Syllabus, Marketing Analytics, Spring 2017, Facoltà di Economia di Bari, Italy

Basic information

  • Instructor: Robert Cascio, Ph.D.
  • Course name: Marketing Analytics
  • Course webpage: www.robertcascio.com
  • Email: robertcascio@knights.ucf.edu – This is the best way to reach me
  • Office phone: TBC – No voice mail. Please use email instead.
  • Office: TBC
  • Office hours: Immediately before or after class at classroom location (please email me in advance to confirm), or by appointment in my office.

Course materials

  • Textbook:
    • Principles of Marketing Engineering, 2nd Edition. Gary L. Lillen | Arvind Rangaswamuy | Arnaud DeBruyn. 2013. DecisionPro, Inc. 263 pages. ISBN: 978-0-9857648-0-7.
  • Required: Harvard Business Publishing, Coursepack. This will be announced in class and used for the second half of the course.

Course objectives

  • Students will gain a through understanding and application of the marketing analytics process and develop foundational knowledge regarding its benefits and effective utilization for a variety of different firms (large / small, low-tech / high-tech, etc.).
  • Students will apply course information to the simulated and real business contexts.
  • Students will have multiple opportunities to practice what they have learned using appropriate analysis tools in a variety of business scenarios.
  • “I want you to get the best possible course experience and have a competitive career advantage after successfully completing this course.”

What you can expect from me

  • Come prepared to every class with a class agenda and discussion topics.
  • Design the class so you can accomplish the objectives listed in the syllabus and apply material directly in your current or future employment.
  • Consider that it is not always the student’s fault if the material is not understood.
  • Create a mutually respectful classroom environment for effective debate and conversation.
  • Recognize that sometimes I may conduct the course incorrectly, and I should not get defensive when you question or critique my style.

What I expect from you

  • Come prepared to every class by reading, reviewing, and studying chapters and other information to be covered, as well as previously covered material.
  • Complete all work on time with proper thought.
  • Consider that it is not necessarily the instructor’s fault if you don’t understand the material.
  • Treat others with respect and remain focused and engaged in class. Recognize that peer learning is critical in graduate programs.
  • Ask questions when you don’t understand. Asking questions is a sign of maturity, not ignorance.
  • Understand that I am not trying to “nit-pick” when I grade exams, assignments, or presentations. The professional business discipline requires detailed feedback and performance evaluation for mastery.

Learning outcomes

  • Students will possess knowledge of marketing analytics, including its creation and management within organizations.
  • Students will produce professional written and/or oral communications related to marketing analytics.
  • Students will make decisions based on ethical knowledge.
  • Students will utilize appropriate software and other information technologies to further understand course material and to effectively put the material in practice.
  • Students will demonstrate an awareness of elements and environment in which data analytics can be the most effective.
  • Students will demonstrate critical thinking skills by analyzing organizational problems, applying proper logic, assessing the quality/validity of data, and formulating valid conclusions based on their analyses.

Prerequisites and other requirements

  • Graduate student standing
  • Desire to learn; openness to criticism, peer evaluation, and continuous feedback

Methodology

  • Class discussions facilitated by the instructor
  • Instructor experience summaries
  • Simulations of business situations necessitating the need for marketing analytics, with course participants acting in different personas in the process
  • In-class exercises to access your level of preparation and to lead into discussions of course material
  • Written assignments
  • Oral presentations
  • Final exam

Academic honesty

  • The University is committed to maintaining a fair academic environment for all students.
  • As part of that effort, a policy of academic honesty is strictly enforced.
  • Any conduct compromising this policy will result in academic and/or disciplinary action.

Classroom behavior

  • Courtesy and respect will be shown to all students, guests, and the instructor at all times.
  • No disruptive behavior: disruptive latecomers, leaving early on a routine basis, reading for pleasure, working on outside assignments, or excessive talking. Violators will be asked to leave the class and may be further penalized.
  • Mobile phone usage, including text messaging, is permitted during class breaks. Please silence and keep mobile devices out of sight during class exercises in order to keep everyone engaged and focused on the course material.
  • Laptop or tablet use is encouraged in the classroom for taking class notes. Inappropriate laptop use, such as Internet surfing, checking e-mail, instant messaging, playing games and working on unrelated assignments to name a few, will result in a reduction in your participation score.
  • On-time arrival to class and engagement in class discussion are critical for a full understanding of the material, an interesting class, and a satisfactory participation score.

Academic expectations

  • Be prepared to work outside of your comfort zone as you are pushed to expand your business acumen.
  • Prepare for assigned readings prior to the class discussion and for in-class exercises.
  • Attend each class and participate. Be on time to class every day.
  • All material presented in class may be incorporated into exams, exercises, or other forms of evaluating student performance.
  • Each student is responsible for staying current on any changes to the syllabus or announcements made in class.
  • Be sure to check the course webpage regularly (twice a week or so) for updates.
  • Assignments are due at the beginning of class. All assignments or an equivalent make-up assignment must be completed to pass the course with a C or better. Late assignments, however, will receive no points.
  • Students should thoroughly rehearse presentations outside of class prior to delivering them.

Contacting the instructor

  • Ask your questions in class whenever possible. I have arranged the class to have sufficient time for them. Other students can then benefit from the discussion.
  • Secure at least 2 student emails and phone numbers in order to be able to discuss course assignments, activities, and general assistance easily between class sessions.
  • If you have a general course-related question, please be courteous enough to review the course webpages (main page, syllabus, schedule, etc.) before contacting me.
  • Grade / Missing Points Questions – if you have a question about grades or missing class activity / quiz points, contact me by email or in person to discuss; be sure to do any necessary research first.

Evaluation

  • Often an exercise will be given to assess your preparedness for class or your understanding of material.  They will cover the material that has been covered in class or is scheduled to be covered in class for that day and are designed to enhance the classroom discussion and other experience of peer to peer learning. Be sure to read and study course material before coming to class.
  • Certain assignments or other point-valued activities are eligible for make-up from one class session, but for only 50% of the possible points.
  • Attendance is critical in this course because a large percentage is participation and peer to peer learning; missing more than 2 courses will reduce your course grade. Students who have conflicts with the dates published in this syllabus should drop this course.
  • Students have 2 weeks from the time an assignment or exam grade is posted to seek corrections or review before it is considered final.
  • Students should not plan on the opportunity to complete extra credit assignments to earn additional points over and above the points outlined.
  • Students will be evaluated based on their performance on the following activities:
    Description Points Percent
    PICK ONE: Customer Satisfaction OR New Product/Service Data Analysis Project (Team) 75 15%
    Comprehensive Company Marketing Analysis Project (Team) 100 20%
    Course Assignments  100 20%
    Class Involvement and Participation 100 20%
    Final Exam 125 25%
    Total 500 100%

Study hints

  • Translate ideas into your own words and summarize every couple of pages in the chapters in a bullet point or two.
  • Review and summarize course notes and key ideas as soon as possible following each class period. This facilitates the movement of knowledge from short-term to long-term memory.
  • Try and find inconsistencies or errors in the text; tell me if you feel there is an error.
  • Link the material to previously learned material or your current work.
  • Consider audio-taping class lectures for additional review.

Participation and class attendance

  • Attendance and meaningful participation are mandatory. Meaningful means there is clarity, relevance, and importance to the discussion. Attendance will be taken at the end, middle, or beginning of class. Class attendance is a necessary, but insufficient condition for participation; in other words, missing more than 2 classes will lower your participation score, but good attendance does not mean you are a meaningful contributor. I will be looking to see if you are prepared, a good listener, and an effective communicator. Participation is not about just “air time” or the “space” you take up. I will use the following scale:
  • 90-100 points = outstanding contributor – consistent, high-level involvement with depth and original thinking and insight
  • 80-89 points = good contributor – consistent contribution through asking and answering questions
  • 70-79 points = satisfactory contributor – periodic contributions to class discussion
  • 50-69 points = below-average contributor – sporadic contributions to discussions, passive audience member, if called upon fails to demonstrate familiarity with the material
  • Learning names is an important skill. You are encouraged to learn the first names of all students in the class and reference them by name in class discussions. Please place your name card where the instructor and other students can view it to facilitate the name-learning process. The instructor will provide easy strategies for you to do so that you can apply in a variety of settings. Use LinkedIn, Facebook, class seating chart or other methods to learn student names. I also strongly encourage the use of LinkedIn in order to maintain professional connections with your peers and other business-minded individuals that you come in contact with.

Team Project details

These assignments represent a significant opportunity for your team to be both challenged and rewarded for your efforts as a result of your work. Approach these assignments as ones that will define and showcase your abilities within your professional graduate program and let your best work come forward.

Presentations are evaluated on the following key dimensions: (1) quality of information presented (good, factual, timely, appropriate for the project and for the audience, etc.), (2) presentation skills (quality of the delivery, transitions between sections and speakers, well rehearsed versus an impromptu discussion that is unpolished, etc.), (3) appropriate charts, graphs, other illustrations, and relevant video are utilized, (4) effective use of time allotted (was the class time well utilized considering the value of the audience’s time, was the appropriate amount of time devoted to presentation sections based on their level of importance?, again was it well rehearsed?, etc.), and (5) quality of the presentation slide layouts and handout (professional, polished, legible, consistent style, easy to follow, etc.).

For each project, a rubric indicates exactly how your project will be evaluated and scored. You will submit your documents via webcourses, one submission per team.  You must provide me with a printed copy of your slides (6 per page black and white are fine as long as they are legible), a printed executive summary, and a one-page (front or front and back) handout / outline for each audience member at the time of the presentation. Also, I will have you provide feedback about the presentations you watch in order to ensure that every class member gets robust feedback about their presentation abilities.

SELECT ONE TO PRESENT: A or B

  • (A) Customer Satisfaction Data Analysis Project Presentation (a team project)

Your team represents a consulting firm and will have the chance to showcase your research, analysis, and presentation skills with the Customer Satisfaction Data Analysis Project. This project involves selecting a firm of your choice that your team is interested in learning more detail about their level and strength of customer satisfaction and willingness to refer.  This is an opportunity to take a first look at some valuable information that the company has at its disposable to access their level of customer satisfaction, loyalty, and ability to generate customer recommendations and referrals. The presentation will be between 8 and 12 minutes. You will submit presentation slides with detailed references, a 200-to-400-word executive summary, and an appendix that highlights the analysis you performed. You will use this same company for the final Comprehensive Company Marketing Analytics Project. The company must have at least 2 easily identifiable direct competitors in their primary industry so that you will have what you need to complete the project. You will be evaluated on the quality of your analysis, conclusions drawn, and your presentation. A rubric will be provided soon with more grading specifics.

You should focus on graphs, charts, tables, and other figures in your presentation that persuade the audience to reach your conclusions. Bring a paper copy of the executive summary and the slides printed 2 per page (front and back if you can) to the meeting and staple in the upper left hand corner; do not use a folder or binder. Also, submit an identical copy via email, robertcascio@knights.ucf.edu, one submission per team. This will allow me to provide timely feedback to your team. Bring a one-page (front only, or front and back, your choice) handout to class for each member of the audience to use as an outline in order to help them follow along your presentation and take notes. They will be evaluating you like me. Your presentation will be graded from the perspective of an executive reviewing a presentation, not just as an instructor reviewing a student’s presentation. It must be professional in all respects.

  • (B) New Product/Service Development Data Analysis Project Presentation (a team project)

Your team represents a consulting firm and will have the chance to showcase your research, analysis, and presentation skills with the New Product Development Data Analysis Project. This project involves selecting a firm of your choice that your team is interested in learning more about and digging into their process for developing new products or services. This is an opportunity to take a first look at some valuable information that the company has at its disposable to access their manifested and latent needs and wants of their customers and non-customers, as well as the economic value associated with meeting these needs or wants at various levels. The presentation will be between 8 and 12 minutes. You will submit presentation slides with detailed references, a 200-to-400-word executive summary, and an appendix that highlights the analysis you performed. You will use this same company for the final Comprehensive Company Marketing Analytics Project. The company must have at least 2 easily identifiable direct competitors in their primary industry so that you will have what you need to complete the project. You will be evaluated on the quality of your analysis, conclusions drawn, and your presentation. A rubric will be provided soon with more grading specifics.

You should focus on graphs, charts, tables, and other figures in your presentation that persuade the audience to reach your conclusions. Bring a paper copy of the executive summary and the slides printed 2 per page (front and back if you can) to the meeting and staple in the upper left hand corner; do not use a folder or binder. Also, submit an identical copy via email, robertcascio@knights.ucf.edu, one submission per team. This will allow me to provide timely feedback to your team. Bring a one-page (front only, or front and back, your choice) handout to class for each member of the audience to use as an outline in order to help them follow along your presentation and take notes. They will be evaluating you like me. Your presentation will be graded from the perspective of an executive reviewing a presentation, not just as an instructor reviewing a student’s presentation. It must be professional in all respects.

  • Comprehensive Company Marketing Analytics Project (a team project)

Your consulting team will also prepare a comprehensive data analysis of a specific firm. The firm will be chosen by your team. This analysis will result in an 8-to-12-minute presentation with detailed endnotes / references, a 200-to-400-word executive summary, and an appendix. You will address the key data quality and data analysis issues for the firm and present your recommendations to protect shareholder interest for the next 5 to 10 years of company operation.

Using current data and assessing their current situation and strategic needs, your presentation will cover several sections. It begins with a very brief introduction, followed by sections that will address the current state of the company in the minds of consumers and investors, the strength of their position in the market, and their ability to sustain the income and growth requirements of all shareholders and stakeholders.

Your goal in this assignment is NOT to present everything you researched; nobody wants to sit through a series of consecutive analyses. You don’t need to try to convey all of that during the 8-to-12-minute presentation. Rather, your goal will be to quickly summarize the firm’s situation and then move directly into what you learned from your analysis, what critical data issues were identified, what data analysis techniques and strategies you used and further what you recommend for the company in the future to address their current and future state. Most important is what action the company should take based on this information. Again, don’t try to present your entire analysis or your score will suffer, instead provide insights about the firm and its best strategic options for maximizing shareholder value.

You will be evaluated on the quality of your analysis, conclusions drawn, and your presentation. A rubric will be provided soon with more grading specifics.

You should focus on graphs, charts, tables, and other figures in your presentation that persuade the audience to reach your conclusions. Bring a paper copy of the executive summary and the slides printed 2 per page (front and back if you can) to the meeting and staple in the upper left hand corner; do not use a folder or binder. Also, submit an identical copy via email, robertcascio@knights.ucf.edu, one submission per team. This will allow me to provide timely feedback to your team. Bring a one-page (front only, or front and back, your choice) handout to class for each member of the audience to use as an outline in order to help them follow along your presentation and take notes. They will be evaluating you like me. Your presentation will be graded from the perspective of an executive reviewing a presentation, not just as an instructor reviewing a student’s presentation. It must be professional in all respects.

End-of-semester peer evaluation

Your team will self-manage the process by which the various research, writing, and analysis tasks are handled. It is not likely that everyone on the team will have an equal hand in each section of each assignment. However, it is expected that by the end of the course, all team members will have contributed fairly equally to the overall output of the team’s projects.

Group work is often either the highlight or the nightmare of your course experience. Developing the skills to work in a group is a key part of being able to successfully implement strategy – whether it’s your own company, or you are working for someone else. Therefore, we will discuss some effective team-building strategies as we go through the course, as well as deal with non-performers if appropriate. Note that at the end of the semester, a for-credit peer evaluation will happen, which will allow you to assess the relative contribution you and your teammates have made to the team projects. So if your semester is a little more flexible in the early weeks, you might contribute more then. If it’s more flexible later on, you might contribute more on the final project. But by the end of the semester, everyone should have found equivalent ways to contribute. While I recognize that you cannot please everyone that you work with, your particular project grades can be substantially impacted positively or negatively based on the overall feedback from your team members. While a team project is worth a given number of points, each team member may receive a grade that is higher or lower than project grade based on the feedback received from other team members.

Final grades

  • Letter Grades
      • A means excellent, superior, and outstanding. These are typically earned by the top 10 to 15% of the class.
      • B means very good, above average, and above expectations. The majority of the class typically falls here as this is a graduate course and graduate students often do “very good” work.
      • C means fair, average, and following the directions and requirements. While most graduate students do perform above average work, that is not always the case and in some situations not possible for the student given their work or personal circumstances. This is the grade you would earn if you just complete everything in the course with normal / average / expected effort.
      • D means poor, below-average, and not completely following directions or requirements.
      • F means failure or not following the instructions or requirements at all.
  • Students are expected to achieve their desired grade through sufficient performance on assignments and exams.
  • They should not expect to be able to improve grades through re-doing assignments, extra credit, or negotiations with the instructor.
  • Grades will only be changed to correct calculation or input errors.
  • Final grades will be assigned based on the following point scale.
    Final Grade: Syllabus Points:
    Max            500
    30            483 or more
    29            466 or more
    28            450 or more
    27            434 or more
    26            418 or more
    25            402 or more
    24            386 or more
    23            370 or more
    22            354 or more
    21            338 or more
    20            322 or more
    19            306 or more
    18            290 or more

Students with disabilities

  • If you need accommodations in this course because of disability, or if you need special arrangements in case the building must be evacuated, please make me aware of this as soon as possible so that I may assist you.

Changes

  • Changes to the syllabus may be made to reflect the needs of the class.
  • Any changes will be announced in class and online.
  • Please check the course webpage between classes for updates and other helpful information.

Class schedule

Final comments

  • Like me, I recognize that you have substantial responsibilities other than this course.
  • In order to grasp this material, however, you must spend significant time and energy in reading and preparing for each course session and completing the assignments and projects.
  • My responsibility as your course instructor is to ensure that you master (hence the program name, Master of Business Administration) the material and have the ability to apply these important principles.
  • Based on my years of teaching experience, but moreover from the the feedback of previous class participants, I have chosen material, assignments, and projects that I believe will provide the richest and most valuable course experience with the least amount of effort. Your feedback during and at the end of the course will continue to enhance this process.
  • Please understand that I am here to assist you in whatever way possible to balance the pressures of this course with your work and family life.

Copyright and instructor use of student assignments. The instructor may choose to use assignments or examples from this course for various other purposes, including other classes, research studies, and activities. Unless a student requests otherwise in writing, it is understood that this is acceptable for all class participants.