MKT 405 Services marketing BA Bowling Green State University Spring 2009 BGSU nstructor Dr. Dwayne gremler Phone:(419)372-0226 Office 226 Business Administration Building F (419)372-8062 E-Mail gremler@bgsu.edu Class Hours: M,W, F8: 30, 9: 30, and 10: 30 a.m. (in Business Administration Building, Room 1001) Office Hours: M, W, F11: 30 a.m. -12: 30 p. m; and other times by appointmen Required reading Valarie A. Zeithaml, Mary Jo Bitner, and Dwayne D. Gremler (2009), Services Marketing: Integrating Customer Focus Across the Firm, Fifth Edition, New York, NY: McGraw-Hill Companies. (One copy of the book will be on reserve at erome Library. Services Marketing Readings, A series of short articles are also included as required reading. These articles are available electronically via Blackboard William Strunk and E B White(1979), The Elements of Style, Third Edition, New York, NY: MacMillan Publishing Co (This is not required, but is an excellent little book for improving your writing skills.) Course Prerequisite and corequisite Student must have earned a"C or better in MKt 300 Course Description Why study services marketing? The U.S., as well as much of the world economy, is dominated by services In the U.S. approximately 75% of the labor force, 70% of the GNP, 45% of an average family's budget, and 32% of exports are accounted for by services. Yet, business school courses traditionally have focused on the manufacturing sector of the economy. This course is designed for students who may be interested in working in service industries and will address the distinct needs and problems of service firms in the area of marketing The primary theme of the course is that service organizations(e.g, banks, educational institutions, hospitals hotels, professional services, transportation companies)require a distinctive approach to marketing strategy, both in its development and execution. The course will build on marketing concepts from other courses (i.e MKT 301)to make them specifically applicable in service industry settings. A second theme of the course Ses on the role of service in manufacturing businesses. This course will suggest ways that firms in the factured goods sector might use"service as a primary source of competitive advantage This course will not enable students to step directly into the role of Vice-President of Marketing at a Fortune 500 service company. It will, however, help students to gain an understanding of services marketing issues and provide a good foundation for other marketing classes and future business endeavors
1 MKT 405 Services Marketing Bowling Green State University Spring 2009 Instructor: Dr. Dwayne Gremler Phone: (419) 372-0226 Office: 226 Business Administration Building Fax: (419) 372-8062 E-Mail: gremler@bgsu.edu Class Hours: M, W, F 8:30, 9:30, and 10:30 a.m.(in Business Administration Building, Room 1001) Office Hours: M, W, F 11:30 a.m. - 12:30 p.m. ; and other times by appointment Required Reading Valarie A. Zeithaml, Mary Jo Bitner, and Dwayne D. Gremler (2009), Services Marketing: Integrating Customer Focus Across the Firm, Fifth Edition, New York, NY: McGraw-Hill Companies. (One copy of the book will be on reserve at Jerome Library.) Services Marketing Readings, A series of short articles are also included as required reading. These articles are available electronically via Blackboard. Recommended Book William Strunk and E. B. White (1979), The Elements of Style, Third Edition, New York, NY: MacMillan Publishing Co. (This is not required, but is an excellent little book for improving your writing skills.) Course Prerequisite and Corequisite Student must have earned a “C” or better in MKT 300. Course Description Why study services marketing? The U.S., as well as much of the world economy, is dominated by services. In the U.S. approximately 75% of the labor force, 70% of the GNP, 45% of an average family’s budget, and 32% of exports are accounted for by services. Yet, business school courses traditionally have focused on the manufacturing sector of the economy. This course is designed for students who may be interested in working in service industries and will address the distinct needs and problems of service firms in the area of marketing. The primary theme of the course is that service organizations (e.g., banks, educational institutions, hospitals, hotels, professional services, transportation companies) require a distinctive approach to marketing strategy, both in its development and execution. The course will build on marketing concepts from other courses (i.e., MKT 301) to make them specifically applicable in service industry settings. A second theme of the course focuses on the role of service in manufacturing businesses. This course will suggest ways that firms in the manufactured goods sector might use “service” as a primary source of competitive advantage. This course will not enable students to step directly into the role of Vice-President of Marketing at a Fortune 500 service company. It will, however, help students to gain an understanding of services marketing issues and provide a good foundation for other marketing classes and future business endeavors
Course Obiectives The intent of this course is to introduce, discuss, and analyze several topics important to service businesses After completing this course, students should be able to a Understand the unique challenges involved in marketing and managing services a Identify differences between marketing in service versus manufacturing organizations and understand how"service"can be a competitive advantage in manufacturing organizations a Identify and analyze the various components of the"services marketing mix (three additional Ps) as well as key issues required in managing service quality a Appreciate the role of employees(and often customers)in service delivery, customer satisfaction and service recovery a Appreciate other key issues in service businesses, such as managing supply and demand, the overlap in marketing/operations/human resource systems, and relationship management a Build upon important workplace skills(e.g, cooperation, teamwork, meeting deadlines writing) through active learning activities and other classroom exercises a Become better, more aware, and may be less naive service consumers a Enjoy themselves while accomplishing all of the above Additionally, the course assignments are designed to continue to improve students'verbal, written, and thinking skills in preparing them for positions in the business world Instructor Expectations of students A goal for the classroom is to have a positive, attentive, courteous environment that is conducive to learning Being on time, being alert, participating in discussions and activities, staying for the full class time, and generally contributing to the learning experience of one's classmates are desirable behaviors. Class will be a combination of instructor lectures. interactive class discussions. and in-class activities. Students will be required (and expected) to complete assigned readings prior to class sessions during which those readings are examined. Assignments are due in class at the beginning of class on the specified due date Students are expected to conduct themselves professionally in all matters related to this class. This means students should act professionally while in class and prepare all assignments in a professional manner. To illustrate Inappropriate verbal comments directed toward others in class will not be tolerated Cell phones should be turned off during class. (In an emergency situation, please notify the instructor before class about the emergency and that the phone may disrupt class. If your phone rings during class, you will be asked to leave the room and not return that day Unless otherwise noted, the major written assignments should be typed or word-processed and free of spelling and grammatical errors Cheating of any type will not be tolerated, including plagiarism. (Any students who are unsure of what constitutes plagiarism should see the instructor. Any assignment containing plagiarized material will receive a grade of zero. Historically students have been asked if the expectations listed above seem reasonable, and they nearly always say yes. So, if there is a problem with one of these issues, please let the instructor know immediately 2
2 Course Objectives The intent of this course is to introduce, discuss, and analyze several topics important to service businesses. After completing this course, students should be able to: # Understand the unique challenges involved in marketing and managing services. # Identify differences between marketing in service versus manufacturing organizations and understand how “service” can be a competitive advantage in manufacturing organizations. # Identify and analyze the various components of the “services marketing mix” (three additional P’s) as well as key issues required in managing service quality. # Appreciate the role of employees (and often customers) in service delivery, customer satisfaction, and service recovery. # Appreciate other key issues in service businesses, such as managing supply and demand, the overlap in marketing/operations/human resource systems, and relationship management. # Build upon important workplace skills (e.g., cooperation, teamwork, meeting deadlines, report writing) through active learning activities and other classroom exercises. # Become better, more aware, and maybe less naive service consumers. # Enjoy themselves while accomplishing all of the above. Additionally, the course assignments are designed to continue to improve students’ verbal, written, and thinking skills in preparing them for positions in the business world. Instructor Expectations of Students A goal for the classroom is to have a positive, attentive, courteous environment that is conducive to learning. Being on time, being alert, participating in discussions and activities, staying for the full class time, and generally contributing to the learning experience of one’s classmates are desirable behaviors. Class will be a combination of instructor lectures, interactive class discussions, and in-class activities. Students will be required (and expected) to complete assigned readings prior to class sessions during which those readings are examined. Assignments are due in class at the beginning of class on the specified due date. Students are expected to conduct themselves professionally in all matters related to this class. This means students should act professionally while in class and prepare all assignments in a professional manner. To illustrate: • Inappropriate verbal comments directed toward others in class will not be tolerated. • Cell phones should be turned off during class. (In an emergency situation, please notify the instructor before class about the emergency and that the phone may disrupt class. If your phone rings during class, you will be asked to leave the room and not return that day.) • Unless otherwise noted, the major written assignments should be typed or word-processed and free of spelling and grammatical errors. • Cheating of any type will not be tolerated, including plagiarism. (Any students who are unsure of what constitutes plagiarism should see the instructor. Any assignment containing plagiarized material will receive a grade of zero.) Historically students have been asked if the expectations listed above seem reasonable, and they nearly always say yes. So, if there is a problem with one of these issues, please let the instructor know immediately
Class attendance As is the case in most businesses, your attendance and promptness is expected. Coming to class late, leaving early, or coming and going during class meeting time is not acceptable behavior. A relatively large percentage of the course grade will depend upon students being present during class. If a student misses class for any eason, the student will be responsible for any material covered, assignments given, or dates changed. Studies have shown that students who attend class regularly and participate fully find assignments and exams to be much easier and more meaningful, and (surprise! ) tend to get better grades than those who do not attend class Most in-class activities are designed in such a way they cannot be"made up"outside of class. According to the BGsu 2008-2009 Student Handbook(p. 57) The student is responsible for knowing and meeting all course requirements, including tests, assignments, and class participation, as indicated by the course instructor. The instructor has no obligation to give make-up examinations or to review other class work missed by a student as a result of unexcused absence I support this position. In rare instances, students may have to miss class for what I would call a valid university-related reason. (Such reasons include times when the student is:(a) participating in an approved field trip or other official BGsU activity (e. g, athletics, debate, music, theater arts);(b) confirmed undei doctor's orders; or (c) granted a leave of absence from BGSU for reasonable cause by an academic dean. Except for medical emergencies, which will require proper documentation, all other absences must be approved by the instructor prior to the class session that will be missed. Alternative assignments will be given only for instructor-approved absences My experience with teaching university students suggests that, on average, 10 to 15 percent of the class will attempt to turn in assignments later than the time specified. Many reasons are given for late work(e.g, flat es, printer problems, illness, oversleeping, etc. ) No matter what the reason, the bottom line is that either (a) the work was completed and turned in when required or(b) the work was not completed and turned in when required As specified earlier, assignments are due in class at the beginning of class on the specified due date. There is NO PROVISION for late work on any assignment. I strongly suggest that students plan and schedule to complete work early(that is, do not wait until the"last minute"). I also strongly recommend having backup systems in place so that all work can be completed on schedule. Having work completed on schedule is a key to early success in ones business career. A major complaint of employers is that business faculty do not instill a responsibility in students to have work done on time; I have a desire to be a part of the solution rather than part of the problem. Thus, I would suggest students start now to develop good work habits for meeting deadlines NOTE: Late submissions are not accepted. Partial credit will NOT be given for late work
3 Class Attendance As is the case in most businesses, your attendance and promptness is expected. Coming to class late, leaving early, or coming and going during class meeting time is not acceptable behavior. A relatively large percentage of the course grade will depend upon students being present during class. If a student misses class for any reason, the student will be responsible for any material covered, assignments given, or dates changed. Studies have shown that students who attend class regularly and participate fully find assignments and exams to be much easier and more meaningful, and (surprise!) tend to get better grades than those who do not attend class regularly. Most in-class activities are designed in such a way they cannot be “made up” outside of class. According to the BGSU 2008-2009 Student Handbook (p. 57), “The student is responsible for knowing and meeting all course requirements, including tests, assignments, and class participation, as indicated by the course instructor. The instructor has no obligation to give make-up examinations or to review other class work missed by a student as a result of unexcused absence.” I support this position. In rare instances, students may have to miss class for what I would call a valid, university-related reason. (Such reasons include times when the student is: (a) participating in an approved field trip or other official BGSU activity (e.g., athletics, debate, music, theater arts); (b) confirmed under doctor’s orders; or (c) granted a leave of absence from BGSU for reasonable cause by an academic dean.) Except for medical emergencies, which will require proper documentation, all other absences must be approved by the instructor prior to the class session that will be missed. Alternative assignments will be given only for instructor-approved absences. Late Work My experience with teaching university students suggests that, on average, 10 to 15 percent of the class will attempt to turn in assignments later than the time specified. Many reasons are given for late work (e.g., flat tires, printer problems, illness, oversleeping, etc.). No matter what the reason, the bottom line is that either (a) the work was completed and turned in when required or (b) the work was not completed and turned in when required. As specified earlier, assignments are due in class at the beginning of class on the specified due date. There is NO PROVISION for late work on any assignment. I strongly suggest that students plan and schedule to complete work early (that is, do not wait until the “last minute”). I also strongly recommend having backup systems in place so that all work can be completed on schedule. Having work completed on schedule is a key to early success in one’s business career. A major complaint of employers is that business faculty do not instill a responsibility in students to have work done on time; I have a desire to be a part of the solution rather than part of the problem. Thus, I would suggest students start now to develop good work habits for meeting deadlines. NOTE: Late submissions are not accepted. Partial credit will NOT be given for late work
Grading Students have various expectations of what their class experience should be as well as how much effort they believe they should put into a class. However, as the instructor, I have expectations as to what students should be able to do to demonstrate certain proficiencies in the material covered this semester. Generally speaking, students should expect the effort they are willing to put into the class will be related to the grade they will receive. My experience in teaching this class leads me to believe that, for most students, the quality of tl work related to this class increases as the time spent in activities related to this class increases. grades( ba on my interpretation of what they are supposed to indicate) will be awarded as follows 90-100%.. Grade of"A"(Student demonstrates a thorough understanding of the subject-and throughout the semester consistently displays a mastery of the material) 83-89%.Grade of"B"(Student demonstrates a good understanding of the subject as evidenced consistently in class.) 75-82%.Grade of " C"(Student demonstrates a solid overall understanding of the subject.) 68-74%.Grade of"D"(Student knows a bit more about the subject than before the class started. Note: Students often question why the grading scale is not a"typical" 90, 80, 70, 60 scale. My reasoning is (I)explicit, detailed instructions are given for all projects and assignments, and I am willing to look over drafts provided to me well in advance of the due dates.so, there is no reason not to do well on them, (2)students re given the opportunity to assign the weights of the various course components, and (3 )there is nothing magical about what students call the typical"scale the cut off points of 90, 80, 70, and 60 are just as arbitrary as 90, 83, 75, and 68
4 Grading Students have various expectations of what their class experience should be as well as how much effort they believe they should put into a class. However, as the instructor, I have expectations as to what students should be able to do to demonstrate certain proficiencies in the material covered this semester. Generally speaking, students should expect the effort they are willing to put into the class will be related to the grade they will receive. My experience in teaching this class leads me to believe that, for most students, the quality of their work related to this class increases as the time spent in activities related to this class increases. Grades (based on my interpretation of what they are supposed to indicate) will be awarded as follows: 90-100%... Grade of “A” (Student demonstrates a thorough understanding of the subject))and throughout the semester consistently displays a mastery of the material.) 83-89%...Grade of “B” (Student demonstrates a good understanding of the subject as evidenced consistently in class.) 75-82%...Grade of “C” (Student demonstrates a solid overall understanding of the subject.) 68-74%...Grade of “D” (Student knows a bit more about the subject than before the class started.) Note: Students often question why the grading scale is not a “typical” 90, 80, 70, 60 scale. My reasoning is: (1) explicit, detailed instructions are given for all projects and assignments, and I am willing to look over drafts provided to me well in advance of the due dates...so, there is no reason not to do well on them, (2) students are given the opportunity to assign the weights of the various course components, and (3) there is nothing magical about what students call the “typical” scale...the cut off points of 90, 80, 70, and 60 are just as arbitrary as 90, 83, 75, and 68
Course requirement Students will be expected to participate in several different activities in this course. The final grade is based on a portfolio of work which assesses the student s understanding using a variety of learning methods. In particular, grades in this class will be determined based upon the components listed in the following paragraphs. Students should keep track of their own points throughout the semester Exams(the relative weights for each of these exams will be determined by each student The two exams given in this class will cover material from the textbook active learning assignments and in-class discussions. Exams may include both objective and essay questions. Due to copying and scheduling considerations, any request to change an exam time for a valid reason must be approved by the instructor at least vo weeks in advance. All students will be expected to take the exams at the times announced in clas Exam 1.Likely to be week of February 16(specific date, time, and format to be announced) Exam 2.Likely to be week of April 6 (specific date, time, and format to be announced) Exam 3.Likely to be week of May 4 (specific date, time, and format to be announced) Students who do not take an exam at the scheduled time and do not make prior arrangements will be required to take an alternate(comprehensive) essay exam on Friday, May 8, from 3: 30-5: 30 p. m (Makeup exams generally tend to be more dificult than the regularly scheduled exams. I will do my best to return exams to students within a couple of(class)days. I will not discuss individual exam scores or questions in the classroom. I will only discuss questions on a particular students exam after the student has submitted, in writing or via E-mail, a statement describing why the score on a particular question(or questions)should be re-evaluated. After the exam has been returned to the class, students will have three class days to turn in this written appeal if there is disagreement with my evaluation of a particular question or questions Quizzes (the relative weight for these quizzes will be determined by each student) Sometimes students need an incentive to prepare in advance for class(e. g, read the text book or other ssigned material) and arrive for class on-time. Thus, from time to time, I may give unannounced short quizzes(usually 5-10 points)on the assigned reading material (including chapters from the textbook, articles, and/or cases). My intent is to encourage students to keep up on their reading ents and to see if they are synthesizing the material. The most likely time for a quiz will be the beginning of class. If a student is not in class at the time the quiz is distributed, he/she will receive 0 poin NOTE: Students must be in class at the time the quiz is distributed in order to take the quiz (In other words, late arrivals will not be given a quiz.)
5 Course Requirements Students will be expected to participate in several different activities in this course. The final grade is based on a portfolio of work which assesses the student’s understanding using a variety of learning methods. In particular, grades in this class will be determined based upon the components listed in the following paragraphs. Students should keep track of their own points throughout the semester. Exams (the relative weights for each of these exams will be determined by each student) The two exams given in this class will cover material from the textbook, active learning assignments, and in-class discussions. Exams may include both objective and essay questions. Due to copying and scheduling considerations, any request to change an exam time for a valid reason must be approved by the instructor at least two weeks in advance. All students will be expected to take the exams at the times announced in class. Exam 1...Likely to be week of February 16 (specific date, time, and format to be announced) Exam 2...Likely to be week of April 6 (specific date, time, and format to be announced) Exam 3...Likely to be week of May 4 (specific date, time, and format to be announced) Students who do not take an exam at the scheduled time and do not make prior arrangements will be required to take an alternate (comprehensive) essay exam on Friday, May 8, from 3:30-5:30 p.m. (Makeup exams generally tend to be more difficult than the regularly scheduled exams.) I will do my best to return exams to students within a couple of (class) days. I will not discuss individual exam scores or questions in the classroom. I will only discuss questions on a particular student’s exam after the student has submitted, in writing or via E-mail, a statement describing why the score on a particular question (or questions) should be re-evaluated. After the exam has been returned to the class, students will have three class days to turn in this written appeal if there is disagreement with my evaluation of a particular question or questions. Quizzes (the relative weight for these quizzes will be determined by each student) Sometimes students need an incentive to prepare in advance for class (e.g., read the text book or other assigned material) and arrive for class on-time. Thus, from time to time, I may give unannounced, short quizzes (usually 5-10 points) on the assigned reading material (including chapters from the textbook, articles, and/or cases). My intent is to encourage students to keep up on their reading assignments and to see if they are synthesizing the material. The most likely time for a quiz will be the beginning of class. If a student is not in class at the time the quiz is distributed, he/she will receive 0 points. NOTE: Students must be in class at the time the quiz is distributed in order to take the quiz. (In other words, late arrivals will not be given a quiz.)