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Welcome to
Introductory Marketing, Online
Read this syllabus carefully before
registering and as you start the course, to be sure the
course is what you want and that you are willing and
able to meet the requirements. These pages form part of
the rules you agree to by staying registered in this
course.
NOTE 1: This is an Internet course, not a
correspondence course; it requires regular deadline-driven
posting to a Discussion Group
NOTE 2: As a Business course, this course requires
Group Work, all done electronically; you must
complete the Marketing Plan (Final Exam Substitute)
with a group
NOTE 3: Late
enrolment is strongly discouraged; if you enrol after the
second
week, you do so at your own risk
NOTE 4: If you are taking this Internet course only
because you could not enrol in an on-campus course, think
seriously about what you are letting yourself in for; an
Internet course is set up in very different ways with very
different expectations of students than an on-campus course.
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THIS SYLLABUS IS NOT
OFFICIAL UNTIL THE FIRST DAY OF CLASSES |
Calendar Description
Covers the fundamentals of marketing theory, concepts and
management as applied to marketing's strategic role in meeting
customer needs, including product (goods and services), price,
promotion, distribution, consumer, segmentation, positioning,
ethics, research. Includes the creation of an actual marketing
plan
Degree Credit Exclusion: AK/ADMS 3200 3.0
Prerequisites
No courses required, but you must be prepared to participate in the Discussion
Group and the Team project; you must activate and regularly access
your Discussion Group platform and your yorku.ca email account (or a substitute). If you cannot maintain regular
access to the Discussion Group and email, this internet course may not be the right
course
for you.
NOTE 1: This is an Internet course, not a
correspondence course; it requires regular deadline-driven
posting to a Discussion Group.
NOTE 2: As a Business course, this course requires
Group Work, all done electronically; you must complete the Marketing Plan
(Final Exam Substitute) with a group.
NOTE 3: Late
enrolment is strongly discouraged; if you enrol after the first
week, you do so at your own risk.
NOTE 4: If you are taking this Internet course only
because you could not enrol in an on-campus course, think
seriously about what you are letting yourself in for; an
Internet course is set up in very different ways with very
different expectations of students than an on-campus course.
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Course Director
Professor (M. Louise Ripley, M.B.A., Ph.D. Note:
I will not teach this
course in the next few years)
Office: Atkinson 268C
Reach me at: lripley@yorku.ca
(not by telephone) and for registered students, through the
Discussion Group
Course Consultation Hours: On the Discussion Group and by email at times
to be announced
Course Time and Location
Via Internet
Catalogue Number
XXXXXX
| Organization of the Course |
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Course Structure
This course is an Internet course, taught entirely online, with
many students truly at a distance. This puts much more of the
onus for learning on the student, where it rightfully belongs
anyway. This does not mean that you are on your own: in this
course, your professor takes an active role in the Discussion
Group. It does mean that you cannot require physical
attendance at group meetings for work on the project; as a
course that is part of a Business curriculum, we require team
work, but all group work is done electronically. This is a true
Internet course, not a Correspondence Course; the materials on this
website have been developed to be used on the Internet, not printed out
and used as a textbook. For those who are new to Internet courses, note
that each block of coloured and underlined text is usually a link to
another webpage with further information on that topic.
We
do not meet in person until the in-class test (with
arrangements for those who live more than three
hours away). There
are no "streamed lectures" or audio tapes for this
course; you will instead work your way through the
Learning Units,
developed by Professor Louise Ripley, where
there are Waving Hand Exercises
that we will use as the basis for online discussion,
which is where much of your learning will occur.
These, and the discussion that arises from your
responding to the postings of other students and
your professor, also
form the basis of some of your assignments.
We also use a textbook and its
on-line
study guide, and an online
Course Kit (of which this Syllabus is the first
component).
There are 12 Learning Units and 12
weeks in a course; if you are someone who desires
structure, plan to do one per week (realize that one
of these units is the
Final Exam Substitute
Group Project and you must start it before the 12th week). If, like most of us, your life is busy and
uncertain, plan to work at a pace that best suits you, keeping
in mind deadlines and required participation in the Discussion
Group, the Contributions Assignments, and required
participation in your project e-group. Note that the Marketing Plan
takes some time to research and assemble and cannot be left until the last week.
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An Important
Message about Participation
You are strongly advised to start
posting your responses to the Waving Hand Exercises early, and
to keep posting regularly and keep responding to the
postings of other students. If you do not wish to
participate in online group discussion or to be graded
in part by your participation as compared to that of
other students, please consider taking a different
course.
  Your contribution will be
marked out of a total of all the possible Waving Hand
Exercises plus as many responses to postings of
other students as you choose to do. This part of the
mark is therefore determined in part by students in the class, not by
the professor, and there is somewhat of a competitive
edge to it, as is true of most Business courses.
This does not mean that you should set about to
compete without ethics. Write and
answer the postings of others in order to learn and
to have an
enjoyable class. As soon as you start to compete for
numbers of postings, I can guarantee you the fun
will go out of it. Just completing all the WHEs does
not guarantee you an A, and having the highest number of
postings does not guarantee you a mark of 100%. I give a
mark of A to the highest posters, not necessarily an A+.
A mark of A+ requires exceptional work. Read the York University Calendar on
Grades and Grading Schemes to see what a grade of A+
implies. Note that postings sent to the
private Discussion Group topics or to the General
Discussion or Administrative Topics are not included
in the count. Your postings to answer WHEs and
your answers to other students' postings count
equally toward this count. I take the count sometime prior to the actual due date of
the assignment, from a few days to a few hours,
depending on timing, because postings sent on the day an
assignment is due to not contribute much to
discussion.
Students frequently ask, "How much
should I write?" A good rule of thumb from
academic articles written about online courses suggest a minimum of
one short paragraph and a maximum of two.
Avoid postings that are limited to "I agree"
or "Great idea!". If you write to say you agree,
then tell us why you agree and support your
statement with concepts from the website or from
readings you are doing for your final exam
substitute project or from your own work experience.
I can't stress strongly enough how
important participation in the Discussion Group is
for this course. Every time I teach it, I have some
students half way through or worse - near the very
end, who write to me, indignant that I am taking a
count of their postings and giving them a mark for
it, and worse, complaining that they don't have time
to keep up with the postings. This time I'm putting
it in several more places, including this blatant
statement right up front: In this course, you don't
have a textbook; you don't have any readings
package; you aren't expected to be in class AT ALL
during the term except to come and take the test.
ALL you are asked to do is to participate in the Discussion Group for 30% of your mark. If you
are not prepared to do that, quit now or forfeit
your 30% quietly. Don't wait and drag yourself
through half or three quarters of the course and
then write to complain to me that I am unkind to
mark you down for not participating! |
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The
Course Kit for this course is only online, and consists of this Course
Syllabus and anything linked from
it. The web pages are colour coded: each course has its own
coloured stripe
down the left side. The Teaching
Policy Pages all have a common stripe; in addition
to the ground rules and information about communicating, grades,
and tests, there is page of frequently asked questions in courses I
teach, and a warranty page that tells you that after completing a course with me you have a life-long invitation to return,
either to ask for help or to give it, or just to chat.
At the top of this page
are links to pages that tell you about my schedule, teaching,
research, and service, some more about me, a page of important
other links, and a general alphabetical
index to my website. |
Important Dates and Information
Start Date 09/00/00
End Date 12/00/00
Grade Components Date
09/00/00
First Assignment Due
00/00/00
Last Day to Drop Without Grade
11/00/00
In-Class Test 11/00/00 (Saturday
or Sunday)
Location TBA
Last
Day To Enrol Without Permission of the Professor 09/00/00
(Read here why I do
not give permission to enrol after this date or in a class
that is full)
Academic Fees
Information About Helping Finance Your University Education
Dates for Withdrawal and Return of Fees |
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Course Readings and Materials (all
included with purchase of textbook)
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Required Textbook
Armstrong/Kotler et.
al. (2006) Marketing: An
Introduction. Canadian 2ndEdition. Toronto: Pearson Prentice Hall
ISBN: 013185720-7
Library Copy: Bronfman
Business Library, Schulich School of Business, on
two hour reserve: PCOP.1744 BRONFMANWarning: Photocopying
more than 10% of a textbook is illegal, and may involve
penalties. Do not duplicate textbooks or obtain these
photocopies. |
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On-Line
Study Guide
Online
materials to help you learn, including study
guide, glossary, virtual library, chapter outlines,
and more. NOTE: Do
not have the self-tests sent to your professor. Click here to download a
free PowerPoint Reader to access these |
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Professor's Web
Page Internet Learning
Units
There are no streamed lectures or audio
tapes in this course; instead there are 12 web-based
Learning Units prepared by your Professor M. Louise Ripley |
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Supplementary Reading
Regular reading of a good daily newspaper and
some of the popular business magazines
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Topics and Readings
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Learning Units (Read about Getting
Started)
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1.
Introduction
Required
Readings
| Text Chapter 1
"Marketing: Creating and Capturing Customer
Value" |
| Text
Companion Web Page Chapter 1 |
| Unit
1 Web Page - Introduction |
LOOK NOW at
materials for your Final Exam Substitute:
Text Appendix I "General Company Information:
Grassroots"
Text Appendix 2 "Sample Marketing Plan for
Grassroots"
Unit 12 - The Marketing Plan |
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2.
Strategy
Required
Readings
| Text Chapter 2
"Marketing Strategy: Where Marketing Really
Begins" |
| Text Appendix 2
"Sample Marketing Plan for Grassroots" |
| Text
Companion Web Page Chapter 2 |
| Unit 2 Web Page -
Strategy |
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3. Marketing and Society
Required
Readings
| Text Chapter 3
"Marketing and Society: Social Responsibility
and Marketing Ethics" |
| Text
Companion Web Page Chapter 3 |
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Unit 3 Web Page -
Society |
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8.
Product
Required
Readings
Text Chapter 8
"Product and Brand Strategy"
Text Chapter 9 "Developing and Marketing New Products" |
Text
Companion Web Page Chapter 8
Text
Companion Web Page Chapter 9 |
| Unit 8 Web Page -
Product |
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9.
Price
Required
Readings
| Text Chapter 10
"Pricing: A Strategic Marketing Decision" |
| Appendix II, pages
A16-A17 "Markups, Margin, and Markdowns" |
| Text
Companion Web Page Chapter 10 |
| Unit 9 Web Page -
Price |
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10.
Place
Required
Readings
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11.
Promotion
and Online Marketing
Required
Readings
Text Chapter 12
"Integrated Marketing Communications (IMC)"
Text Chapter 13, p. 536-552 (Online Marketing) |
| Text
Companion Web Page Chapter 13 |
Unit 11 Web Page -
Promotion
This unit has a lot of full-colour ads; if you
are using anything less than a 56K modem, expect
it to take a while to download |
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Getting
Started (click on each
highlighted capitalized name to find more information) |
| What You
Will Need To Complete This Course |
| To be
REGISTERED: I can only grade your work if you are
enrolled in this section of this course. |
| Regular access to a
COMPUTER with at least a 56K baud
modem for Online connection. Do not enrol in this course
without regular computer access thinking you can get by;
it is not possible. For those without personal access to a
computer, York has many rooms of computers available to
students. |
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Regular access to the Discussion Group. Note that this is not a
Correspondence Course; while there is some freedom of time
in terms of when you post, you must meet deadlines for
postings in order to get credit for them. The only credit
for postings comes in the Contributions Assignments in
the professor's assessment of your contribution, which is
done through a count of your postings, both
answering the WHE's and responding to the postings of
other students. Once the
second Assignment is handed it, there is no further count
of postings, nor any chance to earn further points.
Your group for the Final Exam Substitute
project will be
assigned its own private Discussion Topic which you
can use as a forum for discussion and working on
your project. You can use
this facility to send
documents to each other as attachments which is very
useful when working on drafts of your group project. As the
professor, I am a member of every group's Discussion
Topic (so be careful what you say!) but no one in any
other group can enter the discussion.
For the sake of the level playing field,
I do not do individual advising on the writing of assignments; If you have questions about any course
requirements, please
write to me, not on my private email, but on the Discussion Group, where there are Discussion Topics set
aside specifically for each assignment in the course, and
where I will answer just about any question you can think
of to ask, so
that everyone has the opportunity to hear the same advice
from me. Use my private email only for clearly private
questions. |
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Waving Hand Exercises:
Time to think through and respond to the learning exercises
provided, some of which you will write answers to on the
Discussion
Group and responses to other students' answers for part of your mark. The Learning
Units each contain 20 Waving Hand Exercises to aid your learning.
You should think through an answer to all 20 of the
exercises. For the purposes of discussion, you are to post
answers to only some of these (number to be determined).
Your posting to the Discussion Group
matters and makes a difference in your final mark. How
frequently you post, and how many of the postings you
respond to, compared to others in the course,
forms the basis of part of your assignment mark, so post
early and continue to post regularly. If
this kind of measurement does not appeal to
you, you may wish to consider taking a different course. While the course is designed for individual
rate of study to some extent, you are expected to contribute
to the discussion and to meet deadlines. |
| Exercises marked "LAB" mean you will go out into the
"real world" and observe how Marketing works before reporting
back to the Discussion Group. Those marked "Plan" require
you to think about what you will be doing in your Marketing
Plan. Those with a small figure
climbing a rock face indicate a place where students
traditionally have had some problems with the material. In some
of these
you are directed to an online study guide where you
can take quizzes to test your understanding of the
material. These quizzes are for your private
learning experience only. DO NOT have the results
sent to your professor. |
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When responding to
someone else's posting, use "QUOTE" rather than
"reply" to ensure that the original posting is
copied below yours. This will make it much easier to
track discussions when preparing your assignments.
Be sure too to put your new message at the top of
the screen so that we don't have to scroll down
through old messages to get to what you are saying
that is new.
Note that only substantive postings count;
if you are posting a series of messages that say
simply, "I agree," they will be deleted before the
count is taken. I will usually lock down the first four
units after I have taken the last count before the
first assignment is due. |
| If you wish to discuss a Waving Hand
Exercise that is not required, or to discuss
other topics such as articles you have read in the
news or something you have seen on TV, send your
posting to the topic called "General Course Questions and
Comments." No discussion from this section shows up on
tests; it is for pure learning and curiosity
purposes only. |
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This Discussion Group activity is the heart of this Distance course.
Students occasionally write to tell me at the end of the course that
they wished they knew at the start how important discussion would be; I
don't know how else to tell you other than what I write here. Discussion
is important, not just for marks: it is how most of you will do most of
your learning. If you do not want to participate in discussion, I strongly
urge you to consider taking a different course.
Over the years that I have taught
this course on the Internet, overwhelmingly, those
who write more tend to earn better marks in the
course, just as those who
participate in classroom discussion tend to do
better than those who don't attend or who sit in the
back and don't participate. Over the years as
well, students report that they have learned a
tremendous amount from active participation in the
Discussion Group. I strongly urge you to take
advantage of this learning opportunity, for its own
sake as well as for the marks you will earn in your
Contributions Assignments. Click here to read a
Testimonial by a
Student in this course about the value of
participating in the Discussion Group |
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Participating in the
Discussion Group has another advantage: if you have been an
active participant in the Discussion Group, it is much easier for me
to justify finding that extra mark to bump you up to
the next highest grade. Too
many students write at the
end of the course asking, "What can I do to raise my
mark?" but sadly by then it is too late. Start
at the beginning of the course and participate
actively. Without your active participation in the
Discussion Group, I will not even look for extra
marks for you. Note, while we are on the subject of
marks, that I frequently use the Waving Hand Exercises as the
subject of test questions. Check the
Examples of Test Questions too; I have been
known to take test questions directly from both
these sources. |
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| An activated YorkU.ca student (or York employee)
email ACCOUNT that you use regularly;
there may be times that we need to reach you by email. |
| The
WEB
PAGE LEARNING UNITS prepared by the professor.
You may access these at any time including after you have
finished the course, as I use
no passwords. |
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TEXTBOOK:
find this at the
York University Bookstore
and
other places |
| The publisher's
ON-LINE STUDY GUIDE |
|
MICROSOFT POWERPOINT VIEWER
(download from Internet) |
| Time to spend in
E-CONTACT WITH GROUP MEMBERS for the
Final Exam Substitute Project. This project is not
complicated, and you should have some fun with it, but it does take some time,
so start it early. You are expected to complete this
electronically; you may not require in-person group meetings, since
many students are truly at a distance. |
One Saturday or Sunday afternoon to come to campus to take the
one in-class
TEST
For those at true distance, contact
the Office of Computing Technology and e-Learning Services
about an invigilator in your area.
If your religion prohibits your working on the test date, contact me
at lripley@yorku.ca. |
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Time to read carefully the
Policy Page on
Communication, especially the section on
Netiquette
which outlines some of the rules of behaviour in Internet
courses |
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Information
about Distance Education from the Office of Computing
Technology and e-Learning Services |
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A general rule of thumb
for preparing for University level courses is 2 hours of
outside preparation for every hour in class to achieve an
average mark. Add to this for your Internet course the three
hours you would normally spend in the classroom to get
a rough idea of how much time you should spend on this
course to achieve an average (C) mark. |
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Course Purpose
Marketing is obviously important for a
Marketing major, and that may be why you're
here - because the course is required for a degree. Perhaps less obviously, Marketing is important
for someone majoring in Finance or Human Resources or
English or
Ancient Etruscan Art. Whether you are applying for a
job with a consumer goods firm or in business-to-business
marketing or in a museum, whether you are seeking a better
way to market your company's product or government funding
for an expedition to Italy to unearth ancient urns or a
publisher for your newest novel or a way to reach people to
convince them to give up dangerous habits like smoking or
offensive traditions like child labour, you will probably be more
successful if you understand what Marketing is, how it
works, and the effect it has on people and society.
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Learning
Objectives In addition to the basic
Learning Objectives that are common to all
courses I teach, by the end of this course you should
1) understand Marketing terminology
and theory, as shown by your performance on tests and
assignments
2) have
a basic knowledge of how to market yourself, your
skills, and your ideas, as well as more traditional
products such as toothpaste or soap
as shown in your creation of a Marketing Plan
3) understand why thinking like a marketer and
with a social conscience is crucial to the survival of
any organization
today, as shown in your contributions to the Discussion
Group, your performance on tests and
assignments, and your rating as a team member
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| Expanded Course
Description In this university-level course we
study both theory and practice through such things as textbook
readings, course materials, websites, case studies, exercises,
video clips, and the construction of a Marketing Plan. Theory helps us
understand the field by reading what others have learned
and examining models they have constructed to help
explain how things work. The Introductory Unit
introduces you to some models and definitions of Marketing developed by such
Marketing
scholars as Arndt, Bagozzi, Borden, Hunt, and Kotler.
You'll be going to a coffee shop to try out
Peter Drucker's theory of what is most important for a
marketer to know. There are dozens
of real-life Marketing stories in your textbook, a number of
them with accompanying videos in the CD-ROM included with your textbook. These help
explain the principles and techniques and terminology of
Marketing with examples from real-life Canadian companies and situations. There is also a CD-ROM of
exercises, Mastering Marketing, to help you better understand the theory you
are studying using CanGo, a "fictional online
retailer of books, video, CD, and online gaming." Your assignments are based on work
with these learning opportunities. And finally, we'll combine the study of the
theory and practice of Marketing in the construction of
a Marketing Plan, done as an email team project, as so
much of business is done today.
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A NOTE
ABOUT TEAMWORK:
Part of the curriculum of Business education is learning
to work in teams; you cannot do the
Final Exam Substitute
Group Project alone. Take a look at it now and be sure that you are willing and able to
commit to it the time and cooperation it requires. It is
a term-long project, and is not to be left until the
last week. In the week following the
end of the "enrol without permission" period, you will be assigned to an
e-group for the purpose of completing this project. As
this is an Internet course, all group work is done by
email; you are not expected to meet in person, in fact
you are discouraged from doing so: part of the purpose
of the assignment is to give you experience in working
in e-groups. If you are not responding to your group, if they
feel you are not pulling your weight right from the
start, I will reassign you along with others who are
waiting to start later, so that people who wish to get
started on time may do so. The course is planned for you
to work somewhat on your own schedule, but you must keep
up with group work. Read more About
Groups and Teamwork. |
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Evaluation
Summary and Description of Assignments
Effective writing is one of
the most important skills you can acquire in a
university course, and one that you will use in your
education, your career and your life; so too is the
skill of following instructions. All assignments in all
courses I teach require you to write well and to submit
work properly. Read carefully the full instructions on
this web site on Writing
Well for a Better Grade, on
References
(although you do not need formal references in this
course),
and on Format For Submitting
Work Properly, and check out the
Writing Programmes. Do not assume that because you have
written papers before you have mastered the art; writing
is something we continually work on to improve. Note that you may be asked to make
reference in tests to any assignments and final
projects.
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Assignment
Type
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%
of Grade |
Due
Date |
Description
(click on link for
further description) |
| Individual
Work |
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| Assignment |
20% |
Monday, September X,
7 pm
Upload to CDE
Website
or hand deliver to 2120 TEL |
Contributions Assignment 1 |
| Assignment |
20% |
Monday, November X, 7 pm
Upload to CDE
Website
or hand deliver to 2021 TEL |
Contributions Assignment 2 |
In-Class Test
For Off-Site Test Requests |
40% |
Weekend, November
XX, 2-5 pm
Location: TEL XXXX Keele Campus
The room is reserved
from 1 pm so we can come early and meet each
other |
Individual in-class
closed-book test on all course materials up to &
including Unit 10, Chapter 11
Examples of Test Questions |
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Group
Work |
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Groups will be
assigned after the "enrol without permission" date; you will be
notified online |
| Statement of Intent |
5 marks deducted if
not submitted |
Friday, October X, Noon
Send ONE PER GROUP to my personal email:
lripley@yorku.ca |
List of Active Members
Name of Product
Proposed Target Market |
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Group Participation |
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Peer Evaluation
Friday October X, Noon
Friday October X, Noon
Friday November X, Noon
Send these to my personal email:
lripley@yorku.ca |
Your mark on the
group assignment may be lowered if you are not
pulling your weight in your group |
Final Exam
Substitute:
E-Group Project |
20% |
Monday, December X, 7 p.m.
Upload to CDE
Website |
Group Project:
Marketing Plan
Term-long assignment:
START EARLY |
NOTE: A student's final course
grade is not necessarily confined to a compilation of
marks earned on individual course components. Final
course grades may be adjusted to conform to Programme or
Faculty grades distribution profiles. The average mark in this
course is usually C+
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Grading, Assignment Submission,
Lateness Penalties and Missed Tests
Grading
The grading scheme for the course conforms to the
9-point grading system used in undergraduate programmes
at York. For a full
description of York grading system see the
York
University Undergraduate Calendar.
Students may take a limited number of courses for degree
credit on an ungraded (pass/fail) basis. For full
information on this option see
Alternative Grading
Option and scroll down to "Grading."
Assignment
Submission Click on
Upload to CDE
Website to submit assignments in this course;
peer evaluations to be sent as directed in course
syllabus.
Lateness
Penalty/Missed Tests: Proper academic
performance depends on students doing their work not
only well, but on time. Accordingly assignments for
this course must be received on the due date specified
for the assignment. With the exception of the Final
Exam Substitute, you may submit any assignment up to
one week late for a grade of not more than the lowest
mark earned by anyone who handed it in on time. For the Final Exam Substitute, you may hand
it in up to one DAY late with the same arrangement. In
either case, you do not have to request the extension,
just send the late paper to my personal email:
lripley@yorku.ca. Due to large class
sizes, I can no longer make informal arrangements for
exceptions to the lateness penalty or for missing a
test. If you must defer work or miss a test for any
reason, and wish to obtain full credit for it, you
must do it by petitioning for a
Deferred
Standing Agreement. The one exception to this is if
you are registered with the Office for Persons with
Disabilities or a York Counseling Centre, in which case, please contact me directly
as early in the course as possible either in person or
by email at
lripley@yorku.ca.
About this Course
Kit/Syllabus This Course Kit/Syllabus is designed as an on-line
facility. If you do wish to print something, you should be
able to just click on "File" and "Print" or you can click on
"File" and "Save As" in a file location of your choice, then
go into your word processor programme and call up the file
and print it, but do not plan to print the entirety of the
kit or syllabus; it is too large and it was not
planned as a printed document.
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About Your Professor
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I'm your professor, Louise Ripley. My office
is 268C Atkinson. Office hours for this Internet course are
by email
(lripley@yorku.ca)
and the Discussion Group. Find more details in the Schedule.
email me; I don't use my phone but I'm always on the
email. Call me "Louise" or address me as "Dr. Ripley" but
just don't call me "Miss" because where I grew up that's for
young girls, old unmarried ladies, and schoolmarms, or "Mrs.
Ripley" because that's my Mom; I'm happily married but I'm
not anyone's "Mrs." The name Ripley belonged to my
labour-union-organizer father and I carry it proudly. |
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I am a Professor of Marketing and in
Women's Studies and Environmental Studies, with a PhD in
Management Studies (major in Marketing) from University
of Toronto, an MBA in Finance from
Loyola University of
Chicago, and a Bachelor's degree from
Shimer,
one of the world's finest (and smallest) liberal arts
undergraduate schools. I worked in Finance and Marketing Research in
Chicago and have taught at York for more than twenty years.
Click here to read more about me
professionally and personally. After all these years, Introductory
Marketing is still one of my favourite courses to teach,
and I have discovered, after years of saying I'd never do
it, that I love teaching on the Internet. I recently
published a paper
on Internet Teaching which, although written for fellow professors,
may give you insight into my teaching philosophy in this
new medium.
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IMPORTANT YORK POLICIES |
Academic Honesty and Integrity
York students are required to
maintain high standards of academic integrity and are
subject to the
Senate
Policy on Academic Honesty.
By staying in this course, you agree to abide by these
rules. Students should also review materials on the
Academic Integrity Website.
I expect that all work submitted by
individuals or groups is the work of only that
individual or group, for only this course, not having
been done for any other course in any way, by the
current members or any one else. You are welcome to talk
with anyone you like while preparing for any part of
this course, but what you put together and hand in must
be your own work and original to this course. Violation
of these premises is grounds for prosecution under the
rules of the Faculty and the University.
Read here York's new booklet,
"Beware! Says Who?
Avoiding Plagiarism"
Accommodation Procedures:
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Deferred Standing:
I do not give permission to defer work. If
you feel you must defer work, you must
petition. See
School Policy on Deferred Exams. |
Students with Special Needs
York University is committed to making reasonable
accommodations and adaptations in order to make
equitable the educational experience of students with
special needs and to promote their full integration into
the campus community. If you require special
accommodations, alert the Course
Director as soon as possible. Failure to notify the course director of
your needs in a timely manner may jeopardize the
opportunity to arrange for academic accommodation. Visit the
Counselling Centre
for more information.
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Ethics Review Process
York students are subject to the York
University Policy for the Ethics Review Process for
Research Involving Human Participants. In particular,
students proposing to undertake research which involves
human subjects such as interviewing the director of a
company or government agency or having people complete a
questionnaire, are required to submit an Application
for Ethical Approval of Research Involving Human
Participants at least one month before you plan to begin
the research. If you are in doubt as to whether this
requirement applies to you, contact your Course Director
immediately.
Grade Component Deadline
The course assignment structure and grading scheme (i.e.
kinds and weights of assignments, essays, exams, etc.)
must be announced and be available in writing to
students within the first two weeks of classes. Please see
Important Dates.
Graded Feedback Rule
Under normal circumstances, students should receive some graded feedback worth at
least 15% per cent of the final grade for Fall, Winter or
Summer term, and 30% for full-year courses in the
Fall/Winter term prior to the final date for withdrawal
from a course without receiving a grade, with the following exceptions:
- graduate or upper level undergraduate
courses where course work typically, or at the
instructor's discretion, consists of a single piece of
work and/or is based predominantly or solely on
student presentations;
- practicum courses;
- ungraded courses;
- courses in Faculties where the drop
date occurs within the first three weeks of classes;
- courses which run on a compressed
schedule, e.g.: a course which accomplishes its academic
credits of work at a rate of one credit hour per two
calendar weeks or faster.
Note: Under unusual and/or
unforeseeable circumstances which disrupt the academic
norm, instructors are expected to provide grading schemes
and academic feedback in the spirit of these regulations
as soon as possible.
For more information, see the
Graded Feedback Rule.
Reappraisals
For reappraisal procedures and information, see the
Office of the Registrar
Website.
Religious Observance Days York University is committed to
respecting the religious beliefs and practices of all
members of the community and making accommodations for
observances of special significance to adherents. Should any
of the dates specified in this syllabus for in-class test or
examination, or for any scheduled lab, practicum, workshop
or other assignment pose a conflict for you, contact the Course
Director within the first three weeks of class and obviously
before the date that is a problem; you cannot do this
after-the-fact. To arrange an
alternative date or time for an examination scheduled in the
formal examination periods (December and April/May),
students must complete an
Online Examination Accommodation Form or pick one up
from the Student Client Services in the Student Services
Centre.
Student Conduct
Students and instructors are expected
to maintain a professional relationship characterized by
courtesy and mutual respect and to refrain from actions
disruptive to such a relationship. It is the responsibility of
the instructor to maintain an appropriate academic
atmosphere in the classroom, and the responsibility of the
student to cooperate in that endeavour. The
instructor is the best person to decide, in the first
instance, whether such an atmosphere is present in the
class. Read the full
Policy on Disruptive and/or Harassing Behaviour.
Twenty Percent (20%) Rule No examination or test worth more than 20% of the final
grade will be given during the last two weeks of classes
in a term, with the exception of classes which regularly
meet Friday evenings or any time on Saturday or Sunday. For further information visit the
20%
Rule Website.
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