assigned cases (Levis, L’Oreal, Coca-Cola, Exploring Brand-Person Relationships, Dewars). Your preparation for each case discussion will be tested by a short quiz at the beginning of the class. The quiz will be comprised of two short questions – if you’ve read the case, you should have no difficulty answering them. Quiz grading will be 5 points if answer both questions correctly, 2.5 points if answer one of two questions, and 0 points if incorrectly answer both questions or fail to take the quiz.
"Course participation" does not just mean "the amount of time you talk in class" - it means participation in the class as a whole. Thus, there are actually many ways to improve your participation grade: In-Class Participation. Many people are intimidated by the "obligation" of speaking up in class. Don't be. Your anxiety will be reduced only through practice! Getting comfortable with public speaking will give you a HUGE career advantage. Here's the secret to cutting your stress level - BE PREPARED. Your class participation grade is weighted heavily in favor of quality over quantity. Bug me with things you don't understand. Contact me for clarification on confusing topics. Not only will this let me know of your sincere interest in the course, but it will actually increase your chances of a good grade on the written work. Current Events. Bring in a current event (usually an article from a newspaper or magazine, or sometimes an ad, promotional material, or actual new product). It should be relevant to the topic we are discussing in class. State why you found it interesting and how it is relevant. Reading the marketing and advertising columns of the newspapers and business press can provide great opportunities for class participation.
Attendance. Obviously, you cannot participate if you do not attend class. However, I realize that other obligations can sometimes conflict with class attendance, despite your best efforts. Each student is allowed two absences without penalty. Resume. To help me learn more about you and your interests, a one-page resume is due on the third class day, Jan. 23. Please either bring to class or E-mail the TA.
Students will form brand management teams (5 members) to work on this project. Your assignment is to take a brand and conduct a brand audit. Every team must study a different brand, and brands are assigned on a "first come, first serve" basis. A good source of possible brands is Interbrand list (“Best Global Brands,” Feb. 20). The idea behind the brand audit is to have students conduct an in-depth examination of a major brand of their choosing. The goal of the brand audit is to assess its sources of brand equity and suggest ways to improve and leverage that brand equity. Brand audits are made up of brand inventories (comprehensive summaries of a firm’s marketing and branding program) and brand exploratories (in-depth consumer profiles). More details are provided in Chapter 10 of the textbook. To assess sources of brand equity, it is necessary to profile consumer's brand knowledge structures. A variety of sources of information can be used to assemble this profile. Students are encouraged to consult trade magazines and business publications, and consult with company sources. Furthermore, you are expected to conduct your own survey as part of the exploratory research. After developing a detailed and accurate profile or “mental map” of brand knowledge structures from the brand exploratory, the next task is to provide recommendations concerning how the brand should be managed by analyzing the brand inventory. How can brand equity be built and how can it be effectively leveraged into new product categories to maximize profits? To answer this question, students will critically analyze current marketing programs and make suggestions for new marketing programs. The formal requirements for the brand audit project are two progress reports and a final paper and presentation, as follows: 1. Progress Reports. The first progress report is due at the beginning of the class on Feb. 4. All that you need to include with this report is the names of your team members and the the top 3 brands you are interested in studying. The second progress report is due on March 6. This report should sketch your preliminary vision of a “mental map” for the brand in terms of the strength, favorability, and uniqueness of salient brand associations and outline a preliminary draft of the questionnaire for the brand exploratory. 2. Final Report. The final report is due at the beginning of the class on the last Monday, April 29. The final report consists of a brand inventory, brand exploratory and provides recommendations concerning how to build and manage equity for the brand chosen. Your written summary should not exceed 20 double-spaced typed
pages, plus a one-page executive summary and appendices as necessary (1” margins, 12-point type). Each team will present their brand audit to the class in 25-minute presentations the last two weeks of the semester. In addition I would like a copy of the presentation slides on the day of the presentation. Each of you will be asked to evaluate the contribution of your team peers at the conclusion of the course. These evaluations will be used in determining project evaluations. Each student will receive a team project grade that is proportionate to their participation, as assessed by other team members.
Policy on Scholastic Dishonesty: The McCombs School of Business has no tolerance for acts of scholastic dishonesty. The responsibilities of both students and faculty with regard to scholastic dishonesty are described in detail in the Policy Statement on Scholastic Dishonesty for the McCombs School of Business.
By teaching this course, I have agreed to observe all of the faculty responsibilities described in that document. By enrolling in this class, you have agreed to observe all of the student responsibilities described in that document. If the application of that Policy Statement to this class and its assignments is unclear in any way, it is your responsibility to ask me for clarification. Policy on Scholastic Dishonesty: Students who violate University rules on scholastic dishonesty are subject to disciplinary penalties, including the possibility of failure in the course an/or dismissal from the University. Since dishonesty harms the individual, all students, and the integrity of the University, policies on scholastic dishonesty will be strictly enforced. You should refer to the Student Judicial Services website at http://www.utexas.edu/depts/dos/ or the General Information Catalog to access the official University policies and procedures on scholastic dishonesty as well as further elaboration on what constitutes scholastic dishonesty.
Re-grading. Requests to have a grade reconsidered should be submitted in writing. If you would like to submit a request, or if you would just like to discuss your grade in general, wait at least 48 hours after an assignment is returned to you. This is to prevent an emotional type of interaction, and replace it with a rational, objective discussion of the merits of the case. No re-grading will be considered more than 10 days after the assignment is returned to you, unless it is a matter of a math error, which will always be cheerfully corrected. Special Needs. The University of Texas at Austin provides upon request appropriate academic accommodations for qualified students with disabilities. For more information, contact the Office of the Dean of Students at 471-6259, 471-4641 TTY.
We must treat each other with the professionalism and respect required of us in our careers. Don't expect the CEO (namely me) to look kindly on absences or underpreparation caused by other commitments in your life. Also I’m happy to make an appointment if you cannot attend my office hours, but please do not stop by my office unannounced and expect me to drop everything. I will return the consideration by returning assignments quickly, by offering as much feedback as possible, and by being accessible for questions whenever possible (in person, by e-mail, by phone).
MKT 372 Brand Management Schedule
Jan. 14 Jan. 16 Introduction
Chapter 1, Strategic Brand Management (pp. 2-14, 30-38)
Brand Equity: Framework
Chapter 2, Strategic Brand Management “Brands in a Bind,” Business Week, Aug. 28, 2000 “What High-Tech Managers Need to Know About Brands,” HBR, July 1999
Jan. 21 Jan. 23
Martin Luther King Holiday Brand Equity: Brand Knowledge
Chapter 3, Strategic Brand Management “Can Levi’s Be Cool Again,” Business Week, March 13, 2000 Case: Levi Docker Creating A Sub-Brand (Textbook Appendix A)
Day in the Life of Brand Manager Guest Speakers: Amy Clark and Eric Galler Associate Marketing Manager and Marketing Manager Pillsbury Sweet Rolls
Brand Equity: Positioning Case: L’Oreal of Paris: Bringing “Class to Mass” with Plenitude (Harvard Business School 9-598-056)
Implementation of Branding Strategies: Naming Chapter 4, Strategic Brand Management (pp.131-140, 168-172) “The Name’s The Thing,” Business Week, Nov. 10, 1999 “Companies get inventive…,” Austin American Statesman, Dec. 7, 2000 “SBC, BellSouth Name Cingular,” Dallas Morning News, Oct. 6, 2000 ***Brand Audit Progress Report 1 Due ***
Implementation of Branding Strategies: Distribution & Pricing Chapter 5, Strategic Brand Management (pp.205-214) Case: Coca-Cola’s New Vending Machine (A) (Harvard Business School 9-500-068)
Implementation of Branding Strategies: Advertising & Promotion
Chapter 6, Strategic Brand Management (pp.221-222, 239-246) “How TV Advertising Works: An Industry Response,” Journal of Marketing Research, May 1997
“The Buzz on Buzz,” HBR, Nov. 2000 “Buzz Marketing,” Business Week, July 30, 2001
Feb. 18 Feb. 20 Feb. 25
Questionnaire Design & Brand Measurement
Chapter 8, Strategic Brand Management (pp.307-316, 320-325, 334-340)
EXAM 1 Measurement of Brand Equity: Financial
Chapter 9, Strategic Brand Management (pp.354-367) “The Best Global Brands,” Business Week, August 6, 2001
Measurement of Brand Equity: Qualitative & Brand Audit
Case: “Exploring Brand-Person Relationships: Three Life Histories” (Harvard 9-596-093)
Branding Architecture & Downward Extensions
Chapter 11, Strategic Brand Management (pp.400-416, 428-445) “See Your Brands Through Your Customers’ Eyes,” HBR, June 2001 “Unilever to Cut More Than 1,000 Brands,” WSJ, Sept. 22, 1999
Stage 2 Brand Audit Due: Team Meetings
March 11 & 13 SPRING BREAK March 18 Branding Strategy: Line Extensions & Assortment
Chapter 12, Strategic Brand Management “Extend Profits, Not Product Lines,” HBR, Sept. 1994 “While Managers Embrace Variety, Too Many Choices Frustrate Consumers,” WSJ, April 20, 2001
Guest Speaker: Linda Rogers Brand Manager, BACARDI Mixers The Minute Maid Company
Managing Brands Over Time: Brand Rejuvenation
Chapter 13, Strategic Brand Management “The Techies Grumbled, But Polaroid’s Pocket…,” WSJ, May 2, 2000 “General Mills Intends to Reshape Doughboy,” WSJ, July 18, 2000 “Back to the Drawing Board: Campbell Soup, Brandweek, April 30, 2001 “After Decades of Brand Bodywork, GM Parks Oldsmobile,” WSJ, Dec. 13, 2000
March 27 April 1
EXAM 2 TBA
Managing Brands Over Time: Repositioning
“P&G Tries to Hide Wrinkles in Aging Beauty Fluid,” WSJ, May 16, 2000 Case: Dewar’s (A): Brand Repositioning in the 1990 (Harvard Business School 9-596-076)
Managing Brands Over Time: Crises
“How To Keep a Crisis from Happening,” Harvard Management Update, 2000 “Ford’s Gamble: Will It Backfire,” Business Week, June 4, 2001 “Ford Vs. Firestone: A Corporate Whodunit,”Business Week, June 4, 2001 “Firestone: Is This Brand Beyond Repair?,” Business Week, June 4, 2001
Ingredient Branding & Co-Branding
Chapter 7, Strategic Brand Management (pp.268-271, 282-294) Case: “Digital DNA from Motorola”: Will be distributed in class
Global Branding & Wrap-Up
Chapter 14, Strategic Brand Management “The Lure of Global Branding,” HBR, Nov.1999 “The End of Marketing,” Business 2.0, October 30, 2000
“From Managing Pills to Managing Brands,” HBR, April-May 2000 Guest Speaker: Ann Marie Tejcek Brand Manager Eli Lilly
April 22 April 24 April 29
Group Presentation Group Presentation Group Presentation
***Brand Audits Due ***
Levi Docker Creating A Sub-Brand (Textbook Appendix A)
1) What were the key associations for Levi’s circa 1960? What makes up its brand equity? 2) What were the key associations for Levi’s 501 Blues circa 1986? What is the role of their flagship 501 jeans product? 3) What were the key associations for Levi’s Dockers circa 1990? 4) How have the associations of Levi Dockers affected the brand equity of Levi’s? How has it affected the branding of Levi’s 501 Blues today? What future branding recommendations would you make to Levi’s?
L’Oreal of Paris: Bringing “Class to Mass” with Plenitude (Harvard Business School 9-598-056)
1) Should L’Oreal Plentitude be positioned as a treatment product or an everyday use product? 2) Justify answer. a. Compare France and U.S. situation on strategy and competitive position. b. Analyze competitive strategies. c. Identify key points from market research: i. Perceptual maps ii. Acceptor/rejector focus groups iii. Mock store study
Coca-Cola’s New Vending Machine (A) (Harvard Business School 9-500-068)
1) What is Coke? What does it mean to the average consumer? 2) Is selling Coke through interactive vending machines a good or bad idea? 3) Where, how, and for whom does this technology create/destroy value? For example, loyal Coke customers, cola switchers, loyal Pepsi customers? 4) What is price discrimination and when does it work? What is the role of perceptions of fairness?
“Exploring Brand-Person Relationships: Three Life Histories” (Harvard 9-596-093)
1) Think about the life stories of our three informants and the quotes regarding the brands they use. Is it appropriate to say that these consumers have formed relationships with the brands they know and use? In what ways yes, in what ways no? 2) Identify the similarities and differences in brand relationships between Jean, Karen, and Vicki. 3) Which brand relationships in the case would you describe as especially strong and enduring? What makes you describe these as “strong?” If you wanted to measure the strength or quality of a brand relationship, what questions would you ask the consumer? 4) What actions by a brand manager could enhance brand relationship quality? What action could dilute brand relationship quality?
Dewar’s (A): Brand Repositioning in the 1990s (Harvard Business School 9-596-076)
1) Should Dewar’s design separate campaigns or a common campaign for existing customers and younger consumers? 2) Justify your answer. a. Analyze the environment that has led to Prusak’s decision to reposition Dewar’s. b. What are some of the risks and reward associated with this decision? c. Evaluate the proposed repositioning of Dewar’s Scotch – “Dewar’s embodies confident growth.” d. How should UD be allocating its attention and resources between acquisition of new customers and the retention of existing customers? Specify a campaign plan to achieve Dewars’ objectives 3) Should Dewar’s also consider new products as a growth mechanism? Recommend some possible new products.