Course Philosophy

My basic teaching philosophy for this course is to blend the theory and practice of
product and brand management in a comfortable, supportive classroom environment that
promotes active learning. A good theory is invaluable because it structures problems and
suggests possible solutions. My view is that the most critically important
consideration in branding is understanding the customer, hence many theories
covered will be from a consumer behavior perspective.
Branding is both an art and a science. Thus, few branding situations have a definitive,
unqualified answer as to the “best” marketing programs. Yet, my belief is that by
providing you with relevant and comprehensive theories, and all the accompanying ideas,
concepts, mechanisms, and models that go along with that, you can make more informed
decisions that will have a greater probability of success.
The course readings and activities are designed to help blend theory and practice. The
textbook will cover the basic concepts and theoretical frameworks. Additional readings
will supplement these theories and provide current thinking on key topics. Cases will
allow us to apply these theories to real marketing problems. Guest speakers will be used
to illustrate current brand issues and the tension between theory and practice.
Course Requirements and Evaluations

Possible
Component Points

Individual: 200
♦ Exam 1 75 points
♦ Exam 2 75 points
♦ Case Quizzes 25 points
♦ Course Participation 25 points

Team Assignments: 125

♦ Brand Audit 125 points

Total Possible: 325 points

The grading scale is A = 90% and above, B = 80-89%, C = 70-79%, D = 60-69%, and
F = less than 60%.

Exams
There will be two exams worth 75 points each. The objective of the exams is to test your
learning in the course and allow you to demonstrate your ability to independently apply
the frameworks and constructs we’ve discussed. The exams will consist of multiple-
choice questions and short answer questions. Exam 1 is February 20. Exam 2 is March
27.
Note that the exam will cover material from lectures and guest speakers. Assigned
readings and cases should be reviewed to reinforce the topics covered in lectures.

Case Quizzes
The case method will be heavily emphasized in this course. The amount you learn from a
case depends on how carefully you read it and how well you analyze it. Read each case
thoroughly and come to class ready to contribute to discussions, just as though you were
preparing for a big meeting at work. Don’t be passive; don’t expect somebody else in the
class to do the analysis or come up with that great solution to the firm’s problems. At the
end of the syllabus, a set of study questions is provided for each case to help focus
your preparation effort. Please read these carefully before reading a case. These
will not always cover every issue, but they will give you a good basis for discussion.

There are 5 assigned cases (Levis, L’Oreal, Coca-Cola, Exploring Brand-Person

Relationships, Dewars). Your preparation for each case discussion will be tested by a
short quiz at the beginning of the class. The quiz will be comprised of two short
questions – if you’ve read the case, you should have no difficulty answering them. Quiz
grading will be 5 points if answer both questions correctly, 2.5 points if answer one of
two questions, and 0 points if incorrectly answer both questions or fail to take the quiz.

Course Participation

"Course participation" does not just mean "the amount of time you talk in class" - it
means participation in the class as a whole. Thus, there are actually many ways to
improve your participation grade:

In-Class Participation. Many people are intimidated by the "obligation" of speaking up

in class. Don't be. Your anxiety will be reduced only through practice! Getting
comfortable with public speaking will give you a HUGE career advantage. Here's the
secret to cutting your stress level - BE PREPARED. Your class participation grade is
weighted heavily in favor of quality over quantity.

Bug me with things you don't understand. Contact me for clarification on confusing
topics. Not only will this let me know of your sincere interest in the course, but it will
actually increase your chances of a good grade on the written work.

Current Events. Bring in a current event (usually an article from a newspaper or

magazine, or sometimes an ad, promotional material, or actual new product). It should be
relevant to the topic we are discussing in class. State why you found it interesting and
how it is relevant. Reading the marketing and advertising columns of the newspapers and
business press can provide great opportunities for class participation.
Attendance. Obviously, you cannot participate if you do not attend class. However, I
realize that other obligations can sometimes conflict with class attendance, despite your
best efforts. Each student is allowed two absences without penalty.

Resume. To help me learn more about you and your interests, a one-page resume is due
on the third class day, Jan. 23. Please either bring to class or E-mail the TA.

Brand Audit

Students will form brand management teams (5 members) to work on this project. Your
assignment is to take a brand and conduct a brand audit. Every team must study a
different brand, and brands are assigned on a "first come, first serve" basis. A good
source of possible brands is Interbrand list (“Best Global Brands,” Feb. 20). The idea
behind the brand audit is to have students conduct an in-depth examination of a major
brand of their choosing. The goal of the brand audit is to assess its sources of brand
equity and suggest ways to improve and leverage that brand equity. Brand audits are
made up of brand inventories (comprehensive summaries of a firm’s marketing and
branding program) and brand exploratories (in-depth consumer profiles). More details
are provided in Chapter 10 of the textbook.

To assess sources of brand equity, it is necessary to profile consumer's brand knowledge

structures. A variety of sources of information can be used to assemble this profile.
Students are encouraged to consult trade magazines and business publications, and
consult with company sources. Furthermore, you are expected to conduct your own
survey as part of the exploratory research. After developing a detailed and accurate
profile or “mental map” of brand knowledge structures from the brand exploratory, the
next task is to provide recommendations concerning how the brand should be managed
by analyzing the brand inventory. How can brand equity be built and how can it be
effectively leveraged into new product categories to maximize profits? To answer this
question, students will critically analyze current marketing programs and make
suggestions for new marketing programs.

The formal requirements for the brand audit project are two progress reports and a final
paper and presentation, as follows:

1. Progress Reports. The first progress report is due at the beginning of

the class on Feb. 4. All that you need to include with this report is the
names of your team members and the the top 3 brands you are
interested in studying. The second progress report is due on March 6.
This report should sketch your preliminary vision of a “mental map”
for the brand in terms of the strength, favorability, and uniqueness of
salient brand associations and outline a preliminary draft of the
questionnaire for the brand exploratory.
2. Final Report. The final report is due at the beginning of the class on
the last Monday, April 29. The final report consists of a brand
inventory, brand exploratory and provides recommendations
concerning how to build and manage equity for the brand chosen.
Your written summary should not exceed 20 double-spaced typed
 pages, plus a one-page executive summary and appendices as
necessary (1” margins, 12-point type). Each team will present their
brand audit to the class in 25-minute presentations the last two weeks
of the semester. In addition I would like a copy of the presentation
slides on the day of the presentation.

Each of you will be asked to evaluate the contribution of your team peers at the
conclusion of the course. These evaluations will be used in determining project
evaluations. Each student will receive a team project grade that is proportionate to
their participation, as assessed by other team members.

Conduct
Policy on Scholastic Dishonesty: The McCombs School of Business has no tolerance for
acts of scholastic dishonesty. The responsibilities of both students and faculty with
regard to scholastic dishonesty are described in detail in the Policy Statement on
Scholastic Dishonesty for the McCombs School of Business.
By teaching this course, I have agreed to observe all of the faculty responsibilities described in that
document. By enrolling in this class, you have agreed to observe all of the student responsibilities
described in that document. If the application of that Policy Statement to this class and its assignments is
unclear in any way, it is your responsibility to ask me for clarification. Policy on Scholastic Dishonesty:
Students who violate University rules on scholastic dishonesty are subject to disciplinary penalties,
including the possibility of failure in the course an/or dismissal from the University. Since dishonesty
harms the individual, all students, and the integrity of the University, policies on scholastic dishonesty will
be strictly enforced. You should refer to the Student Judicial Services website at
http://www.utexas.edu/depts/dos/ or the General Information Catalog to access the official University
policies and procedures on scholastic dishonesty as well as further elaboration on what constitutes
scholastic dishonesty.

Re-grading. Requests to have a grade reconsidered should be submitted in writing. If

you would like to submit a request, or if you would just like to discuss your grade in
general, wait at least 48 hours after an assignment is returned to you. This is to prevent
an emotional type of interaction, and replace it with a rational, objective discussion of the
merits of the case. No re-grading will be considered more than 10 days after the
assignment is returned to you, unless it is a matter of a math error, which will always be
cheerfully corrected.

Special Needs. The University of Texas at Austin provides upon request appropriate
academic accommodations for qualified students with disabilities. For more information,
contact the Office of the Dean of Students at 471-6259, 471-4641 TTY.
Final Thoughts

We must treat each other with the professionalism and respect required of us in our
careers. Don't expect the CEO (namely me) to look kindly on absences or under-
preparation caused by other commitments in your life. Also I’m happy to make an
appointment if you cannot attend my office hours, but please do not stop by my office
unannounced and expect me to drop everything. I will return the consideration by
returning assignments quickly, by offering as much feedback as possible, and by being
accessible for questions whenever possible (in person, by e-mail, by phone).
 MKT 372 Brand Management Schedule
Jan. 14 Introduction
Chapter 1, Strategic Brand Management (pp. 2-14, 30-38)

Jan. 16 Brand Equity: Framework

Chapter 2, Strategic Brand Management
“Brands in a Bind,” Business Week, Aug. 28, 2000
“What High-Tech Managers Need to Know About Brands,” HBR, July 1999

Jan. 21 Martin Luther King Holiday

Jan. 23 Brand Equity: Brand Knowledge

Chapter 3, Strategic Brand Management
“Can Levi’s Be Cool Again,” Business Week, March 13, 2000

Case: Levi Docker Creating A Sub-Brand (Textbook Appendix A)

Jan. 28 Day in the Life of Brand Manager

Guest Speakers: Amy Clark and Eric Galler

Associate Marketing Manager and Marketing Manager
Pillsbury Sweet Rolls

Jan. 30 Brand Equity: Positioning

Case: L’Oreal of Paris: Bringing “Class to Mass” with Plenitude

(Harvard Business School 9-598-056)

Feb. 4 Implementation of Branding Strategies: Naming

Chapter 4, Strategic Brand Management (pp.131-140, 168-172)
“The Name’s The Thing,” Business Week, Nov. 10, 1999
“Companies get inventive…,” Austin American Statesman, Dec. 7, 2000
“SBC, BellSouth Name Cingular,” Dallas Morning News, Oct. 6, 2000

***Brand Audit Progress Report 1 Due ***

Feb. 6 Implementation of Branding Strategies: Distribution & Pricing

Chapter 5, Strategic Brand Management (pp.205-214)

Case: Coca-Cola’s New Vending Machine (A)

(Harvard Business School 9-500-068)

Feb. 11 Implementation of Branding Strategies: Advertising & Promotion

Chapter 6, Strategic Brand Management (pp.221-222, 239-246)
“How TV Advertising Works: An Industry Response,” Journal of Marketing
Research, May 1997
Feb. 13 Brand Buzz
“The Buzz on Buzz,” HBR, Nov. 2000
“Buzz Marketing,” Business Week, July 30, 2001

Feb. 18 Questionnaire Design & Brand Measurement

Chapter 8, Strategic Brand Management (pp.307-316, 320-325, 334-340)

Feb. 20 EXAM 1

Feb. 25 Measurement of Brand Equity: Financial

Chapter 9, Strategic Brand Management (pp.354-367)
“The Best Global Brands,” Business Week, August 6, 2001

Feb. 27 Measurement of Brand Equity: Qualitative & Brand Audit

Case: “Exploring Brand-Person Relationships: Three Life Histories”

(Harvard 9-596-093)

March 4 Branding Architecture & Downward Extensions

Chapter 11, Strategic Brand Management (pp.400-416, 428-445)
“See Your Brands Through Your Customers’ Eyes,” HBR, June 2001
“Unilever to Cut More Than 1,000 Brands,” WSJ, Sept. 22, 1999

March 6 Stage 2 Brand Audit Due: Team Meetings

March 11 & 13 SPRING BREAK

March 18 Branding Strategy: Line Extensions & Assortment

Chapter 12, Strategic Brand Management
“Extend Profits, Not Product Lines,” HBR, Sept. 1994
“While Managers Embrace Variety, Too Many Choices Frustrate Consumers,”
WSJ, April 20, 2001

March 20 Line Extensions

Guest Speaker: Linda Rogers
Brand Manager, BACARDI Mixers
The Minute Maid Company

March 25 Managing Brands Over Time: Brand Rejuvenation

Chapter 13, Strategic Brand Management
“The Techies Grumbled, But Polaroid’s Pocket…,” WSJ, May 2, 2000
“General Mills Intends to Reshape Doughboy,” WSJ, July 18, 2000
“Back to the Drawing Board: Campbell Soup, Brandweek, April 30, 2001
“After Decades of Brand Bodywork, GM Parks Oldsmobile,” WSJ, Dec. 13,
2000

March 27 EXAM 2

April 1 TBA
April 3 Managing Brands Over Time: Repositioning

“P&G Tries to Hide Wrinkles in Aging Beauty Fluid,” WSJ, May 16, 2000

Case: Dewar’s (A): Brand Repositioning in the 1990

(Harvard Business School 9-596-076)

April 8 Managing Brands Over Time: Crises

“How To Keep a Crisis from Happening,” Harvard Management Update, 2000
“Ford’s Gamble: Will It Backfire,” Business Week, June 4, 2001
“Ford Vs. Firestone: A Corporate Whodunit,”Business Week, June 4, 2001
“Firestone: Is This Brand Beyond Repair?,” Business Week, June 4, 2001

April 10 Ingredient Branding & Co-Branding

Chapter 7, Strategic Brand Management (pp.268-271, 282-294)

Case: “Digital DNA from Motorola”: Will be distributed in class

April 15 Global Branding & Wrap-Up

Chapter 14, Strategic Brand Management
“The Lure of Global Branding,” HBR, Nov.1999
“The End of Marketing,” Business 2.0, October 30, 2000

April 17 Pharmaceutical Branding

“From Managing Pills to Managing Brands,” HBR, April-May 2000

Guest Speaker: Ann Marie Tejcek

Brand Manager
Eli Lilly

April 22 Group Presentation

April 24 Group Presentation

April 29 Group Presentation

***Brand Audits Due ***

May 1 Group Presentation

Levi Docker Creating A Sub-Brand (Textbook Appendix A)

1) What were the key associations for Levi’s circa 1960? What makes up its brand equity?

2) What were the key associations for Levi’s 501 Blues circa 1986? What is the role of their
flagship 501 jeans product?

3) What were the key associations for Levi’s Dockers circa 1990?

4) How have the associations of Levi Dockers affected the brand equity of Levi’s? How has
it affected the branding of Levi’s 501 Blues today? What future branding
recommendations would you make to Levi’s?

L’Oreal of Paris: Bringing “Class to Mass” with Plenitude

(Harvard Business School 9-598-056)

1) Should L’Oreal Plentitude be positioned as a treatment product or an everyday use

product?

2) Justify answer.

a. Compare France and U.S. situation on strategy and competitive position.

b. Analyze competitive strategies.

c. Identify key points from market research:

i. Perceptual maps
ii. Acceptor/rejector focus groups
iii. Mock store study

Coca-Cola’s New Vending Machine (A)

(Harvard Business School 9-500-068)

1) What is Coke? What does it mean to the average consumer?

2) Is selling Coke through interactive vending machines a good or bad idea?

3) Where, how, and for whom does this technology create/destroy value? For example, loyal
Coke customers, cola switchers, loyal Pepsi customers?

4) What is price discrimination and when does it work? What is the role of perceptions of
fairness?
“Exploring Brand-Person Relationships: Three Life Histories”
(Harvard 9-596-093)

1) Think about the life stories of our three informants and the quotes regarding the brands
they use. Is it appropriate to say that these consumers have formed relationships with the
brands they know and use? In what ways yes, in what ways no?

2) Identify the similarities and differences in brand relationships between Jean, Karen, and
Vicki.

3) Which brand relationships in the case would you describe as especially strong and
enduring? What makes you describe these as “strong?” If you wanted to measure the
strength or quality of a brand relationship, what questions would you ask the consumer?

4) What actions by a brand manager could enhance brand relationship quality? What action
could dilute brand relationship quality?

Dewar’s (A): Brand Repositioning in the 1990s

(Harvard Business School 9-596-076)

1) Should Dewar’s design separate campaigns or a common campaign for existing

customers and younger consumers?

2) Justify your answer.

a. Analyze the environment that has led to Prusak’s decision to reposition Dewar’s.

b. What are some of the risks and reward associated with this decision?

c. Evaluate the proposed repositioning of Dewar’s Scotch – “Dewar’s embodies

confident growth.”

d. How should UD be allocating its attention and resources between acquisition of

new customers and the retention of existing customers? Specify a campaign plan
to achieve Dewars’ objectives

3) Should Dewar’s also consider new products as a growth mechanism? Recommend some
possible new products.