IQAC-Course Outline Template - Faculty Version (March 2020)

Fortune Institute of International Business

New Delhi
Post Graduate Diploma in Management
Course Outline
Course Title: Marketing Management -I
Academic Year: 2020-21
Term:1 Core/Elective: Core Credits: 3
Batch: 2020-22
Course Designed by: Dr. Ekta Singhal & Prof. Arpan Course Instructor(s): Dr. Ekta Singhal & Prof.
Anand Arpan Anand
e-mail: ekta.singhal@fiib.edu.in e-mail: ekta.singhal@fiib.edu.in,
arpan.anand@fiib.edu.in arpan.anand@fiib.edu.in
Pre-requisites: Basic Understanding of Business
1. Course Introduction
According to world-renowned management consultant, Peter Drucker, "Marketing is the only
distinguishing and unique function of business. There is only one valid definition of business purpose
and that is to create a customer.” Marketing, more than any other business function, deals with
customers. It is fundamentally about creating, nurturing and managing profitable customer
relationships. The important issues that emerge relate to developing a holistic understanding of
consumer needs and wants, deciding on the target markets that an organization can serve best, and
developing a compelling value proposition to attract, retain and nurture one’s customers.
Organizations get increased share Marketing management allows an organization to track, review
and analyse their marketing resources and activities.
In this marketing course, students will learn the fundamentals of marketing management, as they
gradually learn advanced theories and applications through real world business examples,
illustrations, cases and exercises. This course addresses the issues and challenges of segmenting a
given market to locate potential market opportunities for targeting and subsequently, the effective
positioning of the firm’s products and services. It dwells on the concept and applications of the
marketing mix and marketing by numbers, leading to data driven thinking. Marketing Management I
(and Marketing Management II) aim to provide an appreciation of this crucial function in
organizations. These two courses comprise the foundation courses of marketing and a prerequisite
for all Marketing Major elective subjects.

2. Employability-level*:
1. Foundation Core 2. Foundation Skill 3. Professional Core 4. Professional Skill 5. Premier Skill
✔
All businesses keep some sort of marketing system to support other activities and departments.
Marketing works as a support system for instance: helps the operation department in knowing
market demand, to finance department in knowing financial capability of customers, to supply chain
cope up with middlemen, to human resource in arranging manpower calls. Also the subject acts as a
strategic function into the business such as: expansion strategy (Crossing Boundaries), Growth
Strategy (Creating Value for the organization).

3. Course Objectives
This course is designed to help the students:
.

1 To understand the relevance of marketing concepts for the success of an organization

2 To differentiate how the various marketing environments impact the marketing
strategies.
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 3 To apply basic theoretical constructs of marketing mix.
4 To infuse the relevance of different marketing strategies in the overall competitive
landscape.
4. Course Learning Outcomes
Students, who successfully complete this course, should be able to:
LO1. Understand the marketing concepts and processes.
LO2. Analyze distinct marketing environments in relation to segmentation, targeting, and
positioning.
LO3. Apply marketing mix elements in conjunction with segmentation, targeting, and
positioning.
LO4. Evaluate marketing mix strategies using criteria related to strategic, operational and
tactical marketing decisions.

5. Course Content and Schedule

Required Readings
Case/Assignment
Session (Provide relevant page
Session Topic / Sub-topic Description (Provide Details of
No. details of the reading
Experiential Learning)
materials)
Introduction to Marketing and
Understanding the Marketing Function  Class Discussion on
1 ● What is marketing? Contemporary Text Book: Chapter 1
● Marketing process  Marketing Practices Pages 3-8
● Purpose of Marketing
Marketing concepts
● What are the basic concepts of Discussion on
Text Book: Chapter 1
2 Marketing? Demystifying Marketing
Pages 9-25
● Understanding various orientations of Vs. Sales Paradox
Marketing
Contemporary Marketing
Case: Text Book: Chapter 17
3 ● Introduction to Branding
Hans Wilsdorf and Rolex Pages 536- 547
● Brand Elements
Analyzing the firm’s Micro environment:
● Scanning the company’s micro
Text Book: Chapter 4
4 environment Class Exercise
Pages 101-106
● Responding to the marketing
environment.
Analyzing firm’s Macro environment
● Understanding the macro environment
● Generating marketing information Text Book: Chapter 3
5 Class Activity
system Pages 107-126
● SWOT Analysis
● Bottom of the Pyramid
Consumer Buying Behavior
● Consumer markets and consumer buyer
Text Book: Chapter 6
6 behavior Class Activity
Pages 181 – 189
● 5 stage model of consumer behavior
● Market Basket Analysis
7 Analyzing Business Markets Guest Session Text Book: Chapter 7
● Business markets and nature of the Pages 205 – 214
buying unit 
● Business buyer behaviour – types of
buying situations, participants,

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 influences, buying process.
The Marketing Tripod: S-T-P
● Customer segmentation Class Exercise on Text Book: Chapter 9
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● Basis for segmenting consumer markets  Segmentation Pages 265 – 288
● Segmenting business markets
Creating value for target segments
● Evaluating market segments
Class Exercise on Text Book: Chapter 9
9 ● Selecting target market segments
Targeting Pages 265 – 288
● Legal and Ethical issues with
segmentation
Differentiation and Positioning of
Brands/Products: Case:
● Choosing a differentiation and Text Book: Chapter 10
10 Li Ning--Anything is
positioning strategy Pages 297- 315
● Frame of Reference, POP and POD Possible
● Perceptual Maps
Marketing Mix Modelling
● 7 Ps of marketing mix Class Exercise: Text Book: Chapter 5
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● Marketing Dashboards Marketing dashboards Pages 155- 158
● Dashboard Analysis
Product
● Classification of products and services
● Product levels Text Book: Chapter 13
12 Class Exercise
● Product mix decisions Pages 396- 414
● Distinctive characteristics of Services
and the challenge for marketers
Product lifecycle strategies
● Product life cycle concept
Text Book: Chapter 12
13 ● Marketing strategies for different stages Class Exercise
Pages 375- 379
of the product life cycle
● New product development process
Pricing
● Customer perception of value Text Book: Chapter 16
14 Newspaper Exercise
● Price setting process Pages 499- 520
● Pricing Methods
Place
● Identification of place Text Book: Chapter 21
15 Guest Session
● Selection of place Pages 646- 658
● Marketing Channels
Promotion Case: LifeSpan Inc.:
Text Book: Chapter 17
16 ● Promotion mix Abbott Northwestern
Pages 538- 555
● Integrated Marketing Communications Hospital
Digital Marketing
● Usage of digital media as promotional
tool Video demonstration &
Text Book: Chapter 19
17 ● Tools and techniques of digital Exercise on Key Online
Pages 599- 610
marketing Metrics
● Digital marketing analytics.
● Marketing Analytics
Marketing Mix Modelling
18 Project Presentations
● Presentations
Marketing Mix Modelling
19 Project Presentations
● Presentations
20 Overview of Management Marketing Discussion & Recap
● Marketing Environment
● Marketing Mix

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 ● Digital Marketing

6. Description of Course Assessment Components

This course is of 100 marks and will have the following assessment components. Final Grades will be
based on the relative performance of a student in the class.

To be To be
Assessmen Code Name of the Assessment Marks
Assigned Conducted
t No. No. Component Assigned
(Session No.) (Session No.)
1 A11 Discussion Questions 20 1,4,8,12 4,8,12,16
2 A03 Team Project 15 7 13
3 A04 Field Based Team Project 25 13 17
4 A10 End-Term Examination 40
Total Marks 100

AS1: Discussion Questions: Each student is required to comment/reply/discuss the questions posted
on Google Classroom. There will 4 Discussion Questions and each question will be graded for 5 marks.

AS2: Team Project: Each team with one student as team leader is required to choose a product
category and develop a new brand belonging to the same category (Eg: Detergent Category). Teams
need to study the following:

1. Current Trends in the chosen Product Category

2. Existing brands in the chosen Product Category
3. About your new brand, vision and mission
4. Products under your new brand (Eg: Incase of Detergent category- Bar, Powder, Liquid)
5. Uniqueness of your brand and its products
6. Segmentation, Targeting and positioning strategy of all the products of the new brand
launched by your team.
7. Future Plans

Head for Award of Marks Marks on Offer

Criteria of Choosing Product Category for the study and
5
Details of New Brand
STP Strategy & Future Plans 10
Total Marks 15 Marks
Students are required to submit this assignment in word file through Google classroom by 13th Session.
Late submissions will not be considered for evaluation. The file name should be in the following format:
“Group Number, Individual roll numbers”, Example: “Group 1- 23, 93, 99, 106”.

AS3: Field Based Team Project: Each team with one student as team leader will study “Marketing Mix
Modelling &t Analysis of Value Proposition offered by Company/Organization to its Customers &
Middlemen” for the chosen company/organization and the students need to follow the underwritten
guidelines:
1. Explore and Note the value promises from the chosen company/organization to Middlemen
(Wholesaler or Retailer) and to customers.
2. Make a checklist of Value Propositions for Middlemen and Customers respectively.

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 3. Check with the minimum 10 middlemen that company is successfully delivering value.
4. Check with minimum 20 Customers that company is successfully delivering value and also
explore what they are spending on, amount of spending and frequency of purchase.
5. Students need to click photographs and record videos while meeting with customers and
middlemen.
6. Students can choose any of the techniques to perform marketing mix modelling such as:
Graphs, Tabulation, Diagrams and Charts, and can discuss ‘If Scenarios’ on the collected data.
7. Suggestions should be based on the results of data and analysis.
8. Traditional 4Ps (Product, Price, Place, Promotion) shall be accepted to define marketing mix.
9. Evaluation will be based on individual contribution and understanding to the project, hence
every student is expected to know the full project rather than a part on which s/he worked.
The project will be evaluated by a project presentation and a project report submitted to the course
faculty. The project marks will be distributed as follows :
⮚ Project Presentation 15 Marks
⮚ Project Report 10 Marks
Students are required to submit this assignment in word file and PPT through Google classroom by 17th
Session. The presentations will take place in the 18th and 19 th session. Late submissions will not be
considered for evaluation and presentation. The file name should be in the following format: “Group
Number, Individual roll numbers”, Example: “Group 1- 23, 93, 99, 106”.

7. Course References
Text Book/Course Pack:
● Marketing Management: Philip Kotler and Keller 15th Edition, Pearson
Reference Books:
● Principles of Marketing, Philip Kotler, Gary Armstrong and Prafulla Agnihotri, 17 th edition, Pearson
Cases/Readings:
● Hans Wilsdorf and Rolex
● Li Ning--Anything is Possible
● LifeSpan Inc.: Abbott Northwestern Hospital

Online Resources:
● Article- https://hbr.org/2017/05/obsess-over-your-customers-not-your-rivals
● A Gentle Introduction on Market Basket Analysis- https://towardsdatascience.com/a-gentle-
introduction-on-market-basket-analysis-association-rules-fa4b986a40ce
● Simon Sinek- Start with WHY- https://www.youtube.com/watch?v=IPYeCltXpxw
● The Modi campaign is a classic case of Product Life cycle extension’-
https://brandequity.economictimes.indiatimes.com/news/marketing/the-modi-campaign-is-a-classic-
case-of-product-life-cycle-extension/69504643

FIIB Course Conduct Policy

A. Academic Honesty
Students are expected to uphold the FIIB standard of conduct for students relating to avoidance of academic dishonesty.
Academic Dishonesty is defined as an intentional act of deception in which a student seeks to claim credit for the work or
effort of another person or uses unauthorised materials or fabricated information in any academic work.

Students assume full responsibility for the content and integrity of the academic work they submit. The guiding principle of
academic integrity is that a student’s submitted work, examinations, reports, and projects must be that student’s own
work for individual assignments, and the group’s own work for group assignments/ projects. Students are guilty of
academic dishonesty if they:
● Use or obtain unauthorised materials or assistance in any academic work; i.e. cheating.
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 ● Falsify or invent any information regarded as cheating by the instructor; i.e. fabrication.
● Give unauthorised assistance to other students, i.e. assisting in dishonesty.
● Represent the work of others as their own; i.e. plagiarism.
● Modify, without instructor approval, an examination paper, record or report for the purpose of obtaining
additional credit; i.e. tampering.

The penalty for academic dishonesty is severe. Any student guilty of academic dishonesty may be subject to receive a
failing grade for the examination, assignment, quiz, or class participation exercise as deemed appropriate by the instructor.
In addition, the penalty could also imply that the student receives a failing grade for the course and be reported to the PGP
Chairperson and the Unfair Means Committee (Refer FIIB Policies on “Use of Unfair means in Examination).

B. Students with Disability

FIIB is committed to promoting full participation for disabled students in all aspects of the academic and social life of the
Institute. We have initiated an ongoing process of reviewing and developing our policy and practices for promoting full
inclusion for students and staff with disabilities and we consult regularly with them as part of this process. The main
elements of our policy are listed below:

● Environment. We are committed to the systematic review and improvement of physical access across all of our sites.
Where physical or sensory barriers limit access to services, we will endeavour to provide the service at a suitable
alternative venue.
● Access to facilities and support. Students with disabilities will have access to the same range of support services as
are available to their non-disabled peers. All facilities and equipment will be made as accessible as possible.
● Information for applicants, students and staff. All publicity, Program details, and general information will be offered
in accessible formats with sufficient time to allow for modification into alternative formats where necessary, for
familiarisation by students or personal support workers, and early application for support.

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 Faculty Version of Course Outline
8. Teaching Method Utilization Map
T1 - Lectures T11 - Tutoring/Problem Solving
T2 - Case Discussions T12 - Industry Visit/Field Visit
T3 - Guest Lectures T13 - Networking Events: Conference/Conclave/Workshop
T4 - Learning Labs (Class Demo/Movie/Webinar) T14 - Data Analytics Components
T5 - Role Plays/Business Games/Simulation(s) T15 - Data Intelligence Components
T6 - Student Presentation based on Team Assignment
T7 - Student-led Discussion
T8 - One-on-One Presentation/Feedback
T9 - Integrated Learning (Collaboration with other Faculty)
T10 - Class Assignment and Discussion

Teaching
S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S12 S13 S14 S15 S16 S17 S18 S19 S20
Methods/Sessions

Primary T7 T7 T2 T1 T7 T7 T3 T10 T7 T2 T14 T7 T7 T7 T3 T2 T7 T6 T6 T7

Secondary T1 T1 T7 T10 T1 T15 T7 T15 T7 T15 T1 T1 T15 T6 T15 T11

● Do you plan to take any special/extra session during the course other than the allocated sessions?
Yes
● If Yes, please mention in the appropriate box
S. No Special / Extra Session(s) No. of Sessions
1 Student Presentation
2 Tutoring/Problem Solving
3 Industry Visit/Field Visit YES
Networking Events:
4
Conference/Conclave/Workshop

9. Course Learning Outcomes to Assessment Components Mapping Matrix

Assessment
Assessment Assessment
3 Assessment 4
Relevant 1 2
LOs / Assessment Components [Field Based [End-Term
Session Nos. [Discussion [Team
Team Examination]
Questions] Project]
Project]
LO1: Understand the marketing
1-17 ✔ ✔
concepts and processes.
LO2: Analyze distinct marketing
environments in relation to
4,5,8-10 ✔ ✔
segmentation, targeting, and
positioning.
LO3: Apply marketing mix
elements in conjunction with
11-16 ✔ ✔ ✔
segmentation, targeting, and
positioning.
LO4: Evaluate marketing mix
strategies using criteria related to 2,3,6,7,17,2
✔ ✔ ✔
strategic, operational and tactical 0
marketing decisions.
(Remarks if any)

10. Curriculum Map for Course

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PLO-1: Communicate effectively in the business context, using a range of media that are widely used in
business environments.
PLO-1A: Produce professional quality business documents.
PLO-1B: Deliver a professional quality presentation accompanied by appropriate technology.
PLO-2: Demonstrate the ability to work cohesively and effectively in teams.
PLO-3: Able to perform a global business situation analysis.
PLO-4: Use reasoned and ethical judgement when analyzing business problems.
PLO-5: Develop the ability to critically assess business problem/s and/or issue/s, and develop sound solutions/
reasoning.
PLO-6: Demonstrate understanding of the fundamental and interdisciplinary business concepts and functions,
in order to achieve strategic business outcomes
PLO-7: Our graduates will be able to demonstrate their employability during the placement activity.

Relevant Programme Learning Outcomes (PLOs)

LOs/Sessions/PLOs Session PLO- PLO- PLO- PLO- PLO- PLO- PLO- PLO-
Nos. 1A 1B 2 3 4 5 6 7
LO1: Understand the
marketing concepts and 1-17 ✔ ✔
processes.
LO2: Analyze distinct
marketing environments in
4,5,8-10 ✔
relation to segmentation,
targeting, and positioning.
LO3: Apply marketing mix
elements in conjunction with
11-16 ✔ ✔
segmentation, targeting, and
positioning.
LO4: Evaluate marketing mix
strategies using criteria
2,3,6,7,17
related to strategic, ✔ ✔ ✔
,20
operational and tactical
marketing decisions.
Mention any TWO PLOs which are significantly contributed by this course PLO-3 & PLO-6
(FIIB-IQAC-FV- Course Outline Template-March 2020.doc)