msc in marketing management2016-2017 1 . msc in marketing management . academic year 2016-2017 . msc...

MSc MAKETING MANAGEMENT 2016-2017

1

MSc in MARKETING MANAGEMENT ACADEMIC YEAR 2016-2017


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INDEX

ECTS CREDITS -------------------------------------------------------------------------------------------- 3

17_M2_LI_MKT_S1_SEM_CCS_757: BUSINESS ETHICS FOR MARKETERS ---------------- 4

17_M2_LI_MKT_S1_CCO_4408: CONSUMER CENTERED MARKETING -------------------- 5

17_M2_LI_MKT_S1_CCO_4409: INTERNATIONAL MARKETING STRATEGY ------------ 7

17_M2_LI_MKT_S1_CCO_4410: INTEGRATED MARKETING COMMUNICATION ----- 10

17_M2_LI_MKT_S1_CCO_4412: STRATEGIC BRAND MANAGEMENT ------------------ 13

17_M2_LI_MKT_S1_CCO_1135: MARKETING RESEARCH & METHODS ------------------ 16

17_BM_LI_BM_S1_CCO_CCS_4499: SOCIO-CULTURAL FRANCE -------------------------- 20

17_M2_LI_CLA_S1_CCO_FLE_1347: FLE--------------------------------------------------------- 22

17_M2_LI_MKT_S2_SEM_MGT_1190: LEADERSHIP ----------------------------------------- 24

17_M2_LI_MKT_S2_CCO_MKG_2649: STRATEGIC RETAIL MANAGEMENT ----------- 25

17_M2_LI_MKT_S2_CCO_4413: LUXURY STRATEGY & INNOVATION --------------------- 28

17_M2_LI_MKT_S2_CCO_4414: GLOBAL LUXURY OPERATIONS ------------------------- 29

17_M2_LI_MKT_S2_CCO_4415: CRM FOR LUXURY ------------------------------------------- 33

17_M2_LI_MKT_S2_CCO_4416: DIGITAL MARKETING FOR LUXURY ---------------------- 38

17_M2_LI_MKT_S2_CCO_4417: ENTERTAINMENT MARKETING ------------------------- 40

17_M2_LI_MKT_S2_CCO_4418: SERVICES MARKETING ------------------------------------ 42

17_M2_LI_MKT_S2_CCO_4419: CRM FOR ENTERTAINMENT & SERVICES -------------- 47

17_M2_LI_MKT_S2_CCO_4420: DIGITAL MARKETING FOR ENTERTAINMENT SERVICES ------------------------------------------------------------------------------------------------- 52

17_BM_LI_BM_S2_CCO_CCS_1333: FAMILY BUSINESS ------------------------------------ 53

17_M2_LI_CLA_S1_CCO_FLE_1347: FLE--------------------------------------------------------- 57


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ECTS CREDITS

HOURS EDHEC IC INCOMING INCOMING DD

Business Ethics for Marketers 15 2 2 2 2 Consumer Centered Marketing 30 4 4 4 4 International Marketing Strategy 30 4 4 4 4 Integrated Marketing communication 30 4 4 4 4 Strategic Brand Management 30 4 4 4 4 Marketing Research & Methods 45 6 6 6 6 TICD 20 3 3 3 Master Project STEP 1 50 3 3 3 SOCIAL-CULTURAL FRANCE 30 7 ERASMUS - FLE 30 5 NC

SEMESTER 1 250 30 30 36 30 Leadership 15 2 2 2 2 Strategic Retail Management 45 4 4 4 4

Major 1: Luxury & Fashion Luxury strategy & Innovation 30 4 4 4 4 Global Luxury Operations 30 4 4 4 4 CRM for Luxury 30 4 4 4 4 Digital Marketing for Luxury 30 4 4 4 4

Major 2: Entertainment & Services Entertainment Marketing 30 4 4 4 4 Services Marketing 30 4 4 4 4 CRM for Entertainment & Services 30 4 4 4 4 Digital Marketing for Entertainment Services 30 4 4 4 4 TICD 20 1 1 1 Master Project STEP 2 50 7 7 7 Intersnhip / Work Experience (only for IC) 480 15 15 Family Business 30 8 French as a Second Language 30 5 nc

SEMESTER 2 MAJOR 1 250 30 45 35 45

SEMESTER 2 MAJOR 2 250 30 45 35 30

TOTAL 500 60 75 71 75


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17_M2_LI_MKT_S1_SEM_CCS_757: BUSINESS ETHICS FOR MARKETERS NUMBER OF HOURS: 15 SEMESTER 1 INTERNATIONAL PROGRAMME - 2 ECTS COURSE COORDINATOR: ALEX HILLER

To teach students how to better frame ethical issues related to business and the economy, and to become more aware of the philosophical questions which underlie individual and collective decisions.

After having taken this course participants will be able to: better frame ethical issues related to business and the economy, especially issues concerning the domain of specialization of each MSc program. be more aware of the philosophical questions which underlie individual and collective decisions. The aim of the course is not to provide precise answers to specific questions.

The only important prerequisite is intellectual honesty, i.e. the willingness to be led where the arguments lead you, even if you feel uncomfortable with the conclusions. Discomfort should sharpen our critical reflection, but not prevent us from thinking. The underlying optimistic assumption is that an interest for more fundamental questions is not incompatible with being an efficient executive or manager.

The course content is adapted to each MSc and is taught by experts in ethical issues concerning each domain of specialization. The lecturers will choose topics that are relevant to the future professional career of the students. Relevance is understood in a broad sense. Some of them will start from a more abstract discussion and spell out important implications for our ethical understanding of management issues. Others will rather opt for case studies in a much more applied perspective, in order to reveal the underlying ethical questions.

The seminar consists of lectures, presentations and discussions of compulsory readings. Although the groups are rather big, some interaction is welcome and will be provoked.

ASSESSMENT % OF THE TOTAL MARK

DETAILS SCHEDULE LEARNING OUTCOME EVALUATED

Individual written assignment

100 %* Students will have one week to post the

The date will be fixed at the end of

assignment on blackboard the seminar.

*However invited professors may propose some modification of the procedure.

Compulsory readings will be posted on Blackboard..

COURSE OBJECTIVES

LEARNING OUTCOMES

PREREQUISITES

COURSE CONTENT

TEACHING & LEARNING METHODS

ASSESSMENT METHODS

READINGS


5

17_M2_LI_MKT_S1_CCO_4408: CONSUMER CENTERED MARKETING NUMBER OF HOURS: 30 SEMESTER 1 INTERNATIONAL PROGRAMME - 4 ECTS COURSE COORDINATOR: PIERRE D’HUY

Innovation is the motor of future business and economic and investment opportunity. At the forefront of all economic activity lies innovation and its supporting mechanisms: technology, new ideas, new ways of doing things and novel ways of experimenting with lifestyles.

Innovation is the new top discipline in business schools. This course will unleash your creative skills by learning the last innovation techniques linked with clearly defined consumer insights.

After having taken this course participants will be able to: Understand the difference between a product driven marketing and a consumer centered marketing approach. Stimulate the right brain hemisphere and unleash new creative skills. Use of “empathy” to stimulate insight seeking. Focus on Design Thinking as taught in Hasso Platner D-School of Stanford University, especially on Human centered innovation.

Four years of general business courses or Bac + 4 Business Administration, or degrees in Economics, Political Science, Applied Social Sciences

1

Introduction Innovinsights

How to find great consumer insights to create valuable innovation

none

2

Six strings techniques

Edison, Tesla, Altshuller, Osborn, Buzan and De Bono

Reading : two articles

3

Advanced creativity

How to use your genius brain in creativity Focus on empathy

Reading one article

4

Design thinking

Stanford University D-School approach

Movie, readings

Lectures, class discussion, reading, case studies, movie excerpt, TED conference excerpt… Several guest stars: FMCG MK director, industrial general manager…

COURSE OBJECTIVES

LEARNING OUTCOMES

PREREQUISITES

COURSE CONTENT



6

Unilever case

40%

Each team of 5-6 students make a detailed answer to the Unilever Innovation challenge given at the beginning of the course

The Innovation challenge is given in September dead in early December

Group work on how to write a clear innovation strategy from scratch LO5 LO6

Final exam

60%

Individual assessment on a 3 hours written exam

Exam week

All the course content LO1 to LO6

Recommended Serious Creativity De Bono Edward, HarperCollins Publishers Ltd Kao John Jamming HarperBusiness Change by design Tim Brown HarperBusiness The Note Book of Leonardo de Vinci, Kent Press Steve Jobs Isaacson Walter, Simon & Schuster Gamestorming Gray Dave, O'Reilly Media, Inc, The Ten faces of innovation Tom Kelley, The Innovator DNA Clayton Christensen Roger Martin The Design of Business Tim Brown Change by design

ASSESSMENT METHODS

READINGS


7

17_M2_LI_MKT_S1_CCO_4409: INTERNATIONAL MARKETING STRATEGY NUMBER OF HOURS: 30 SEMESTER 1 INTERNATIONAL PROGRAMME - 4 ECTS COURSE COORDINATOR: DR. ALEXANDRA CAMPBELL

This course has two related objectives. The first is to broaden students' sensitivity to different cultural, socio-economic and legal environments encountered in the global marketplace. The second is to develop students' skills in developing and implementing international marketing strategies and programs in diverse contexts.

After having taken this course participants will be able to: Appreciate the external and firm factors that shape the global marketing manager’s job; Evaluate when and how firms should use different market entry strategies; Provide advice to firms about when and how to standardize or adapt marketing programs in different global markets.

None

SESSION TOPIC CONTENT PREPARATORY WORK

1

International Marketing Strategy: Aligning Practice & Theory

Course Overview; Adaptation vs Standardization of the Marketing Mix

None

2

Global Market Segmentation & Buyer Behaviour

Understanding the Geo-Political and Socio-Economic Environments in World Markets

Class Discussion Topics Reading: “Profits at the Bottom of the Pyramid”

3

Cultural Nuances & Implementation

The Science of Cultural Understanding; The Importance of Culture on Marketing and Management Styles; Is Self Reference Criterion Good or Bad?

Class Discussion Topics

4

Evaluating Global Market Opportunities

Information for International marketing decisions; Thick vs Thin Information

Class Discussion Topics Reading: Distance Still Matters

5

Global Brand Management Part 1: Managing Brand Meaning

What is a brand? Managing brand meaning; Can local brands compete against global brands?


COURSE OBJECTIVES

LEARNING OUTCOMES

PREREQUISITES

COURSE CONTENT


8

6

Global Brand Management Part 2: The Challenges of Adaptation vs Standardization

Challenges of Adaptation vs Standardization

Marketing Frameworks; What’s “core” to the brand” Counterfeiting Global Brands


7

Market Entry and Distribution Strategies

Deciding how to Enter a Market; Impact of Market Entry on Distribution Channels; Different Market Entry Strategies

Class Discussion Topics Case: Tesco’s Virtual Store

8

Global Pricing Strategies

How to Extract the Maximum Value; 3 Common Pricing Mistakes; Firm Pricing Strategies in the Global Luxury Market

Class Discussion Topics; Case: GlaxoSmithKline and AIDS drugs in South Africa

9

Global Marketing Communications Strategies

The Challenges and Opportunities of Global Marketing Communications; Cultural Embeddedness of Marketing Communications


10 Class Presentations Adapting vs Standardizing Global Marketing Strategies

Prepare presentations

Lecture Application Exercises Small-group discussions & working sessions

Adapting vs Standardizing Global Marketing Strategies: A Firm Analysis

30

Working in groups, students are expected to analyse and critique a firm’s global marketing strategy

Final Class

Is assessment of the issues facing the firm compelling and convincing? Analysis of ALL aspects of the firm’s global marketing strategy


20

Working in groups, students are expected to lead a class discussion on assigned topics that relate to class material

Ongoing

Is presentation compelling, and professional within the time allowed; Did presentation generate an interesting/relevant class discussion


ASSESSMENT METHODS


9

Take Home Exam: Analysis of a Firm’s Exporting Opportunities

50

Individual assignment based on mini-case provided in class

2 weeks after the end of the course

Ability to prioritize information needs; (Understanding of “thick” and “thin” information) Research Quality (Use of different information sources; Thick and thin information) Recommendations (Realistic given the time frame)

“Profits at the Bottom of the Pyramid”, Simans and Duke, HBR Oct 2014 (Product # R1410G) “Distance Still Matters”, Ghemawat, HBR, 2001 (Product # R0108K) CASE: “Tesco’s Virtual Store: From South Korea to the United Kingdom”, Vandenbosch & Nastasoiu, 2014 (Product #W14148) CASE: “GlaxoSmithKline and AIDS Drugs in South Africa (a): The Right for lives and profit” (Product #IMD446)

READINGS


10

17_M2_LI_MKT_S1_CCO_4410: INTEGRATED MARKETING COMMUNICATION NUMBER OF HOURS: 30 SEMESTER 1 INTERNATIONAL PROGRAMME - 4 ECTS COURSE COORDINATOR: DR. GRAHAM ROBERTS

This course has two objectives. The first is to help students understand the importance of planned, integrated communication in a marketing context. The second is to develop students’ skills in devising and implementing integrated marketing communication strategies in a variety of industrial and national contexts.

After having taken this course participants will be able to: Appreciate the variety and scope of marketing communication objectives; Explain the use of promotional tools in the communication process; Identify the factors and constraints influencing the mix of communications tools that an organisation uses, Outline the steps in developing effective, and integrated marketing communications, and; Define the main methods by which communications budgets are set.

None


1

CM1: Introduction: What is IMC?

Course Overview: The changing communications environment, and the different elements of the promotional mix. The role of IMC in building corporate identity, image and reputation

None

2

CM2: Components of IMC (1)

Traditional communications: advertising and promotions; Non-traditional media (a): Sponsorship, events marketing, public relations


3

TD 1: Advertising and IMC in China

Case: “JWT China: Advertising for the New Chinese Consumer”

Class Discussion Topics; Case: “JWT China: Advertising for the New Chinese Consumer”

4 CM3: Components of IMC (2) Non-traditional media (b): Social media and direct marketing

Class Discussion Topics;

5

TD2: Social Media and IMC

Case: “UnME Jeans: Branding in Web 2.0”

Class Discussion Topics; Case: “UnME Jeans: Branding in Web 2.0”

COURSE OBJECTIVES

LEARNING OUTCOMES

PREREQUISITES

COURSE CONTENT


11

6

CM4: Planning Considerations

Message content, structure and format; eliciting the required emotional response; Analysing the situation in terms of target market, product and environment


7

TD3: Designing an IMC Strategy

Case: “PSI India: Will Balbir Pasha Help Fight AIDS?”

Class Discussion Topics; Case: “PSI India: Will Balbir Pasha Help Fight AIDS?”

8

CM5: From Planning to Budgeting

Selecting target audience, communication objectives and media; pre-testing; Establishing promotional budget, implementing IMC plan, and evaluating success


9

TD4: Budgeting

Case: “Pepsi-Lipton Brink”

Class Discussion Topics; Case: “Pepsi-Lipton Brink”

10

TD5: Class Presentations

Case: “NIKE Football: World Cup 2010”

Prepare presentations: Case: “NIKE Football: World Cup 2010”

Lecture Application Exercises Small-group discussions & working sessions



Integrating Marketing Communication: A Firm Analysis

30

Working in groups, students are expected to analyse and critique a firm’s integrated marketing communication strategy

Final Class

Is assessment of the issues facing the firm compelling and convincing? Analysis of ALL aspects of the firm’s marketing communications strategy


20


On-going



ASSESSMENT METHODS


12

Take Home Exam: Analysis of a Firm’s Integrated Marketing Communication strategy

50




“JWT China: Advertising for the New Chinese Consumer”, Koll, HBR Sept 2010 (Product #809079) “UnME Jeans: Branding in Web 2.0”, Steenburgh and Avery, HBR Aug 2011 (Product #509035) “PSI India – Will Balbir Pasha Help Fight AIDS? (A)”, Ofek and Wickersham, HBR Jul 2010 (Product #507032) “Pepsi-Lipton Brink”, Teixeira and Caverly, HBR Dec 2012 (Product #512011) “Nike Football: World Cup 2010 (B)”, Ofek and Johnson, HBR May 2012 (Product #512054)

READINGS


13

17_M2_LI_MKT_S1_CCO_4412: STRATEGIC BRAND MANAGEMENT NUMBER OF HOURS: 30 SEMESTER 1 INTERNATIONAL PROGRAMME - 4 ECTS COURSE COORDINATOR: SERGE ELBAZ

This course has two objectives. The first is to help students understand what brands are, what they represent to consumers, and how firms can most effectively manage them. The second is to develop students’ appreciation of the importance of the role of branding in marketing strategies.

After having taken this course participants will be able to: Explain what makes a strong brand, and the importance of branding and brand management to firms; Define key terms related to branding, such as brand equity, brand positioning, brand architecture, etc., and provide concrete examples in relation to specific firms; Identify key challenges for brands in the 21st century, and make specific concrete recommendations for a given brand. Propose a robust brand management strategy for a given brand in a given market

None


1

CM1: Introduction

Brands and brand management; what is a brand, and what makes a strong brand?; the concept of brand equity; brands in different sectors

None

2

TD1: What makes a strong brand / branding in different sectors

Case: “Bono and U2”

Class Discussion Topics; Case:

“Bono and U2”

3

CM2: The new brand management

Brand identity and positioning; branding and design.


4 CM3: Designing and implementing brand marketing programmes

Choosing brand elements, designing marketing programme, and leveraging


Measuring and interpreting brand performance

secondary brand associations to build brand equity Measuring sources and outcomes of brand equity

COURSE OBJECTIVES

LEARNING OUTCOMES

PREREQUISITES

COURSE CONTENT


14

5

TD2: Extending the brand

Case: “Apple Inc. in 2015”


“Apple Inc. in 2015”

6

CM4: SEB case presentation

Presentation of SEB case, including brand and country brief


7

TD3: Branding, social media and measuring ROI

Case: “The Pepsi Refresh Project: A Thirst for Change”


“The Pepsi Refresh Project: A Thirst for Change”

8

CM5: Growing and sustaining brand equity

Designing and implementing branding architecture strategies, naming new products and brand extensions, managing brands over time and space


9

TD4: Rejuvenating the brand

Case: “Launching the New MINI”


“Launching the New MINI”

10

TD5: Class Presentations

Case: “Russian Standard”

Prepare presentations: “Russian Standard”

Lecture Application Exercises Small-group discussions & working sessions SEB case




20 (collective mark)


On-going



ASSESSMENT METHODS


15

Take Home Exam: Analysis of a Firm’s brand strategy

30 (individual mark)




SEB Strategic Brand Management; A Firm Analysis

50, split as follows:

20 - individual

30 - collective

Working in groups, students are expected to propose a brand strategy for SEB in a given market

Presentations to be uploaded to Blackboard by 21 December

Is assessment of the issues facing the firm compelling and convincing? Analysis of ALL aspects of the firm’s brand strategy and the market in question

“Bono and U2”, Koehn, Miller and Wilcox, HBR Apr 2012 (Product #809148) “Apple Inc. in 2015”, Yoffie and Baldwin, HBR May 2015 (Product #715456) “The Pepsi Refresh Project: A Thirst for Change”, Norton and Avery, HBR Aug 2013 (Product #512018) “Launching the New MINI”, Holt and Quelch, HBR Oct 2004 (Product #505020) “Russian Standard”, Deshpande, HBR Apr 2008 (Product #508053)

READINGS


16

17_M2_LI_MKT_S1_CCO_1135: MARKETING RESEARCH & METHODS NUMBER OF HOURS: 45 SEMESTER 1 INTERNATIONAL PROGRAMME - 6 ECTS COURSE COORDINATOR: DRS. GUERGANA GUINTCHEVA,

PART 1: QUALITATIVE TECHNIQUES & MASTER PROJECT COACHING (25h) Introduce methodological knowledge and skills concerning collection, analysis, and application of qualitative data in marketing and consumer research; Guide students with the master project (thesis or case) writing. PART 2: QUANTITATIVE TECHNIQUES (20h) The goal of the course is to familiarize students with the fundamentals of Marketing Research. Marketing Research involves developing research questions, collecting data, analyzing it and drawing inferences, with a view to making better business decisions. In essence, this is an Applied Statistics course where we focus on inference from Marketing Research data.

PART 1: QUALITATIVE TECHNIQUES & MASTER PROJECT COACHING (25h) After having taken this course participants will be able to: • Understand the objectives of marketing research • Apply qualitative techniques to their final master project (thesis or case) • Create their own master project research design PART 2: QUANTITATIVE TECHNIQUES (20h) After having taken this course participants will be able to: • be aware of the many sources of marketing information and the various means for gathering such information; • have a general understanding of univariate, bivariate and multivariate data analysis techniques (i.e., should be able to decide when a technique is appropriate and understand the managerial implications of analytical results); and • be able to design and execute a basic survey research project.

PART 1: QUALITATIVE TECHNIQUES & MASTER PROJECT COACHING (25h) None PART 2: QUANTITATIVE TECHNIQUES (20h) There is no prerequisite per se. However, having attended an Applied Statistics course in the past should help understand this course very easily. Furthermore, familiarity with Excel is important.

PART 1: QUALITATIVE TECHNIQUES & MASTER PROJECT COACHING (25h) Session Topic Content Preparatory work

1/

Introduction 3h

Master’s project requirements Presentation of master project options (individual thesis or group case study) Steps in research process Library database presentation

NA

COURSE OBJECTIVES

LEARNING OUTCOMES

PREREQUISITES

COURSE CONTENT


17

2/

Finding and formulating the research question 3h

Workshop in groups based on the preparatory work Criteria of a “good” research questions Individual coaching aiming to clarify submitted research questions

Browse the academic online sources from the library List 3 areas worth searching in marketing that could interest you Formulate one research objective & question

3/

Case writing 2h

Appreciate what makes a good case and the benefits of a teaching note; Tools and techniques of case crafting

NA

4/

Literature Review & Bibliography 2h

How to write a research conceptual framework (state of knowledge) Formulate proposals/hypothesis Type of bibliographical references Constructing the literature review Problematizing the literature review

By pairs, each student reads one academic article Write a summary (research contribution, method, results) Discuss within the pair

5/

Academic critical discussion 2h

Understand how to organize diverse academic points of view on a given subject into lit review; Figure out the structure of the final lit review in the master project (thesis or case); How do you organize the succession of concepts

List 5-10 academic references on your topic; Read the 3-5 most relevant; Make a summary of EACH on the following elements (contributions, results, method) Write a half page of critical discussion of your academic readings

6/

Methodology & Data collection 2h

Overview of methods & qualitative techniques How to choose the sample size? Individual & Focus group techniques Laddering technique Netnography technique Final oral defense preparation & structure

NA

7/

Interview guide 2h

Write your interview guide Administer it to one of your classmates. Record it

Group exercises – need to write the interview guide for data collection

8/ Qualitative data analysis 2h

Content analysis Transcribe your interview

9/

Poster session 4h

Students present individually their master project

Prepare a ppt 7mn presentation: research/business questions Justification of the importance Literature review & concepts Data collection design


18

PART 2: QUANTITATIVE TECHNIQUES (20h) Week Topic Content Preparatory work

Session 1

Introductory session

Questionnaire Design, Measurement, and Scaling, and Sampling and Sample Size

N/A

Session 2

Descriptive analysis

Measures of central tendency, dispersion, and shape

N/A

Session 3

Analysis of nominal variables

Chi square test of goodness-of-fit and of association

N/A

Session 4

Comparing means & experimental data analysis

Analysis of variance and its variants

N/A

Session 5

Associations between quantitative variables

Correlations Regression N/A

Session 6 Wrap-up session Preparation of the final exam

N/A

PART 1: QUALITATIVE TECHNIQUES & MASTER PROJECT COACHING (25h) Lectures & workshops PART 2: QUANTITATIVE TECHNIQUES (20h) The entire course uses the SPSS software.

PART 1: QUALITATIVE TECHNIQUES & MASTER PROJECT COACHING (25h)



Intermediary document

80% Submission early January

1/ & 2/ & 3/

Poster 20% Last session 1/ & 2/ & 3/

PART 2: QUANTITATIVE TECHNIQUES (20h)

ASSESSMENT

% OF THE TOTAL MARK

DETAILS

SCHEDULE

LEARNING OUTCOME EVALUATED

Group project

40%

Datasets are given to groups of students

Generally 15 days before the final exam

Ability to address a marketing problem using consumer data

Final exam

60%

A series of SPSS output is provided with specific marketing questions

EDHEC administration

Ability to interpret results (based on marketing data) from a statistical software.


ASSESSMENT METHODS


19

PART 1: QUALITATIVE TECHNIQUES & MASTER PROJECT COACHING (25h) Malhotra, Naresh (2009), Marketing Research: an Applied Orientation, 6th edition, Pearson/Prentice Hall PART 2: QUANTITATIVE TECHNIQUES (20h) Compulsory Basic Marketing Research (4th Edition) by Naresh K Malhotra Recommended Marketing Research by David A. Aaker, V. Kumar, Robert Leone and George S. Day (Oct 1, 2012)

READINGS


20

17_BM_LI_BM_S1_CCO_CCS_4499: SOCIO-CULTURAL FRANCE NUMBER OF HOURS: 30 SEMESTER 1 INTERNATIONAL PROGRAMME - 7 ECTS COURSE COORDINATOR: THIERRY PAULMIER

To take a panoramic view of the socio-cultural complexity of the environments in which French business takes place To use an historical perspective when evaluating French industrial, retail, service and high tech businesses To draw links between educational and political ideals and the orientation of French consumer and strategic behaviours

After having taken this course participants will be able to: Recognize and speak knowledgeably about contemporary France - its famous politicians, its social structure and its business dynamics Speak, write and conduct research critically on the corporate sector in France Name, describe and analyze the top companies and firms of French contemporary business Identify the historical events that explain contemporary French business, niche markets, and sectors of excellence including luxury, military equipment, retail and food Develop a critical perspective on the political philosophies that have influenced France.

Three years of general business courses or Bac + 3 Business Administration.

SESSION TOPIC & CONTENT PREPARATORY WORK

1 The History of an old Nation : From the baptism of Clovis (AD 496) to the Fifth Republic (AD 1958-today)

2 The Geography and Demography of France: its regions and its people

3 Arts in France (architecture, painting, sculpture, music, theatre)

4 The French way of life : language, food, fashion, humour, love and religion

5 The French Literature : From Chrétien de Troyes to Jean-Paul Sartre

6 The French Philosophy : From Michel Montaigne to René Girard

7 The French political system: Institutions, parties, ideologies, elites, intellectuals, elections

8 The French Economy : Sectors of excellence, current challenges, future opportunities

9 The French at work : labour rights, trade unions, labour strikes and demonstrations

10 The French management style

Lectures, study cohorts, Socratic dialogue, reading.

COURSE OBJECTIVES

LEARNING OUTCOMES

PREREQUISITES

COURSE CONTENT



21

ASSESSMENT

% OF THE

TOTAL MARK

DETAILS

SCHEDULE

LEARNING OUTCOME EVAL

UATED

Participation and Reading Assignments

30%

Group oral presentations

30 %

group oral presentations and participation based on reading assignments and course presentations

In class

LO3, LO4

Final written exam (2h) 40% Combination of facts and figures questions with short style essays

At the end of the term

LO1, LO2

Barsoux J.-L. Löscher P. (1991), The Making of a French Manager, Harvard Business Review, July- August 1991: 58-68. Fukuyama, F. (1995) Trust: the Social Virtues and the Creation of Prosperity, New York, Free Press. See particularly chapter 11 on French companies, trust in the private sector and the history behind large state owned corporations in France. Hofstede G., Hofstede G. J., Minkov M. (2010) Cultures and Organizations: Software of the Mind, Third Edition. Laloux F., Wilber K (2014), Reinventing Organizations, Nelson Parker. Landes, David (1949) French Entrepreneurship and Industrial Growth in The Nineteenth Century, Journal of Economic History 9: 45-61. Landes, D. (2007) “Peugeot, Renault and Citroën”, Dynasties: Fortune and Misfortune in the World's Great Family Businesses. London: Viking. Landes, D. (1998). The Wealth and Poverty of Nations: Why Some are so Rich and Some so Poor. New York: Norton. Levy, Jonah (1999) Tocqueville's Revenge: State', society and economy in contemporary France, Cambridge: Harvard University Press. Lewis Richard D. (2006) When Cultures Collide: Leading across Cultures, Third ed, Nicholas Brealey International. Maclean, Mairi & Charles Harvey, (2006) Business elites and corporate governance in France and the UK, New York: Palgrave. Minkov, M. (2013) Cross-Cultural Analysis: The Science and Art of Comparing the World’s Modern Societies and Their Cultures, Los Angeles, Sage. Tocqueville, Alexis de (1955) The Old Regime and the French Revolution, New York: Anchor Books.

ASSESSMENT METHODS

READINGS


22

17_M2_LI_CLA_S1_CCO_FLE_1347: FLE NB HEURES : 30 SEMESTRE 1 PROGRAMME INTERNATIONAL - 5 ECTS RESPONSABLE DU COURS : LUCIE BENAGROUBA

Acquérir un niveau intermédiaire à expérimenté en langue française tels que définis par le CECRL. Comprendre et s’exprimer dans les situations courantes de la vie sociale et professionnelle.

A l’issue de ce cours, l’étudiant sera capable de : Maîtriser les actes de communication quotidienne dans un contexte professionnel. Présenter l’entreprise, son organisation, son activité, son marché, sa politique commerciale ainsi que sa situation financière, ses résultats ; exprimer des quantités, indiquer l’évolution, faire des comparaisons, interpréter et commenter des tableaux, des graphiques. Parler du cadre et des conditions de travail : le poste de travail, les horaires, les salaires, les congés, les relations avec les collègues, etc. Rechercher un emploi, un stage : lire/rédiger une petite annonce, un CV, une lettre de candidature, mener/passer un entretien d’embauche. Connaître les principaux acteurs socio-économiques du monde du travail en France. Découvrir les principales institutions et personnages-clés de la vie politique française et comprendre les relations entre ces institutions. Acquérir les notions de base pour comprendre la vie sociale en France, les nouvelles tendances et les défis qui attendent le monde du travail en France et dans le monde.

Niveau A1 à B2 du CECRL : le contenu des cours est décliné en différents groupes de niveaux.

SEMAINE SUJET CONTENU TRAVAIL PRÉPARATOIRE

Comprendre le monde du travail en France

Notions d’interculturalité dans les pratiques professionnelles

Caractéristiques des entreprises en France

Le monde de l'entreprise - organigramme, forme juridique, chiffres clés…

Se positionner dans l’entreprise

Organigramme, fonctions et tâches

Se présenter Décrire un parcours professionnel

Communication orale 1 La réunion de travail.

Communication orale 2

Présenter un projet, un produit, un programme et présenter des faits hypothétiques

Préparation à la recherche d’un stage

La recherche d'un emploi : le CV, la lettre de motivation et l'entretien d'embauche

OBJECTIFS DU COURS

OBJECTIFS D'APPRENTISSAGE

PRE-REQUIS

CONTENU DU COURS


23

Etre salarié dans une entreprise française

Les conditions de travail : horaires, salaires, contrats, formations, congés…

Les documents de travail Faire un compte-rendu, faire des propositions, convaincre

Interactions entreprise / environnement

L'environnement économique : partenaires, réseaux, institutions

Communication

La communication interne et externe.

Pédagogie de la tâche, telle que définie par le CECRL. Documents authentiques extraits de publications grand public ou spécialisées, sites web Documents multimédias disponibles sur le site https://pro2fle.wordpress.com/ Activités issues de la méthode Objectif Express (Hachette FLE). Approche inductive de la grammaire (exemples en situation puis identification et théorisation par l’apprenant) Exercices en situation : jeux de rôles plus ou moins dirigés, débats, simulations de réunions. Alternance de travail individuel et travail en groupe.

Par semestre :

EVALUATION

% DE LA NOTE FINALE

DETAILS

DURÉE

OBJECTIFS D’APPRENTISSAGE

ÉVALUÉ

Examen partiel

40%

Ecrit Présentation orale

Grammaire et compétences de communication

Examen final 40% Ecrit et oral Lecture, écriture, oral

Participation en classe

20% Présence et participation

L’examen partiel et final ont lieu pendant la période de cours.

http://www.lesechos.fr http://www.lejournaldunet.com http://www.tv5.org/cms/chaine-francophone/lf/p-26292-Langue-francaise.htm

METHODES PEDAGOGIQUES

METHODES D'EVALUATION

LECTURES

https://pro2fle.wordpress.com/

http://www.lesechos.fr/

http://www.lejournaldunet.com/

http://www.tv5.org/cms/chaine-francophone/lf/p-26292-Langue-francaise.htm


24

17_M2_LI_MKT_S2_SEM_MGT_1190: LEADERSHIP NUMBER OF HOURS: 15 SEMESTER 2 INTERNATIONAL PROGRAMME - 2 ECTS COURSE COORDINATOR: CAMILLE PRADIES

Because the students will soon have the opportunity to manage teams and projects, this course familiarizes them with the study and the practice of leadership i.e. the art and science of influencing and motivating people. The instructor will use examples from the marketing function to help students think about leadership in context. This seminar aims at Understanding the importance and the nature of leadership and leadership development Learning how to build a leadership case study Identifying their leadership purpose, roles and skills within their professional horizons Developing their personal charisma in a business context (in a marketing department for example)

After having taken this course participants will be able to: Define what leadership and leadership development are Build on a rigorous methodology and authoritative models to study leadership cases an make professional recommendations Describe their personal leadership style and have a clear idea of what they should do to develop their personal leadership within their future professional context Demonstrate leadership and charisma in situation

None

2 days seminars (15h)

SESSION TOPICS CONTENT Session 1 Leadership & marketing

Bad & Exemplary Leadership Leadership skills development

Lecture, Case Study, in-class exercises, Video case

Session 2 Leadership in situation Lecture, Speech

The course will use multiple instructive methods such as Lectures, Case Study Class discussions Peer coaching exercise Self-learning exercises and self-assessment, Speech contest.

Students will be able to choose between different combinations of assignments. Assessment will be based on in-class exercises and a report. Leadership Case (in groups) Individual Leadership Assessment In-class speech

Northouse, Peter, G. 2013. Leadership: theory and practice: Sage Additional readings will be given one month before the course

COURSE OBJECTIVES

LEARNING OUTCOMES

PREREQUISITES

COURSE CONTENT


ASSESSMENT METHODS

READINGS


25

17_M2_LI_MKT_S2_CCO_MKG_2649: STRATEGIC RETAIL MANAGEMENT NUMBER OF HOURS: 45 SEMESTER 2 INTERNATIONAL PROGRAMME - 4 ECTS COURSE COORDINATOR: ANDRÉ TORDJMAN

This course is a summary of strategic issues and managerial decisions as applied to one of the biggest industries in the world: Retail. This course has three main objectives: To understand global retailers’ strategic and managerial decisions, To measure the impact from decisions on economic results, To train the implementation of decisions. During the 20 sessions, we will cover different strategic issues such as: Growth opportunities, Creating new concept, Brand positioning, Brand extension, Internationalisation of concepts, Product category diversification of …

Students will be working on real cases, discussing the importance of developing and applying a retail strategy, and implementing management decisions. It will require that they make the link between strategic decision making and the economic impact on the business model. This course covers the main management aspects: marketing, finance, logistics, law, human resources. It covers food and non-food industries, leaders and start-ups, click and mortar formats, on a national and international scope. The faculty is a mix team of Edhec faculty Professors (Marketing, Finance, Logistics, Law) and companies executives. The pedagogy is based on concepts and tools on one side, and cases and decisions on the other side. This course will require preparing each session as if you were the manager in charge of taking and implementing the decisions. It will be (very) demanding, but hopefully interesting.

Students attending this course should have basic knowledge of marketing management, as developed in “Principles of Marketing” by Kotler & Armstrong.

1 Strategic and Operational Issues for Global Retailers

Lecture Readings

2 The Retail Business & Economic Mortar Model

Lecture Readings

3 & 4 Managing the firm finance (1 & 2) Lecture / small cases Readings 5

Defining a Position for International Growth: The UNIQLO Case

Uniqlo case

Case in study group

6 & 7 Preventing Legal Risks (1 & 2) Mini Cases and lecture

Readings

8

Building a Brand Extension for International Retailers

Starbucks case

Case in study group

COURSE OBJECTIVES

LEARNING OUTCOMES

PREREQUISITES

COURSE CONTENT


26

9 Creating a New Concept Store KUSMI TEA Case Case in study group

10 Extending Luxury Manufacturer Brands LVMH Case Case in study group

11& 12 Optimizing Supply Chain Management Mini Cases and lecture

Readings

13 Defining a Location Strategy The KASE Case Mini Cases and lecture

14 Developing new growth opportunities for food retailers

The drive case Case study group

15 Managing cross canal The SEB Case Case in study group

16 The retail business and economics click model

Lecture and small cases

Reading and small cases

17 Communicating the Difference Ikéa Case in study group

18 Implementing Digital Marketing Men Look.com Case in study group

19 Conclusion and Key Learnings Lecture Readings

The course consists of lectures, case studies, presentations and discussions. Students will be required to participate in class discussions. Participation is an essential part of the learning experience and every student should contribute. Cases will be prepared and worked on in groups of 5; this is an important element to promote class discussions. Senior executives from the cases studied and presented will be attending classes in order to debrief and answer questions. This course is intensive, challenging, and will require many hours of work.

Cases 60% 8 cases Every week Analysis

Extra case 40% 3 days April Key learnings

NA

Participants must attend all classes. The presence will be checked randomly at the beginning of each session. Participants must arrive on time. No tardiness will be tolerated. Laptops and other electronic devices are not allowed during the sessions.


ASSESSMENT METHODS

READINGS

RULES FOR ABSENCE AND PLAGIARISM


27

MAJOR LUXURY & FASHION


28

17_M2_LI_MKT_S2_CCO_4413: LUXURY STRATEGY & INNOVATION NUMBER OF HOURS: 30 SEMESTER 2 INTERNATIONAL PROGRAMME - 4 ECTS COURSE COORDINATOR: PROF. MICHAEL ANTIOCO

Reaching a common definition of luxury and luxury branding Raise awareness to the specificities of doing business in the luxury sector and managing luxury brands: develop participants’ “luxury thinking” Expose and debate luxury business models to sustain luxury brands Identify the main challenges facing luxury brands and assess the macro trends in the industry to encourage participants to manage luxury innovation respecting luxury branding principles and cultural specificities Raise awareness to marketing research in the field of luxury branding Provide a selected luxury brand with ideas for innovation by implementing course material from course slides, personal readings, press articles, and academic papers

Upon successful completion of this course, participants will be able: Identify new opportunities for one brand in the luxury sector (communicated in class) - LO1 Assess the long-term viability of luxury business models – LO2 Respect the fundamental principles of luxury branding – LO3 Manage luxury brand/line extensions for economic viability – LO4 Stay aware of the importance of life-long learning – LO5

Marketing Management course or equivalent.

Session 1

Intro session

Defining luxury Presenting the Industry Luxury firm specificities Presentation of the Business Case

None

Session 2 Making money in the luxury industry

Luxury and Culture Business Models (2h) Group** 1 presents a paper Group 2 presents a paper

Session 3

WORKING SESSION ON A BUSINESS CASE

Group Work – personal coaching: DEFINITION OF LUXURY PESTEL/LUXURY TRENDS IN GENERAL MISSION IDENTIFICATION BUSINESS MODELS (2h)

Session 4

Dividing the market

Luxury Segmentation (2h)

Group 3 presents a paper Group 4 presents a paper

Session 5


Group Work – personal coaching: CLIENTS NEEDS SEGMENTATION LUXURY TRENDS PER SEGMENT

Session 6

Luxury branding

Luxury branding


COURSE OBJECTIVES

LEARNING OUTCOMES

PREREQUISITES

COURSE CONTENT


29

Session 7


Group Work – personal coaching DEVELOP DIFFERENT IDEAS FOR THE CHALLENGE FROM CLASS, YOUR READINGS, PAPER PRESENTATIONS AND TEST THEM – GET PRIMARY INSIGHTS

Session 8

Creating the value proposition

Luxury Innovation/Product


Session 9


Group Work – personal coaching REFINE YOUR BUSINESS PROPOSAL, WORK ON YOUR FINAL PRESENTATION

Session 10: Closing

Group presentations

Group presentations

All groups prepare their assignment presentation

*: Course content is subject to slight changes **: The number of groups may be adapted based on student registration for this class.

This course aims at stimulating thinking, practical and interpersonal skills. Participants will learn about luxury marketing with the following teaching methods: Lectures with presentations based on conceptual insights and real-life business examples as well as in-class discussions Lectures with brief presentations of current marketing research relevant to luxury marketing management practices Group presentations of relevant academic research in the field of luxury marketing Real business case (Innovation for a luxury brand)

Academic paper presentation

25 %

Group presentation of an academic paper + managerial relevance with an example

Precise dates and papers will be announced in class

LO3, LO5

Group assignment***

65%

Business Case **** Due date will be announced in class

LO1, LO2, LO3, LO4

Participation 10% In-Class participation and attendance

LO5

***: Group Reports must be PRINTED (black & white is fine) and given to the reception desk on a due date that will be announced in class. This is to prevent any failed uploaded report or accidentally deleted reports from Blackboard. ****: Participants will be asked to share 100 points amongst them on the FIRST PAGE of their printed group reports to display individual involvement in group assignments.

Information about readings will be provided in class and posted on Blackboard

17_M2_LI_MKT_S2_CCO_4414: GLOBAL LUXURY OPERATIONS NUMBER OF HOURS: 30 SEMESTER 2 INTERNATIONAL PROGRAMME - 4 ECTS COURSE COORDINATOR: DR. MARIE-CECILE CERVELLON


ASSESSMENT METHODS

READINGS


30

This course will enable students to learn how retail and operational elements support marketing and branding strategies. Acquire an in-depth understanding of the operational challenges specific to the luxury industry Be able to reflect the luxury brand identity and respect the codes of luxury along the value chain Participation to L’Oreal Brandstorm will: Develop students’ understanding of international brand management and operations through hands-on application to a global brand Engage students in creative thinking and problem solving through immersion in a business situation within a global context Allow students to work on a collaborative project with a team spirit to win a competition

After having taken this course participants will be able to: Demonstrate an understanding of the complexity and specificities of the luxury industry operations, in particular regarding luxury retailing (LO1) Have a global perspective whilst consider the cultural dimensions when operating in the luxury industry (LO2) Understand the challenges faced by luxury brands regarding social and environmental responsibility and the importance of operating ethically and responsibly (LO3) Develop and implement a multi-channel strategy which respects the codes of luxury and the brand identity (LO4) Build a brand management strategy for a global brand (L’Oreal group) taking into account a global context (LO5)

Marketing Management course or equivalent.

Session 1

Introduction to the course

Global operations in context Delivering the luxury experience along the value chain

Session 2 L’Oreal Brandstorm Challenge presentation & work organisation

Session 3

Global luxury distribution evolving landscape

Wholesale/retail advantages The flagship as market entry strategy e-commerce business models Travel retail: the 6th

continent To be or not to be…Value Retail and Outlet

Case preparation Articles

Session 4 L’Oreal Brandstorm Team Coaching

COURSE OBJECTIVES

LEARNING OUTCOMES

PREREQUISITES

COURSE CONTENT


31

Session 5

Communicating with the global shopper and creating an omnichannel experience

Communication codes in luxury & the art of storytelling Store concepts and design Visual merchandising In-store communication Orchestration of a luxury experience offline/online


Session 6 L’Oreal Brandstorm Team Coaching

Session 7

Operating in a socially and environmentally responsible way globally

The challenges of responsible Luxury CSR in actions and eco- luxury in ethos


Session 8 L’Oreal Brandstorm Team coaching

Session 9

Luxury in emerging and mature markets

Cross-cultural differences in the luxury industry Brand value and the value of “Country of Manufacturing”


Session 10 L’Oreal Brandstorm Final presentation

This course is taught through a combination of readings, lectures, case studies, discussions, and individual and team exercise. Teaching methodology emphasizes a practical approach and real-world applications, as well as a focus on best business and industry practices. In addition, the L’Oreal brandstorm offers a near-to-professional experience in International Marketing through taking the role of an International Marketing Hub Director at L’OREAL. It engages students in creative thinking and problem solving through immersion in a business situation.



32

Cases

40%

Case analysis + presentation

Cases will be announced in class

LO1, LO2, LO3, LO4

Group assignment

50%

L’Oreal Brandstorm Due dates will be announced in class

LO4, LO5

Participation 10% In-Class participation and attendance

LO1

Information about readings will be provided in class and posted on Blackboard.

ASSESSMENT METHODS

READINGS


33

17_M2_LI_MKT_S2_CCO_4415: CRM FOR LUXURY NUMBER OF HOURS: 30 SEMESTER 2 INTERNATIONAL PROGRAMME - 4 ECTS COURSE COORDINATOR: DR. ARNE DE KEYSER

In this course, you will learn strategies for customer management. In recent years, a fundamental shift has occurred in marketing from managing and marketing products to understanding and managing customers. This necessitates an understanding of the customer management process and the value of customers to the firm – the firm’s customer equity. In this course, students will gain a solid understanding of customer relationship management, including both strategic and analytic approaches. The course will provide students with tools that are critical in today’s business environment, as leading firms focus their marketing efforts on understanding the value of their customers and developing and growing profitable customer relationships. The course will also teach skills related to customer selection and acquisition, customer management, managing the customer experience, customer retention and customer lifetime value. Additionally, as firms seek to make their marketing investments financially accountable, students will also gain an understanding of the link between marketing and finance.

After having taken this course participants will be able to: Understand the fundamentals of CRM Analyze and develop a customer management strategy for an organization Evaluate the value of and determine appropriate customer selection strategies Calculate the worth of customers (CLV, CRV, CIV, CKV) Understand the importance and appropriateness of different customer metrics Apply basic CRM tools

Knowledge of Excel, basic statistics

WEEK TOPIC CONTENT PREPARATORY WORK*

1

Intro to CRM Customer Centricity Customer Experience

Development of CRM course framework Building a customer- focused firm strategy Understanding Customer Experience

Readings

See below

2 Customer Value Customer Centricity CLV

Readings:

See below

3

Customer Value Preparation Maru Batting Center case

CLV CRV CIV CKV

Readings:

See below

COURSE OBJECTIVES

LEARNING OUTCOMES

PREREQUISITES

COURSE CONTENT


34

4

1. Customer Acquisition, Retention and Segmentation

Customer Profiling Customer Selection Cross/Upselling

Readings: See below

5

Managing difficult customers B2B CRM

Managing unprofitable customers CRM applications in a B2B environment

Readings

See below

6

1. Loyalty Programs Understanding the value of loyal customers

Readings

See below

7 PREPARATION FINAL PRESENTATIONS

PREPARATION FINAL PRESENTATIONS

In-class feedback

8

CRM in Multichannel Environments CRM and Firm Value

Understanding how different marketing and sales channel impact the customer-firm relationship and value Understanding how CRM links to firm value

Readings

See below

9 TOPIC: STUDENTS’ CHOICE

Tutor Proposal: Ethics in CRM

Understanding the ethics behind a good CRM program

Readings

See below

10 Presentations Group Presentations on topic of choice

//

* The course instructor holds the right to change the assigned readings as the course develops. Any change will be communicated timely.

Lecture, group discussions, case studies You are enrolled as a co-creator! Hence, advanced preparation and active participation are expected throughout the course. Every student is responsible for preparing each class by reading the assigned cases and readings. More information on the expectations will be given on a weekly basis.

Readings and Interactive Lectures: While preparing for each class, you should be familiar with each reading, and should come to class prepared to discuss the readings and to comment upon them. You will also be expected and encouraged to participate in class discussions during my interactive lectures, and you are encouraged to bring in and discuss current examples of customer management. Cases: While preparing for each case discussion, you should be very familiar with the case, and where appropriate, should take on the role of a consultant to the person or organization identified in the case. You should come to class



35

having completed all key analyses, and prepared to discuss what actions or strategies you suggest given the case situation and why. Preparation and participation are a critical element of the course. Your participation grade is based on the quality of your comments, and not just on quantity. That said, it is also critical to contribute a significant quantity of quality comments. It is crucial to attend all classes; especially given the discussion-based nature of the course—missed classes will negatively impact your class participation/co-creation grade. Attending regularly, but not speaking up regularly, typically results in a grade of “12-12/20” for class participation. It is not my responsibility to cold call you; it is your responsibility to seek out opportunities to contribute to the class.

Assessment % of the total mark Details Schedule Learning outcome evaluated

Individual Class Participation

15%

Individual comments in class

Ongoing

Grade based on quality of the comments provided throughout the lecture

Individual CLV Assignment**

5%

Calculations of Maru Batting Center case

Due in week 5

Grade based on correct calculation, discussion and interpretation of the CLV case

Group Presentation

20%

Presentation on a CRM-topic of a list provided at the beginning of the course

Week 10 – 10 min/group

Grade based on application of the course of a specific topic, the attractiveness of the presentation and the generation of novel insights

Final Exam

60%

Questions (open- ended, multiple- choice) and Cases

To be announced

Knowledge acquisition

* The course instructor holds the right to make changes if deemed necessary. ** Individual CLV Assignment. Each individual student will complete a customer lifetime value assignment for the Maru Batting Center case. You may work with others on the assignment but each person must hand in his/her own assignment. You will have the opportunity to re-do the assignment to correct any errors made the first time around. To gain credit on this assignment re-done assignments must be resubmitted than the announced date.

Compulsory: See assigned readings below – all details will be provided on BlackBoard There is no required textbook. The final exam will be based on the course slides and the readings specified in the section ‘preparatory work’. Recommended: Customer Relationship Management – Concepts, Strategy, and Tools, 2nd Edition, V. Kumar & Werner Reinartz, Springer (available through the library – also in e-format) Preparatory Work Session 1:

ASSESSMENT METHODS

READINGS


36

Booz&Company (2004), “The Customer-Centric Organization: From Pushing Products to Winning Customers”. De Keyser, A., K. N. Lemon, P. Klaus and T. L. Keiningham (2015), "A Framework for Understanding and Managing the Customer Experience," MSI Working Paper Series report 15-121. Edelman, D. and M. Singer (2015), "Competing on Customer Journeys," Harvard Business Review, November Issue Meyer, C. and A. Schwager (2007), "Understanding Customer Experience," Harvard Business Review, 85 (2), 117- 126. Rawson, A., E. Duncan and C. Jones (2013), "Touchpoints Matter, but It's the Full Journey That Really Counts," Harvard Business Review, 91 (9), 90-+. Rust, R. T., V. A. Zeithaml and K. N. Lemon (2004), "Customer-Centered Brand Management," Harvard Business Review, 82 (9), 110-+. HBR-Core Curriculum – Customer Centricity Session 2: Arons, M. D., F. van den Driest and K. Weed (2014), "The Ultimate Marketing Machine," Harvard Business Review, 92 (7-8), 55-63 Rigby, D. K., F. F. Reichheld and P. Schefter (2002), "Avoid the Four Perils of Crm," Harvard Business Review, 80 (2), 101-+. HBR Technical Note – Customer Lifetime Value Case – EMC2: Delivering Customer Centricity Session 3: Kumar, V., J. A. Petersen and R. P. Leone (2007), "How Valuable Is Word of Mouth?," Harvard Business Review, 85 (10), 139-+. Kumar, V., L. Aksoy, B. Donkers, R. Venkatesan, T. Wiesel and S. Tillmans (2010), "Undervalued of Overvalued Customers: Capturing Total Customer Engagement Value," Journal of Service Research, 13 (3), 297-310. Case – Maru Batting (solution to be handed in by week 5 – 10/2) HBR Technical Note – Customer Lifetime Value Session 4: De Keyser, A., J. J. L. Schepers and U. Konus (2015), "Multichannel Customer Segmentation: Does the after-Sales Channel Matter? A Replication and Extensions," International Journal of Research in Marketing, 32 (4), 453-456. Kumar, V., R. Venkatesan and W. Reinartz (2006), "Knowing What to Sell, When, and to Whom," Harvard Business Review, 84 (3), 131-+. Thomas, J. S., W. Reinartz and V. Kumar (2004), "Getting the Most out of All Your Customers," Harvard Business Review, 82 (7-8), 116-+. Zeithaml, V. A., R. T. Rust and K. N. Lemon (2001), "The Customer Pyramid: Creating and Serving Profitable Customers," California Management Review, 43 (4), 118-+. HBR-Core Curriculum – Customer Management Session 5: Berry, Leonard L. and Kathleen Seiders (2008), "Serving Unfair Customers," Business Horizons, 51 (1), 29-37. Fournier, S. (2014), "Breaking up Is Hard to Do: The Ups and Downs of Divorcing Brands," Disadoption, 6 (1), 28-33. Fournier, S. and J. Avery (2011), "Putting the 'Relationship' Back into Crm," Mit Sloan Management Review, 52 (3), 63-72. Fournier, S. and J. Avery (2012), "Firing Your Best Customers - How Smart Firms Destroy Relationships Using CRM," in Consumer-Brand Relationships: Theory and Practice, S. Fournier, M. Breazeale and M. Fetscherin, eds. London: Routledge/Taylor & Francis Group, 301-316. Mittal, V., M. Sarkees and F. Murshed (2008), "The Right Way to Manage Unprofitable Customers," Harvard Business Review, 86 (4), 94-+. Tax, S. S., Y. Kim and S. Nair (2013), "Getting the Right Payoff from Customer Penalty Fees," Business Horizons, 56 (3), 377-386. Case – Filene’s Basement: Inside a Fired Customer’s Relationship Session 6: Berman, B. (2006), "Developing an Effective Customer Loyalty Program," California Management Review, 49 (1), 123- +. Keiningham, T. L., L. Aksoy, A. Buoye and B.Cooil (2011), "Customer Loyalty Isn't Enough. Grow Your Share of Wallet,"


37

Harvard Business Review, 89 (10), 29-31. Keiningham, T. L., L. Aksoy, L. Williams and A. Buoye (2015), The Wallet Allocation Rule: Winning the Battle for Share. Hoboken, NJ: John Wiley and Sons. Kumar, V. and D. Shah (2004), "Building and Sustaining Profitable Customer Loyalty for the 21st Century," Journal of Retailing, 80 (4), 317-330. McCall, M. and C. Voorhees (2010), "The Drivers of Loyalty Program Success an Organizing Framework and Research Agenda," Cornell Hospitality Quarterly, 51 (1), 35-52. Session 7: // Session 8: Bell, D. R., S. Gallia and A. Moreno (2014), "How to Win in an Omnichannel World," Mit Sloan Management Review, 56 (1), 45-+. Brynjolfsson, E., Y. J. Hu and M. S. Rahman (2013), "Competing in the Age of Omnichannel Retailing," Mit Sloan Management Review, 54 (4), 23-29. Fornell, C., S. Mithas, F. V. Morgeson and M. S. Krishnan (2006), "Customer Satisfaction and Stock Prices: High Returns, Low Risk," Journal of Marketing, 70 (1), 3-14. Keiningham, T. L., L. Aksoy, B. Cooil and T. W. Andreassen (2008), "Linking Customer Loyalty to Growth," Mit Sloan Management Review, 49 (4), 51-+. Kushwaha, Tarun and Venkatesh Shankar (2013), "Are Multichannel Customers Really More Valuable? The Moderating Role of Product Category Characteristics," Journal of Marketing, 77 (4), 67-85. Nueno, J. L. (2013), "The Decline of Main Street, the Rise of Multichannel Retail," IESE Insight, Q4 (19), 46-53. Rigby, D. (2011), "The Future of Shopping," Harvard Business Review, 89 (12), 64-+.

Session 9: TO BE DETERMINED Session 10: //

Class participation is expected No cellphones is the classroom No computer or tablet (expect when requested)



38

17_M2_LI_MKT_S2_CCO_4416: DIGITAL MARKETING FOR LUXURY NUMBER OF HOURS: 30 SEMESTER 2 INTERNATIONAL PROGRAMME - 4 ECTS COURSE COORDINATOR: ALBENA SPASOVA

Introduce digital marketing and e-commerce key concepts; Acquire an understanding of ergonomy of an e-commerce website. Develop students’ sensitivity regarding search engine optimization and search engine marketing. Discuss social media optimization, social media marketing, cross media advertising etc. Apply the above concepts for the luxury sector (examples, cases)

After having taken this course participants will be able to: Understand main issues related to digital marketing LO1; Apply marketing knowledge to build a website LO2; Analyze the set up of a search engine optimization strategy LO3; Analyze the set up of a social media optimization strategy LO4.

None

1/ Introduction Overview of web statistics, usages,

users, expectations etc. None

2/ Website structure Users’ needs analysis, content edition, website ergonomy,

None

3/ Website development Pre-conception, tests, launch None

4/ Online presence optimization SEO, SEM, social media Case

5/ Online content management Content update, Web analytics, None

Lectures, in class exercises, cases

Individual continuous assessment

100%

All cited above

None

COURSE OBJECTIVES

LEARNING OUTCOMES

PREREQUISITES

COURSE CONTENT


ASSESSMENT METHODS

READINGS


39

MAJOR ENTERTAINMENT & SERVICES


40

17_M2_LI_MKT_S2_CCO_4417: ENTERTAINMENT MARKETING NUMBER OF HOURS: 30 SEMESTER 2 INTERNATIONAL PROGRAMME - 4 ECTS COURSE COORDINATOR: DR. GUERGANA GUINTCHEVA

The course introduces several issues related to recreational activities (vacation occupations, cinema, gaming, cultural marketing, sport management, new media, Internet etc.) in several industries. It emphasizes the changing patterns of leisure time and their consequences on how consumers represent themselves entertainment activities.

Understand the specificities of experience products & services and their marketing (L1); Apply marketing techniques on management of entertainment services/products (L2);

NA

Session 1 Introduction The experiential marketing: history, genesis and managerial implications.

Article readings

Session 2 Sport Management

LOSC & FFR - Sport Brand Equity Management: the case of stadium launches

NA

Session 3 Video games management

Business models of video games industry – P2P vs. F2P

NA

Session 4 Amusement Parks Management

DISNEYLAND - Moving from product to experiential marketing – the case of Disneyland Paris

NA

Session 5&6

Cinema Management

Sequential distribution of movies on different channels (cinema theatre, subscription TV, free TV, DVD etc.)/ Importance of emotions

Article reading

Session 7 Publishing From book to movie – challenges of adaptation

Session 8&9

Marketing of cultural products/services

Specificities of cultural products & services – Museums

NA

Session 10 Conclusion Presentation of class projects Continuous preparation

Each session is dedicated on one specific entertainment activity where one or several professionals give their expertise on the subject.

COURSE OBJECTIVES

LEARNING OUTCOMES

PREREQUISITES

COURSE CONTENT



41

Individual Class project

60%

5 pages essay on a given subject

End of the course

L1 & L2

Individual Class participation

10% Continuous assessment

L1

Individual Class presentation

30% Continuous assessment

L1 & L2

Session 1: Holbrook, M. B., & Hirschman, E. C. (1982). The experiential aspects of consumption: Consumer fantasies, feelings, and fun. Journal of Consumer Research, 9 (2), 134-140. OR Arnould E. J., & Price, L. L. (1993). River magic: extraordinary experience and the extended service encounter. Journal of Consumer Research, 20 (2), 25-45. Session 5: Lehmann, D.R. & C.B. Weinberg (2000). Sales through sequential distribution channels an application to movies and videos. Journal of Marketing, 64 (3), 18-33. Additional readings: Movies: Ladhari R. (2007). The movie experience: A revised approach to determinants of satisfaction, Journal of Business Research, 60 (5), 454–462. Cooper-Martin, E. (1991). Consumers and movies: some findings on experiential products. Advances in Consumer Research, 18, 372-378. Green M. C., Brock T. C., & Kaufman G. F. (2004). Understanding Media Enjoyment:The Role of Transportation IntoNarrative Worlds, Communication Theory, 14 (4), 311-327. Botti S. (2000). What role for marketing in the arts? An analysis of arts consumption and artistic value, International Journal of Arts Management, 2 (3), 14-27.

ASSESSMENT METHODS

READINGS


42

17_M2_LI_MKT_S2_CCO_4418: SERVICES MARKETING NUMBER OF HOURS: 30 SEMESTER 2 INTERNATIONAL PROGRAMME - 4 ECTS COURSE COORDINATOR: DR. ARNE DE KEYSER

Services constitute approximately 73 percent of the European economy (79 percent in France) and are an integral part of consumers’ daily lives. Examples are numerous: interactions with retailers, financial institutions, telecommunication companies, government services, healthcare providers, etc. As such, many people are employed in the service industry. Interestingly, the importance of services also holds for manufacturing firms. Management in these industries increasingly realizes that in order to survive and achieve competitive advantage, excellence in service will be a decisive criterion (e.g. computer and car industry). IBM, for instance, generates over half of its current revenues through services, while companies like General Electric (GE) boast similar statistics. As such, the need to implement service successfully in various industries becomes pertinent. Some scholars even argue that “all business are service businesses”. The objectives of this course are to understand how a service mindset is different from and exceeds traditional product-oriented thinking. In particular, students will learn to implement quality service and service strategies for competitive advantage across industries

After having taken this course participants will be able to: Understand the importance of the service sector in the global economy Understand critical frameworks needed for customer-focused service management Apply strategies, tools and approaches (e.g., service blueprinting) that allow developing better services and addressing the challenges of service management and marketing Become better managers through understanding the complexities of service design, delivery, and communication Evaluate the necessity for inter-functional integration and coordination to deliver quality services. Understand the synergies between customers, employees and technology for successful implementation of services

None


1

Intro Session

Service thinking Customer expectations Customer perceptions

Readings: See below

The gaps model

2

Service Encounters

Servicescape

Readings: See below

3

Service Interfaces

Service employees, Service technology Other customers Service delivery networks

Readings: See below

COURSE OBJECTIVES

LEARNING OUTCOMES

PREREQUISITES

COURSE CONTENT


43

4

Service Design

Service Design Principles Service Blueprinting

Readings: See below

5

Service Failure & Recovery

Service recovery Service guarantees

Readings: See below

6

Access-Based Services

Sharing economy Collaborative economy

Readings: See below

7

Service Pricing

Pricing business models Pricing innovation

Readings: See below



In-class feedback

9

Service Innovation

Customer engagement Customer co-creation

Readings: See below

10 Presentations Group Presentation on topic of choice

//

* The course instructor holds the right to change the assigned writing as the course develops. Any change will be communicated timely.

Lecture, group discussions, case studies You are enrolled as a co-creator! Hence, advanced preparation and active participation are expected throughout the course. Every student is responsible for preparing each class by reading the assigned cases and readings. More information on the expectations will be given on a weekly basis. Readings and Interactive Lectures: While preparing for each class, you should be familiar with each reading, and should come to class prepared to discuss the readings and to comment upon them. You will also be expected and encouraged to participate in class discussions during my interactive lectures, and you are encouraged to bring in and discuss current examples of customer management. Cases: While preparing for each case discussion, you should be very familiar with the case, and where appropriate, should take on the role of a consultant to the person or organization identified in the case. You should come to class having completed all key analyses, and prepared to discuss what actions or strategies you suggest given the case situation and why. Preparation and participation are a critical element of the course. Your participation grade is based on the quality of your comments, and not just on quantity. That said, it is also critical to contribute a significant quantity of quality comments. It is crucial to attend all classes; especially given the discussion-based nature of the course—missed classes will negatively impact your class participation/co-creation grade. Attending regularly, but not speaking up regularly, typically results in a grade of “12-12/20” for class participation. It is not my responsibility to cold call you; it is your responsibility to seek out opportunities to contribute to the class.



44

ASSESSMENT % OF THE TOTAL

MARK DETAILS SCHEDULE LEARNING OUTCOME

EVALUATED


15%


Ongoing


Individual Case Assignment

10%

To be announced

Due in week 5

Grade based on completeness and critical reflection of the case

Group Presentation

20%

To be announced



Final Exam

55%


To be announced


* The course instructor holds the right to make changes if deemed necessary.

Highly Recommended: Wilson, Alan, Valarie A. Zeithaml, Mary Jo Bitner, and Dayne D. Gremler (2012), “Service Marketing: Integrating Customer Focus Across the Firm – Integrating Customer Focus Across the Firm”, Second European Edition, McGraw Hill. See assigned readings above – all details will be provided on BlackBoard Preparatory Work Session 1: Bettencourt, L.A., R. F. Lusch and S.L. Vargo (2014), "A Service Lens on Value Creation: Marketing's Role in Achieving Strategic Advantage," California Management Review, 57 (1), 44-66. Bitner, M. J. (1995), "Building Serivce Relationships: It's All About Promises," Journal of the Academy of Marketing Science, 23 (4), 246-251. Bitner, M. J. (1990), "Evaluating Service Encounters - the Effects of Physical Surroundings and Employee Responses," Journal of Marketing, 54 (2), 69-82. Dagger, T. S., J. C. Sweeney and L. W. Johnson (2007), "A Hierarchical Model of Health Service Quality: Scale Development and Investigation of an Integrated Model," Journal of Service Research, 10 (2), 123-142. Parasuraman, A., V. A. Zeithaml and L. L. Berry (1985), "A Conceptual-Model of Service Quality and Its Implications for Future-Research," Journal of Marketing, 49 (4), 41-50. Zeithaml, V., L. L. Berry and A. Parasuraman (1993), "The Nature and Determinants of Customer Expectations of Service," Journal of the Academy of Marketing Science, 21 (1), 1-12. Session 2: Berry, L. L., E. A. Wall and L. P. Carbone (2006), "Service Clues and Customer Assessment of the Service Experience: Lessons from Marketing," Academy of Management Perspectives, 20 (2), 43-57. Bitner, M. J. (1992), "Servicescapes - the Impact of Physical Surroundings on Customers and Employees," Journal of Marketing, 56 (2), 57-71. Dagger, T. S. and P. J. Danaher (2014), "Comparing the Effect of Store Remodeling on New and Existing Customers," Journal of Marketing, 78 (3), 62-80. Rosenbaum, M. S. and C. Massiah (2011), "An Expanded Servicescape Perspective," Journal of Service Management, 22 (4), 471-490. Stuart, I. F. and S. S. Tax (2004), "Toward an Integrative Approach to Designing Service Experiences - Lessons Learned from

ASSESSMENT METHODS

READINGS


45

the Theatre," Journal of Operations Management, 22, 609-627. Zomerdijk, L. G. and C. A. Voss (2010), "Service Design for Experience-Centric Services," Journal of Service Research, 13 (1), 67-82. Session 3: Bowen, D. E. (2015), "The Changing Role of Employees in Service Theory and Practice: An Interdisciplinary View," Human Resource Management Review, forthcoming. Bowen, D. E. and B. Schneider (2014), "A Service Climate Synthesis and Future Research Agenda," Journal of Service Research, 17 (1), 5-22. Giebelhausen, M., S. G. Robinson, N. J. Sirianni and M. K. Brady (2014), "Touch Versus Tech: When Technology Functions as a Barrier or a Benefit to Service Encounters," Journal of Marketing, 78 (4), 113-124. Heskett, J. L., T. O. Jones, G. W. Loveman, W. E. Sasser and L. A. Schlesinger (1994), "Putting the Service-Profit Chain to Work," Harvard Business Review, 72 (2), 164-174. Larivière, B., H. Joosten, E. C. Malthouse, M. van Birgelen, P. Aksoy, W. H. Kunz and M.-H. Huang (2013), "Value Fusion the Blending of Consumer and Firm Value in the Distinct Context of Mobile Technologies and Social Media," Journal of Service Management, 24 (3), 268-293. Meuter, M. L., M. J. Bitner, A. L. Ostrom and S. W. Brown (2005), "Choosing among Alternative Service Delivery Modes: An Investigation of Customer Trial of Self-Service Technologies," Journal of Marketing, 69 (2), 61-83. Rucci, A. J., S. P. Kirn and R. T. Quinn (1998), "The Employee-Customer Profit Chain at Sears," Harvard Business Review, 76 (1), 82-+. Tax, S. S., Y. Kim and S. Nair (2013), "Getting the Right Payoff from Customer Penalty Fees," Business Horizons, 56 (3), 377-386. van Ittersum, K., B. Wansink, J. M. E. Pennings and D. Sheehan (2013), "Smart Shopping Carts: How Real-Time Feedback Influences Spending," Journal of Marketing, 77 (6), 21-36. Session 4: Bitner, M. J., A. L. Ostrom and F. N. Morgan (2008), "Service Blueprinting: A Practical Technique for Service Innovation," California Management Review, 50 (3), 66-94. Patricio, L., R. P. Fisk and J. Falcão e Cunha Cunha (2008), "Designing Multi-Interface Service Experiences - the Service Experience Blueprint," Journal of Service Research, 10 (4), 318-334. Patricio, L., R. P. Fisk, J. Falcão e Cunha Cunha and L. Constantine (2011), "Multilevel Service Design: From Customer Value Constellation to Service Experience Blueprinting," Journal of Service Research, 14 (2), 180-200. Sampson, S. E. (2012), "Visualizing Service Operations," Journal of Service Research, 15 (2), 182-198. Session 5: Orsingher, C., S. Valentini and M. de Angelis (2010), "A Meta-Analysis of Satisfaction with Complaint Handling in Services," Journal of the Academy of Marketing Science, 38 (2), 169-186. Van Vaerenbergh, Y., B. Lariviere and I. Vermeir (2012), "The Impact of Process Recovery Communication on Customer Satisfaction, Repurchase Intentions, and Word-of-Mouth Intentions," Journal of Service Research, 15 (3), 262- 279. Wirtz, J. (2011), "How to Deal with Customer Shakedowns," Harvard Business Review, 89 (4), 24-24. Session 6: Bardhi, F. and G. M. Eckhardt (2012), "Access-Based Consumption: The Case of Car Sharing," Journal of Consumer Research, 39 (4), 881-898. Fournier, S., G. M. Eckhardt and F. Bardhi (2013), "Learning to Play in the New "Share Economy"," Harvard Business Review, 91 (7-8), 125-129. Matzler, K., V. Veider and W. Kathan (2015), "Adapting to the Sharing Economy," Mit Sloan Management Review, 56 (2), 71-77. Samuel, A. (2014), "Established Companies, Get Ready for the Collaborative Economy," Harvard Business Review - Online Article. Case - Zipcar Session 7: Hinterhuber, A. and S. M. Liozu (2014), "Is Innovation in Pricing Your Next Source of Competitive Advantage?," Business Horizons, 57 (3), 413-423. Kim, J. Y., M. Natter and M. Spann (2009), "Pay What You Want: A New Participative Pricing Mechanism," Journal of Marketing, 73 (1), 44-58.


46

Kumar, V. (2014), "Making "Freemium" Work," Harvard Business Review, 92 (5), 27-29. Pauwels, K. and A. Weiss (2008), "Moving from Free to Fee: How Online Firms Market to Change Their Business Model Successfully," Journal of Marketing, 72 (3), 14-31. Case – Uber or Dropbox (to be announced) Session 8: // Session 9: Antorini, Y. M., A. M. Muniz and T. Askildsen (2012), "Collaborating with Customer Communities: Lessons from the Lego Group," Mit Sloan Management Review, 53 (3), 73-+. Bettencourt, L. A. and A. W. Ulwick (2008), "The Customer-Centered Innovation Map," Harvard Business Review, 86 (5), 109-+. Boudreau, K. J. and K. R. Lakhani (2013), "Using the Crowd as an Innovation Partner," Harvard Business Review, 91 (4), 60-+. Grant, A. M. (2011), "How Customers Can Rally Your Troops," Harvard Business Review, 89 (6), 96-+. Huston, L. and N. Sakkab (2006), "Connect and Develop: Inside Procter & Gamble's New Model for Innovation," Harvard Business Review, 84 (3), 58-+. Prahalad, C. K. and Venkatram Ramaswamy (2003), "The New Frontier of Experience Innovation," Mit Sloan Management Review, 44 (4), 12-+. Ramaswamy, V. and F. Gouillart (2010), "Building the Co-Creative Enterprise," Harvard Business Review, 88 (10), 100-+. van Doorn, J., K. N. Lemon, V. Mittal, S. Nass, D. Pick, P.Pirner and P. C. Verhoef (2010), "Customer Engagement Behavior: Theoretical Foundations and Research Directions," Journal of Service Research, 13 (3), 253-266. Verleye, K. and A. De Keyser (2015), "Customer Engagement in Technology-Based and High-Contact Interfaces," in Customer Engagement - Contemporary Issues and Challenges, R. J. Brodie, L. Hollebeek and J. Conduit, eds. Oxon: Routledge, p. 137-151. Session 10: //

Class participation is expected No cellphones is the classroom No computer or tablet (expect when requested)



47

17_M2_LI_MKT_S2_CCO_4419: CRM FOR ENTERTAINMENT & SERVICES NUMBER OF HOURS: 30 SEMESTER 2 INTERNATIONAL PROGRAMME - 4 ECTS COURSE COORDINATOR: DR. ARNE DE KEYSER

In this course, you will learn strategies for customer management. In recent years, a fundamental shift has occurred in marketing from managing and marketing products to understanding and managing customers. This necessitates an understanding of the customer management process and the value of customers to the firm – the firm’s customer equity. In this course, students will gain a solid understanding of customer relationship management, including both strategic and analytic approaches. The course will provide students with tools that are critical in today’s business environment, as leading firms focus their marketing efforts on understanding the value of their customers and developing and growing profitable customer relationships. The course will also teach skills related to customer selection and acquisition, customer management, managing the customer experience, customer retention and customer lifetime value. Additionally, as firms seek to make their marketing investments financially accountable, students will also gain an understanding of the link between marketing and finance.

After having taken this course participants will be able to: Understand the fundamentals of CRM Analyze and develop a customer management strategy for an organization Evaluate the value of and determine appropriate customer selection strategies Calculate the worth of customers (CLV, CRV, CIV, CKV) Understand the importance and appropriateness of different customer metrics Apply basic CRM tools

Knowledge of Excel, basic statistics


1

Intro to CRM Customer Centricity Customer Experience

Development of CRM course framework Building a customer- focused firm strategy Understanding Customer Experience

Readings

See below

2 Customer Value Customer Centricity CLV

Readings: See below

COURSE OBJECTIVES

LEARNING OUTCOMES

PREREQUISITES

COURSE CONTENT


48

3

Customer Value Preparation Maru Batting Center case

CLV CRV CIV CKV

Readings: See below

4

Customer Acquisition, Retention and Segmentation Guest Speaker: RetailSonar

Customer Profiling Customer Selection Cross/Upselling Geo-Marketing

Readings: See below

5

Managing difficult customers B2B CRM

Managing unprofitable customers CRM applications in a B2B environment

Readings: See below

6

Loyalty Programs Guest Speaker: Carrefour

Understanding the value of loyal customers

Readings: See below



In-class feedback

8

CRM in Multichannel Environments CRM and Firm Value

Understanding how different marketing and sales channel impact the customer-firm relationship and value Understanding how CRM links to firm value

Readings: See below

9 TOPIC: STUDENTS’ CHOICE

Tutor Proposal: Ethics in CRM

Understanding the ethics behind a good CRM program

Readings: See below

10 Presentations Group Presentations on topic of choice

//

* The course instructor holds the right to change the assigned readings as the course develops. Any change will be communicated timely.

Lecture, group discussions, case studies You are enrolled as a co-creator! Hence, advanced preparation and active participation are expected throughout the course. Every student is responsible for preparing each class by reading the assigned cases and readings. More information on the expectations will be given on a weekly basis. Readings and Interactive Lectures: While preparing for each class, you should be familiar with each reading, and should come to class prepared to discuss the readings and to comment upon them. You will also be expected and encouraged to participate in class discussions during my interactive lectures, and you are encouraged to bring in and



49

discuss current examples of customer management. Cases: While preparing for each case discussion, you should be very familiar with the case, and where appropriate, should take on the role of a consultant to the person or organization identified in the case. You should come to class having completed all key analyses, and prepared to discuss what actions or strategies you suggest given the case situation and why. Preparation and participation are a critical element of the course. Your participation grade is based on the quality of your comments, and not just on quantity. That said, it is also critical to contribute a significant quantity of quality comments. It is crucial to attend all classes, especially given the discussion-based nature of the course—missed classes will negatively impact your class participation/co-creation grade. Attending regularly, but not speaking up regularly, typically results in a grade of “12-12/20” for class participation. It is not my responsibility to cold call you; it is your responsibility to seek out opportunities to contribute to the class.

ASSESSMENT % OF THE TOTAL

MARK DETAILS SCHEDULE LEARNING OUTCOME

EVALUATED


15%


Ongoing


Individual CLV Assignment**

5%

Calculations of Maru Batting Center case

Due in week 4

Grade based on correct calculation, discussion and interpretation of the CLV case

Group Presentation

20%

Presentation on a CRM-topic of a list provided at the beginning of the course



Final Exam

60%


To be announced


* The course instructor holds the right to make changes if deemed necessary. ** Individual CLV Assignment. Each individual student will complete a customer lifetime value assignment for the Maru Batting Center case. You may work with others on the assignment but each person must hand in his/her own assignment. You will have the opportunity to re-do the assignment to correct any errors made the first time around. To gain credit on this assignment re-done assignments must be resubmitted than the announced date.

Compulsory: See assigned readings below – all details will be provided on BlackBoard There is no required textbook. The final exam will be based on the course slides and the readings specified in the section ‘preparatory work’. Recommended: Customer Relationship Management – Concepts, Strategy, and Tools, 2nd Edition, V. Kumar & Werner Reinartz, Springer (available through the library – also in e-format)

Preparatory Work

ASSESSMENT METHODS

READINGS


50

Session 1: Booz&Company (2004), “The Customer-Centric Organization: From Pushing Products to Winning Customers”. De Keyser, A., K. N. Lemon, P. Klaus and T. L. Keiningham (2015), "A Framework for Understanding and Managing the Customer Experience," MSI Working Paper Series report 15-121. Edelman, D. and M. Singer (2015), "Competing on Customer Journeys," Harvard Business Review, November Issue Meyer, C. and A. Schwager (2007), "Understanding Customer Experience," Harvard Business Review, 85 (2), 117- 126. Rawson, A., E. Duncan and C. Jones (2013), "Touchpoints Matter, but It's the Full Journey That Really Counts," Harvard Business Review, 91 (9), 90-+. Rust, R. T., V. A. Zeithaml and K. N. Lemon (2004), "Customer-Centered Brand Management," Harvard Business Review, 82 (9), 110-+. HBR-Core Curriculum – Customer Centricity Session 2: Arons, M. D., F. van den Driest and K. Weed (2014), "The Ultimate Marketing Machine," Harvard Business Review, 92 (7-8), 55-63 Rigby, D. K., F. F. Reichheld and P. Schefter (2002), "Avoid the Four Perils of Crm," Harvard Business Review, 80 (2), 101-+. HBR Technical Note – Customer Lifetime Value Case – EMC2: Delivering Customer Centricity Session 3: Kumar, V., J. A. Petersen and R. P. Leone (2007), "How Valuable Is Word of Mouth?," Harvard Business Review, 85 (10), 139-+. Kumar, V., L. Aksoy, B. Donkers, R. Venkatesan, T. Wiesel and S. Tillmans (2010), "Undervalued of Overvalued Customers: Capturing Total Customer Engagement Value," Journal of Service Research, 13 (3), 297-310. Case – Maru Batting (solution to be handed in by week 5 – 10/2) HBR Technical Note – Customer Lifetime Value Session 4: De Keyser, A., J. J. L. Schepers and U. Konus (2015), "Multichannel Customer Segmentation: Does the after-Sales Channel Matter? A Replication and Extensions," International Journal of Research in Marketing, 32 (4), 453-456. Kumar, V., R. Venkatesan and W. Reinartz (2006), "Knowing What to Sell, When, and to Whom," Harvard Business Review, 84 (3), 131-+. Thomas, J. S., W. Reinartz and V. Kumar (2004), "Getting the Most out of All Your Customers," Harvard Business Review, 82 (7-8), 116-+. Zeithaml, V. A., R. T. Rust and K. N. Lemon (2001), "The Customer Pyramid: Creating and Serving Profitable Customers," California Management Review, 43 (4), 118-+. HBR-Core Curriculum – Customer Management Session 5: Berry, Leonard L. and Kathleen Seiders (2008), "Serving Unfair Customers," Business Horizons, 51 (1), 29-37. Fournier, S. (2014), "Breaking up Is Hard to Do: The Ups and Downs of Divorcing Brands," Disadoption, 6 (1), 28-33. Fournier, S. and J. Avery (2011), "Putting the 'Relationship' Back into Crm," Mit Sloan Management Review, 52 (3), 63-72. Fournier, S. and J. Avery (2012), "Firing Your Best Customers - How Smart Firms Destroy Relationships Using CRM," in Consumer-Brand Relationships: Theory and Practice, S. Fournier, M. Breazeale and M. Fetscherin, eds. London: Routledge/Taylor & Francis Group, 301-316. Mittal, V., M. Sarkees and F. Murshed (2008), "The Right Way to Manage Unprofitable Customers," Harvard Business Review, 86 (4), 94-+. Tax, S. S., Y. Kim and S. Nair (2013), "Getting the Right Payoff from Customer Penalty Fees," Business Horizons, 56 (3), 377-386. Case – Filene’s Basement: Inside a Fired Customer’s Relationship Session 6: Berman, B. (2006), "Developing an Effective Customer Loyalty Program," California Management Review, 49 (1), 123- +. 1. Keiningham, T. L., L. Aksoy, A. Buoye and B.Cooil (2011), "Customer Loyalty Isn't Enough. Grow Your Share of Wallet," Harvard Business Review, 89 (10), 29-31. 2. Keiningham, T. L., L. Aksoy, L. Williams and A. Buoye (2015), The Wallet Allocation Rule: Winning the Battle


51

for Share. Hoboken, NJ: John Wiley and Sons. Kumar, V. and D. Shah (2004), "Building and Sustaining Profitable Customer Loyalty for the 21st Century," Journal of Retailing, 80 (4), 317-330. McCall, M. and C. Voorhees (2010), "The Drivers of Loyalty Program Success an Organizing Framework and Research Agenda," Cornell Hospitality Quarterly, 51 (1), 35-52. Session 7: // Session 8: Bell, D. R., S. Gallia and A. Moreno (2014), "How to Win in an Omnichannel World," Mit Sloan Management Review, 56 (1), 45-+. Brynjolfsson, E., Y. J. Hu and M. S. Rahman (2013), "Competing in the Age of Omnichannel Retailing," Mit Sloan Management Review, 54 (4), 23-29. Fornell, C., S. Mithas, F. V. Morgeson and M. S. Krishnan (2006), "Customer Satisfaction and Stock Prices: High Returns, Low Risk," Journal of Marketing, 70 (1), 3-14. Keiningham, T. L., L. Aksoy, B. Cooil and T. W. Andreassen (2008), "Linking Customer Loyalty to Growth," Mit Sloan Management Review, 49 (4), 51-+. Kushwaha, Tarun and Venkatesh Shankar (2013), "Are Multichannel Customers Really More Valuable? The Moderating Role of Product Category Characteristics," Journal of Marketing, 77 (4), 67-85. Nueno, J. L. (2013), "The Decline of Main Street, the Rise of Multichannel Retail," IESE Insight, Q4 (19), 46-53. Rigby, D. (2011), "The Future of Shopping," Harvard Business Review, 89 (12), 64-+. Session 9: TO BE DETERMINED Session 10: //

class participation is expected No cellphones is the classroom No computer or tablet (expect when requested)



52

17_M2_LI_MKT_S2_CCO_4420: DIGITAL MARKETING FOR ENTERTAINMENT SERVICES NUMBER OF HOURS: 30 SEMESTER 2 INTERNATIONAL PROGRAMME - 4 ECTS COURSE COORDINATOR: ALBENA SPASOVA

Introduce digital marketing and e-commerce key concepts; Acquire an understanding of ergonomy of an e-commerce website. Develop students’ sensitivity regarding search engine optimization and search engine marketing. Discuss social media optimization, social media marketing, cross media advertising etc. Apply the above concepts for the entertainment & services sectors (examples, cases)

After having taken this course participants will be able to: Understand main issues related to digital marketing LO1; Apply marketing knowledge to build a website LO2; Analyze the set up of a search engine optimization strategy LO3; Analyze the set up of a social media optimization strategy LO4.

None

1/ Introduction Overview of web statistics, usages,

users, expectations etc. None

2/ Website structure Users’ needs analysis, content edition, website ergonomy,

None

3/ Website development Pre-conception, tests, launch None

4/ Online presence optimization SEO, SEM, social media Case

5/ Online content management Content update, Web analytics, None

Lectures, in class exercises, cases

evaluated

Individual continuous assessment

100%

All cited above

None

COURSE OBJECTIVES

LEARNING OUTCOMES

PREREQUISITES

COURSE CONTENT


ASSESSMENT METHODS

READINGS


53

17_BM_LI_BM_S2_CCO_CCS_1333: FAMILY BUSINESS NUMBER OF HOURS: 30 SEMESTER 2 INTERNATIONAL PROGRAMME - 8 ECTS COURSE COORDINATOR: FABIEN BERNHARD

Family-owned and -run businesses dominate in most economies. According to latest figures, around 83 percent of French businesses are family businesses. Similarly, worldwide family businesses account for around 70 to 90 percent of all businesses. In the US, family businesses constitute 85 percent of private sector employment and one-third of the S&P 500. The probability is high that many students will pursue careers in or with family businesses. Jobs in investment banking, wealth management, consulting and management all relate to some extent to family businesses. However, few understand this special type of business as family firms (both private and publicly-traded) face unique challenges. These difficulties are primarily related to the interaction of family, management and ownership - particularly where the family wishes to preserve its influence and control from generation to generation. Goal of the course is therefore to familiarize students with the notion of a family business and its challenges, as well as to provide more specific exposure to family firms in France and worldwide.

The learning objective of the course is to: Learn and raise awareness why a family firm is a distinctive form of organization Increase students’ understanding of family firms and their role in the economy Increase the awareness of the major issues and problems of family businesses as well as to develop ideas how these challenges can be solved to improve family business performance Improve students’ team building and business case writing skills Develop skills related to data gathering, as well as critical and analytical thinking Enhance students’ future entrepreneurial and managerial capabilities in a family business context

Basic understanding of the fundamental theories in management as taught in the introductory courses in management, such as agency theory, resource-based view, stewardship theory, etc.

The following outline is only tentative and can be changed. Reason is that there might be some high-profile guest- speakers from Family Businesses and/or Consultants coming to our class. Due to their busy schedules we need to stay flexible and adjust to them. Please check blackboard regularly and pay attention to in-class announcements which I will make in due time. Presence during guest speaker-events is mandatory.

SECTION TOPIC CONTENT

S1

Introduction to the topic of Family Business

Course introduction, Definition and a Characteristics of a Family Business, Economic Relevance of Family Firms, Overview on Advantages and Disadvantages of Family Businesses, Examples of Specific Challenges

S2 Family Businesses as Dynamic Systems

Family Businesses as Systems, Ownership/Family/Business, Identity, Attachment, Cohesion, Emotions

S3 Succession Management and Ownership Succession, Planning for the Transfer of Power, Specific Challenges and Problems in the Succession Process

S4 Innovation, Continuous Entrepreneurship

Preservation of Entrepreneurship and Innovation over Generations

S5 Entrepreneurial Legacy Guest Speaker

COURSE OBJECTIVES

LEARNING OUTCOMES

PREREQUISITES

COURSE CONTENT


54

S6

Strategic Planning and Non-Family Managers/Employees, Financial Considerations, Performance, and Valuation of the Family Business

Integration of Non-family Members into the Family Business, Creating Commitment, Justice Perceptions, Performance studies, Financial and Emotional Value, Socio-emotional Wealth

S7

Corporate Governance and Professionalization in Family Businesses

Effectiveness of boards, Designing of Family Governance, Family Council, Family Assembly, Family Constitution, Prevention of Conflicts between Family Members, Independent Directors in Family Firms

S8 Case study presentations Presentations and discussion of student groups’ work on the case study

Lectures, demonstrations by videos, guest speakers and live case teaching methods (tentative), Socratic dialogue, reading, case-based discussions, and group exercises.

ASSESSMENT METHODS


DETAILS SCHEDULE LEARNING OUTCOME

EVALUATED Continuous assessment

30%

Includes preparation, reading and repetition of course materials (Will be checked in class), presentations, and individual participation in class

During the course and guest speaker events (tentative)

all

Final project 70% Final project: Developing a case study of a family business

End of course all

As the final project, students will work in teams and develop a case on a family business of their choice. They will research information on the family and the business, either by public sources (see below) or by means of data collection and interviews. The cases should revolve and describe a specific challenge a family business faces or has faced in the past. The challenge may be (but is not limited to) one of the topics we covered in class. In any case it should be related to family business specific topics. More details will be provided in class. During the last sessions each student team will present their case and will have the opportunity to receive feedback from their classmates and the professor on their case.

SOME RESOURCES FOR RESEARCHING FIRMS Business Source Complete (EBSCO) Business Source Complete is the world's definitive scholarly business database, providing the leading collection of bibliographic and full text content. As part of the comprehensive coverage offered by this database, indexing and abstracts for the most important scholarly business journals back as far as 1886 are included. In addition, searchable cited references are provided for more than 1,300 journals. EconLit with Full Text (EBSCO) EconLit with Full Text contains all of the indexing available in EconLit, plus full text for more than 480 journals, including the American Economic Association journals with no embargo (American Economic Review, Journal of Economic Literature, and Journal of Economic Perspectives). This database also contains many non-English full-text journals in economics & finance.

Emerald : Access to a growing collection of over 120,000 articles from more than 212 high quality business and management journals. Research from the world’s leading business and management publisher that connects theory with practical application. High quality peer reviewed articles from a publisher with over 40 years’ experience. Factiva : 8000 new sources from 118 countries in 22 languages with same-day full text access to major newspapers and business magazines as well as 25 000 company reports. JSTOR : (Journals storage)JSTOR offers multi-disciplinary and discipline-specific collections that include complete runs of academic journals as well as select monographs, transactions, and conference proceedings. SAGE : SAGE publishes more than 520 journals in Business, Humanities, Social Sciences, and Science, Technology and Medicine


READINGS


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DIANE : Extensive coverage of company, financial and economic data from France’s major markets INTERNET RESOURCES FOR BUSINESS IN FRANCE Ipsos is a French company which produces market reports and surveys on consumer behaviour and society, in France. It undertakes consultancy work for a fee, but the site contains some fascinating brief free reports which may be interesting for business or marketing students researching France. For example, there are reports on the growing number of people over 50; attitudes to the EU and to work. Ipsos is part of a global organisation called Ipsos-ASI, The Advertising Research Company. The site is in French, but there is a slightly different English version too. http://www.ipsos.fr/ Altema is a French online resource for market research and consumer behaviour. Each dossier is written by staff from a French chamber of commerce and presents a picture of the national market for a product, a leisure activity or of market segments. The latest reports deal with issues like adolescent consumers (and how they are defined), the fashion for staying in, wine consumption in France, and the dream which country cottages represent. Altema is the brainchild of RESIS (Réseau d'Informations Stratégiques pour les entreprises), an organisation set up by the French chambers of commerce, to identify consumer trends, market development, and company strategies worldwide. A very useful resource for anyone researching French markets. Altema is supported by the European Commission. NB. The site is only in French. http://www.altema.com/altema/ Cetelem conducts quantitative and qualitative surveys on consumer behaviour in France. There are three publications: L'Observateur Cetelem, Les cahiers de L'Observateur Cetelem and Les barometres d'ambiance Cetelem, each one with a slightly different emphasis. These can be viewed in the form of tables with some commentary. There are sections on subjects such as the French and their houses, DIY, and spending habits since the introduction of the euro. The site is well designed and easy to use, but note that it is in French. (Cetelem is a company which is associated with Paribas and provides financial services to retail.) http://www.cetelem.com/site_com/index.php "INSEE collects and produces information on the French economy and society. This information is made available to the entire national community (government, business, researchers, educators, media, individuals) for study, forecasting, and decision-making purposes." Subjects covered include economics, education, business and geography. The site is divided into seven sections and statistics can be broken down by French regions. There is a huge list of INSEE publications in paper-based or software form. There are also links to other French government organisations and to government statistical services in other countries. The INSEE site is available in French or English (some documents are only in French). http://www.insee.fr/fr/home/home_page.asp A French site which offers a directory of good quality websites suitable for business and economics students and lecturers. Sites are arranged by section, such as banking and finance; law and taxation; education; accountancy. The RIME site is also searchable by keyword. Priority is given to sites in French or ones with a European emphasis. RIMES' members include French Grandes Ecoles, universities and the organisation URFIST. http://www.rime.ccip.fr/ This collection of educational resources on consumer behaviour is presented by Professor Richard Ladewein, who teaches at the business school at Lille University, France. The contents is interdisciplinary, combining psychology, anthropology, sociology, business studies, consumer behaviour and marketing. There are articles on such diverse products or services as Furby toys, urban tourism, hotels/leisure clubs and wine marketing. It contains educational materials taken from his own teaching at the University of Lille (see the link Le coin des etudiants). There are links to many other French and international sites on consumer behaviour, marketing, semiotics, anthropology and related subjects. NB. The site is almost entirely in French. http://ladwein.free.fr/ Top 500 French companies http://www.top500.de/g0033200.htm

Two rules are so important to me that I want to express them explicitly in this syllabus: While I am generally very relaxed in terms of class presence (After all, we are all grown-ups and I assume everyone knows


http://www.ipsos.fr/

http://www.altema.com/altema/

http://www.cetelem.com/site_com/index.php

http://www.insee.fr/fr/home/home_page.asp

http://www.rime.ccip.fr/

http://ladwein.free.fr/

http://www.top500.de/g0033200.htm


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whether physical class presence is beneficial to him/her or not), it is absolutely important to me that students show up during guest speaker-sessions. This is at the very least general politeness and a courtesy to the speaker who makes the effort to come to our class. Therefore, students should evaluate whether they want to come to my sessions, but are unconditionally expected to prepare and show up during those sessions when we have a guest speaker. I will announce these dates in time and strictly enforce presence by punishing unexcused absence during these events (i.e. a zero for continuous assessment). However, students should bear in mind that general class absence eventually will negatively affect their continuous assessment as they do not actively participate in class. I have a zero-tolerance policy(!) towards plagiarism. Any form of uncited copying will result in zero points in the course grade. Furthermore, I will make sure that plagiarism will be escalated to the school’s administration receiving further consequences. In the case of international and exchange students I will ensure that their home institutions will be informed about such transgressions.


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17_M2_LI_CLA_S1_CCO_FLE_1347: FLE NB HEURES : 30 SEMESTRE 1 PROGRAMME INTERNATIONAL - 5 ECTS RESPONSABLE DU COURS : LUCIE BENAGROUBA

Acquérir un niveau intermédiaire à expérimenté en langue française tels que définis par le CECRL. Comprendre et s’exprimer dans les situations courantes de la vie sociale et professionnelle.

A l’issue de ce cours, l’étudiant sera capable de : Maîtriser les actes de communication quotidienne dans un contexte professionnel. Présenter l’entreprise, son organisation, son activité, son marché, sa politique commerciale ainsi que sa situation financière, ses résultats ; exprimer des quantités, indiquer l’évolution, faire des comparaisons, interpréter et commenter des tableaux, des graphiques. Parler du cadre et des conditions de travail : le poste de travail, les horaires, les salaires, les congés, les relations avec les collègues, etc. Rechercher un emploi, un stage : lire/rédiger une petite annonce, un CV, une lettre de candidature, mener/passer un entretien d’embauche. Connaître les principaux acteurs socio-économiques du monde du travail en France. Découvrir les principales institutions et personnages-clés de la vie politique française et comprendre les relations entre ces institutions. Acquérir les notions de base pour comprendre la vie sociale en France, les nouvelles tendances et les défis qui attendent le monde du travail en France et dans le monde.

Niveau A1 à B2 du CECRL : le contenu des cours est décliné en différents groupes de niveaux.

SEMAINE SUJET CONTENU TRAVAIL PRÉPARATOIRE

Comprendre le monde du travail en France

Notions d’interculturalité dans les pratiques professionnelles

Caractéristiques des entreprises en France

Le monde de l'entreprise - organigramme, forme juridique, chiffres clés…

Se positionner dans l’entreprise

Organigramme, fonctions et tâches

Se présenter Décrire un parcours professionnel

Communication orale 1 La réunion de travail.

Communication orale 2

Présenter un projet, un produit, un programme et présenter des faits hypothétiques

Préparation à la recherche d’un stage

La recherche d'un emploi : le CV, la lettre de motivation et l'entretien d'embauche

OBJECTIFS DU COURS

OBJECTIFS D'APPRENTISSAGE

PRE-REQUIS

CONTENU DU COURS


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Etre salarié dans une entreprise française

Les conditions de travail : horaires, salaires, contrats, formations, congés…

Les documents de travail Faire un compte-rendu, faire des propositions, convaincre

Interactions entreprise / environnement

L'environnement économique : partenaires, réseaux, institutions

Communication

La communication interne et externe.

Pédagogie de la tâche, telle que définie par le CECRL. Documents authentiques extraits de publications grand public ou spécialisées, sites web Documents multimédias disponibles sur le site https://pro2fle.wordpress.com/ Activités issues de la méthode Objectif Express (Hachette FLE). Approche inductive de la grammaire (exemples en situation puis identification et théorisation par l’apprenant) Exercices en situation : jeux de rôles plus ou moins dirigés, débats, simulations de réunions. Alternance de travail individuel et travail en groupe.

Par semestre :

EVALUATION

% DE LA NOTE FINALE

DETAILS

DURÉE

OBJECTIFS D’APPRENTISSAGE

ÉVALUÉ

Examen partiel

40%

Ecrit Présentation orale

Grammaire et compétences de communication

Examen final 40% Ecrit et oral Lecture, écriture, oral

Participation en classe

20% Présence et participation

L’examen partiel et final ont lieu pendant la période de cours.

http://www.lesechos.fr http://www.lejournaldunet.com http://www.tv5.org/cms/chaine-francophone/lf/p-26292-Langue-francaise.htm

METHODES PEDAGOGIQUES

METHODES D'EVALUATION

LECTURES

https://pro2fle.wordpress.com/

http://www.lesechos.fr/

http://www.lejournaldunet.com/

http://www.tv5.org/cms/chaine-francophone/lf/p-26292-Langue-francaise.htm