mkt 4210: marketing management - umanitoba.ca

MKT 4210 Marketing Management 1

MKT 4210: MARKETING MANAGEMENT Faculty: Keri L. Kettle, CD, BA, MBA, PhD Office: Drake 650 e-mail: [email protected] Office hours: Monday and Wednesday 0830 – 1000 hrs or by appointment COURSE GOAL Marketing is about getting your product to consumers. This course is designed to develop your ability to analyze business situations from a marketing perspective. Although we will review marketing strategies and tactics that you (should) have learned in prior courses, the emphasis throughout this course is on the application of marketing strategies and tactics. LEARNING OUTCOMES In this course, you will develop your ability to: - evaluate organizations from a marketing perspective - analyze the market and business environment in which an organization is operating - develop a set of alternative marketing strategies and select the most appropriate one - convert your chosen marketing strategy into an implementable action plan - prepare written analyses that are clear, persuasive, and concisely written - express your analyses in a formal presentation


CLASS SCHEDULE

The Instructor Reserves the Right to Make Any Changes to this Schedule and Syllabus with notice to the students.

Date Subject/Assignment Notes & Readings Sep 5 Course Introduction

In-Class Exercise: Personal Case Part 1 Mission Statements and Financial Performance

Sep 10 Marketing Plan – Mission Statements In-Class Exercise: Personal Case Part 2

What is a Mission?

Sep 12 Analyzing the Business – Opportunities & Threats The External Environment Sep 17 Analyzing the Business – Strengths & Weaknesses The Company Sep 19 Segmentation & Targeting Understanding

Segmentation Sep 24 Targeting & Positioning Is a Target Market

Attractive? Sep 26 Positioning Positioning 101 Oct 1 In-Class Case Analysis Oct 3 Take-Home Test (No Class) … due by 11:59 PM Test posted Oct 1st Oct 8 No Class – Thanksgiving Post Current Case #1 Oct 10 Test Review Oct 15 Current Case #1 Oct 17 Group Project In-Class Client Overviews Presentations Oct 22 Case #1 – Camp Wahanowin Post Current Case #2 Oct 24 Case #2 – Lululemon Oct 29 Group Meetings (In-Class) Project Proposal Due Oct 31 Group Meetings (In-Class) Nov 5 Current Case #2 Nov 7 Case #3 – Club Sportif Nov 12 No Class – Fall Break Nov 14 No Class – Fall Break Nov 19 Group Project Prep & Meetings (No Class) Nov 21 Case #4 – Stack Brewing Nov 26 Group Project Prep & Meetings (No Class) Group Project Due Nov 28 Group Project Presentations Dec 3 Group Project Presentations Dec 5 Group Project Presentations


COURSE MATERIALS Readings During the semester, I will assign selected readings. These will be made available through UMLearn. Cases Cases are central to this course. Some of these cases are long and quite complex. Many will resemble challenges that you will face in future. At times, you may find it uncomfortable to make decisions because key pieces of information will be missing; in such situations, you will have to make reasonable assumptions in order to arrive at a decision. In our discussion of the cases, strive to develop your own personal frameworks for marketing decision-making. Our brief lecture/discussions will provide you with some ideas, but ultimately it is your responsibility to develop frameworks with which you feel comfortable. I would strongly urge you to discuss every case with your group. Always try to take a personal position before the group meeting. Defend it, based on data and analysis, but be prepared to change your position if appropriate. Having prepared the case, be willing to participate actively in the class discussion. This will help develop your skills in articulating and defending a position. You will find the course much more interesting and stimulating when you actively participate. The case and reading packages for this course will be available for purchase online. Additional materials will be made available for download through UM Learn.


Here are the instructions for downloading the Course Pack of cases from Ivey Publishing: Starting: Sep 04, 2018 Ending: Dec 04, 2018

1. Go to the Ivey Publishing website at www.iveycases.com 2. Log in to your existing account or click "Register" to create a new account and follow the prompts to

complete the registration. If registering, choose the "Student User" role. 3. Click on this link or copy into your browser: https://www.iveycases.com/CoursepackView.aspx?id=20057 4. Click "Add to Cart". 5. You may choose to order in either print or digital format.

a. To order the material in digital format, check "digital download" and click "OK". b. To order a printed copy for delivery, enter the print quantity required and click "OK". Please note

that shipping charges will apply. 6. Go to the Shopping Cart (located at the top of the page), click "Checkout", and complete the checkout

process. 7. When payment has been processed successfully, an Order Confirmation will be emailed to you

immediately and you will see the Order Confirmation screen. a. If you ordered digital copies: Click "Download your Digital Items" or go to "My Orders" to access

the file. b. If you ordered printed copies: Your order will be printed and shipped within 2 to 3 business days.

IMPORTANT: Access to downloadable files will expire 30 days from the order date, so be sure to save a copy on your computer. The downloadable file is a PDF document that can be opened using Adobe Reader. This material is for your personal use only and is not to be shared or distributed in any form. Ivey Publishing Ivey Business School Western University e. [email protected] t. 519.661.3208 | tf. 800.649.6355 www.iveycases.com Business Hours: Monday to Thursday: 8:00am-4:30pm (ET) Friday: 8:00am-4:00pm (ET)

http://www.iveycases.com/

https://www.iveycases.com/CoursepackView.aspx?id=20057


MY TEACHING PHILOSOPHY

I don’t teach … I coach. What’s the difference, you ask? When you teach, you focus on instructing another person how to do something. When you coach, you focus on helping them become better at something. My focus is not on instructing or imparting knowledge, but rather on helping you develop skills so that you can perform better at your chosen profession. You can choose whether or not you wish to take advantage of this course. Some people like to receive instruction and demonstrate their newfound knowledge by passing a test … I respect that. If you do take advantage of what this course offers, you will develop analytic and writing skills that will help you to perform at a greater level moving forward. Know that you will receive prompt and thorough feedback from me on all aspects of your performance. Being an effective coach requires me to live up to three principles: (1) My primary goal is to enable you to develop your abilities. I don’t lecture: You can acquire

information from many sources, and as a coach I guide you in developing the ability to utilize that information. This implies that my courses require you to complete tasks and assignments that apply to real-world settings, such as developing new ideas, giving presentations to other people, and preparing documents to a standard that is expected in the corporate world.

(2) Being an effective coach requires me to challenge you, for it is only by demanding more of

you that you will really push yourself to improve. You can attain a good grade by putting forth a very high level of effort and performance.

(3) Strong coaching requires prompt and thorough feedback. In fact, my own research shows

that you will perform better when you anticipate receiving prompt feedback. To enable you to improve you skills, I must provide the honest feedback that enables you to do so. You can expect to receive timely performance feedback that accurately identifies both the strengths and weaknesses of your work.


GRADE COMPONENTS Google Garage Certification: 5% Take-Home Test: 15% Current Case Analyses: 10% = 2 x 5% Individual Case Analyses: 10% = 2 x 5% Group Case Analyses: 20% = 2 x 10% Written Analysis: 5% Presentation: 5% Group Project: 40% Client Overview: 5% Written Proposal: 5% Final Project: 25% Final Presentation: 5% Contribution to Class: +/-5%

100% GRADING EQUIVALENTS As a matter of personal policy, I do not curve grades. The grade you receive is the grade you have earned. This means that sometimes the class average is an A, and other times the class average is a C. It will be up to the class, and not a curve, to determine what the class average is. Here is the approximate grade band for this course:

Letter Grade Percentage Equivalent A+ 90% + A 85 – 89% B+ 80 – 84% B 75 – 79% C+ 70 – 74% C 65 – 69% D 55 – 64% F < 55%


GOOGLE GARAGE CERTIFICATION Many of you will find a need to understand online and digital marketing for your group projects. To facilitate this, I will grant you 5% of the course grade for completing the Google Digital Garage Certification. To receive credit, you must submit your certificate to me NO LATER THAN the final day of classes (December 7th). (https://learndigital.withgoogle.com/digitalgarage). There are 23 topics you need to study to prepare for the test to obtain the Digital Garage Certificate of Online Proficiency, which will earn you the full 5% component of your course grade. No proportional grade will be granted. Note that the 5% is part of the 100% for the course and is not extra credit.

• Course overview • 7 sections (divided into 23 topics)

• Take a business online • Make it easy for people to find a business on the web • Reach more customers with advertising • Track and measure web traffic • Sell products and services online • Take a business global • Reach more people locally, on social media

• 89 videos (around 11 hours) with transcripts • 89 put into practice questions • 23 quizzes • 1 certification exam

• Certification exam • 40 questions

TAKE-HOME TEST There will be one test given during the semester. You will have 48 hours to complete it and submit it via UM Learn. The test may be a combination of definition, matching, multiple choice and short answer/essay questions. Material for the test will come from lectures, discussions, articles read in class, and cases covered. For short answer/essay questions, quality of writing (answers) will be considered during evaluation, and grades will be deducted for spelling errors and improper grammar.

https://learndigital.withgoogle.com/digitalgarage)


CASE ASSIGNMENTS We will spend much of the course engaged in case discussions. There are a total of six cases. You will prepare a total of six case analyses:

- Two Current Case Analyses - Two Individual Case Analyses - Two Group Case Analyses

All case assignments are due in two forms:

1) at 10:00 pm the night prior to the due date via UM Learn; and 2) in hardcopy at the beginning of class on the due date.

Current Event Cases: EVERYBODY in the class must submit each Current Case Analysis.

For each of these cases I will select an event currently occurring in the business news and you will provide an analysis of the current situation and parties involved. The analysis will include an examination of the company’s segmentation, targeting, and positioning (STP) as well as additional questions TBD. For these cases the assignment is to prepare a maximum 3 page (double spaced 12 pt. font) written analysis of the case:

Page 1: SWOT Analysis (table format) and describe the company’s segmentation, targeting, and positioning Page 2: Analyze the case, guided by the case-specific question(s) (which I will announce

with the case) Page 3: Make specific recommendations.


Individual / Group Cases: These cases use published written materials for business school classes. You will need to purchase these at www.iveycases.com Individual Cases: Prepare a maximum 3 page (double spaced 12 pt. font) written analysis of the case:

Page 1: SWOT Analysis (table format) and describe the company’s segmentation, targeting, and positioning Page 2: Analyze the case, guided by the case-specific question(s) Page 3: Make specific recommendations.

You may also include a fourth page with images, tables, and/or calculations to illustrate your analysis. Group Cases: As a group, prepare a maximum 5 page (double spaced 12 pt. font) written analysis of the case. This must include:

SWOT Analysis (table format). Describe the company’s current segmentation, targeting, and positioning Analyze the case. Make your recommendation. Be specific, detailed, clear, and concise.

You should also include an additional page with images, tables, and/or calculations to illustrate your analysis.

For all cases, your write-up will be evaluated for clarity, clear flow, logical structure, use of case information, evidence-based arguments, integration of quantitative and qualitative data and conclusions flowing from analysis. For individual assignments, you may not work with anyone else or get input from anyone else or any outside source on these assignments. Besides the case itself the only materials you may use are those available on the company’s website or your own investigation of the company. If you use outside materials I strongly discourage direct quoting. If you directly quote (e.g. from the company’s website) then you must identify it as a direct quote by putting it in quotation marks and identifying the source. Otherwise, it should be your ideas based on the information you have found.

http://www.iveycases.com/


Case-Specific Guidelines: Here are questions you need to consider for each specific case: Camp Wahanowin

• Why does Camp Wahanowin have a problem? Explain. • Think beyond the information presented in the case. What’s really happening

outside of Wahanowin that is causing these changes? • Make specific recommendations for a long-term solution for Wahanowin.

Lululemon • Does Lululemon have a problem? If so, what is it? Think beyond the information

presented in the case. • Do they have competition? Who? Why? • How does Lululemon provide unique value to its customers?

Club Sportif MAA • What unique value does Club Sportif offer? • How is Club Sportif different from other gyms? • Make specific recommendations for a long-term solution for Club Sportif? • Show me calculations to support your argument.

Stack Brewing • What is unique about Stack Brewing? • Should Stack expand production? Explain your answer to this question … and • Show me calculations to support your argument.


HOW TO INTERPRET YOUR GRADE ON CASES Individual and group written cases are graded out of 5 Points. Typically, the class average ranges between 3.3-3.7. Cases are not tests. This means that there is no single correct answer, and that . These are not tests: For each case, I grade roughly 40-60 cases submissions. I am well-calibrated on what constitutes Here’s what your grade means (approximately): 0 / 5 It’s very, very clear that you put zero effort into this assignment. 1 / 5 You have fundamentally failed to understand the nature of this

assignment, and the quality of your writing is extremely poor. 2 / 5 You seem to have missed the purpose of the assignment, and the quality

of your writing is quite poor. 3 / 5 You have provided a good analysis of the case, a reasonable

recommendation, and your writing is of an acceptable standard. 4 / 5 You have provided a strong analysis of the case, a solid

recommendation, and your writing is good. Well done. 5 / 5 You have provided a thoughtful analysis of the case, a well-articulated

recommendation, and your writing is both clear and concise. Very well done.


HOW TO INTERPRET YOUR GRADE ON PRESENTATIONS Group case presentations are graded out of 5 Points. Here’s what your grade means (approximately): 0 / 5 It’s very, very clear that you did not take this presentation seriously. 1 / 5 You have fundamentally failed to understand the importance of a

verbal presentation, and the quality of your work is extremely poor. 2 / 5 You seem to have missed the purpose of the assignment, and the quality

of your writing is quite poor. 3 / 5 Your presentation is adequate, demonstrates a good analysis of the case,

a reasonable recommendation, and your slides are acceptable. 4 / 5 Your presentation flows well, is presented professionally, and

demonstrates a strong analysis of the case. Well done. 5 / 5 Your presentation is clear and concise, well-practiced, and you have

provided a thoughtful analysis of the case. Very well done.


CONTRIBUTION A successful learning environment requires contributions from everyone. At a minimum, I expect that you will actively contribute to the class. This means that you will do the following:

- Arrive early to class. - Be prepared for the discussion. - Make intelligent contributions to class discussions.

Here’s how I handle class contributions: If you make outstanding contributions to the class, I will grant you some bonus points (up to 5%) in determining your final grade. If you merely attend class, or make contributions to class that are less than expected, I will take away some points (up to 5%) in determining your final grade. GROUPS

The class will be divided into six groups, each of which will consist of four to five students.

These will be self-formed, possibly with my assistance as needed. Group formation and case assignment should be completed by September 24, 2018.

Groups will be the same for both the Group Case Analyses and the Group Project. The sooner you form your groups, the sooner you can get to work on your Group Project.


GROUP PROJECT: Each group will design a “real-life” marketing plan for a small business or a non-profit organization. You are free to choose a business of your own, and I have some clients who are interested. You must choose your client no later than October 1st. Here are your deliverables: 1) In-Class Client Overview: October 17th 2) Written Project Proposal: 10:00 PM, October 28th. 2) Final Project: 10:00 PM, November 26th. 3) Presentation: To be randomly assigned, as per schedule. In-Class Client Overview: As a group, prepare a maximum 5-minute presentation for the class. The objective of this presentation is to elicit feedback from the class on your client, and possible directions for the project. The presentation must include:

Description of the Client What is the current problem they are facing? What initial ideas do you have to help them? OR

What ideas do they have that they are seeking help with? Written Project Proposal: As a group, prepare a maximum 2 page (double spaced 12 pt. font) written description of the business and the challenge they are facing. This must include:

Page 1: SWOT Analysis (table format) and describe the company’s segmentation, targeting, and positioning Page 2: What is your initial proposal to solve this challenge?


Final Project: In this project, the objective is to develop a case, like the ones you’ve seen in class, that describes a marketing challenge or opportunity as a case history, then analyzes the case to provide recommendations. As a group, prepare a maximum 12 page (double spaced 12 pt. font) written business plan. This must include:

Executive Summary (1 page)\ SWOT Analysis (table format). Describe the business’ current segmentation, targeting, and positioning Analyze the business and the challenge they are facing. Make your recommendation. Be clear and concise. Tables are permitted for additional information.

After conducting an analysis of the organization’s internal and external environment, your group will design a detailed marketing plan for them. The end product will be a written plan with one copy going to the instructor for grading and one copy to the client. More details will be distributed later in the course. Your written submission will be evaluated for clarity, clear flow, logical structure, use of case information, evidence-based arguments, integration of quantitative and qualitative data and conclusions flowing from analysis. Examples of issues might be: performance of a product, a new product launch, a pricing issue, a proposed advertising campaign, dropping a product line, or sales force or channel performance. For examples of what you might consider, you could look at some of the marketing cases in our course. If it helps you, think more tactical than strategic in orientation. Suggestion: use about half the paper, or about 5-6 pages, for describing “the case.” The remaining half of the paper should be devoted to developing your recommendations. As part of the response, I’d like you to provide two or three options and try to estimate the financial, human or other consequences of each option. Then, in reasonable detail, describe the nature of the chosen program and how you might implement it. I will be evaluating the report on much the same criteria that you might use if you were the receiver, i.e. the organization and presentation of the issue, the quality of the analysis and recommendations, the clarity of communication, and the “value-added” to the company.


Case Preparation Bonus: If your group project and your level of performance in this course is exceptional, I may ask your group to prepare your case for publication. This requires a substantial amount of additional work, and you will have to get your client to agree to publishing the case. If you choose to do it, you will receive a bonus of 5%. I will guide the publication of the case. Your case will then be published with Ivey Publishing, you will be a co-author on the case (along with your group members). If you are asked to prepare the case for publication, there will be a deadline of mid-December. Group Presentation: As a group, prepare a maximum 10 minute presentation. This presentation is a visual explanation of your written submission. I do not expect every group member to speak. Assign the speaking and writing duties as you see fit. Your presentation will be evaluated for clarity, clear flow, logical structure, use of case information, evidence-based arguments, integration of quantitative and qualitative data and conclusions flowing from analysis. Peer Evaluation A peer evaluation will be conducted at the end of the course. At this time, each group member will assess the percentage of the work each group member carried out (this will also take the group case presentation into account). If there are 5 group members and all did an equal amount of the group work, then each group member will be assessed as doing 20% of the total work. If there is a systematic reporting that a group member did not “carry his/her weight”, this will be taken into account when assigning the final grade for that individual for the group project. ATTENDANCE (more details in policies for classroom conduct) Your presence in class is essential to your ability to understand and apply the material covered in this course. Treat this class as you would any other professional obligation. By accepting a job you are making an implicit commitment to attend work regularly. By registering for this class you make a similar commitment. Missing classes will have a negative effect on your class grade. This class requires collaborating with others to complete certain assignments. Missing class makes this much harder. In addition, on certain occasions I will let you use some of the remaining class time to meet with your group members and work on your project or discuss potential problems or


concerns you or your group members may have. Missing class or arriving/leaving early only frustrates your classmates and hinders the learning process. In addition, you will miss the opportunity to participate in a class discussion (which will have a negative effect on your overall grade). Absence from class does not exempt you from being responsible for all the material covered in class and being aware of any announcements made in class. In other words, if you miss class it is your responsibility to obtain the lecture or discussion notes and handouts, if any, from your classmates.

Articles will be used to enrich the learning and correlate concepts with real business world. It is very important and necessary to read the material and contribute to the classroom discussions. Mere physical presence in the classroom will not help you earn your participation grade. Active participation in class activities is desired. The instructor reserves the right to the grade for participation. Cell phones, smart phones, PDA’s, iPods, etc. may not be used in class. Please shut them off completely (not on “silent” or “vibrate”) before entering class. Laptops. If you feel that you would benefit significantly from taking notes using a laptop, please see me to discuss; otherwise they are not permitted. SHOULD you be granted laptop use during class it may only be used to take class notes. Any other use of a laptop (e.g., surfing the Internet, chatting, etc.) will mean immediate revoking of laptop privileges. Please consult the default UM policies at the end of this document


Academic Integrity Policy

I. H. Asper School of Business

It is critical to the reputation of the Asper School of Business and of our degrees that everyone associated with our faculty behave with the highest academic integrity. As the faculty that helps create business and government leaders, we have a special obligation to ensure that our ethical standards are beyond reproach. Any dishonesty in our academic transactions violates this trust. The University of Manitoba General Calendar addresses the issue of academic dishonesty under the heading “Plagiarism and Cheating.” Specifically, acts of academic dishonesty include, but are not limited to:

using the exact words of a published or unpublished author without quotation marks

and without referencing the source of these words duplicating a table, graph or diagram, in whole or in part, without referencing the source paraphrasing the conceptual framework, research design, interpretation, or any other

ideas of another person, whether written or verbal (e.g., personal communications, ideas from a verbal presentation) without referencing the source

copying the answers of another student in any test, examination, or take-home assignment providing answers to another student in any test, examination, or take-home assignment taking any unauthorized materials into an examination or term test (crib notes) impersonating another student or allowing another person to impersonate oneself for the

purpose of submitting academic work or writing any test or examination stealing or mutilating library materials accessing test prior to the time and date of the sitting changing name or answer(s) on a test after that test has been graded and returned submitting the same paper or portions thereof for more than one assignment, without

discussions with the instructors involved Group Projects and Group Work

Many courses in the Asper School of Business require group projects. Students should be aware that group projects are subject to the same rules regarding academic dishonesty. Because of the unique nature of group projects, all group members should exercise special care to ensure that the group project does not violate the policy on Academic Integrity. Should a violation occur, group members are jointly accountable unless the violation can be attributed to a specific individual(s).

Some courses, while not requiring group projects, encourage students to work together in groups (or at least do not prohibit it) before submitting individual assignments. Students are encouraged to discuss this issue as it relates to academic integrity with their instructor to avoid violating this policy.

In the Asper School of Business, all suspected cases of academic dishonesty are passed to the Dean's office in order to ensure consistency of treatment.


TYPICAL PENALTIES AT THE ASPER SCHOOL FOR ACADEMIC DISHONESTY

Ignorance of what constitutes academic dishonesty (e.g., when and how to cite sources) is no excuse. Therefore, make sure you read and understand the attached ‘Academic Integrity: What You Need to Know’ sheet.

In case of the student being from another Faculty, the student’s home faculty often matches the suspension and/or adds penalties beyond the Asper School’s.

F-DISC on transcript indicates the F is for disciplinary reasons.

ACADEMIC DISHONESTY PENALTY

Cheating on exam (copying from or providing answers to another student)

F---DISC in course Suspension from taking Asper courses for 1 year Notation of academic dishonesty in transcript

Possession of unauthorized material during exam (e.g., cheat notes)


Altering answer on returned exam and asking for re-grading


Plagiarism on assignment


Submitting paper bought online


Inappropriate Collaboration (collaborating with individuals not explicitly authorized by instructor)


Group member had knowledge of inappropriate collaboration or plagiarism and played along

F---DISC in course Notation of academic dishonesty in transcript

Signing Attendance Sheet for classmate

F---DISC in course Notation of academic dishonesty in transcript

Impersonation on exam

Expulsion from University of Manitoba


Undergraduate Bonus Credit Research Participation Program All students in Marketing Management (MKT 4210) have the opportunity to participate in two research studies during the term for bonus credit. These research studies will involve participating in marketing experiments, completing a questionnaire, and/or a computer simulation completed online. Each study takes approximately 15 minutes to complete, and provides a 0.5% bonus to your course grade. There is a maximum bonus of 2% per course. Please note that each study can only be completed once for extra credit: completing the same study more than once will not provide additional course credit. Benefits of the Program: This program is designed to give students a glimpse into how marketing theory is developed through participation in marketing research studies conducted by faculty here at the Asper School of Business. Participation in academic research studies also enhances the value of the degrees from Asper. University reputations are affected by the quality of research conducted by their faculty: participating in these studies helps Asper professors publish in scholarly journals, consequently improving the school’s reputation. Procedure: You will be notified via email prior to each study so that you may participate online. At the end of each study, you can choose a course to which you assign the bonus credit. Please take a screen shot of the page where you assign the bonus credit, for your records. At the end of each study session, you will be debriefed, i.e., you will be informed as to what was being studied in each study. This debriefing will allow you to see how marketing theory is developed through academic research. All studies that you participate in are approved by the Psychology/Sociology Research Ethics Board, University of Manitoba. If you have any questions, please feel free to contact the subject pool administrator at [email protected].

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mailto:[email protected]


Alternative Assignment: Should you wish to earn bonus credit, but not wish to participate in research, the following option is offered as an alternative assignment for bonus credit. This alternative assignment is designed to take approximately 15 minutes of time, the same time that would be spent if you were participating in the research program. Students are to find one short research report in the Journal of Consumer Psychology or Psychological Science and will be required to read the article and submit a one page summary of the main findings to [email protected] by the end of the particular study period a student chooses not to participate in (i.e. if the study period is from Feb 1 – 15, this is the period in which the alternative assignment has to be done and submitted). Credit will be given to the student as if they participated in the research study. Any questions about the assignment or suggestions for articles should be directed to [email protected].

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My Error Policy for Written Assignments

It is important for business students to adhere to professional standards in preparing written assignments. These standards address spelling, punctuation, format, and basic grammar. Errors in spelling, punctuation, format, and grammar detract from the overall presentation of written work. To this end, all out of class written assignments (i.e., not in class tests or assignments) must meet minimal standards to be acceptable. Errors of the following varieties will be noted according to this policy: (1) Misspelled word (7) Citation error (2) Run-on/fragment (8) Preposition error (3) Comma error (9) Word choice (4) Capitalization error (10) Sentence structure (5) Punctuation error (11) Formatting (6) Agreement error (12) Other grammatical error For written assignments under five pages in length, work will be considered unacceptable if any page has four or more errors or if the total of four errors multiplied by the number of pages is exceeded (i.e., four errors for a one page assignment, eight errors for a two page assignment, twelve errors for a three page assignment etc.). For written assignments in excess of five pages, assignments with more than four errors marked by the instructor on a single page or more than 40 errors in the entire document will be considered unacceptable under this policy. If either the per-page limit or the total error limit is exceeded, the instructor will stop reading and grading. The paper will be returned to the student without a grade. The student will then have one calendar week to revise the paper, correct the errors, and return it to the instructor. Grades on all assignments returned for such errors will automatically be docked 10% of the total value of the assignment (i.e., one letter grade). An assignment will be returned to the student for revision only once. A paper that still suffers from such errors after it is returned to the student and resubmitted to the instructor can receive a grade no higher than a "D". A student will have no more than two different assignments returned for such errors and revision during a course.

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AACSB Learning Objectives

The Asper School of Business is proudly accredited by AACSB. Accreditation requires a process of continuous improvement of the school and our students. Part of student improvement is ensuring that students graduate with the knowledge and skills they need to succeed in their careers. To do so, the Asper School has set the learning goals and objectives listed below for the undergraduate program. The checked goal(s) and objective(s) will be addressed in this course via the tests and assignments indicated below.

Goal / Objective Relevant Course Items

1 Quantitative Reasoning Test, Case Analyses, Group Project, In-Class Discussions

Determine which quantitative analysis technique is appropriate for solving a specific problem,

Use the appropriate quantitative method in a technically correct way to solve a business problem.

Analyze quantitative output and arrive at a conclusion.

2 Written Communication Test, Written Case Analyses, Group Project

Use correct English grammar and mechanics in their written work.

Communicate in a coherent and logical manner.

Present ideas in a clear and organized fashion.

3 Ethical Thinking Case Analyses, In-Class Discussions

Identify ethical issues in a problem or case situation.

Identify the stakeholders in the situation.

Analyze the consequences of alternatives from an ethical standpoint.

Discuss the ethical implications of the decision.

4 Core Business Knowledge Google Garage Certification, Test, Individuals and Group Cases, Group Project, In-Class Discussions

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Schedule “A” List of Academic Supports Available to Students

Writing and Learning Support

The Academic Learning Centre (ALC) offers services that may be helpful to you throughout your academic program. Through the ALC, you can meet with a learning specialist to discuss concerns such as time management, learning strategies, and test-taking strategies. The ALC also offers peer supported study groups called Supplemental Instruction (SI) for certain courses that students have typically found difficult. In these study groups, students have opportunities to ask questions, compare notes, discuss content, solve practice problems, and develop new study strategies in a group-learning format.

You can also meet one-to-one with a writing tutor who can give you feedback at any stage of the writing process, whether you are just beginning to work on a written assignment or already have a draft. If you are interested in meeting with a writing tutor, reserve your appointment two to three days in advance of the time you would like to meet. Also, plan to meet with a writing tutor a few days before your paper is due so that you have time to work with the tutor’s feedback.

These Academic Learning Centre services are free for U of M students. For more information, please visit the Academic Learning Centre website at: http://umanitoba.ca/student/academiclearning/

You can also contact the Academic Learning Centre by calling 204-480-1481 or by visiting 201 Tier Building.

University of Manitoba Libraries (UML) As the primary contact for all research needs, your liaison librarian can play a vital role when completing academic papers and assignments. Liaisons can answer questions about managing citations, or locating appropriate resources, and will address any other concerns you may have, regarding the research process. Liaisons can be contacted by email or phone, and are also available to meet with you in-person. A complete list of liaison librarians can be found by subject: http://bit.ly/WcEbA1 or name: http://bit.ly/1tJ0bB4. In addition, general library assistance is provided in person at 19 University Libraries, located on both the Fort Garry and Bannatyne campuses, as well as in many Winnipeg hospitals. For a listing of all libraries, please consult the following: http://bit.ly/1sXe6RA. When working remotely, students can also receive help online, via the Ask-a-Librarian chat found on the Libraries’ homepage:www.umanitoba.ca/libraries.

Student Accessibility Services

If you are a student with a disability, please contact SAS for academic accommodation supports and services such as note-taking, interpreting, assistive technology and exam accommodations. Students who have, or think they may have, a disability (e.g. mental

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http://umanitoba.ca/student/academiclearning/

http://bit.ly/WcEbA1

http://bit.ly/1tJ0bB4

http://bit.ly/1sXe6RA

http://www.umanitoba.ca/libraries


illness, learning, medical, hearing, injury-related, visual) are invited to contact SAS to arrange a confidential consultation. Student Accessibility Services http://umanitoba.ca/student/saa/accessibility/ 520 University Centre 204 474 7423

[email protected] Mental and Physical Health and Referral Services

For 24/7 mental health support, contact the Mobile Crisis Service at 204-940-1781. Student Counselling Centre Contact SCC if you are concerned about any aspect of your mental health, including anxiety, stress, or depression, or for help with relationships or other life concerns. SCC offers crisis services as well as individual, couple, and group counselling. Student Counselling Centre: http://umanitoba.ca/student/counselling/index.html 474 University Centre or S207 Medical Services (204) 474-8592 Student Support Case Management Contact the Student Support Case Management team if you are concerned about yourself or another student and don’t know where to turn. SSCM helps connect students with on and off campus resources, provides safety planning, and offers other supports, including consultation, educational workshops, and referral to the STATIS threat assessment team. Student Support Intake Assistant http://umanitoba.ca/student/case-manager/index.html 520 University Centre (204) 474-7423 University Health Service Contact UHS for any medical concerns, including mental health problems. UHS offers a full range of medical services to students, including psychiatric consultation. University Health Service http://umanitoba.ca/student/health/ 104 University Centre, Fort Garry Campus (204) 474-8411 (Business hours or after hours/urgent calls) Health and Wellness Contact our Health and Wellness Educator if you are interested in information on a broad range of health topics, including physical and mental health concerns, alcohol and substance use harms, and sexual assault. Health and Wellness Educator http://umanitoba.ca/student/health-wellness/welcome.html [email protected] 469 University Centre (204) 295-9032 Live Well @ UofM For comprehensive information about the full range of health and wellness resources available on campus, visit the Live Well @ UofM site: http://umanitoba.ca/student/livewell/index.html

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https://owa.umanitoba.ca/owa/redir.aspx?REF=J5JWGC9U6EZ1FooskEts96IS2Z-GqnLuQWC9Cvv2eWev9024d87TCAFodHRwOi8vdW1hbml0b2JhLmNhL3N0dWRlbnQvc2FhL2FjY2Vzc2liaWxpdHkv

https://owa.umanitoba.ca/owa/redir.aspx?REF=LTuXlhTBz4PqVCw9SUrG0dFwwZ48k0-phF5nl4Jl4hKv9024d87TCAFtYWlsdG86U3R1ZGVudF9hY2Nlc3NpYmlsaXR5QHVtYW5pdG9iYS5jYQ..

http://umanitoba.ca/student/counselling/index.html

http://umanitoba.ca/student/case-manager/index.html

http://umanitoba.ca/student/health/

http://umanitoba.ca/student/health-wellness/welcome.html


http://umanitoba.ca/student/livewell/index.html


A Notice with Respect to Copyright

All students are required to respect copyright as per Canada’s Copyright Act. Staff and students play a key role in the University’s copyright compliance as we balance user rights for educational purposes with the rights of content creators from around the world. The Copyright Office provides copyright resources and support for all members of the University of Manitoba community. Visit http://umanitoba.ca/copyright for more information.

University and Asper School Policies, Procedures, and Supplemental Information Available On-Line

Your rights and responsibilities As a student of the University of Manitoba you have rights and responsibilities. It is important for you to know what you can expect from the University as a student and to understand what the University expects from you. Become familiar with the policies and procedures of the University and the regulations that are specific to your faculty, college or school. The Academic Calendar http://umanitoba.ca/student/records/academiccalendar.html is one important source of information. View the sections University Policies and Procedures and General Academic Regulations. While all of the information contained in these two sections is important, the following information is highlighted.

• If you have questions about your grades, talk to your instructor. There is a process for term work and final grade appeals. Note that you have the right to access your final examination scripts. See the Registrar’s Office website for more information including appeal deadline dates and the appeal form http://umanitoba.ca/registrar/

• You are expected to view the General Academic Regulation section within the Academic Calendar and specifically read the Academic Integrity regulation. Consult the course syllabus or ask your instructor for additional information about demonstrating academic integrity in your academic work. Visit the Academic Integrity Site for tools and support http://umanitoba.ca/academicintegrity/ View the Student Academic Misconduct procedure for more information.

• The University is committed to a respectful work and learning environment. You

have the right to be treated with respect and you are expected conduct yourself in an appropriate respectful manner. Policies governing behavior include the:

Respectful Work and Learning Environment http://umanitoba.ca/admin/governance/governing_documents/community/230.html Student Discipline http://umanitoba.ca/admin/governance/governing_documents/students/student_discipline.html and,

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http://umanitoba.ca/copyright

http://umanitoba.ca/student/records/academiccalendar.html

http://umanitoba.ca/student/records/academiccalendar.html

http://umanitoba.ca/registrar/

http://umanitoba.ca/academicintegrity/

http://umanitoba.ca/admin/governance/governing_documents/community/230.html

http://umanitoba.ca/admin/governance/governing_documents/students/student_discipline.html

http://umanitoba.ca/admin/governance/governing_documents/students/student_discipline.html


Violent or Threatening Behaviour http://umanitoba.ca/admin/governance/governing_documents/community/669.html

• If you experience Sexual Assault or know a member of the University community who has, it is important to know there is a policy that provides information about the supports available to those who disclose and outlines a process for reporting. The Sexual Assault policy may be found at: http://umanitoba.ca/admin/governance/governing_documents/community/230.html More information and resources can be found by reviewing the Sexual Assault site http://umanitoba.ca/student/sexual-assault/

• For information about rights and responsibilities regarding Intellectual Property view the policy http://umanitoba.ca/admin/governance/media/Intellectual_Property_Policy_-_2013_10_01.pdf

For information on regulations that are specific to your academic program, read the section in the Academic Calendar and on the respective faculty/college/school web site http://umanitoba.ca/faculties/ Contact an Academic Advisor within our faculty/college or school for questions about your academic program and regulations http://umanitoba.ca/academic-advisors/ Student Advocacy Contact Student Advocacy if you want to know more about your rights and responsibilities as a student, have questions about policies and procedures, and/or want support in dealing with academic or discipline concerns. http://umanitoba.ca/student/advocacy/ 520 University Centre 204 474 7423 [email protected]

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http://umanitoba.ca/student/sexual-assault/

http://umanitoba.ca/admin/governance/media/Intellectual_Property_Policy_-_2013_10_01.pdf

http://umanitoba.ca/admin/governance/media/Intellectual_Property_Policy_-_2013_10_01.pdf

http://umanitoba.ca/faculties/

http://umanitoba.ca/academic-advisors/

http://umanitoba.ca/student/advocacy/


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