MKT4350 - Internet
Marketing Strategies
Fall 2006
2:00 3:20, Room 104
Please note
that since materials may be added regularly to the
syllabus, it will be available on-line only. The address for the syllabus is: http://business.baylor.edu/Richard_Easley//IMS/Fall2006/ims.htm
It is your responsibility
to read this syllabus in its entirety.
Professor:
My
Teaching Philosophy: See
Beyond the Discipline: The Many Roles of the Professor below; also located here.
Office:
Home
Office:
|
School Office Hours:
|
8:00 9:20
Tuesdays and Thursdays 11:00
11:30 Tuesdays and
Thursdays
3:30 5:00
Tuesdays and Thursdays And by
appointment |
|
Home Office Hours: |
Monday
Sunday, until Monday
Sunday, anytime by e-mail I welcome you to
contact me at home if you need to get in touch with me. The only thing that I ask is that you dont
say: I apologize for contacting you at home there is no apology
necessary! My home phone numbers are |
Course
Objectives
This
course will cover a wide range of internet-related activities that have
marketing as a common denominator and will be studied primarily through the
main focus of the course which is an in-depth, individual and group research
project on the use of the internet for marketing.
Consequently, the course:
1.
Is not a technical course in learning how to design
web pages
2.
Is not limited to first-order responses (i.e., when
a transaction results in an immediate sale), or even web-based transactions
3.
Will require you to generalize the concepts and
principles of marketing, advertising, and consumer behavior to an electronic
medium
4.
Will concentrate on the strategic aspects of
marketing on the web via the individual/group project
5.
At the beginning of the semester, we will study a
great series on the history of the internet and strategy in the early days of
the internet and before the internet.
During these discussions, we will concentrate on selected components of
this series, and this discussion will include use of a website that accompanies
the video series. The mid-term exam will
based on this video and class discussions.
Here is the link for the website: Nerds 2.0.1.
Course Prerequisites
|
ISY1305 |
Introduction
to Information Technology and Processing |
|
MKT3305 |
Principles of Marketing |
|
MKT3325 |
Consumer Behavior or |
|
MKT3320 |
Advertising Procedures (preferably both) |
|
Plus:
|
An intense interest in the internet, a tolerance
for ambiguity, and a willingness to learn |
Attendance: The Baylor University attendance policy
will be enforced. (i.e., absence from 25% or more of class days results in
automatic failure for the course. For the current semester, then, more than 7 absences constitutes excess absences.
However, I certainly don't expect anyone to even approach 7 absences for this class.). If you do come in to class late, it is
your responsibility to
tell me at the end of that class on the day that you came in late so that I can
recheck your name on the attendance chart.
Also, you are welcome to check your absences in my records, but note
that it is not my responsibility to inform you when you are near or over the
limit. [I only personally review
absences at the end of the semester when I am calculating final grades for the
course. If a student has exceeded 7 absences for any reason, they fail
the course.] Again, the Baylor
University attendance policy will be enforced.
Again, if you do come in to class late, it is your
responsibility to tell me at the end of class on that day so that I can recheck
your name on the attendance chart.
|
|
|
Business publications for
course: |
|
The Virtual Handshake |
|
|
|
Wall Street Journal (Since each student in the business school now automatically has an on-line subscription to the Wall Street Journal, you will be able to easily search the archives of the WSJ for articles relevant to your project.) |
|
|
Business 2.0 (Students:, in addition to on-line availability, I have my subscription copies of this publication available for your use.) |
=================================================
Project Groups:
Located here.
Make-up
Exams: Will only
be given for serious illnesses or personal crises that were discussed with me before
the day of the exam. Any make-up exams will be given only during final exam
week.
Grading
Scale:
|
Grade Percentage |
Course Grade |
|
90%
-> |
A |
|
87%
- 90% |
B+ |
|
80%
- 87% |
B |
|
77%
- 79.99% |
C+ |
|
70%
- 76.99% |
C |
|
60%
- 69.99% |
D |
|
<-
60% |
F |
|
Item |
Point
Value |
Percent
of Grade |
|
Individual Project Virtual
Handshake |
300 |
30% |
|
Exam Part I |
50 |
5% |
|
Exam Part II |
150 |
15% |
|
Individual Portions of Group
Project |
300 |
30% |
|
Overall Group Project |
200 |
20% |
|
Total |
1000 |
100% |
SMA
Distinguished Teacher Comment
Beyond
The Discipline: The Many Roles of the Professor
Richard W. Easley,
With the clearly increasing emphasis on
ethics in all business disciplines, our accumulated life experiences will
achieve greater prominence in the years to come in informing future generations
of business leaders through our classroom interactions and beyond.
I am
dedicated to excellence in teaching. As
such, a guiding philosophy of mine is that one of the main reasons that I
entered the profession of teaching is because of the powerful intrinsic
motivation of influencing young lives. I
believe that we, as faculty members and role models, can have a
significant life-long impact on many of our students. This belief provides me with a strong desire
to excel in my role as a faculty member.
The Doctoral Differentiator: The Professor as Pathfinder
As a Ph.D., I have a tremendous thirst for
knowledge. Consequently, I view our
profession as one where we are accumulators, creators, and disseminators of
information. However, it is becoming
easier and easier with new technologies for many who are not Ph.D.s to
accumulate and disseminate information.
Given this, what differentiates us as academicians besides our ability
to create knowledge through our research?
Because of our doctoral training, we are able to serve as an educated
guide for our students and others. We
have the ability to discern and sift useful information and add layers of
understanding to that information through informed generalizability
because of our years of training and continued research.
Accumulated Life Experiences: The Professor as Role Model
Similarly, our accumulated life experiences provide an additional
foundation that provides richness to the classroom experience and beyond. As
university faculty, we are in an enviable position because, through our example,
we can literally every day -- have a long-term impact on someones life. We are in a most exciting profession because
of this how many people can really say that this kind of reward is
part of their career?
Our
ability to serve as role models for our students carries with it a large
responsibility, however. It is important
that we demonstrate to our students the values that will provide them a strong
foundation for their careers. Along
these lines, at the beginning of each semester, I spend time discussing codes
of ethics and open a dialogue with students about ethics in business and
beyond. This discussion always results
in some interesting observations by students regarding what is ethical behavior.
Certainly, our classroom setting is an important part of our impact, but
our reach can logically be much greater, and can extend well beyond the walls
of our classrooms and even beyond the limited semester or semesters that
students are in our classes. For
example, I have an e-mail discussion list for my classes that enables me to
interact with students well beyond the limited setting of the classroom. Related,
my office hours extend well beyond the traditional physical times. As my syllabus states:
My e-mail is on 24 hours a day, seven days a
week at home, where I have access to my school e-mail address <richard_easley@baylor.edu> and I
will answer your messages. You are most welcome to send a message to me at any
time, and I will usually respond within one hour. Also, my home phone number is
It is important to students and to me that I am there to help them
with their lives. Indeed, some of my
richest exchanges with students occur many times very late in the evening via
e-mail. In addition to helping students
with pressing issues by encouraging e-mail contact, the use of my class e-mail
discussion list increases my ability to provide them with the most recent,
relevant material available anywhere and they are positively predisposed to
receive it and process it, because they have been conditioned to expect it and
they know that we will be discussing it in class!
Beyond the Degree: The Professor as Career Advisor
Because of the reach of e-mail, I have
continued my relationship with many Baylor students well beyond their on-campus
time at Baylor. This has enabled me to
strengthen the ties of the university with its alumni, which has proven
fruitful in many ways.
A benefit of this continued interaction is
that one of the greatest thrills for me as a professor is to have a former
student that has attained success in their career speak in my classes. It is very rewarding to know that I am
responsible for at least a part of their success.
Contact Information:
Richard W. Easley, Ph.D.
Associate Professor of
Marketing
Department of Marketing
Phone/Messages:
Fax:
Home Page:
http://hsb.baylor.edu/html/easley/home.htm
E-mail: richard_easley@baylor.edu