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Student Learning Assessment Proposal

For the Revised Undergraduate Curriculum in Marketing

Department of Marketing

Kent State University

Objectives of the Curriculum

The marketing curriculum at Kent State University seeks to provide students with a practical and

theoretical understanding of marketing and help them acquire the capability of applying thisknowledge to marketing situations. In todays highly competitive business environment,

successful marketers must be prepared to make logically sound, prompt, and decisive managerial

decisions. This requires the ability to understand market conditions, assess customer needs,

wants, and desires, and translate these factors into actionable decisions. In addition, marketersmust be able to effectively communicate with customers, superiors, subordinates, and

stakeholders in written and spoken form. The marketing curriculum will help students become

autonomous decision makers with the skills and knowledge necessary to understand marketing

issues and to provide customer satisfaction while meeting the needs of a multitude ofstakeholders.

Goals for the Marketing Major

Students who complete the BBA Degree with a major in Marketing will obtain an overview of

business principles in Accounting, Finance, Computer Information Systems, Management, andOperations. Coursework in the marketing major is taken in a sequential manner. Course

materials are integrated to give students a holistic body of marketing knowledge upon

graduation. The integrated nature of the curriculum necessitates close monitoring of studentlearning in order to ensure that students do not fall behind the pace of the program. To assure

students master the material, course content will be introduced, reviewed, integrated, andaugmented across the course of study in the major. Mechanisms for continuous assessment willbe built into each course to map students comprehension of the course materials. Assessment

occurs at the assignment level within each course, with each assignment providing and/or

reinforcing key marketing concepts. Systematic assessment, in a continuous manner, creates theopportunity for instructors to administer remediation, reinforcement, and supplemental materials,

as needed, in close temporal proximity to problem detection. In sum, the program necessitates

that students become active learners, using the resources provided by instructors, the

Department, and peers to help them master the material. It is the Departments expectation thatstudents will acquire knowledge and ethical standards, and develop key skill sets appropriate for

marketing managers (including the ability to work with diverse groups of people), and learn to

apply all of these appropriately in business situations upon the successful completion of thecourse of study in Marketing.

The primary goal of the curriculum in the marketing major is as follows:

The Department of Marketing shall provide an educational experience wherein

students learn to be proficient marketing professionals in small business

environments.

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In order to achieve this goal, the Department created learning objectives to assure that students

receive training in, and/or experiences with, key areas of marketing. Student progress in meeting

the learning objectives is assessed through the evaluation of embedded class assignments. Theseassignments take three forms: (1) case analyses; (2) applied projects; and (3) objective

examinations.

Key Assessment Tools

Case Analyses. Case analysis is a commonly used method for assessing a students ability toapply business concepts. Case analysis is also an excellent means of helping students learn how

to apply their knowledge of marketing/business in a realistic decision-making exercise.

Instructors in the marketing curriculum will use case analyses in two ways. First, cases will be

discussed in class with whole-class participation via the Socratic method of instruction. Studentswill be evaluated based on class participation as measured by the substance of their contribution

to the case discussion. Second, students will complete cases individually, outside of class, and

submit them in written form for a grade. Both of these methods are to be used in all of the

courses in the curriculum to gauge students ability to apply knowledge in a decision-makingcircumstance. Case analyses also allow instructors to assess students writing abilities as well as

their capabilities to think on their feet (during in-class case discussions). Both types ofcommunications are critical to individuals entering marketing careers.

Applied Projects. Students will execute a number of hands-on/experiential projects to

demonstrate their ability to apply knowledge acquired through lectures and readings in eachcourse. Projects include data analysis and reporting, market analyses, plans for new products

and pricing strategies, and other marketing-related topics covered in the curriculum. Applied

projects are seen as critical in evaluating how well students transfer their knowledge to specificmarketing issues. Student projects will result in the preparation of memos, executive summaries,

and business reports. These projects also serve as a means of examining and improving students

writing skills for business purposes.

Objective Examinations. Objective examinations (both quizzes and tests) will be used as a

diagnostic tool to identify where gaps in students knowledge may reside. Diagnosis ofdeficiencies will lead to the dissemination of additional materials/readings to students and the

administration of follow-up exercises to assess knowledge enhancement.

Learning Objectives

The coursework in the marketing curriculum will address the following learning objectives:

Learning Objective 1: Students will be able to make decisions from a marketing

perspective

How Assessment of the Objective Will Occur: Case Analyses

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Description of specific course assessment of this objective:

This learning objective will be assessed by case analyses in all of the courses in the curriculum.In the Marketing Tools class, students will learn the method of case preparation and work on

short, single concept (issue) cases. In subsequent classes, the cases will relate to specific course

content and become progressively more challenging. In the capstone course, IntegratedMarketing Strategy, students will work on cases that involve multiple aspects of marketing/

business and require high levels of data analysis. In total, the case analyses will help students

acquire the ability to make decisions and are a means for the Department to assess studentsability to make managerial decisions.

Learning Objective 2: Students will be able to conduct financial analysis appropriate to

marketing

How Assessment of the Objective Will Occur: Case Analyses, Applied Projects, and

Objective Examinations


The curriculum makes extensive use of financial calculations for marketing decisions. The

Marketing Tools course is where students will be introduced to financial calculations. Students

will take an examination in the Marketing Tools class to assess their ability to complete thesecalculations. Students will complete case analyses in each class in the curriculum whereon

financial calculations will be employed. Students will be graded on financial calculations as a

part of the case analysis evaluation process. Students will also learn to use financial calculationsto assess market potentials (Competitive Market Analysis), the viability of target markets

(Customer Analysis), product and pricing decisions (Competitive Market Analysis), supply chain

systems alternatives (Channel Management), and the payback of promotional activities(Promotion Management). Each class will have a test(s) and/or project(s) that will assess

students abilities to execute these financial calculations.

Learning Objective 3: Students will be able to segment markets and identify target

markets

How Assessment of the Objective Will Occur: Case Analyses, Applied Projects

Two of the most central concepts in marketing are market segmentation and target marketing.Students will learn the fundamentals of market segmentation and target marketing in the

Customer Analysis course. Students will work on projects using market data to learn how to

segment markets and identify target customers. Analysis of cases involving marketsegmentation and target market decisions will also give students experience in this area of

marketing. Together, the projects and case analyses will determine whether students know how

to segment markets and identify target customers for a particular firm.

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Learning Objective 4: Students will understand basic principles of consumer and

buyer behavior

How Assessment of the Objective Will Occur: Objective Examinations, Applied Projects


The course where consumer and buyer behavior is covered is Customer Analysis. Students will

obtain knowledge about these two topics via textbooks, articles, and lectures. This knowledge iscentral to most marketing decisions, and as such, will be touched upon in most of the upper

division courses. Direct assessment of consumer and buyer behavior knowledge will occur by

objective examinations. Students will also engage their knowledge of this area in an applied

project in the Customer Analysis course.

Learning Objective 5: Students will be able to select and budget promotional tools

appropriate for small firms



In the Promotion Management course, students will learn the various aspects of managing thepromotional function of a small firm. Students will need to learn how to select appropriate

promotional vehicles for specific promotional objectives. In addition, students must learn how to

budget and justify a promotional budget. Case analyses and projects dealing with promotionaldecisions and budgeting will be used in this course to assess students abilities to apply concepts

taught in the course.

Learning Objective 6: Students will know how to make sales presentations and close

sales

How Assessment of the Objective Will Occur: Applied Projects


Students will be taught how to make sales presentations in the Personal Selling Methods and

Practices Lab contained in the curriculum. This lab course supplements materials covered inPromotion Management by having students make simulated sales presentations to the instructor

and before the class. Instructors will critique the presentations and provide written and oral

feedback on ways to improve the sales presentations. These evaluations will serve as the meansof assessing the students achievement of this learning objective.

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Learning Objective 7: Students will understand the basics of product and service

strategies

How Assessment of the Objective Will Occur: Case Analyses, Applied Projects, andObjective Examinations


Students will be taught the primary topics pertaining to product and service management in theCompetitive Market Analysis course. Instructors in this course will use case analyses, objective

examinations, and applied projects to assess and reinforce key issues pertaining to product and

service strategies. These evaluations will serve as the means of assessing each students

achievement of this learning objective.

Learning Objective 8: Students will know howto establish the selling price for goods

and services

How Assessment of the Objective Will Occur: Case Analyses, Applied Projects, and

Objective Examinations


Students will be taught the financial and marketing principles related to pricing in the

Competitive Market Analysis course. Instructors in this course will use case analyses, objective

examinations, and applied projects to assess and reinforce key issues pertaining to pricingstrategies. This body of assignments will serve as the means of assessing the students

achievement of this learning objective.

Learning Objective 9: Students will know how to analyze markets and competitors in

markets



Students will be taught how to analyze markets and competitors in the Competitive MarketAnalysis course. Instructors in this course will use case analyses, objective examinations, and

applied projects to assess and reinforce key issues pertaining to pricing strategies. These

assignments will serve as the means of assessing students achievement of this learningobjective.

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Learning Objective 10: Students will know how to address channel relationship issues

for goods and services



Students will be taught the primary topics pertaining to marketing channels in the ChannelManagement course. Instructors in this course will use case analyses, objective examinations,

and applied projects to assess and reinforce key issues pertaining to channel strategies. These

assignments will serve as the means of assessing the students achievement of this learning

objective.

Learning Objective 11: Among the principle skills and abilities students need to

acquire in the curriculum is that they must be able to demonstrate an ability tointegrate their business and marketing knowledge in the context of being able to make

sound business decisions. That is, students must be able to think broadly when making

marketing decisions so that they take into account as wide a breadth of perspectives as

possible when seeking explanations and creating solutions for marketing problems.



Assessment of students ability to integrate their marketing/business knowledge will occur in the

marketing capstone course, Integrated Marketing Strategy. Students enrolled in this course will

work with businesses in Northeast Ohio to create solutions to problems experienced by thesefirms. Students will work with the firm and complete this assignment by presenting their

solution to the management of the firm in a formal presentation. Students will also prepare a

written report for the client firm. The course instructor will assess these projects in consultationwith management from the participating firm.

Students ability to integrate their knowledge will be assessed via case analyses. Cases in the

Integrated Marketing Strategy course will address a number of marketing issues simultaneously.Thus, students will need to consider the interactions among the marketing components of the

business, as well as the capabilities of the firm, to address the particular problem. Students will

prepare these cases for in-class discussion and in written form.

This body of assessment is a complete set of measures to evaluate students abilities to integrate

their marketing knowledge. As the capstone course in the curriculum, it is imperative that thisassessment be done so that the Department is assured that students are well prepared for a career

in marketing upon graduation.

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Learning Objective 12: Students must be able to (1) communicate effectively in spoken

and written form and (2) have competency with computer technology.



Marketing Tools has been designated as the Writing Intensive Course in the curriculum.

Students will receive direct instruction in appropriate business writing in this course. Studentswill execute a number of reports, memos, and case analyses as evidence of the quality of their

writing. In addition, all courses in the curriculum will have significant writing exercises. All

assignments will be graded for both content and style of writing.

Students will make oral presentations and discuss cases in each class. These exercises will be

evaluated as to how well students present their ideas orally. Students will receive instruction in

how to make effective formal presentations in Marketing Tools and the Hands-on Technology

Enhancement Lab course. Students oral presentation skills will also be assessed in the PersonalSelling Methods and Practices Lab in sales presentation role-plays. Thus, how well students

speak and make presentations will be assessed in multiple courses in the curriculum.

Marketing Tools and the Hands-on Technology Enhancement Lab will also provide students

with training in computer technology. Students will engage in graded projects using computer

technology to assure that their skills are well developed and suited for marketing activities insubsequent courses and in their business careers.

Learning Objective 13: Students should be satisfied with their educational experience

in the marketing major.

How Assessment of the Objective Will Occur: On-going formal (surveys) and informal

contacts with students.

The Department will conduct periodic surveys of student satisfaction. In addition, satisfaction

measures will be obtained from graduating seniors (see Learning Objective 14 for a description

of this survey). The Department Chair will analyze and share the survey findings with faculty

members in order to address issues pertaining to the delivery of the curriculum. Feedback willbe provided to students, whenever feasible, so that they know the Department is responsive to

their comments and concerns.

Learning Objective 14: Students in the Marketing Curriculum should hold certain

attitudes about marketing and business in general.

The Department seeks to instill a number of attitudes in students about marketing and business in

general. These attitudes include: (1) The job of any business is to create value for the customer,

shareholders, and other stakeholders (including employees of the firm and the community in

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which the firm operates) and that marketing is central to the process of creating and delivering

value to customers. (2) Having a long-term strategic perspective is more important than having

an emphasis on day-to-day activities and decisions; however, decisions made in the near termhave both short and long-term effects. (3) Ultimately, success in business is contingent upon

conducting business in an ethical manner, by building relationships with customers, suppliers,

employees, and continually adapting the firm and its activities in response to opportunities andthreats.

How Assessment of the Objective Will Occur: Department Administered Survey of

Graduating Seniors

A survey will be administered to graduating seniors to obtain self-reports on their attitudes

toward business and self-perceived competence with technology. The survey will also assesstheir satisfaction with the delivery of the curriculum. Specifically, the survey will address issues

of students:

- attitudes toward the societal role of business, the role of marketing in a firm, shortand long-range decisions, relationship issues in marketing, and ethical behavior and

decisions in business. A set of measures will address the capacity of each student asto their willingness to respond to changes in the business environment.

- abilities to use technology relevant to business (spreadsheets, word processing,

presentation software, and statistical packages). Students would be asked to report ontheir own ability and confidence in using these technology tools.

- satisfaction with the curriculum, in general, and to enumerate areas where changescould be affected to improve the nature of the delivery of the curriculum

Learning Objective 15: Students will be able to work effectively with diverse groups of

people

How Assessment of the Objective Will Occur: Group assignments

Description of methods used to achieve this objective:

Students will work in groups on class assignments in all courses in the curriculum. Faculty will

make group assignments to assure students work with a wide range of people in the

program. To facilitate group cooperation, students will receive instruction in how to work ingroups in the Marketing Tools course.

Learning Objective 16: Students will learn how to appropriately address ethical issues

How Assessment of the Objective Will Occur: Case Analyses, Class Discussions

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Description of methods used to achieve this objective:

At the beginning of each semester, Department faculty and instructors will submit a list of theirplanned classroom activities that involve ethical issues to the Department Chair and the

Departmental Undergraduate Curriculum Committee (UCC). The substance and implementation

of each activity will be discussed with the Department Chair and Departmental UCC. TheDepartment Chair and UCC will assess whether the body of assignments and ethical issues being

addressed in the courses are appropriate and sufficient for marketing majors. This process will

assure that a breadth of ethical issues is addressed in the curriculum. At the end of eachsemester, the faculty/instructors will provide a report of the activities involving business ethics

completed in the course and make suggestions as to improvements/revisions/enhancements that

should be made in future semesters. Cases focusing specifically on ethical issues in

marketing/business, and/or having a meaningful ethical component, will be the primarily meansused to involve students in learning how to address ethical issues.

Conclusion

The breadth of assessments obtained by the Marketing Department to appraise the learningobjectives of the curriculum provide assurance that students: (1) are keeping abreast of the

course materials; (2) master the course content; (3) acquire the breadth of skills and perspectives

needed to be marketing professionals; and (4) are able to integrate the material in hands-

on/experiential applications. In total, the capacity to assess all of these learning objectivesprovides assurance that appropriate learning and instruction is occurring in the undergraduate

course of study in marketing.

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