COURSE UNIT TITLE

Offered By

BUSINESS ADMINISTRATION

Level of Course Unit

First Cycle Programmes (Bachelor's Degree)

Course Coordinator

PROFESSOR DOCTOR BURCU ILTER

Offered to

BUSINESS ADMINISTRATION
International Business and Trade
International Trade and Business (English)

Course Objective

The objective of this course is to provide students with a strategic managerial understanding of and involvement in the problem-solving process consisting of a series of interrelated steps known as new product development and a fundamental understanding of how to build, measure, and manage a brand.

Learning Outcomes of the Course Unit

Mode of Delivery

Face -to- Face

Prerequisites and Co-requisites

IBS 2001 - INTERNATIONAL MARKETING MANAGEMENT

Recomended Optional Programme Components

None

Course Contents

Recomended or Required Reading

1. Keller, Kevin L. (2003), Strategic Brand Management: Building, Measuring, and Managing Brand Equity. Upper Saddle River, NJ: Prentice Hall.

Planned Learning Activities and Teaching Methods

class discussions and team work

Assessment Methods

Further Notes About Assessment Methods

None

Assessment Criteria

1. Final exam will be based on essays which evaluate understanding, synthesis and evaluation of the text book and the lecture material.
2. Groups will make a presentation of the assigned topic integrating the related theory to real life applications.
3. Presentations will be assessed on preparation, understanding, knowledge, capacity to structure, oral communication skills, ability to respond to questions and manage discussion

In-Class Exercise 1
1) Choose two competing brands and show how they have established their positioning: through pops and pods in their advertisements (50 points).
2) How can you manage negatively correlated attributes or benefits in branding : One challenge for marketers is that many of the attributes that make up their POPs or PODs are inversely related. In other words, if your brand is good at one thing, it cant be seen as also good on something else. For example, it might be hard to believe a brand is inexpensiveand at the same time of the highest quality. How can you manage those kind of negatively correlated attributes or benefit. First, give the answer from the theory then show a real-life example (50 points).

In-Class Exercise 2
1) Creative Marketing Applications: Choose a brand and talk about at least 5 creative marketing actions that have been implemented that you think were influential in adding up to the brand equity (50 points).
2) Secondary Brand Associations: choose a brand and talk about how it leverages secondary brand associations (50 points).

In-Class Exercise 3
1) Brand Hierarchy: What are the levels of a brand hierarchy Compare different approaches of two different brands regarding brand hierarchy (50 points).
2) Revitalize the Brand Equity: Identify a fading brand. What suggestions can you offer to revitalize the brand equity (50 points).

Brand Audit Rubric
1) Background about the brand and the industry: Give a brief definition of the brand and the industry (10 points).
2) Brand Inventory: A current comprehensive profile of how all the products and services sold by a company are branded and marketed (Brand elements, Supporting marketing programs, Profile of competitive brands, POPs and PODs, Brand portfolio analysis, Brand mantra) (40 points)
3) Brand Exploratory: Provides detailed information as to how consumers perceive the brand. Helps identify sources of customer-based brand equity. Uncovers knowledge structures for the core brand as well as its competitors. Brand associations, Brand positioning analysis, Consumer perceptions analysis (vs. competition) (40 points).
4) Brand equity evaluation and strategic brand management recommendations: How do you do evaluate the brand equity and what suggestions can you give to enhance the brand equity (10 points).

Each aspects will be graded by using the following rubric:

This particular element is absent or it is completely out of place within the given context. Poor (0%)
This particular element is somewhat absent and does not entirely fit the context. Fair (40%)
This particular element is developed satisfactorily and fits the context at an acceptable standard. Good (60%)
This particular element is developed in a good and professional way and fits into the context. Very good (80%)
The way this particular element is developed is noteworthy and fits perfectly into the context. Excellent (100%)

Language of Instruction

English

Course Policies and Rules

To be announced.

Contact Details for the Lecturer(s)

Prof. Dr. Burcu Ilter
E-mail:burcu.ilter@deu.edu.tr

Office Hours

To be announced.

Work Placement(s)

None

Workload Calculation

Contribution of Learning Outcomes to Programme Outcomes