MKT 405 Services marketing BA Bowling Green State University Spring 2009 BGSU nstructor Dr. Dwayne gremler Phone:(419)372-0226 Office 226 Business Administration Building F (419)372-8062 E-Mail gremler@bgsu.edu Class Hours: M,W, F8: 30, 9: 30, and 10: 30 a.m. (in Business Administration Building, Room 1001) Office Hours: M, W, F11: 30 a.m. -12: 30 p. m; and other times by appointmen Required reading Valarie A. Zeithaml, Mary Jo Bitner, and Dwayne D. Gremler (2009), Services Marketing: Integrating Customer Focus Across the Firm, Fifth Edition, New York, NY: McGraw-Hill Companies. (One copy of the book will be on reserve at erome Library. Services Marketing Readings, A series of short articles are also included as required reading. These articles are available electronically via Blackboard William Strunk and E B White(1979), The Elements of Style, Third Edition, New York, NY: MacMillan Publishing Co (This is not required, but is an excellent little book for improving your writing skills.) Course Prerequisite and corequisite Student must have earned a"C or better in MKt 300 Course Description Why study services marketing? The U.S., as well as much of the world economy, is dominated by services In the U.S. approximately 75% of the labor force, 70% of the GNP, 45% of an average family's budget, and 32% of exports are accounted for by services. Yet, business school courses traditionally have focused on the manufacturing sector of the economy. This course is designed for students who may be interested in working in service industries and will address the distinct needs and problems of service firms in the area of marketing The primary theme of the course is that service organizations(e.g, banks, educational institutions, hospitals hotels, professional services, transportation companies)require a distinctive approach to marketing strategy, both in its development and execution. The course will build on marketing concepts from other courses (i.e MKT 301)to make them specifically applicable in service industry settings. A second theme of the course Ses on the role of service in manufacturing businesses. This course will suggest ways that firms in the factured goods sector might use"service as a primary source of competitive advantage This course will not enable students to step directly into the role of Vice-President of Marketing at a Fortune 500 service company. It will, however, help students to gain an understanding of services marketing issues and provide a good foundation for other marketing classes and future business endeavors
1 MKT 405 Services Marketing Bowling Green State University Spring 2009 Instructor: Dr. Dwayne Gremler Phone: (419) 372-0226 Office: 226 Business Administration Building Fax: (419) 372-8062 E-Mail: gremler@bgsu.edu Class Hours: M, W, F 8:30, 9:30, and 10:30 a.m.(in Business Administration Building, Room 1001) Office Hours: M, W, F 11:30 a.m. - 12:30 p.m. ; and other times by appointment Required Reading Valarie A. Zeithaml, Mary Jo Bitner, and Dwayne D. Gremler (2009), Services Marketing: Integrating Customer Focus Across the Firm, Fifth Edition, New York, NY: McGraw-Hill Companies. (One copy of the book will be on reserve at Jerome Library.) Services Marketing Readings, A series of short articles are also included as required reading. These articles are available electronically via Blackboard. Recommended Book William Strunk and E. B. White (1979), The Elements of Style, Third Edition, New York, NY: MacMillan Publishing Co. (This is not required, but is an excellent little book for improving your writing skills.) Course Prerequisite and Corequisite Student must have earned a “C” or better in MKT 300. Course Description Why study services marketing? The U.S., as well as much of the world economy, is dominated by services. In the U.S. approximately 75% of the labor force, 70% of the GNP, 45% of an average family’s budget, and 32% of exports are accounted for by services. Yet, business school courses traditionally have focused on the manufacturing sector of the economy. This course is designed for students who may be interested in working in service industries and will address the distinct needs and problems of service firms in the area of marketing. The primary theme of the course is that service organizations (e.g., banks, educational institutions, hospitals, hotels, professional services, transportation companies) require a distinctive approach to marketing strategy, both in its development and execution. The course will build on marketing concepts from other courses (i.e., MKT 301) to make them specifically applicable in service industry settings. A second theme of the course focuses on the role of service in manufacturing businesses. This course will suggest ways that firms in the manufactured goods sector might use “service” as a primary source of competitive advantage. This course will not enable students to step directly into the role of Vice-President of Marketing at a Fortune 500 service company. It will, however, help students to gain an understanding of services marketing issues and provide a good foundation for other marketing classes and future business endeavors
Course Obiectives The intent of this course is to introduce, discuss, and analyze several topics important to service businesses After completing this course, students should be able to a Understand the unique challenges involved in marketing and managing services a Identify differences between marketing in service versus manufacturing organizations and understand how"service"can be a competitive advantage in manufacturing organizations a Identify and analyze the various components of the"services marketing mix (three additional Ps) as well as key issues required in managing service quality a Appreciate the role of employees(and often customers)in service delivery, customer satisfaction and service recovery a Appreciate other key issues in service businesses, such as managing supply and demand, the overlap in marketing/operations/human resource systems, and relationship management a Build upon important workplace skills(e.g, cooperation, teamwork, meeting deadlines writing) through active learning activities and other classroom exercises a Become better, more aware, and may be less naive service consumers a Enjoy themselves while accomplishing all of the above Additionally, the course assignments are designed to continue to improve students'verbal, written, and thinking skills in preparing them for positions in the business world Instructor Expectations of students A goal for the classroom is to have a positive, attentive, courteous environment that is conducive to learning Being on time, being alert, participating in discussions and activities, staying for the full class time, and generally contributing to the learning experience of one's classmates are desirable behaviors. Class will be a combination of instructor lectures. interactive class discussions. and in-class activities. Students will be required (and expected) to complete assigned readings prior to class sessions during which those readings are examined. Assignments are due in class at the beginning of class on the specified due date Students are expected to conduct themselves professionally in all matters related to this class. This means students should act professionally while in class and prepare all assignments in a professional manner. To illustrate Inappropriate verbal comments directed toward others in class will not be tolerated Cell phones should be turned off during class. (In an emergency situation, please notify the instructor before class about the emergency and that the phone may disrupt class. If your phone rings during class, you will be asked to leave the room and not return that day Unless otherwise noted, the major written assignments should be typed or word-processed and free of spelling and grammatical errors Cheating of any type will not be tolerated, including plagiarism. (Any students who are unsure of what constitutes plagiarism should see the instructor. Any assignment containing plagiarized material will receive a grade of zero. Historically students have been asked if the expectations listed above seem reasonable, and they nearly always say yes. So, if there is a problem with one of these issues, please let the instructor know immediately 2
2 Course Objectives The intent of this course is to introduce, discuss, and analyze several topics important to service businesses. After completing this course, students should be able to: # Understand the unique challenges involved in marketing and managing services. # Identify differences between marketing in service versus manufacturing organizations and understand how “service” can be a competitive advantage in manufacturing organizations. # Identify and analyze the various components of the “services marketing mix” (three additional P’s) as well as key issues required in managing service quality. # Appreciate the role of employees (and often customers) in service delivery, customer satisfaction, and service recovery. # Appreciate other key issues in service businesses, such as managing supply and demand, the overlap in marketing/operations/human resource systems, and relationship management. # Build upon important workplace skills (e.g., cooperation, teamwork, meeting deadlines, report writing) through active learning activities and other classroom exercises. # Become better, more aware, and maybe less naive service consumers. # Enjoy themselves while accomplishing all of the above. Additionally, the course assignments are designed to continue to improve students’ verbal, written, and thinking skills in preparing them for positions in the business world. Instructor Expectations of Students A goal for the classroom is to have a positive, attentive, courteous environment that is conducive to learning. Being on time, being alert, participating in discussions and activities, staying for the full class time, and generally contributing to the learning experience of one’s classmates are desirable behaviors. Class will be a combination of instructor lectures, interactive class discussions, and in-class activities. Students will be required (and expected) to complete assigned readings prior to class sessions during which those readings are examined. Assignments are due in class at the beginning of class on the specified due date. Students are expected to conduct themselves professionally in all matters related to this class. This means students should act professionally while in class and prepare all assignments in a professional manner. To illustrate: • Inappropriate verbal comments directed toward others in class will not be tolerated. • Cell phones should be turned off during class. (In an emergency situation, please notify the instructor before class about the emergency and that the phone may disrupt class. If your phone rings during class, you will be asked to leave the room and not return that day.) • Unless otherwise noted, the major written assignments should be typed or word-processed and free of spelling and grammatical errors. • Cheating of any type will not be tolerated, including plagiarism. (Any students who are unsure of what constitutes plagiarism should see the instructor. Any assignment containing plagiarized material will receive a grade of zero.) Historically students have been asked if the expectations listed above seem reasonable, and they nearly always say yes. So, if there is a problem with one of these issues, please let the instructor know immediately
Class attendance As is the case in most businesses, your attendance and promptness is expected. Coming to class late, leaving early, or coming and going during class meeting time is not acceptable behavior. A relatively large percentage of the course grade will depend upon students being present during class. If a student misses class for any eason, the student will be responsible for any material covered, assignments given, or dates changed. Studies have shown that students who attend class regularly and participate fully find assignments and exams to be much easier and more meaningful, and (surprise! ) tend to get better grades than those who do not attend class Most in-class activities are designed in such a way they cannot be"made up"outside of class. According to the BGsu 2008-2009 Student Handbook(p. 57) The student is responsible for knowing and meeting all course requirements, including tests, assignments, and class participation, as indicated by the course instructor. The instructor has no obligation to give make-up examinations or to review other class work missed by a student as a result of unexcused absence I support this position. In rare instances, students may have to miss class for what I would call a valid university-related reason. (Such reasons include times when the student is:(a) participating in an approved field trip or other official BGsU activity (e. g, athletics, debate, music, theater arts);(b) confirmed undei doctor's orders; or (c) granted a leave of absence from BGSU for reasonable cause by an academic dean. Except for medical emergencies, which will require proper documentation, all other absences must be approved by the instructor prior to the class session that will be missed. Alternative assignments will be given only for instructor-approved absences My experience with teaching university students suggests that, on average, 10 to 15 percent of the class will attempt to turn in assignments later than the time specified. Many reasons are given for late work(e.g, flat es, printer problems, illness, oversleeping, etc. ) No matter what the reason, the bottom line is that either (a) the work was completed and turned in when required or(b) the work was not completed and turned in when required As specified earlier, assignments are due in class at the beginning of class on the specified due date. There is NO PROVISION for late work on any assignment. I strongly suggest that students plan and schedule to complete work early(that is, do not wait until the"last minute"). I also strongly recommend having backup systems in place so that all work can be completed on schedule. Having work completed on schedule is a key to early success in ones business career. A major complaint of employers is that business faculty do not instill a responsibility in students to have work done on time; I have a desire to be a part of the solution rather than part of the problem. Thus, I would suggest students start now to develop good work habits for meeting deadlines NOTE: Late submissions are not accepted. Partial credit will NOT be given for late work
3 Class Attendance As is the case in most businesses, your attendance and promptness is expected. Coming to class late, leaving early, or coming and going during class meeting time is not acceptable behavior. A relatively large percentage of the course grade will depend upon students being present during class. If a student misses class for any reason, the student will be responsible for any material covered, assignments given, or dates changed. Studies have shown that students who attend class regularly and participate fully find assignments and exams to be much easier and more meaningful, and (surprise!) tend to get better grades than those who do not attend class regularly. Most in-class activities are designed in such a way they cannot be “made up” outside of class. According to the BGSU 2008-2009 Student Handbook (p. 57), “The student is responsible for knowing and meeting all course requirements, including tests, assignments, and class participation, as indicated by the course instructor. The instructor has no obligation to give make-up examinations or to review other class work missed by a student as a result of unexcused absence.” I support this position. In rare instances, students may have to miss class for what I would call a valid, university-related reason. (Such reasons include times when the student is: (a) participating in an approved field trip or other official BGSU activity (e.g., athletics, debate, music, theater arts); (b) confirmed under doctor’s orders; or (c) granted a leave of absence from BGSU for reasonable cause by an academic dean.) Except for medical emergencies, which will require proper documentation, all other absences must be approved by the instructor prior to the class session that will be missed. Alternative assignments will be given only for instructor-approved absences. Late Work My experience with teaching university students suggests that, on average, 10 to 15 percent of the class will attempt to turn in assignments later than the time specified. Many reasons are given for late work (e.g., flat tires, printer problems, illness, oversleeping, etc.). No matter what the reason, the bottom line is that either (a) the work was completed and turned in when required or (b) the work was not completed and turned in when required. As specified earlier, assignments are due in class at the beginning of class on the specified due date. There is NO PROVISION for late work on any assignment. I strongly suggest that students plan and schedule to complete work early (that is, do not wait until the “last minute”). I also strongly recommend having backup systems in place so that all work can be completed on schedule. Having work completed on schedule is a key to early success in one’s business career. A major complaint of employers is that business faculty do not instill a responsibility in students to have work done on time; I have a desire to be a part of the solution rather than part of the problem. Thus, I would suggest students start now to develop good work habits for meeting deadlines. NOTE: Late submissions are not accepted. Partial credit will NOT be given for late work
Grading Students have various expectations of what their class experience should be as well as how much effort they believe they should put into a class. However, as the instructor, I have expectations as to what students should be able to do to demonstrate certain proficiencies in the material covered this semester. Generally speaking, students should expect the effort they are willing to put into the class will be related to the grade they will receive. My experience in teaching this class leads me to believe that, for most students, the quality of tl work related to this class increases as the time spent in activities related to this class increases. grades( ba on my interpretation of what they are supposed to indicate) will be awarded as follows 90-100%.. Grade of"A"(Student demonstrates a thorough understanding of the subject-and throughout the semester consistently displays a mastery of the material) 83-89%.Grade of"B"(Student demonstrates a good understanding of the subject as evidenced consistently in class.) 75-82%.Grade of " C"(Student demonstrates a solid overall understanding of the subject.) 68-74%.Grade of"D"(Student knows a bit more about the subject than before the class started. Note: Students often question why the grading scale is not a"typical" 90, 80, 70, 60 scale. My reasoning is (I)explicit, detailed instructions are given for all projects and assignments, and I am willing to look over drafts provided to me well in advance of the due dates.so, there is no reason not to do well on them, (2)students re given the opportunity to assign the weights of the various course components, and (3 )there is nothing magical about what students call the typical"scale the cut off points of 90, 80, 70, and 60 are just as arbitrary as 90, 83, 75, and 68
4 Grading Students have various expectations of what their class experience should be as well as how much effort they believe they should put into a class. However, as the instructor, I have expectations as to what students should be able to do to demonstrate certain proficiencies in the material covered this semester. Generally speaking, students should expect the effort they are willing to put into the class will be related to the grade they will receive. My experience in teaching this class leads me to believe that, for most students, the quality of their work related to this class increases as the time spent in activities related to this class increases. Grades (based on my interpretation of what they are supposed to indicate) will be awarded as follows: 90-100%... Grade of “A” (Student demonstrates a thorough understanding of the subject))and throughout the semester consistently displays a mastery of the material.) 83-89%...Grade of “B” (Student demonstrates a good understanding of the subject as evidenced consistently in class.) 75-82%...Grade of “C” (Student demonstrates a solid overall understanding of the subject.) 68-74%...Grade of “D” (Student knows a bit more about the subject than before the class started.) Note: Students often question why the grading scale is not a “typical” 90, 80, 70, 60 scale. My reasoning is: (1) explicit, detailed instructions are given for all projects and assignments, and I am willing to look over drafts provided to me well in advance of the due dates...so, there is no reason not to do well on them, (2) students are given the opportunity to assign the weights of the various course components, and (3) there is nothing magical about what students call the “typical” scale...the cut off points of 90, 80, 70, and 60 are just as arbitrary as 90, 83, 75, and 68
Course requirement Students will be expected to participate in several different activities in this course. The final grade is based on a portfolio of work which assesses the student s understanding using a variety of learning methods. In particular, grades in this class will be determined based upon the components listed in the following paragraphs. Students should keep track of their own points throughout the semester Exams(the relative weights for each of these exams will be determined by each student The two exams given in this class will cover material from the textbook active learning assignments and in-class discussions. Exams may include both objective and essay questions. Due to copying and scheduling considerations, any request to change an exam time for a valid reason must be approved by the instructor at least vo weeks in advance. All students will be expected to take the exams at the times announced in clas Exam 1.Likely to be week of February 16(specific date, time, and format to be announced) Exam 2.Likely to be week of April 6 (specific date, time, and format to be announced) Exam 3.Likely to be week of May 4 (specific date, time, and format to be announced) Students who do not take an exam at the scheduled time and do not make prior arrangements will be required to take an alternate(comprehensive) essay exam on Friday, May 8, from 3: 30-5: 30 p. m (Makeup exams generally tend to be more dificult than the regularly scheduled exams. I will do my best to return exams to students within a couple of(class)days. I will not discuss individual exam scores or questions in the classroom. I will only discuss questions on a particular students exam after the student has submitted, in writing or via E-mail, a statement describing why the score on a particular question(or questions)should be re-evaluated. After the exam has been returned to the class, students will have three class days to turn in this written appeal if there is disagreement with my evaluation of a particular question or questions Quizzes (the relative weight for these quizzes will be determined by each student) Sometimes students need an incentive to prepare in advance for class(e. g, read the text book or other ssigned material) and arrive for class on-time. Thus, from time to time, I may give unannounced short quizzes(usually 5-10 points)on the assigned reading material (including chapters from the textbook, articles, and/or cases). My intent is to encourage students to keep up on their reading ents and to see if they are synthesizing the material. The most likely time for a quiz will be the beginning of class. If a student is not in class at the time the quiz is distributed, he/she will receive 0 poin NOTE: Students must be in class at the time the quiz is distributed in order to take the quiz (In other words, late arrivals will not be given a quiz.)
5 Course Requirements Students will be expected to participate in several different activities in this course. The final grade is based on a portfolio of work which assesses the student’s understanding using a variety of learning methods. In particular, grades in this class will be determined based upon the components listed in the following paragraphs. Students should keep track of their own points throughout the semester. Exams (the relative weights for each of these exams will be determined by each student) The two exams given in this class will cover material from the textbook, active learning assignments, and in-class discussions. Exams may include both objective and essay questions. Due to copying and scheduling considerations, any request to change an exam time for a valid reason must be approved by the instructor at least two weeks in advance. All students will be expected to take the exams at the times announced in class. Exam 1...Likely to be week of February 16 (specific date, time, and format to be announced) Exam 2...Likely to be week of April 6 (specific date, time, and format to be announced) Exam 3...Likely to be week of May 4 (specific date, time, and format to be announced) Students who do not take an exam at the scheduled time and do not make prior arrangements will be required to take an alternate (comprehensive) essay exam on Friday, May 8, from 3:30-5:30 p.m. (Makeup exams generally tend to be more difficult than the regularly scheduled exams.) I will do my best to return exams to students within a couple of (class) days. I will not discuss individual exam scores or questions in the classroom. I will only discuss questions on a particular student’s exam after the student has submitted, in writing or via E-mail, a statement describing why the score on a particular question (or questions) should be re-evaluated. After the exam has been returned to the class, students will have three class days to turn in this written appeal if there is disagreement with my evaluation of a particular question or questions. Quizzes (the relative weight for these quizzes will be determined by each student) Sometimes students need an incentive to prepare in advance for class (e.g., read the text book or other assigned material) and arrive for class on-time. Thus, from time to time, I may give unannounced, short quizzes (usually 5-10 points) on the assigned reading material (including chapters from the textbook, articles, and/or cases). My intent is to encourage students to keep up on their reading assignments and to see if they are synthesizing the material. The most likely time for a quiz will be the beginning of class. If a student is not in class at the time the quiz is distributed, he/she will receive 0 points. NOTE: Students must be in class at the time the quiz is distributed in order to take the quiz. (In other words, late arrivals will not be given a quiz.)
ourse ro Co-production (including In-Class Participation)(the relative weight will be determined by each student) To assist in understanding of services marketing issues, students are encouraged to contribute to in- class discussions. A students participation and interaction with other students, as well as the professionalism displayed in all aspects of this class, will be a major component of the class instruction. Student co-production may also be based upon an ability to recognize contemporary services marketing issues. Students are encouraged to examine current issues and to bring in articles at make a salient contribution to class discussion. In so doing, students should be prepared to describe the relevance of the article to services marketing This educational"service"(MKT 405)requires active co-production and participation in the classroom for it to be a success. Attendance in class is a necessary, but not sufficient, condition for good participation.(Merely showing up for work, but not contributing anything to the organization would not generally be considered acceptable behavior in the workplace. In a departure from usual practice, at the end of the semester each student will evaluate his/her own co-production(participation) and assign himmherself a score. As part of this process students will be required to submit a 1-2 page justification of the grade they would recommend they should receive So, I would advise students to keep track of days/topics when they have taken an especially active leadership role in class discussion. Guidelines will be provided as to how students might evaluate their own co-production(participation) in the course assignments document. (The instructorreserves the right to adjust the final co-production grade if deemed necessary Team Assignment(the relative weight for this assignment will be determined by each team of students) During the semester each student will be assigned to a team of four or five students. Each team will be responsible for completing the assignment listed below. ervice Blueprint. This assignment requires students to construct a detailed service blueprint, accompanied by relevant photos/images, for a particular service provider and, perhaps, present it to the class. The assignment will also involve writing a short paper discussing how the blueprint might be used to improve marketing and operations in the organization. Details are provided in a separate han Individual Assignments(the relative weights for each assignment will be determined by each student) Company Complaint Letter Response Analysis. Each student who completes this assignment will be required to write a letter of complaint to an organization from which the student has had a less-than satisfactory experience with the companys service offering. Students choosing this assignment will, near the end of the semester, analyze the response they received from their complaint- or the lack thereof. Details are provided in a separate handout Service encounter Journal paper. Each student who completes this assignment will be required to ecord"journal " entries concerning service encounters that he/she experiences during the first few weeks of the semester.(A form will be provided for the journal entries. To complete this assignment students will, near the end of the semester, write a paper analyzing their best and worst service encounter experiences. Details are provided in a separate handout 6
6 Course Requirements (continued) Co-production (including In-Class Participation) (the relative weight will be determined by each student) To assist in understanding of services marketing issues, students are encouraged to contribute to inclass discussions. A student’s participation and interaction with other students, as well as the professionalism displayed in all aspects of this class, will be a major component of the class instruction. Student co-production may also be based upon an ability to recognize contemporary services marketing issues. Students are encouraged to examine current issues and to bring in articles that make a salient contribution to class discussion. In so doing, students should be prepared to describe the relevance of the article to services marketing. This educational “service” (MKT 405) requires active co-production and participation in the classroom for it to be a success. Attendance in class is a necessary, but not sufficient, condition for good participation. (Merely showing up for work, but not contributing anything to the organization, would not generally be considered acceptable behavior in the workplace.) In a departure from usual practice, at the end of the semester each student will evaluate his/her own co-production (participation) and assign him/herself a score. As part of this process students will be required to submit a 1-2 page justification of the grade they would recommend they should receive. So, I would advise students to keep track of days/topics when they have taken an especially active, leadership role in class discussion. Guidelines will be provided as to how students might evaluate their own co-production (participation) in the course assignments document. (The instructor reserves the right to adjust the final co-production grade if deemed necessary.) Team Assignment (the relative weight for this assignment will be determined by each team of students) During the semester each student will be assigned to a team of four or five students. Each team will be responsible for completing the assignment listed below. Service Blueprint. This assignment requires students to construct a detailed service blueprint, accompanied by relevant photos/images, for a particular service provider and, perhaps, present it to the class. The assignment will also involve writing a short paper discussing how the blueprint might be used to improve marketing and operations in the organization. Details are provided in a separate handout. Individual Assignments (the relative weights for each assignment will be determined by each student) Company Complaint Letter Response Analysis. Each student who completes this assignment will be required to write a letter of complaint to an organization from which the student has had a less-thansatisfactory experience with the company’s service offering. Students choosing this assignment will, near the end of the semester, analyze the response they received from their complaint))or the lack thereof. Details are provided in a separate handout. Service Encounter Journal Paper. Each student who completes this assignment will be required to record “journal” entries concerning service encounters that he/she experiences during the first few weeks of the semester. (A form will be provided for the journal entries.) To complete this assignment students will, near the end of the semester, write a paper analyzing their best and worst service encounter experiences. Details are provided in a separate handout
Other Important Information Success-Oriented Course. MKT 405 is a success-oriented course. My desire is that all students in the class meet their individual learning(and grade)goals. However, this does not mean that students can avoid working hard in this class. What this does mean is that all students who do well in the class will be rewarded accordingly. That is, the grade distribution will not be adjusted to make sure it fits a bell-shaped curve--thus, help students demonstrate their understanding of the material we cover in class. That is es of assignments to a portion of the grade because in the business world other skills are as important as knowledge. Students are given these other assignments to encourage the development of these skills as well Study Time. Most college courses require students to spend a significant amount of time outside of class in individual study time. A general guideline is that at least two hours should be spent studying outside of class for every one hour spent in class. Actual in-class meeting time is short in college courses because students are expected to work independently outside of class in order to meet the course requirements. My experience suggests that students who regularly spend this amount of time each week in preparing for this class tend to do very well, assuming they make effective use of their time Class Pace. Much time is allocated in this class for in-class and small group discussion and in-class activities As a result, not as much time is spent in the traditional lecture format. In order to cover the course material lectures are organized to cover the material at a fairly quick pace. It is, therefore, essential that students(a) keep up with the assigned readings, (b) budget their time wisely in order to complete all of their assignments, and(c)seek clarification on any material that they do not understand. If I start going too fast in my lectures let me know. It is my desire that students understand the material Flexibility. A tentative schedule for the entire semester is included in this syllabus. Although much thought was put into the course schedule listed in this syllabus, the schedule is tentative and subject to change as necessary because of the availability of guest speakers and/or support materials, or in order to adapt to specific needs of the class. Occasional departures from the schedule, such as additional readings, assignments, and activities, may be announced in class during the semester. Such announcements will take priority over the printed schedule. It is the student's responsibility to be in class and keep up-to-date on whatever changes are made in the schedule Active Learning Activities. Active learning methods are frequently used in this class. This means students will be part of a group in which they will work together(normally in class) to discuss a specific issue or oncept. It has been repeatedly demonstrated that active learning results in higher grades, increased critical thinking skills, positive relationships, deeper level understanding, and much more. In addition, student evaluations of such classes show that most students enjoy the active role they play in the class, have fun in the process, learn more, take responsibility for their own learning and the learning of others, and develop meaningful friendships which encourage them in their studies and in their personal lives Evaluation of Assignments. Several written assignments are required in this course. Specific guidelines are provided and will need to be followed. These assignments will also be graded for grammar. Students should expect to do fairly well if all of the instructions are followed. However, if only some of the instructions are followed, then only some of the possible points will be awarded Academic Dishonesty. University policy and the bgsu Student Handbook indicates that academic honesty violations(e.g, cheating, fabrication, facilitating academic dishonesty, plagiarism, as well as collaborating with fellow students on exams and individual assignments and having access to unauthorized material)requires the instructor to fail the offender(s) for the course. If serious enough, any such situation will be handed over to university authorities for further action 7
7 Other Important Information Success-Oriented Course. MKT 405 is a success-oriented course. My desire is that all students in the class meet their individual learning (and grade) goals. However, this does not mean that students can avoid working hard in this class. What this does mean is that all students who do well in the class will be rewarded accordingly. That is, the grade distribution will not be adjusted to make sure it fits a bell-shaped curve))thus, students are not in direct competition with their classmates. Also, there are several types of assignments to help students demonstrate their understanding of the material we cover in class. That is, exams comprise only a portion of the grade because in the business world other skills are as important as knowledge. Students are given these other assignments to encourage the development of these skills as well. Study Time. Most college courses require students to spend a significant amount of time outside of class in individual study time. A general guideline is that at least two hours should be spent studying outside of class for every one hour spent in class. Actual in-class meeting time is short in college courses because students are expected to work independently outside of class in order to meet the course requirements. My experience suggests that students who regularly spend this amount of time each week in preparing for this class tend to do very well, assuming they make effective use of their time. Class Pace. Much time is allocated in this class for in-class and small group discussion and in-class activities. As a result, not as much time is spent in the traditional lecture format. In order to cover the course material, lectures are organized to cover the material at a fairly quick pace. It is, therefore, essential that students (a) keep up with the assigned readings, (b) budget their time wisely in order to complete all of their assignments, and (c) seek clarification on any material that they do not understand. If I start going too fast in my lectures, let me know. It is my desire that students understand the material. Flexibility. A tentative schedule for the entire semester is included in this syllabus. Although much thought was put into the course schedule listed in this syllabus, the schedule is tentative and subject to change as necessary because of the availability of guest speakers and/or support materials, or in order to adapt to specific needs of the class. Occasional departures from the schedule, such as additional readings, assignments, and activities, may be announced in class during the semester. Such announcements will take priority over the printed schedule. It is the student’s responsibility to be in class and keep up-to-date on whatever changes are made in the schedule. Active Learning Activities. Active learning methods are frequently used in this class. This means students will be part of a group in which they will work together (normally in class) to discuss a specific issue or concept. It has been repeatedly demonstrated that active learning results in higher grades, increased critical thinking skills, positive relationships, deeper level understanding, and much more. In addition, student evaluations of such classes show that most students enjoy the active role they play in the class, have fun in the process, learn more, take responsibility for their own learning and the learning of others, and develop meaningful friendships which encourage them in their studies and in their personal lives. Evaluation of Assignments. Several written assignments are required in this course. Specific guidelines are provided and will need to be followed. These assignments will also be graded for grammar. Students should expect to do fairly well if all of the instructions are followed. However, if only some of the instructions are followed, then only some of the possible points will be awarded. Academic Dishonesty. University policy and the BGSU Student Handbook indicates that academic honesty violations (e.g., cheating, fabrication, facilitating academic dishonesty, plagiarism, as well as collaborating with fellow students on exams and individual assignments and having access to unauthorized material) requires the instructor to fail the offender(s) for the course. If serious enough, any such situation will be handed over to university authorities for further action
Emergency Communication. Occasionally situations occur where there is a question as to whether a class will be held(heavy snowfall, icy roads, floods, instructor illness, etc. ) Should the university or the instructor decide to cancel classes. an announcement will be sent via e-mail to all students on the official class roster using the student's bgnet e-mail address Thus when in doubt about whether a class will be held assume that class will meet unless an e-mail message from the instructor(or university officials) indicates otherwise Classroom Behavior. Some miscellaneous expectations that I(as the service provider) have of students (i.e, customers )in the delivery(co-production)of this educational service Do not hesitate to ask questions. If something is unclear to one student, it probably means that several others have the same question. However, please ask me the questions in class or to slow down and repeat something, not another student. In other words, no talking when I am talking. Likewise, no alking when a fellow student "has the floor. This is not only common courtesy, but such talking annoys and distracts other students in the class(as well as myself Do not come to class late or leave early. Neither your fellow students nor I appreciate such disruptions. Students expect instructors to be on time, and I expect the same behavior from my students. If you need to leave during class, please do not cause a second disruption by returning to class a few minutes late Please do not wear hats or caps in the classroom. Wearing a hat to class is not professional behavior This is as inappropriate in this setting as it is in a church. (There are relatively few business situations where wearing a hat during a meeting in an office building is considered acceptable behavior.) Please avoid my"Pet Peeves. " Over the years I have observed a variety of student behaviors. Some of them bother me more than others The worst behaviors that i believe students can exhibit include Attempting to turn in assignments late.(They are not accepted.) Not following directions in doing assignments. (You will end up with a lower grade. Asking Did I miss anything important? after not attending a class or"Will I miss anything mportant? prior to not attending a class. (How should i respond Using contractions(e.g, cant)in written assignments. (Not a good idea when writing. Turning in written assignments with page-long paragraphs and/or no headings. (Such assignments are difficult to read and follow.) Improperly using it's and its. (It's not appropriate, a firm would not want its employees misusing these words) Asking are we going to get out early today?"( want students to get their moneys worth?) Turning in assignments held together by paper clips. (Use staples!) Sending unidentified e-mails. (Ahvays include a full name and class section in the message Students who do not identify themselves should not expect a response from the instructor. Getting up and leaving class in the middle of a lecture. (This is very rude. Packing books, notebooks, pens, etc. into bags before class is over. (This is also very rude. 8
8 Emergency Communication. Occasionally situations occur where there is a question as to whether a class will be held (heavy snowfall, icy roads, floods, instructor illness, etc.). Should the university or the instructor decide to cancel classes, an announcement will be sent via e-mail to all students on the official class roster using the student’s BGNET e-mail address. Thus, when in doubt about whether a class will be held, assume that class will meet unless an e-mail message from the instructor (or university officials) indicates otherwise. Classroom Behavior. Some miscellaneous expectations that I (as the service provider) have of students (i.e., customers) in the delivery (co-production) of this educational service: Do not hesitate to ask questions. If something is unclear to one student, it probably means that several others have the same question. However, please ask me the questions in class or to slow down and repeat something, not another student. In other words, no talking when I am talking. Likewise, no talking when a fellow student “has the floor.” This is not only common courtesy, but such talking annoys and distracts other students in the class (as well as myself). Do not come to class late or leave early. Neither your fellow students nor I appreciate such disruptions. Students expect instructors to be on time, and I expect the same behavior from my students. If you need to leave during class, please do not cause a second disruption by returning to class a few minutes later. Please do not wear hats or caps in the classroom. Wearing a hat to class is not professional behavior. This is as inappropriate in this setting as it is in a church. (There are relatively few business situations where wearing a hat during a meeting in an office building is considered acceptable behavior.) Please avoid my “Pet Peeves.” Over the years I have observed a variety of student behaviors. Some of them bother me more than others. The worst behaviors that I believe students can exhibit include: • Attempting to turn in assignments late. (They are not accepted.) • Not following directions in doing assignments. (You will end up with a lower grade.) • Asking “Did I miss anything important?” after not attending a class or “Will I miss anything important?” prior to not attending a class. (How should I respond?) • Using contractions (e.g., can’t) in written assignments. (Not a good idea when writing.) • Turning in written assignments with page-long paragraphs and/or no headings. (Such assignments are difficult to read and follow.) • Improperly using it’s and its. (It’s not appropriate; a firm would not want its employees misusing these words.) • Asking “are we going to get out early today?” (I want students to get their money’s worth!) • Turning in assignments held together by paper clips. (Use staples!) • Sending unidentified e-mails. (Always include a full name and class section in the message. Students who do not identify themselves should not expect a response from the instructor.) • Getting up and leaving class in the middle of a lecture. (This is very rude.) • Packing books, notebooks, pens, etc. into bags before class is over. (This is also very rude.)
Services marketing Spring 2009 Tentative Schedule of Topics Jan. I Foundations for Services Marketing lass Introductions: Syllabus Review Introduction to services " Service is Everybodys Business Jan. 19 Foundations for Services Marketing Assign Folder Groups: Class Photos The Gaps Model of Service Quality Focus on the customer Consumer Behavior for Services Feb 2 Focus on the customer Readings:“ Now It' s Mass medicine”," He Has a Well- Customer Expectations of service Feb 9 Focus on the customer Readings: "Why Service Stinks", "Gratifying Customers by Tapping Their Emotions Feb 16 Exam I 1-5 Feb 23 Aligning Service Design and Standard Readings: "Creative Dating","Service Blueprinting:A Service innovation and De Practical Technique for Service Innovation, "Diets to You March 2 Aligning Service Design and Standards Readings: "Mickey D's Makeover","Ladies'Night Physical Evidence and the Servicescape Out-At the Garage Break help students prepare for in-class discussions regarding these article urse on Blackboard, as well as questions to *The readings may be found on the" Course Materials"page for this
9 Services Marketing Spring 2009 Tentative Schedule of Topics Week of: Topic(s) Chapters Readings and Probable Activities Jan. 12 Foundations for Services Marketing Introduction to Services 1 Class Introductions; Syllabus Review Readings:* “The Move to Solutions Providers”; “Service is Everybody’s Business” Jan. 19 Foundations for Services Marketing The Gaps Model of Service Quality 2 Assign Folder Groups; Class Photos Jan. 26 Focus on the Customer Consumer Behavior for Services 3 Feb. 2 Focus on the Customer Customer Expectations of Service 4 Readings: “Now It’s Mass Medicine”; “He Has a WellOiled Business Plan” Feb. 9 Focus on the Customer Customer Perceptions of Service 5 Readings: “Why Service Stinks”; “Gratifying Customers by Tapping Their Emotions” Feb. 16 Exam 1 Date, Time, and Format to Be Announced 1-5 Feb. 23 Aligning Service Design and Standards Service Innovation and Design 9 Readings: “Creative Dating”; “Service Blueprinting: A Practical Technique for Service Innovation”; “Diets to You Delivers to Homes” March 2 Aligning Service Design and Standards Physical Evidence and the Servicescape 11 Readings: “Mickey D’s Makeover”; “Ladies’ Night Out–At the Garage” March 9 Spring Break No Classes! *The readings may be found on the “Course Materials” page for this course on Blackboard, as well as questions to help students prepare for in-class discussions regarding these articles
MKT405 Spring 2009 Tentative Schedule of Topics (continued) Chapters Readings and Probable Activities March 16 Understanding customer 6 Readings: "Microsoft Ramps Up Its Customer Service Requirements by Paying Attention Listening to Customers Through Research March 23 Understanding Customer Readings: "Banks Push Harder to Get You to Switch", Requirements Fire Your Customers! ","When, Where, and How to Fire Building Customer Relationships That Customer March 30 Understanding Custome Readings: "Northwest Airlines Requirements Nightmare", Online Complaint. Scores Bulls-eye Service Recover Getting the Bugs Out,"Service tees in the Classroom"."These Profs Take a rom Industry Review various advertisements about guarante atisfaction (on Blackboard with the Chapter April 6 Exam 2 6-8,9,1l Date. Time and Format to Be Delivering and Performing Service Readings: "Faith, Trust, and Pixie Dust", "Mickey Employees Roles in Service louse Operation is a Great School"; "Hotel Seminal Deliver Teaches Passion for Pampering Shouldice Hospital- Case Analysis 120 Delivering and Performing Service Reading.“ Outsourcing Comes Home” Customers' Roles in Service Del April 27 Delivering and performing service 14, 15 Readings:"Home Depot Tests Expanded Home Delivering Service Through Services","Three Oregon Hotels Allow Visitors to Set Intermediaries: Managing Demand Own Rates and Capacity Reading: "Merchants Mull the Long and Short of Lines" May 4 Exam 3 Time, Date. and Format to Be 12-15 10
10 MKT 405 Spring 2009 Tentative Schedule of Topics (continued) Session: Topic(s) Chapters Readings and Probable Activities March 16 Understanding Customer Requirements Listening to Customers Through Research 6 Readings: “Microsoft Ramps Up Its Customer Service by Paying Attention” March 23 Understanding Customer Requirements Building Customer Relationships 7 Readings: “Banks Push Harder to Get You to Switch”; “Fire Your Customers!”; “When, Where, and How to Fire That Customer” March 30 Understanding Customer Requirements Service Recovery 8 Readings: “Northwest Airlines Created Honeymoon Nightmare”; “Online Complaint...Scores Bull’s-eye”; “Getting the Bugs Out”; “Service Guarantees in the Classroom”; “These Profs Take a Page From Industry” Review various advertisements about guaranteed satisfaction (on Blackboard with the Chapter 8 Readings) April 6 Exam 2 Date, Time, and Format to Be Announced 6-8, 9, 11 April 13 Delivering and Performing Service Employees’ Roles in Service Delivery 12 Readings: “Faith, Trust, and Pixie Dust”; “Mickey Mouse Operation is a Great School”; “Hotel Seminar Teaches Passion for Pampering” Shouldice Hospital - Case Analysis April 20 Delivering and Performing Service Customers’ Roles in Service Delivery 13 Reading: “Outsourcing Comes Home” April 27 Delivering and Performing Service Delivering Service Through Intermediaries; Managing Demand and Capacity 14, 15 Readings: “Home Depot Tests Expanded Home Services”; “Three Oregon Hotels Allow Visitors to Set Own Rates” Reading: “Merchants Mull the Long and Short of Lines” May 4 Exam 3 Time, Date, and Format to Be Announced 6-8, 12-15