Syllabus: BUS 330 Principles of Marketing

BACHELOR IN BUSINESS ADMINISTRATION PROGRAM
BUS 330
Principles of Marketing
Syllabus
BUS 330 Syllabus
Table of Contents
Westcliff University Mission Statements ........................................................................................3
Welcome to BUS 330 Principles of Marketing ...............................................................................4
Course Description...........................................................................................................................6
Course Learning Outcomes (CLOs) Linked to Program Outcomes ................................................7
CLA Linking Table ..........................................................................................................................8
Detailed Description of Each Grading Criteria:...............................................................................9
Rubric.............................................................................................................................................13
Graphics and/or Graphical Representation of Concepts ................................................................15
Research as Supporting Evidence ..................................................................................................15
Screen/Slide Layout & Design.......................................................................................................15
Detailed Course Outline .................................................................................................................16
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Westcliff University Mission Statements

Westcliff University
Westcliff University’s mission is to educate, inspire, and empower students from around the world to
acquire the competencies to excel personally and professionally through innovative, high-quality distance
and campus programs.
College of Business Mission Statement

Westcliff University’s College of Business mission is to deliver a high-quality business education that can
improve the lives of students, personally and professionally. The College’s teaching philosophy is to
vitalize business concepts by offering a curriculum in a pragmatic and relevant framework. Through the
use of innovative teaching methods, students are enabled to enhance their business acumen in an ethical
and socially responsible way.
BBA Program Mission Statement

The mission of the Bachelor of Business Administration program is to teach students core foundational
concepts, preparing the students to succeed in their professional careers. The program empowers them to
use relevant business knowledge, think critically, solve problems, communicate, and make decisions in
an ethical and professional manner.
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Professor: Nima Salami

Email: nimasalami@westcliff.edu
Office Hours: By Appointment only
University Phone Number: 888-491-8686
Welcome to BUS 330 Principles of Marketing

Hello Students and Welcome to Class,
I am looking forward to working with each of you as we embark on this journey together. Please feel free
to contact me anytime with questions about the course and the assignments described in this syllabus. I
am also happy to provide additional clarification of any assignment, so please do not hesitate to ask
questions.
I will generally return e-mail messages within 24 hours. Communication between Students and Instructors
is paramount to the overall quality of a course.
Assessing the individual needs of a student will make the difference between a mediocre and successful
experience, therefore each Professor at Westcliff University has a unique and personal instruction style
that focuses on increasing Student knowledge. As an Instructor, I try to foster an open learning
environment that leads to problem solutions through concept application. My goal is to show students the
many different possibilities available through research and study while providing my own professional
insight. It is my sincere desire to assist you in rising to the rigorous challenge presented by this course.
Additionally, if you are unable to participate in class discussion during a particular week, or are unable to
meet a deadline, I require that you contact me in advance to discuss this matter.
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Instructor Biography
The full name is “Mirnima Salami Saadatloo” and he prefers to be called “Nima Salami” as Nima might
remind you to “Nemo” the fish in “Finding Nemo!”, and Salami to the famous central and south European
meat industries! His higher education has been done in Iran (Babol Medical School), Political Sciences in
Sweden (Malmo University), and in Business, Economics, and Management fields in Sweden (Jonkoping
International Business School-JIBS), and, The Netherlands (Maastrich University), and the United States
(University of Wisconsin-Whitewater, and Westclff University). His latest degree was an MBA with the
focus of marketing and management, and now he is a doctorate student in Business Administration in
Westcliff University, Irvine.
He owns their family business in Iran which is active internationally in construction, properties’
investments, and rentals. The cultural branch of the business is “Hoora Guitar Orchestra” and “Tehran
Friendship Ukulele Orchestra.” Hoora Guitar Orchestra has been registered as the biggest guitar orchestra
in the Middle East, promoting freedom and peace, and also for empowering women. He is the founder
and conductor of those orchestras. The cultural sections of their business performed very well for over
eight years, and he had the happiest moments of his life during that time period, and now that he is working
on his doctorate degree.
When he is not glued to his desk, he plays his handmade Spanish guitar, exploring old forgotten gipsy
rhythms, and Flamenco music. Also he has shared these melodies with many people live on the radio, in
festivals, for NGO community services, and charities. Biking, jogging, skateboarding, and sailing are his
hobbies, inspiring him to enjoy his life more with the others.
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Course Description
COURSE NAME Principles of Marketing
CODE BUS 330
UNITS 3
CAMPUS King’s College
TERM Summer 2019 Session 5
LENGTH OF CLASS 8 weeks
SESSION START May 6, 2019
SESSION END June 30, 2019
LECTURE (Day/Time) Tuesday 7:00-9:00AM NPT
DISCUSSION (Day/Time) Friday 7:00-9:00AM NPT
INSTRUCTOR Nima Salami
CONTACT INFORMATION nimasalami@westcliff.edu
This course focuses on the principles of marketing. The course
contributes to technical and professional preparation in
Marketing, written and oral communication skills, understanding
COURSE DESCRIPTION
the global impact on business organizations, ethics in business,
legal issues in organizations, role of cultural diversity in business
and the dimensions of quality in organizations.
Title: Marketing
Author(s): Kerin, R., Hartley, S., & Rudelius, W.
REQUIRED TEXT Publisher: McGraw Hill
Edition/Year: 14th/2019
ISBN: 9781259924040
The course is conducted in a hybrid modality. Students interact
with each other and with the faculty in a classroom setting and in
METHOD OF INSTRUCTION an online learning system. Learning will be facilitated through
lecture-discussions, presentations, cooperative learning, and case
studies.
Student outcomes are measured through professional individual
assignments, discussion postings, comprehensive learning
SCOPE
assessments, and class participation. This ensures that the scope
of this course will be a closed cycle.
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Course Learning Outcomes (CLOs) Linked to Program Outcomes

Learning outcomes are statements that describe significant and essential learning that learners have
achieved, and can reliably demonstrate at the end of the course. Learning outcomes identify what the
learner will know and be able to do by the end of a course – the essential and enduring knowledge, abilities
(skills) and attitudes (values, dispositions) that constitute the integrated learning needed by a graduate of
this course. The learning objectives for this course summarize what you can expect to learn, and how this
course is tied directly to the educational outcomes of your BBA degree.
MBA (K) Knowledge

Course Learning Outcomes (CLOs) Program (S) Skill
Outcomes (A) Attitude
1. Define marketing and identify the diverse factors influencing

1, 4 K
marketing activities
2. Describe how social forces such as demographics and culture

4, 5, 6 K
can have an impact on marketing strategy
3. Describe the uses of observations, questionnaires, panels,

2, 3, 5 KS
experiments and new data collection methods
4. Identify the environmental forces that shapes global

4, 6 S
marketing efforts
5. Describe the factors contributing to the success or failure of a

1, 2, 5 KS
new product or service
6. Distinguish among traditional marketing channels, elective

marketing channels, and different types of vertical marketing 1, 6 KSA
systems
7. Explain what makes an effective marketing plan 1, 2, 5 KSA
8. Explain how marketing managers allocate their limited

1, 2, 5, 6 KSA
resources
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CLA Linking Table

Comprehensive Learning Assessments (CLAs) directly measure Course Learning Outcomes and
indirectly measure BBA Program Outcomes. The following table shows how all those are linked together.
Comprehensive Learning Course Learning Outcomes BBA Program Outcomes

Assessments (CLAs) (CLOs)
1, 2, 3 1, 2, 3, 4, 5, 6
CLA1 (Week 5)
4, 5, 6, 7, 8 1, 2, 4, 5, 6
CLA2 (Week 8)
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Detailed Description of Each Grading Criteria:

What are Grading Rubrics (Metrics)
Westcliff University makes use of Grading Rubrics for scoring of grades in many assignments. Grading
or scoring rubrics are used as a tool used to delineate criteria and expectations pertaining to assignments
and to establish an objective consistency in grading. Typically, rubrics are divided into components so
as to allow for a more direct and precise measurement and interpretation of assignments. Hence, rubrics
are designed to provide guidelines for grading assignments and represents a systematic appraisal of
student-work from this perspective. The final grading of assignments will have a subjective component
that typically includes the instructor’s interpretations, judgments, and any policies pertaining to
assignments.
A. Grading Criteria for Class Participation and Attendance

Students will receive two weekly Participation grades:
(1) Virtual Class Sessions (Live/Recordings)/Facilitated Discussions:

Students are expected to attend their Virtual Class Session (Live/Recordings) or Facilitated Tutorial
Discussion each week. Preparation involves reading the materials and working through, in some detail,
the case preparation in advance. By preparing these questions, students will get the most learning out
of the session. More participation will lead to increases in the quality and rigor not only of the session
but for other students as well. Westcliff University provides an open forum environment. There is no
limit on the discussion in which you may involve yourself.
(2) Online Discussion Board Discussions

Each week, students will be assigned 1-3 Discussion Questions. For each Discussion Question,
students must post an answer in the Discussion Board on their course Global Academic Portal (GAP)
by the assigned deadline each week. Students must then post a Peer Response for each Discussion
Question by the deadline that same week. The GAP can be accessed online at gap.westcliff.edu.
You are expected to answer each discussion question critically by using your textbook, LIRN-based
research, and the Internet and actively participate in class. All discussion responses should be at least
1 paragraph in length with significant, rigorous content. Your response should reflect your ability to
conduct research and should include citations. You should also present your analysis and back it up
with specific examples. Responses to other learners' analyses should add substance, request
clarification, provide a different perspective, or challenge the assertions made by providing real or
hypothetical scenarios that the original analysis does not adequately address. It is also good practice
to provide normal, supportive comments. Everyone appreciates this feedback. Remember, the purpose
of course discussions is to stimulate academic debate.
Discussion questions can be based on any one (or combination) of the following resources:
 Textbook, current and previous chapter(s)

 Other readings
 Research (journals, periodicals, and other electronic resources)
 Lecture
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The University makes a concerted effort to promote a variety of discussion questions that related to
the current course and/or its content as it relates to the field in business in general.
In assigning grades to class discussion, faculty will focus primarily on the quality of your input;
however, it usually takes at least some quantity of participation for us to make that evaluation.
Good case discussions take the group farther than any one individual or study group can go on their
own. However, it takes at least a certain quantity of participation to make that evaluation. Instructors
will develop grades and scores based on the quantity and quality of your contributions.
In general, the instructors’ criteria are:
1. Are points made relevant to the discussion?

2. Do they go beyond a mere recitation of case facts, and are implications clearly drawn?
3. Is there evidence of analysis rather than expression of opinion?
4. Are comments linked to those of others?
5. Did the contribution further the class’ understanding of issues?
Students who neglect to submit their Class Participation responses (either answers to discussion
questions or responses to classmates/faculty) by the stated weekly deadlines will be deducted up to
15% of the online participation points possible for that week. Discussion Boards close on Sunday of
each week at 11:59pm at which time students are no longer able to post responses and receive no credit
for missed posts. Technological issues are not considered valid grounds for late assignment
submission. Students are responsible for printing their own assignments, when necessary. Unless an
‘Incomplete’ grade has been granted, assignments submitted after the last day of class will not be
accepted.
B. Grading Criteria for Professional Assignments:

In Weeks 3 students will write a 2-3 page paper in response to a case study or similar assignment
provided by your professor. Student answers are to be clear, well-organized, and specific. Provide a
concise, cogent argument and include details to support your response.
Please refer to Expectations of Student Assignments and the Formatting Requirements for
Written Assignments located on page 11-12 of the University Policies for a detailing of specific
expectations for how to format and write your paper. Additionally, you may refer to the PA and CLA
Grading Rubric found on page 20 of the University Policies.
C. Grading Criteria for Exams

In Week 6 you will have an exam. The exam will cover the chapters assigned and discussed during
the previous week(s). Your access to the exam begins on Monday and closes on Sunday at midnight.
All exams are strictly closed book.
Some exams will be chosen for proctoring. Please see the Proctored Examination Policy on page 13
of the University Policies.
Grading Criteria for Comprehensive Learning Assessments (CLAs):
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CLAs are comprehensive assignments that provide evidence of how well students have mastered the
course content and test the students on all the Course Learning Outcomes. CLAs measure student
achievement of CLOs in a way that goes beyond rote memorization and gauges true understanding
and mastery of course content. CLAs can include assignments such as case study analyses, research
papers, and/or student presentations. The answers provided to graduate level CLA’s must
demonstrate a broad view of organizational performance factors from the general management
perspective that demonstrate concepts pertaining to effective leadership and management in the 21st
century globalized business economy. One of the grading criteria requirements is that answers
provided exhibit skills that promote and integrate program outcomes and should include decision-
making, strategic management, creativity and innovation, leadership, problem-solving and real-time
business application. Answers must also demonstrate the student’s ability to research and
demonstrate a graduate writing level.
D. Comprehensive Learning Assessment (CLA 1)

In Week 5 students are to write a 3-5 page minimum APA formatted paper in response to a case study
or similar assignment provided by the professor. Students must reference at least 5 sources beyond
the course materials. Students’ answers are to be clear, well-organized, and specific. Provide a
concise, cogent argument and include details to support your response. CLA 1 focuses on assessing
course foundations and the student’s ability to define and understand its main concepts.
E. Comprehensive Learning Assessment (CLA 2)

In Week 8 students complete CLA2, which is the logical culmination of the course. Your CLA2
submission (cumulative report) should be a minimum of 3-5 pages in length. The CLA assignments
encompass the learning outcomes for this course and are designed to demonstrate what has been
learning or achieved by the student. CLA 2 measures the student’s competency and mastery of the
course concepts, particularly the application of those concepts.
F. Comprehensive Learning Assessment (CLA 2) Presentation

In addition to your CLA2 report, please prepare a professional PowerPoint presentation summarizing
your findings for CLA2. The presentation will consist of your major findings, analysis, and
recommendations in a concise presentation of 12 slides (minimum). You should use content from
your CLA2 report as material for your PowerPoint presentation. In addition, you should include
learning outcomes from all your major assignments. This would include PA1, CLA1, PA2, and of
course, CLA2 (unless otherwise specified by your Professor). An agenda, executive summary, and
references slides should also be included. Please keep in mind that the university is moving towards
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a more digital footprint for our students. This means that your final CLA2 presentation may be
recorded, so that you may include it in your “e-portfolio” (graduating students should have all of
their CLA2 presentations on a flash-drive, in addition to student biography, resume, interests, etc.)
Students will present their PowerPoint during the last week of class in either the On-Campus Class
Session or the online Virtual Class Session, as determined by the professor. Presentations should not
exceed 12 minutes.
Each CLA2 and presentation will become a part of the student’s digital portfolio. Upon completion
of the program, the student’s digital portfolio will demonstrate the student’s mastery of the course
and program learning objectives.
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Rubric
GRADING METRICS FOR WEEKLY ONLINE DISCUSSION
Exemplary Proficient Needs Progress Unsatisfactory
Points 30 27 24 21 18 15 12 9 6 3 0 Weight of
Grade
Student answers or
responds to all questions
completely, Student answers or
demonstrating knowledge responds to all Student answers or Student fails to answer
and understanding of key discussion questions, responds to at least one, or respond to discussion
concepts, ability to think but lacks some but not all discussion questions assigned
Answering critically, and has demonstration of questions, and/or lacks and/or does not
Discussion included original understanding of key some demonstration of demonstrate 30%
Questions examples in his/her concepts, or ability to understanding of key understanding of key
response. It is required think critically, or does concepts, or ability to concepts, or ability to
that the textbook and/or not include examples think critically, or does think critically, or does
scholarly research be and/or textbook or not include examples. not include examples.
included to justify and/or scholarly research.
solidify any argument or
reasoning.
Points 30 27 24 21 18 15 12 9 6 3 0
Student responds to
Student responds to classmates’ postings, but
classmates’ postings but does not meet the Student neglects to
Student’s responses are
a few responses are not minimum number of respond to classmates’
well conceived, offering
well conceived, or do responses required, and postings or responses
insight and original
not offer insight, or some responses are not are not well conceived,
Response to examples. Student
incorporates or builds off
original examples. well conceived, or do do not offer insight, or 30%
Peers Student might not not offer insight, or original examples.
of the ideas of others and
incorporate or build off original examples. Student does not
provides analysis of
of the ideas of others in Student might not incorporate or build off
concepts discussed.
a meaningful way and incorporate or build off of the ideas of others.
may lack analysis. of the ideas of others in a
meaningful way.
Points 25 22.5 20 17.5 15 12.5 10 7.5 5 2.5 0
Student responds to
Student brings in outside Student demonstrates an
questions and postings Student fails to
examples and is able to understanding of key
with verbiage copied demonstrate knowledge
Preparation examine a problem or concepts, but offers only
directly from textbook, or understanding of the
25%
situation from a variety some analysis or
rather than in their own assigned reading.
of perspectives. original thought.
words.
Points 15 13.5 12 10.5 9 7.5 6 4.5 3 1.5 0

Student is late in posting
and/or responding to
Student is late posting Student fails to post
Student posts answers postings, but has a
Accountability and responses on time. viable excuse and has
either answers or answers and responses 15%
responses. on time.
notified the professor in
advance.
Total Possible 100%
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Assessment Rubric for PowerPoint Presentations – BBA
Exemplary Accomplished Developing Beginning

10-9 8-6 5-3 2-0
Organization Information presented Information in Difficult to follow Cannot
of Presentation in logical, interesting logical sequence presentation--student understand
sequence jumps around presentation--no
sequence of
information
Subject- Demonstrates full At ease with Uncomfortable with Does not have a
Matter knowledge by expected answers to information and is able grasp of the
answering all class questions but does to answer only information.
Knowledge questions with not elaborate rudimentary questions Cannot answer
explanations and questions about
elaborations subject
Graphics Explain and reinforce Relate to text and Occasionally uses Uses superfluous
and/or screen text and presentation graphics that rarely graphics or no
presentation support text and graphics
Graphical presentation
Representation
of Concepts
Research as Uses a variety of Uses a variety of Presents only evidence Does not justify
Supporting sources in reaching sources in reaching that supports a conclusions with
accurate and detailed conclusions that preconceived point of research evidence.
Evidence conclusions that support premise. view.
solidify premise.
Screen/Slide Includes a variety of Includes a variety of Includes combinations Either confusing

Layout & graphics, text, and graphics, text, and of graphics and text, or cluttered,
animation that animation. Adequate but only makes barren or stark.
Design exhibits a sense of use of format and elementary use of the Very nominal or
wholeness. Creative design of format and design of no use of graphics
use of format and presentation where the presentation and with most
design of presentation most of the contains informational informational
where all information information is easily elements and graphics elements difficult
is easily readable and readable and that are somewhat to read and
flows. exhibits flow. difficult to read/see follow; void of
exhibiting very little flow.
flow.
Oral Maintains eye contact Maintains eye Occasionally uses eye Reads with no eye
Presentation and pronounces all contact most of the contact, mostly contact and
terms precisely. All time and pronounces reading presentation, incorrectly
Eye Contact audience members most words and incorrectly pronounces terms.
Verbal can hear and follow correctly. Most pronounces terms. Speaks too quietly
Tone/Speed presentation. audience members Audience members
can hear have difficulty hearing
presentation and and flowing along.
follow along.
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Detailed Course Outline

The following outline provides important assignment details for this course, week-by-week. You are
responsible for all of the assignments given. Please refer to the Detailed Description of Each Grading
Criteria beginning on page 18 of the syllabus for specific information about each assignment.
Week 1
Assignments to complete this week:
 Reading:
o Chapter 1: Creating Customer Relationships and Value through Marketing
o Chapter 2: Developing Successful Marketing and Organizational Strategies
o Chapter 3: Scanning the Marketing Environment
 Post DQ Answers by Thursday at 11:59pm
 Post DQ Peer Responses by Sunday at 11:59pm
 Applied Learning Assignment – ALA (E); due on Sunday at 11:59pm
Each week, students must post 1 answer and 1 peer response for every discussion question. Student
Discussion Question answers must be posted by Thursday at 11:59 and Peer Responses must be posted
by Sunday at 11:59pm. Please see Grading Criteria for Discussion Board Participation on page 8 of the
syllabus for Discussion Question and Response expectations.
Discussion Question 1 – Applied Concepts (AC) - Week/Course Learning Outcomes
Using your textbook, LIRN-based research, and the Internet, apply the learning outcomes for the
week/course and lecture concepts to one of the following scenarios:
As applied to your current professional career
As applied to enhancing, improving, or advancing your current professional career
As applied to a management, leadership, or any decision-making position
As applied to a current or future entrepreneurial endeavor
OR
Using your textbook, LIRN-based research, and the Internet, apply the learning outcomes for the
week/course and lecture concepts to a business organization that exhibits and demonstrates these
concepts. You should develop a summary of the organizations strategy and how they use these concepts
to compete.
This is a learning and application exercise designed to give you an opportunity to apply concepts learned
in a pragmatic and meaningful way that will enable you to gain valuable and relevant knowledge in an
effort to augment your skill set and enhance your professional careers.
ALA (E) – Current Events – Applied Learning Assignment (ALA) Undergraduate
Each student is to research a current event that is related to one or more of the Course Learning Outcomes
(CLO) listed in your syllabus. You should use the Internet; electronic news agencies or journals to research
a current event should be 1 to 3 years old. An analysis should be conducted on your researched current
event (related to one or more CLO’s). Each student must create PowerPoint slide(s) and should include:
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 A summary of the event

 A brief statement about the relationship of the current event to the CLO(s)
 As a manager, how would apply what you have learned to an organization
 You must label your slides as “Current Event to CLO”
 Prepare and submit a 1-2 slide PowerPoint (don’t forget to include these slides in your final CLA2
PPT.)
 The grade for this ALA (E) will be reflected in your final CLA2 PPT. grade. Part of the grade will
be based on the timeliness of your submission; due this current week.
Note: It is expected that you complete this assignment during this current week and submit your slide(s)
in the appropriate GAP location by Sunday 11:59 P.M. Don’t forget to include your “Current Event to
CLO” slides in your final CLA2 PPT in week 8.
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Week 2
 Reading:
o Chapter 4: Ethical and Social Responsibility for Sustainable Marketing
o Chapter 5: Understanding Consumer Behavior
o Chapter 6: Understanding Organizations as Customers
DQ (P) - Discussion Question 1 – (PDQ directed at upcoming PA) Undergraduate Level
Prior to reading this DQ, please read the PA1 assignment and understand what the assignment is asking
you to complete. Once you have an understanding of the PA1 assignment, please continue to the
paragraph below to complete DQ1.
Using the Library Information Resource Network (LIRN), JSTOR, or any other electronic journal
database, research one (1) peer-reviewed article that can be used to answer your upcoming PA1
assignment. Your discussion should summarize the article in such a way that it can justify any arguments
you may present in your PA1 assignment and should be different than the abstract.
Please note: This article summary should not be the only article researched for your PA1 assignment.
You may (and should) have several other articles researched in order to fully answer your PA1 assignment.
The concept of this DQ is to allow students to be proactive in the research necessary to complete this
assignment. You may use your article summary, partially or its entirety in your PA1 assignment.
Important: Please ensure that you insert your citation for the article as your reference in your discussion
post. Depending on which electronic database you use, you should see a “Cite” selection for your article.
In addition, there should be a variety of articles summarized and as such, students should have different
articles summarized. Your summary MUST include ALL of the following in your DQ post (include every
item in the bullet list below, or you will not receive full credit):
 Clearly state what the article is about and its purpose

 How the article and/or author(s) support your argument(s)
 Most important aspects of the article
 Any findings and conclusions
 Approximately 200 to 300 words in length
 Include the article “Abstract” in your posting (your summary should be original)
 “IMPORTANT” - Include the citation for the article
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Week 3
 Reading:
o Chapter 7: Understanding and Reaching Global Consumers and Markets
o Chapter 8: Marketing Research: From Customer Insights to Actions
o Chapter 9: Market Segmentation, Targeting, and Positioning
 Professional Assignment 1 due by Sunday at 11:59pm
 Applied Learning Assignment – ALA (P); due on Sunday at 11:59pm (week 5)
Discussion Question 1 – Standard DQ - CLO 4
How successful would a television commercial in Japan be if it featured a husband surprising his wife in
her dressing area on Valentine’s Day with a small boxes of chocolates containing four candies? On
another topic what are “occasion” based segmentation markets and how would you use if you owned a
retail operation? (Give Examples) Explain.
ALA (P) - Personalized CLO – Applied Learning Assignment (ALA) Undergraduate
Each student is to choose one (1) Course Learning Outcome (CLO) listed in the course syllabus. Using
your textbook, LIRN-based research, JSTOR.org, the Internet, or any other electronic journal database,
research a peer-reviewed article that applies to the CLO you selected AND facilitates answering part of
your upcoming CLA1 assignment.
Subsequently, you will include in your CLA1 assignment paper, a separate and distinct heading titled
“Personalized CLO Applied Learning Assignment”. Under this heading, you will provide a minimum of
two (2) paragraphs that should contain the following information and/or details:

 Most important aspects of the article as it directly related to your CLO
 Approximately 150 to 250 words in length (minimum of 2 paragraphs)
 Include the in-text citation in APA format to properly reference your article
Please be sure to provide justification by citing the article researched, and include the citation in the
reference page of your paper.
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Professional Assignment 1 – CLO 1, 2
Your paper this week addresses the development of a marketing plan for an existing firm. Please be
sure to choose a company/service/product that genuinely interests you, and perhaps is relatable to your
professional experience or desired career path.
In a 2 to 3-page written report, include the following:
1. Identify your vision and mission statement for the firm.

2. Define the specialization or niche that you are addressing in the marketplace that differentiates
you from others.
3. Define the market segments (no more than two) which you will target.
You may reference specific details from your textbook. Document your citations throughout the text of
your report; APA is the accepted format for all Westcliff University classes.
*Please refer to the Grading Criteria for Professional Assignments on page 9 of the syllabus for
specific guidelines and expectations.
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Week 4
 Reading:
o Chapter 10: Developing New Products and Services
o Chapter 11: Managing Successful Products, Services, and Brands
 CLA 1 due by Sunday at 11:59pm
DQ (C) - Discussion Question 1 – (CDQ directed at upcoming CLA) Undergraduate Level
Prior to reading this DQ, please read the CLA1 assignment and understand what the assignment is
asking you to complete. Once you have an understanding of the CLA1 assignment, please continue to
the paragraph below to complete DQ1.
database, research one (1) peer-reviewed article that can be used to answer your upcoming CLA1
you may present in your CLA1 assignment and should be different than the abstract.
Please note: This article summary should not be the only article researched for your CLA1 assignment.
You may (and should) have several other articles researched in order to fully answer your CLA1
assignment. The concept of this DQ is to allow students to be proactive in the research necessary to
complete this assignment. You may use your article summary, partially or its entirety in your CLA1
assignment.

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Comprehensive Learning Assessment 1 –
This assignment focuses on the marketing strategies that a company uses to promote its products,
services, and brand.
The existing firm you identified in the Professional Assignment paper you wrote last week is to be
referenced in this paper. This company will be the focus of not only CLA 1, but also your CLA 2.
You may not change companies later in the course! Please be sure to choose a
company/service/product that genuinely interests you, and perhaps is relatable to your professional
experience or desired career path.
In a 3 to 5 page written report, address the following questions:
1. How do you intend to vary the marketing of your product or service if you have identified
more than one demographic group to target? Describe no more than 2 different target
markets.
2. Describe how important differentiation is to your firm’s success in regard to (a) the
product or service you are marketing, and (b) the manner in which you present the
marketing to your targeted groups.
3. Describe your pricing plan/strategy in regard to how it fits into the marketplace and how
it will be attractive to your targeted consumers.
Explain what you would you do if immediately after initiating the marketing of your firm’s product or
service to the marketplace, another firm lowers its price for a competing product to your offering? What
will you do in response to this competitive action.
*Please refer to the Grading Criteria for Comprehensive Learning Assessments (CLAs) on page 10
of the syllabus for specific guidelines and expectations.
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BUS 330 Syllabus
Week 5
 Reading:
o Chapter 12: Services Marketing
o Chapter 13: Building the Price Foundation
o Chapter 14: Arriving at the Final Price
Discussion Question 1 – CLA2 Preparation & Course Learning Outcomes
Welcome to week 5 of your course. This discussion question will help you prepare for your CLA2 paper
and final CLA2 PPP and as such, will have a fair amount of detail. Read the CLA2 assignment listed in
week 8 of the course. Then, please provide an outline that itemizes the concepts that you will include in
your CLA2 paper and final PPT. Please be sure to include concepts learned in the course and
information (findings, conclusions) from your PA1, and CLA1 papers. Provide some brief details for
each item that is outlined. Please keep in mind that you should have place-holders for material not yet
covered in lecture from week’s 6 and 7. Here is an itemized list that summarizes the requirements of this
DQ (include every item in the bullet list below, or you will not receive full credit):
 Outline that itemizes concepts learned in the course

 Include information (findings, conclusions) from your PA1, and CLA1,
 Brief details for each item that is outlined
 Place-holders for material not yet covered
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BUS 330 Syllabus
Week 6
 Reading:
o Chapter 15: Managing Marketing Channels and Supply Chains
o Chapter 16: Retailing and Wholesaling
o Chapter 17: Integrated Marketing Communications and Direct Marketing
 Exam – Opens Monday - Sunday at 11:59pm
 Applied Learning Assignment – ALA (T); due on Sunday at 11:59pm (week 8)
Discussion Question 1– Standard DQ – CLO 4, 5
Suppose the president of a carpet manufacturing firm has asked you to look into the possibility of
bypassing the firm’s wholesalers (who sell to carpet, department, and furniture stores) and selling direct
to these stores. What caution would you voice on this matter, and what type of information would you
gather before making this decision?
ALA (T) - Topic Videos – Applied Learning Assignment (ALA) Undergraduate
Each student is required to review the “Video-of-the-Week”, listed in GAP for this current week. The
video(s) selection is directly related to at least one of the Course Learning Outcomes (CLO’s), and presents
a solution(s) to a business problem. Using your textbook, LIRN-based research, JSTOR.org, the Internet,
or any other electronic journal database, research at least one stated claim, aspect, challenge, solution,
opinion, etc. in the video. Subsequently, you will include in your CLA2 assignment paper, a separate and
distinct heading titled “Topic Video Critical Thinking & Reasoning”. You are to critically think about the
solution presented in the video and that you researched, and apply critical thinking and reasoning skills to
present the following (include every item in the bullet list below, or you will not receive full credit):
 Discuss your initial thoughts about the solution/challenge/aspect presented in the video
 Present what you would do different in terms of the solution presented in the video
 Relate the content of the video to one of the CLO’s in the course
 Approximately 150 to 250 words in length (minimum of 2 paragraphs)
 Include the in-text citation in APA format to properly reference your article
Please be sure to provide justification by citing the article researched, and include the citation in the
reference page of your paper
Exam – Online
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BUS 330 Syllabus
The Exam can be accessed under Week 6 of your course GAP site. The Exam will open on Monday and
will close on Sunday at 11:59pm. You will have one attempt to complete the Exam. Please see Exam
Grading Criteria on page 10.
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BUS 330 Syllabus
Week 7
 Reading:
o Chapter 18: Advertising, Sales Promotion, and Public Relations
o Chapter 19: Using Social Media to Connect with Consumers
o Chapter 20: Personal Selling and Sales Management
o Chapter 21: Implementing Interactive and Multichannel Marketing
o Chapter 22: Pulling It All Together: The Strategic Marketing Process
 CLA 2 due by Sunday at 11:59pm
DQ (C) - Discussion Question 1 – (CDQ directed at upcoming CLA) Undergraduate Level
Prior to reading this DQ, please read the CLA2 assignment and understand what the assignment is
asking you to complete. Once you have an understanding of the CLA2 assignment, please continue to
the paragraph below to complete DQ1.
database, research one (1) peer-reviewed article that can be used to answer your upcoming CLA2
you may present in your CLA2 assignment and should be different than the abstract.
Please note: This article summary should not be the only article researched for your CLA2 assignment.
You may (and should) have several other articles researched in order to fully answer your CLA2
assignment. The concept of this DQ is to allow students to be proactive in the research necessary to
complete this assignment. You may use your article summary, partially or its entirety in your CLA2
assignment.

26 of 28
BUS 330 Syllabus
Comprehensive Learning Assessment 2 – CLO 4, 5, 6, 7, 8
In a 3 to 5 page written report, address the following issues:
In regard to the hypothetical firm you previously referenced in your response to CLA 1, describe the
manner in which you would proceed if your product/service is quickly accepted by the local marketplace
and you decide to market it globally in two very different countries.
Explain (a) the anticipated varied acceptance of your product/service in the two targeted countries
and (b) what changes you would make in the product/service if any, to accommodate the cultural
differences. Describe the best you can what differences would occur in your marketing by country so
as to be more sensitive to cultural differences, if any, in the two (2) selected countries.
*Please refer to the Grading Criteria for Comprehensive Learning Assessments (CLAs) on page 10
of the syllabus for specific guidelines and expectations.
Each CLA2 and presentation will become a part of the student’s digital portfolio. Upon completion of
the program, the student’s digital portfolio will demonstrate the student’s mastery of the course and
program learning objectives.
27 of 28
BUS 330 Syllabus
Week 8
No Readings this week
 CLA 2 Presentation due last day of lecture *Only applies to BUS 325, 330, 350, 355 and 390*
Discussion Question 1 – Summary & Critical Thinking – Week/Course Learning Outcomes
Welcome to the last week of your course. In this discussion question you have the opportunity to be
creative and to relate what you have learned to your professional lives. Please explore and critically think
about some of the learning objectives and concepts presented in this course. Please effectively
communicate how you would lead an organization (or a group of people within the organization) by
applying the knowledge you have learned ethically and responsibly. Your discussion should also include
innovative thinking, and information-technology aspects (such as the Internet, social-media, computers,
etc.) that may assist you in decision-making. You may frame your discussion around any functional
component of business, and in any context; problem-solving, management, leadership, organizational
behavior, etc.
CLA2 Presentation Criteria *Only applies to BUS 325, 330, 350, 355 and 390*
In addition to your CLA2 report, please prepare a professional PowerPoint presentation summarizing your
findings for CLA2. The presentation will consist of your major findings, analysis, and recommendations
in a concise presentation of 12 slides (minimum). You should use content from your CLA2 report as
material for your PowerPoint presentation. In addition, you should include learning outcomes from all
your major assignments. This would include PA1, CLA1, PA2, and of course, CLA2 (unless otherwise
specified by your Professor). An agenda, executive summary, and references slides should also be
included. Please keep in mind that the university is moving towards a more digital footprint for our
students. This means that your final CLA2 presentation may be recorded, so that you may include it in
your “e-portfolio” (graduating students should have all of their CLA2 presentations on a flash-drive, in
addition to student biography, resume, interests, etc.) Students will present their PowerPoint during the
last week of class in either the On-Campus Class Session or the online Virtual Class Session, as determined
by the professor. Presentations should not exceed 12 minutes.
*Please refer to the Grading Criteria for CLA2 Presentations on page 11 of the syllabus for specific
guidelines and expectations.
Each CLA2 and presentation will become a part of the student’s digital portfolio. Upon completion of the
program, the student’s digital portfolio will demonstrate the student’s mastery of the course and program
learning objectives.
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Syllabus: BUS 330 Principles of Marketing

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BACHELOR IN BUSINESS ADMINISTRATION PROGRAM

Westcliff University Mission Statements

College of Business Mission Statement

BBA Program Mission Statement

Professor: Nima Salami

Welcome to BUS 330 Principles of Marketing

Course Learning Outcomes (CLOs) Linked to Program Outcomes

MBA (K) Knowledge

1. Define marketing and identify the diverse factors influencing

2. Describe how social forces such as demographics and culture

3. Describe the uses of observations, questionnaires, panels,

4. Identify the environmental forces that shapes global

5. Describe the factors contributing to the success or failure of a

6. Distinguish among traditional marketing channels, elective

7. Explain what makes an effective marketing plan 1, 2, 5 KSA

8. Explain how marketing managers allocate their limited

CLA Linking Table

Comprehensive Learning Course Learning Outcomes BBA Program Outcomes

Detailed Description of Each Grading Criteria:

A. Grading Criteria for Class Participation and Attendance

(1) Virtual Class Sessions (Live/Recordings)/Facilitated Discussions:

(2) Online Discussion Board Discussions

 Textbook, current and previous chapter(s)

In general, the instructors’ criteria are:

1. Are points made relevant to the discussion?

B. Grading Criteria for Professional Assignments:

C. Grading Criteria for Exams

Grading Criteria for Comprehensive Learning Assessments (CLAs):

D. Comprehensive Learning Assessment (CLA 1)

E. Comprehensive Learning Assessment (CLA 2)

F. Comprehensive Learning Assessment (CLA 2) Presentation

Points 15 13.5 12 10.5 9 7.5 6 4.5 3 1.5 0

Assessment Rubric for PowerPoint Presentations – BBA

Exemplary Accomplished Developing Beginning

Screen/Slide Includes a variety of Includes a variety of Includes combinations Either confusing

Detailed Course Outline

Discussion Question 1 – Applied Concepts (AC) - Week/Course Learning Outcomes

ALA (E) – Current Events – Applied Learning Assignment (ALA) Undergraduate

 A summary of the event

DQ (P) - Discussion Question 1 – (PDQ directed at upcoming PA) Undergraduate Level

 Clearly state what the article is about and its purpose

Discussion Question 1 – Standard DQ - CLO 4

ALA (P) - Personalized CLO – Applied Learning Assignment (ALA) Undergraduate

 Clearly state what the article is about and its purpose

Professional Assignment 1 – CLO 1, 2

In a 2 to 3-page written report, include the following:

1. Identify your vision and mission statement for the firm.

DQ (C) - Discussion Question 1 – (CDQ directed at upcoming CLA) Undergraduate Level

 Clearly state what the article is about and its purpose

Comprehensive Learning Assessment 1 –

In a 3 to 5 page written report, address the following questions:

Discussion Question 1 – CLA2 Preparation & Course Learning Outcomes

 Outline that itemizes concepts learned in the course

Discussion Question 1– Standard DQ – CLO 4, 5

ALA (T) - Topic Videos – Applied Learning Assignment (ALA) Undergraduate

DQ (C) - Discussion Question 1 – (CDQ directed at upcoming CLA) Undergraduate Level

 Clearly state what the article is about and its purpose

Comprehensive Learning Assessment 2 – CLO 4, 5, 6, 7, 8

In a 3 to 5 page written report, address the following issues:

Discussion Question 1 – Summary & Critical Thinking – Week/Course Learning Outcomes

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