Marketing for

Information Professionals
Spring 2006 (3 units)

Section LC, SLN 4788 & 4789

Dr. Jochen Scholl
Last Updated 03/29/2006
Please Do Not Use Older Versions!
(The information contained in this document may be subject to change without prior notice)
Instructor's Email: jscholl@u.washington.edu


Course Home Page: http://faculty.washington.edu/jscholl/syllabi/IMT584


Schedule/Location: Wednesdays, 4:30 to 7:20 PM, Mary Gates Hall 310 D


Course Listserv: imt584a_sp06@u.washington.edu


Catalog Description: This three-credit elective course provides informationa professionals with an in-depth overview of the principles and concepts of Marketing. Upon completion of this course, participants know the principles of marketing planning and marketing processes including assessing an environment from a marketing perspective, understanding consumer and business behavior, market segmentation, product/service strategies, new product development processes, pricing, channels, retail/wholesale, marketing communication, and direct selling. They will particularly know the elements of a marketing plan.


General Description: Only a few people set off in their careers to become managers, but many information professionals find themselves in senior professional or managerial positions before long. Whether one manages people, projects, systems, content, or metadata (or any combination), learning to think strategically and tactically as a manager and as a senior professional is critical. Understanding and managing the business of private and public organizations requires the deep knowledge of its underlying principles independent of industry, geography, or sector. Marketing has been characterized as the organization's safeguard to help incorporate the customer and client need perspective into the organization's strategic orientation. This perspective along with a clear understanding of the dynamics of local, regional, and global markets are essential to the success of information professionals and managers in the information field in today's ever more demanding environment.

IMT584 enables students to understand the strategic dimension of the marketing perspective for the organization. Students will acquire basic knowledge and skills for preparing and interpreting the elements of marketing plan.



In this course students will:

01. Be introduced to the concepts of
-- Customer Value and Customer Satisfaction
. -- Social Responsibility and Marketing Ethics
-- Strategic Planning and The Marketing Process
-- Aspects of Marketing in the New Internet Economy
02. Gain a basic understanding of
-- The Marketing Environment
-- Marketing Information
-- Consumer and Business Buyer Behavior
-- Market Segmentation, Targeting, and Positioning for Competitive Advantage
-- Product and Services Strategy
-- New Product Development and Product Life-Cycle Strategies
-- Pricing Products: Pricing Considerations and Strategies
-- Marketing Channels and Supply Chain Management
-- Retailing and Wholesaling
-- Integrated Marketing Communication: Advertising, Sales Promotion, and Public Relations
-- Integrated Marketing Communication: Personal Selling and Direct Marketing
-- Global Aspects of Marketing
03. Prepare a basic marketing plan

Teaching and learning strategies: Each session will provide a range of learning experiences that will integrate formal input, personal and professional experiences, discussion, reflection and action. Students will work in groups and actively engage with the literature of the field, both in preparation for and reflection on each session, and as part of the assessment process. Active engagement in the work groups is essential for satisfactory performance in this course, as is regular attendance at the class sessions.

Grading method: Your final grade will include the following components:

The Term Project 50%
----The Marketing Plan 15%
----The group process report 15%
----The Quality of Presentations (Initial, Updates & Final) 20%
Case Facilitation 15%
Individual Homework and In-class Participation 35%
Other Important Items

Students with Disabilities
To request academic accommodations due to a disability, please contact Disabled Student Services: 448 Schmitz, 206-543-8924 (V/TTY). If you have a letter from DSS indicating that you have a disability which requires academic accommodations, please present the letter to me so we can discuss the accommodations you might need in the class.

Academic accommodations due to disability will not be made unless the student has a letter from DSS specifying the type and nature of accommodations needed.

TA Concerns (only for classes with TAs)

If you have any concerns about a course or the TA, please see the TA about these issues as soon as possible. If you are not comfortable talking with the TA or not satisfied with the response that you receive, you may contact the instructor of the course.

If you are still not satisfied with the response that you receive, you may contact Allyson Carlyle, the Associate Dean for Academics in 370 Mary Gates Hall, by phone at (206) 543-1887, or by e-mail at acarlyle@u.washington.edu.

You may also contact the Graduate School at G-1 Communications Building, by phone at (206) 543-5900, or by e-mail at efeetham@u.washington.edu"


You will receive a decimal grade for this class.

General grading information for the University of Washington is available here. The iSchool has adopted its own criteria for grading graduate courses. The grading criteria used by the iSchool for graduate courses are available here.

Your written work will be graded based on its clarity, organization, balance, amount of pertinent detail included, depth and clarity of evaluative and analytical comments, and preparation. It will also be graded on the extent to which a good understanding of the material presented in the course is shown and on the extent to which directions are followed. If evaluative or analytical comments are required, they should be supported by factual evidence, either from readings or other documents. Other aspects of individual assignments may also be included in the grading.

Written work that shows a lack of understanding of subject matter, is unclear or poorly organized, contains few or irrelevant details, does not follow directions, contains little or unsubstantiated evaluative commentary, or is poorly written, prepared (e.g. typos, grammatical errors), or documented will receive low grades.

As pointed out before, unless you have contacted me in advance, or, when that turned out to be impossible, unless you sufficiently document the excruciating circumstances preventing you from submitting on time after the fact, I will not accept and grade any late submissions.

For improving or checking your writing, you may want to contact and work with the Engineering/iSchool Writing Center (EiWC). Writing guides are available from their web site. This EiWC project is sponsored by the Information School and the Department of Technical Communications.

The undergraduate grading policy available at: http://depts.washington.edu/grading/practices/guidelin.htm may be used in this class.

Academic Conduct:
The following paragraphs discussing academic integrity, copyright and privacy outline matters governing academic conduct in the iSchool and the University of Washington.

Academic Integrity:
The essence of academic life revolves around respect not only for the ideas of others, but also their rights to those ideas and their promulgation. It is therefore essential that all of us engaged in the life of the mind take the utmost care that the ideas and expressions of ideas of other people always be appropriately handled, and, where necessary, cited. For writing assignments, when ideas or materials of others are used, they must be cited. The format is not that important–as long as the source material can be located and the citation verified, it’s OK. What is important is that the material be cited. In any situation, if you have a question, please feel free to ask. Such attention to ideas and acknowledgment of their sources is central not only to academic life, but life in general.

Please acquaint yourself with the University of Washington's resources on academic honesty (http://depts.washington.edu/grading/issue1/honesty.htm). -- see also below.

Students are encouraged to take drafts of their writing assignments to the Writing Center for assistance with using citations ethically and effectively. Information on scheduling an appointment can be found at: http://www.uwtc.washington.edu/resources/eiwc/

All of the expressions of ideas in this class that are fixed in any tangible medium such as digital and physical documents are protected by copyright law as embodied in title 17 of the United States Code. These expressions include the work product of both: (1) your student colleagues (e.g., any assignments published here in the course environment or statements committed to text in a discussion forum); and, (2) your instructors (e.g., the syllabus, assignments, reading lists, and lectures). Within the constraints of "fair use", you may copy these copyrighted expressions for your personal intellectual use in support of your education here in the iSchool. Such fair use by you does not include further distribution by any means of copying, performance or presentation beyond the circle of your close acquaintances, student colleagues in this class and your family. If you have any questions regarding whether a use to which you wish to put one of these expressions violates the creator's copyright interests, please feel free to ask the instructor for guidance.

To support an academic environment of rigorous discussion and open expression of personal thoughts and feelings, we, as members of the academic community, must be committed to the inviolate right of privacy of our student and instructor colleagues. As a result, we must forego sharing personally identifiable information about any member of our community including information about the ideas they express, their families, life styles and their political and social affiliations. If you have any questions regarding whether a disclosure you wish to make regarding anyone in this course or in the iSchool community violates that person's privacy interests, please feel free to ask the instructor for guidance.

Knowing violations of these principles of academic conduct, privacy or copyright may result in University disciplinary action under the Student Code of Conduct.

Further information on the Information School's grading policy for graduate work can be found at http://www.ischool.washington.edu/courses/grad-grading.htm.

This course is governed by the UW principles of student conduct. In this context, please find below an excerpt from the University's Faculty Resource on Grading (http://depts.washington.edu/grading/issue1/honesty.htm--accessed 1/24/2003).

Students at the University of Washington are expected to maintain the highest standards of academic conduct. Most UW students conduct themselves with integrity and are disturbed when they observe others cheating. The information on these three pages should help you avoid unintentional misconduct and clarify the consequences of cheating.

Cheating harms the University community in many ways. Honest students are frustrated by the unfairness of cheating that goes undetected and therefore unpunished. Students who cheat skew the grading curve in a class, resulting in lower grades for students who worked hard and did their own work.

Cheaters also cheat themselves of a real education. They rob themselves not only of general knowledge, but also of the experience of learning how to learn, the very experience that makes a university degree so valuable to employers. The reputation of the University and the worth of a UW degree suffer if employers find graduates lacking the abilities their degrees should guarantee.

Finally, most professions have codes of ethics, standards to which you will be expected to adhere when you are working. At the University you practice the integrity you must demonstrate later. For all of these reasons, academic misconduct is considered a serious offense at the UW.

What is academic misconduct?
You are guilty of cheating whenever you present as your own work something that you did not do. You are also guilty of cheating if you help someone else to cheat.

One of the most common forms of cheating is plagiarism, using another's words or ideas without proper citation. When students plagiarize, they usually do so in one of the following six ways:

1. Using another writer's words without proper citation. If you use another writer's words, you must place quotation marks around the quoted material and include a footnote or other indication of the source of the quotation.
2. Using another writer's ideas without proper citation. When you use another author's ideas, you must indicate with footnotes or other means where this information can be found. Your instructors want to know which ideas and judgments are yours and which you arrived at by consulting other sources. Even if you arrived at the same judgment on your own, you need to acknowledge that the writer you consulted also came up with the idea.
3. Citing your source but reproducing the exact words of a printed source without quotation marks. This makes it appear that you have paraphrased rather than borrowed the author's exact words.
4. Borrowing the structure of another author's phrases or sentences without crediting the author from whom it came. This kind of plagiarism usually occurs out of laziness: it is easier to replicate another writer's style than to think about what you have read and then put it in your own words. The following example is from A Writer's Reference by Diana Hacker (New York, 1989, p. 171).
* Original: If the existence of a signing ape was unsettling for linguists, it was also startling news for animal behaviorists.
* Unacceptable borrowing of words: An ape who knew sign language unsettled linguists and startled animal behaviorists.
* Unacceptable borrowing of sentence structure: If the presence of a sign-language-using chimp was disturbing for scientists studying language, it was also surprising to scientists studying animal behavior.
* Acceptable paraphrase: When they learned of an ape's ability to use sign language, both linguists and animal behaviorists were taken by surprise.
5. Borrowing all or part of another student's paper or using someone else's outline to write your own paper.
6. Using a paper writing "service" or having a friend write the paper for you. Regardless of whether you pay a stranger or have a friend do it, it is a breach of academic honesty to hand in work that is not your own or to use parts of another student's paper.
7. In computer programming classes, borrowing computer code from another student and presenting it as your own. When original computer code is a requirement for a class, it is a violation of the University's policy if students submit work they themselves did not create.

Note: The guidelines that define plagiarism also apply to information secured on internet websites. Internet references must specify precisely where the information was obtained and where it can be found.

You may think that citing another author's work will lower your grade. In some unusual cases this may be true, if your instructor has indicated that you must write your paper without reading additional material. But in fact, as you progress in your studies, you will be expected to show that you are familiar with important work in your field and can use this work to further your own thinking. Your professors write this kind of paper all the time. The key to avoiding plagiarism is that you show clearly where your own thinking ends and someone else's begins.

Multiple submissions
Multiple submission is the practice of submitting a single paper for credit in two different classes (in the same quarter or in different quarters). The UW does not have a general policy prohibiting this practice. However, because an individual professor may not permit the practice in their class, a student wishing to make a multiple submission must clear it with both professors involved. Non-compliance will result in a violation of the University's standard of conduct.

Another common form of cheating involves exams. Copying from someone else's paper, using notes (unless expressly allowed by the teacher), altering an exam for re-grading, getting an advance copy of the examination, or hiring a surrogate test-taker are all flagrant violations of University policy.

Educators recognize the value of collaborative learning; students are often encouraged to form study groups and assigned group projects. Group study often results in accelerated learning, but only when each student takes responsibility for mastering all the material before the group. For example, suppose a calculus study group is working on a set of homework problems. Little would be learned if each student worked only one or two problems and merely copied answers for the rest. A more beneficial approach would be for each member to work all problems and be assigned the task of explaining a few problems to the group.

Illegal collaboration often occurs on homework in computer programming courses. A common case is when two students outline a program in detail together, and then type it into the computer separately, perhaps making minor modifications or corrections as they type. To a grader's trained eye, the structure of the programs is identical and the students are guilty of cheating because they haven't turned in separate, original work.

Illegal collaboration also occurs on writing assignments in liberal arts courses. Typically, students will create a detailed outline together, then write separate papers from the outline. The final papers may have different wording but share structure and important ideas. This is cheating because the students have failed to hand in something that is substantially their own work, and because they haven't cited the ideas that they've borrowed from each other.

Group projects require careful division of responsibility and careful coordination to control the quality of the final product. Collective work quickly degenerates when some students see it as a way to get through an assignment with the least amount of effort. Group work calls for a different kind of effort, not less of it. When group projects are assigned, the instructor is usually interested in your mastery of group process as well as the subject. Ask the instructor to clarify individual responsibilities and suggest a method of proceeding.

In summary, when a professor says, "Go ahead and work together," don't assume that anything goes. Professors often don't state the limits of collaboration explicitly. It is your responsibility to avoid crossing the line that turns collaboration into cheating. If you're not sure, ask.


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