TEXTBOOKS THE MOST INSIDIOUS,
DECEPTIVE, AND EXPLOITIVE FORM OF
INSTRUCTION.
TEXTBOOKS
DISCOURSE ON METHOD.
IMPOSSIBLE TEST BANK QUESTIONS.
Textbooks are Linear Destroyers.
For Every Second You Spend on
This Page You Will Be Changed
as a Teacher
Photo of Dr. David Morris
Textbooks are one of the least valued most expensive products in our society. I have hundreds of issues that should be explored. Just look at your textbooks? Mass marketing textbooks are implausible, improbable, inadequate, inconceivable, insufficient, questionable, scant, scattered, shallow, sketchy, skimpy, superficial, unconvincing, corrupt, debased, doctored, boring, conventional, feeble, flat, halfhearted, humdrum, insipid, lifeless, monotonous, routine, spiritless, tedious, unexciting, uninspiring, uninteresting, weak, wearisome, and contaminated. Their story is to deceive the reader.
CONTENT I
TEXTBOOKS THE MOST INSIDIOUS, DECEPTIVE, AND EXPLOITIVE
FORM OF INSTRUCTION
WHY ARE THE FOLLOWING AREAS OMITTED AND DOWN PLAYED IN MARKETING TEXTBOOKS? MARKETING TEXTBOOKS HAVE BEEN SO LIMITED IN THEIR CONTENT THAT STUDENTS MAY ACTUALLY BE DEPRIVED OF AN EDUCATION. AS PROFESSORS I BELIEVE WE ALL HAVE TO KEEP QUITE OR BE PUNISHED BY TOP ADMINISTRATION AND COLLEAGUE QUISLINGS. FOR FIRMS TO MISREPRESENT AND FORCE GOOD PEOPLE TO SELL INFERIOR PRODUCTS FOR FINANCIAL GAINS IS NOTHING NEW. THIS IS A NATIONAL SCANDAL WAITING TO BE IDENTIFIED.
Agricultural Marketing
Why are discussions of pesticides, radiated foods, and genetically engineered crops avoided in marketing textbooks?
Competing Definition of Terms
Where is a definition of principles of marketing?
Have there ever been any identified principles of marketing derived from empirical research?
Why are there only single definitions of marketing terms when may terms have multiple meanings?
Why are the applications and definition of marketing activities applied by different fields not identified in textbooks?
What is the difference between place and distribution in marketing textbooks?
What is the difference between goals and objectives in marketing textbooks?
Why is process changed in a major marketing textbook 75 times?
Why are the definitions of process terms changed in the textbook?
What is the impact of word selection on the success of marketing?
Form, Force, and Power
My secret, but I will be happy to share when you are ready.
Government Marketing
How do trademark, patent, and laws give a company market power?
What is the governments role in the creation of holidays and marketing?
What is the governments role in the creation of long weekends and marketing?
Why does government change the dates of holidays?
How have the tax codes increasing the sales of products and services?
How do political views influence and change marketing practice?
What is the role of the government and military in the development and marketing of successful products and services?
What is the government and militaries role in successful new product development?
What is the relationship between political support of industries and their contributions to political campaigns?
How has government regulatory practices influenced the change in textbook company ownership?
What was the US Governments role in the model cities program and the impact of this program on marketing within cities?
What was the US Governments role in the development and expansion of the single family home during the depression?
Internet Marketing
Why is the internet continually down graded in marketing textbooks as a form of learning marketing?
Market Power
What is the relationship between corporate wealth and the success of product implementation?
What are some uses and abuses of market power in marketing?
Marketing and American History
Where are the historic links to current marketing information and practice in marketing textbooks?
Where are the historic chronologies of events leading to any current marketing theory or practice?
Marketing and Auto Industry
Why was the calendar changed for the new model year in the auto industry?
Why are the excessive costs of luxury automobiles never challenged in marketing textbooks?
Marketing and Campus Bookstores
What is the revenue generated by campus bookstores per square foot compared with comparable book stories serving other book markets?
Do campus bookstores receive yearly bonuses from textbook publishers?
Why do campus bookstores buy and sell textbooks from students?
Why are campus bookstores bundling marketing textbooks?
Why do campus bookstores often refuse to share ISBN numbers of textbooks with students?
Do university finance officers receive updates on the number of textbooks sold in their leased campus bookstores?
How many campus bookstores are run by outside companies in the USA?
How many different bookstore companies in the college bookstore market?
How are campus bookstores marketing their textbooks to students?
What is the role of the university in the marketing of campus
bookstore textbooks?
Are campus bookstores following the AMA ethical guidelines?
Marketing and Climate, Geography, Global Warming, Position on Earth
(Back to TOP)
What are the links between climate and marketing?
What are the links between geography and marketing?
What are the links between global warming and marketing?
What are the links between the position of the sun and marketing
What are the links between the spread of the flu and marketing?
Why do we still use the Mercator map devised in 1569 in Germany that distorts the land masses in the world in favor of the Northern hemisphere in marketing?
How has the geography of Connecticut influenced marketing?
What is the relationship between consumption and the collapse of major civilizations?
What are the links between natural disasters and marketing?
What are the links between the melting of the polar ice cap and marketing?
Marketing and Consumer Ideology
What are the impact of companies like Disney and McDonalds and the spread of consumer ideology throughout the world?
Marketing and Cosmology
Where are cosmologies and their influence on cultural drives, thoughts, actions, and consumption discussed in marketing textbooks?
Marketing and Culture
What is the impact of consumer marketing on the destruction of other cultural forms?
What is the impact of meaning systems and marketing?
Why does the consumer movement change the meaning of cultural stories?
What is the impact of groups like the Amish on marketing?
Marketing and Education
What is the relationship between marketing and bullying in high school?
What is the impact of marketing products in K-12 classrooms?
What is the impact and economic benefits returned to a K-12 school system for exposure of their students to marketing messages in school?
What is the actual use of advertising in free educational television K-12 within schools?
What is the role of marketing contracts to K-12 school systems that sell food and drinks?
What are the relationships between textbook design and research on learning?
Marketing and Ethics
(Back to TOP)
What are the ethical consequences of marketing that focuses on greater consumption?
What is the impact of free trade on marketing?
Marketing and the Ethnic
Why is there no mention of the influence on marketing of the Irish in America?
Why is a rising tide of leadership accusing marketing of being a destructive force that is used to keep groups from
access to wealth and success?
Marketing and Financial Resources
What is the relationship between the cost of money and success in marketing?
What is the role of marketing and excessive credit card interest rates, fees, and penalties?
Marketing and Human Resources
What is the impact of selection, training, and up grading of employees and the marketing of a firms products and services?
What is the impact of employees that have just taken the introductory course in marketing at a university and their ability to assist in decision making?
What is the impact of private consulting firms and corporate perceptions and actions in marketing?
Marketing and Instructional Design
(Back to TOP)
When do instructional systems
designers assist in the design of textbooks?
When do instructional systems designers assist in the selection of visual images in textbooks?
When do instructional systems designers produce instructional objectives in marketing textbooks?
Why do instructional objectives in textbooks stifle student thinking?
When do instructional systems designers assist in the selection or rejection of cases that may or may not enhance student learning?
When do instructional systems designers assist in the selection of supporting textbook materials for both students and instructors?
When do
instructional systems designers create test questions for mass marketing textbooks?
Marketing and Intangible Resources
What are the influences of intangible resources on marketing?
Marketing and International
Where is a discussion of different marketing practices in other nations in textbooks?
Marketing and the Law
What is the impact of class action law suites and marketing?
What is the impact of law suites and marketing?
What is the impact of the Bayh-Dole Act 1982 and the ownership of government research have on marketing education and practice?
Marketing and Military
Why is military force not discussed as a historic method of opening markets?
Why are the relationships between marketing success
and government and military supported firms not discussed?
Why is the military research in marketing, PR, and PsyOp not identified and discussed in marketing textbooks?
What has been the role of the US military and government in supporting particular businesses and not-for-profit institutions after World War II?
What are the percent of stock held corporations that are represented as marketing successes that are partially or fully dependant on the US Military and government support?
What is the impact of building or closing of a military facilities and marketing?
What is the impact of
military research and marketing?
What is the impact of military medicine and marketing?
What is the impact of military funded research and new product development in consumer marketing?
Marketing and Myths
Why are there no historic references to symbols in marketing textbooks?
What is the relationship between branding and ancient, ethnic, and mythic symbols?
What are the mythic stories and how do they influence current marketing thought?
Why have textbooks
excluded the relationship between the transitions of life identified in myths and the focus of marketing efforts?
Where are the relationships between the myths and the stages of life and marketing?
Where are the relationships between the myths and how to live your life and marketing?
What are the relationships between the myths and the marketing of products and services?
Marketing and Nature
What is the relationship between nature and consumption?
What is the relationship
between the collapse of nature and consumption?
What are the cost reductions acquired when consumption and nature are in harmony?
Marketing and New Product Development
What are the marketing implications of a 90% failure rate in new product development?
What does new product development actually mean?
Can a new product succeed without government support?
How are new products kept from the American market by the government?
How are new products kept from the American
market by corporations?
How are new products kept from the American market by interest groups?
What is the relationship between theft and marketing?
How are new products kept from the American market by the military?
How are new products kept from the American market by the US Government?
How are used, banned, and out of date products sold outside of the USA?
How do donated products from the USA end up being sold. What are the implications for higher educations new focus on business development and the marketing of new products?
Marketing and Perception of Value
Why avoid a discussion of the diamond industry and pricing?
Why avoid a discussion of the pharmaceutical industry and pricing?
Why avoid a discussion of the jewelry industry and pricing?
Why avoid a discussion of the use of 14kt gold and pricing?
Why avoid a discussion of the cost of clothing and pricing?
Why avoid a discussion of the cost of junk food and pricing?
Why avoid a discussion of medical care and pricing?
Why avoid a discussion of the private control of water and
pricing?
Why avoid a discussion of the movie industry and consumption?
Why avoid a discussion of movie stars and athletes as role models for society?
Why avoid a discussion of drug companies withholding cures from the market place that are not economically viable?
Why avoid a discussion of duty free stores in airports and pricing?
Why avoid a discussion of the higher education industry and consumption?
Why avoid a discussion of the use of sex in marketing textbooks?
Why avoid a discussion of cell phone text message marketing, blogs, e-mail, and other new forms of marketing?
Why avoid a discussion of the use of marketing and public relations by the government?
Why avoid a discussion of and individuals social skills and manners and success in marketing?
Why avoid a discussion of the destruction of unions and the impact on consumption?
Why avoid a discussion of the destruction of the middle class?
Why avoid a discussion of consumer debt and the destruction of the middle class?
Why avoid a discussion of a two tiered education in the USA?
Why avoid a discussion of the change in all narrative to a focus on consumption?
Why avoid a discussion of the
decline in vocabulary expansion in the media to increase consumption?
Why avoid a discussion of the changing of history to increase consumption?
Why avoid a discussion of the dominance of marketing over the TV, news, and movie industries?
Why avoid a discussion of the dominance of marketing in political marketing?
Why are public relations activities such a closely held secret?
Marketing and Philosophy
(Back to TOP)
What is the damage done to students by presenting
marketing textbooks as the one absolute philosophical source of truth?
What are the philosophical linkages in marketing textbooks to a consumer society?
Why are alternative philosophies and their impact on marketing never discussed in textbooks?
Marketing and Physical Resources
What are the links between physical resources and marketing?
Marketing and Poetry
Why is
poetry avoided as a form of marketing and marketing education?
Marketing and Pollution
Why avoid a discussion of the opportunities in marketing for firms that produce products with nontoxic components?
What is the relationship between trash and marketing?
What is the relationship between recycling and marketing?
Marketing and Public Relations
What is the role of
independent associations in public relations and their influence on decision making?
What are the impact of articles and stories placed in the media as truth that are actually marketing advertisements?
Why are there no references to public relation campaigns that have been destructive to consumers and society?
Why is there no mention of public relation and the manufacturing of consent?
Why are there no references to the beginning of the field of public relations before World War I as a means of getting the USA in the war against Germany?
What are actual public relations campaigns and
what have they historically been called upon to do by companies?
What is the real impact of the field of public relations on thinking and behavior in the world?
Why is the Creel Commission before World War I not discussed in marketing?
Why are the founding links to military propaganda not discussed?
Why are the founders of public relations not discussed?
Marketing and Regulation
How do regulatory decisions favor the marketing of one company over another?
What is the impact of unregulated birth control and marketing?
What is the impact of health care regulations and marketing?
What is the impact of corporate regulations and marketing?
What is the impact of trade regulations and marketing?
What is the impact of illegal drug regulations and marketing?
What is the impact of legal drug regulation and marketing? For example, caffeine.
What is the impact of new drug regulation and marketing?
Marketing and Religion
(Back to TOP)
Why avoid a discussion of religions conflicts with secular marketing?
Why avoid a discussion of the influence of religious beliefs and their impact on marketing?
Why avoid a discussion of the influence of the Catholic nuns and the building, managing, and marketing of major institutions for centuries?
Why avoid a discussion of Pope John Paul II and other leaders in the world position on materialism that is advocated and taught in marketing textbooks?
Why are there no historic references to religious symbols in marketing
textbooks?
What is the relationship between branding and religious symbols?
What are the religious stories and how do they influence current marketing thought?
Why have textbooks excluded the relationship between the transitions of life identified in religion and the focus of marketing efforts?
Where are the relationships between the religious and the stages of life and marketing?
Where are the relationships between the religion and how to live your life and marketing?
What are the relationships between religion and the marketing of products and services?
Marketing and Retail
Why do marketing textbooks link retail industry success to the narrow view of customer satisfaction?
Marketing and Research
Why avoid a discussion of the number of failures derived from sound marketing research?
Where is the discussion of the lack of empirical studies that support anything presented in the mass marketing textbooks as marketing?
Marketing and Satire
Why avoid a discussion of the use of satire as a form of marketing and marketing education?
Marketing and Science
(Back to TOP)
Why avoid a discussion of the current applications of neuroscience in marketing?
Why avoid a discussion of the scientific method and how it is not applied to marketing research?
Where is the discussion of the weaknesses of science as
an approach to marketing?
Why is reason inferred to be a more powerful motivator in marketing textbooks than emotion?
Why are scientific advancements in sounds, smells, touch, fear creation, and mass manipulation of behaviors not discussed in mass marketing textbooks?
Why are scientific advancements in subliminal messaging avoided in mass marketing textbooks?
Why is a limited explanation of subliminal messaging in a mass marketing textbook suspect?
Marketing and Small Business
How do marketing textbooks define a small business?
Marketing and Social Status
Why avoid a discussion of social status as a driving force of marketing?
Why avoid a discussion of the universal overcharging in one market to undercharge in another?
What is the influence of social status on marketing?
Marketing and Storytelling
What is the power of storytelling in marketing?
Why are the classic stories recreated and changed to sell products to the young?
Marketing and Teens
(Back to TOP)
What is the negative influence and impact of marketing on teenagers?
Marketing and Television
What are the impact on TV, mass media, the internet, and movies on national and international power?
Marketing and Theory W
What is the role of organizational leadership in marketing decisions? (Morris) E-book on this website.
Marketing and Textbook Costs
What are the actual differences in marketing textbook content sold to community college, undergraduate, and graduate programs?
Why is the cost of marketing textbooks 71% less on half.com?
What is the difference of marketing content among mass marketing textbooks?
Where is the transparency in the amount of financial support and payments by textbook companies to universities, institutions, schools, organizations, and professor outside of the USA?
What are the
percentages of advertising sharing to bookstores given by textbook publishers?
What are the percentages of advertising sharing to universities given by textbook publishers?
What is the cost to industry to put inserts into textbooks.
Marketing and Transnational Corporations
Why are the transnational corporations and their marketing practices avoided in marketing textbooks?
Marketing and War
(Back to TOP)
What is the influence of WW II on current marketing thought?
What is the influence of any war in history on changes in consumption patterns and new products?
Marketing and Why
Why are mission statements included when there is no research evidence that they have value?
Why is there a discussion of needs and wants when there is no agreement on their definitions?
Why are there so many unnecessary and useless changes in process in textbooks?
Why is there a discussion of goals and objectives with no differentiation or agreement on a definition in marketing textbooks?
What do instructional support materials actually look like?
Why is the internet not used for marketing cases?
Why hard cover textbooks?
Why is there a teachers addition of a textbook?
Why are there colored pictures, pages, and graphs for students in textbooks?
What are the benefits of colored advertisements in marketing textbooks to the companies paying for them?
Why does television programming content create fear of Muslims, blacks, priests,
professors, Christians, and police?
Why is stupid considered better than smart in the content and design of textbooks?
Marketing and Why Not
Why is there no required statement to the reader of a textbook of what is paid for marketing and what is supposed to be learning material in textbooks?
Why is there no required statement to the reader of a textbook that a case study was made up or taken from actual sources?
Why is dialogue not used as a form of marketing
and marketing education?
When do marketing textbooks contain varied opinions from a wide spectrum of though?
Why no discussion of marketing textbooks and there absolute confusion and focus on many process, methods, and planning models?
Marketing and World History
Where are references to the 18th century Enlightenment as the foundation for current marketing research?
Why is the real power and application of historic symbols overlooked and described as brand names in marketing
textbooks?
Marketing Issues That Are Avoided in Textbooks
(Back to TOP)
Why are there no historic chronologies of events leading to any current marketing theory or practice in textbooks?
What are the potential dangers of cell phones?
What is the role of marketing textbooks in the creation of self obsessed marketing consumers?
What are the potential relationships between marketing and an increase in attention deficit in children?
What are the reasons why marketing academics
has failed to link the cathode ray tubes in TVs and computers to harmful damage in the USA?
Why is marketing that includes advertising to consumers within the narrative content of entertainment programming and written material in magazines and newspapers not discussed?
Why are there no references of the relationships and the overlapping of PR, marketing, and PsyOp?
What is the influence of organized crime on marketing?
Why avoid a discussion of the influence of illegal drug sales on marketing?
Why are the union movement and the increase in salaries and benefits to labor avoided in
marketing textbooks?
Why is Henry Ford given the credit for increasing worker wealth and not unions?
What are the historic chronology of private label marketing and the destruction of A&P?
Why is the word or reference to tribe excluded from marketing textbooks?
What is the relationship between the union movement and the creation of the middle class?
Why avoid a discussion of foods containing addictive and harmful substances and the role of marketing in this epidemic?
Why are there so few identified weaknesses or misdeeds of any corporations in textbooks?
Where is the discussion
of the difficulty of moving textbook marketing to marketing practice?
Marketing to Children
What is the role of marketing in the increased focus on the sales to children?
What physical harm may be caused to children from the structure of television programming and advertising in the USA and the world.
My
Thoughts
Students are happy to learn marketing from the mass marketed textbooks because they are young and do not yet know the ways of business.
Professors remain silent about the unethical behavior of teaching from mass marketing textbooks because the provost and president of the university will attempt to fire them for breach of contract.
University presidents do not stop the exploitation of student textbooks because they are sharing in a great deal of money through their bookstore sales.
Marketing practitioners remain silent
because the actual knowledge and practice of marketing is too important to share with marketing professors and students.
Scholarly and professional organizations remain silent because they have become dependant on the support of textbook conglomerates.
THE FOLLOWING GROUPS HAVE BECOME ADDICTED TO TEXTBOOKS.
Textbook Dependent Business Schools
Why are business school deans silent about textbook exploitation of students?
Where is the discussion in marketing academic circles of why some universities do not consider the production of a
textbook by a professor as a scholarly activity?
Why is deviation from following a marketing textbook deemed as drifting from the course content by deans?
Why do business deans avoid asking questions on student evaluations that may lead to the elimination of textbooks?
If the rate of failure of new product development is 90% why are business schools deans obsessed with changing marketing curriculum while keeping the same textbooks?
Why do business school deans force marketing and accounting to take the same approach to course content and instruction?
Why do schools of business keep
practitioners from the classroom?
Why do business schools encourage students to ask questions of practitioners rather that have their professors point-of-view challenged or supported?
Are business schools following the AMA ethical guidelines?
Textbook Dependent Marketing Author (s)
(Back to TOP)
How much of the content of introductory marketing textbooks is written by a professor author (s)?
How much of the content of additional editions of marketing textbooks are
written by a professor author (s)?
What is the role of a literary agent in the agreements between an author and a textbook company?
Are marketing professor author (s) required to sign a confidentially agreement with textbook publishers?
What rights do textbook author (s) receive from textbook publishers with different applications, delivery systems, markets, and usage of their textbooks?
What are the different forms of compensation that marketing professor author (s) receive from textbook companies?
How much can a marketing professor make by having their name on a large introductory
textbook?
Why are professors who only supply overall direction on a textbook and no content represented as the author (s)?
What are the different forms of compensation to authors that supply direction and their name to textbooks?
How much influence does a professor author (s) of a textbook have in what is included, excluded, changed, and taken out of their textbook?
How much influence does a professor author (s) of a textbook have in determining instructional goals and objectives outlined in their textbook?
How are multiple professor names on a textbook selected and for what academic
purpose?
Who decides when a new author or co-author is added or removed from a textbook?
Who decides when to add more co-authors to an international edition of a textbook?
What are the responsibilities of added international textbook edition co-authors?
What is the relationship between the amount of work done and a professors name on a textbook?
Can a professor have their name on a textbook for no contribution?
Why do marketing professor authors never debate the inclusion and exclusion of textbook content?
How many textbook authors have incorporated any marketing research
done by the military?
After the death of a textbook author what are their estates royalties on future editions with new authors?
After the death of a professor that is a textbook coordinator author what royalties does their estate receive?
Textbook Dependent Marketing Author (s)
How much of the content of introductory marketing textbooks is written by a professor author (s)?
How much of the content of additional editions of marketing textbooks are written by a professor author
(s)?
What is the role of a literary agent in the agreements between an author and a textbook company?
Are marketing professor author (s) required to sign a confidentially agreement with textbook publishers?
What rights do textbook author (s) receive from textbook publishers with different applications, delivery systems, markets, and usage of
their textbooks?
What are the different forms of compensation that marketing professor author (s) receive from textbook companies?
How much can a marketing professor make by having their name on a large introductory textbook?
Why are
professors who only supply overall direction on a textbook and no content represented as the author (s)?
What are the different forms of compensation to authors that supply direction and their name to textbooks?
How much influence does a professor author (s) of a textbook have in what is included, excluded, changed, and taken out of their textbook?
How much influence does a professor author (s) of a textbook have in determining instructional goals and objectives outlined in their textbook?
How are multiple professor names on a textbook selected and for what academic purpose?
Who
decides when a new author or co-author is added or removed from a textbook?
Who decides when to add more co-authors to an international edition of a textbook?
What are the responsibilities of added international textbook edition co-authors?
What is the relationship between the amount of work done and a professors name on a textbook?
Can a professor have their name on a textbook for no contribution?
Why do marketing professor authors never debate the inclusion and exclusion of textbook content?
How many textbook authors have incorporated any marketing research done by the
military?
After the death of a textbook author what are their estates royalties on future editions with new authors?
After the death of a professor that is a textbook coordinator author what royalties does their estate receive?
Textbook Dependent Marketing Departments
(Back to TOP)
Do current marketing textbooks represent a core of knowledge required to be successful in marketing practice?
What concepts in the mass marketing textbooks have been empirically derived?
How
much research funding is given by textbook companies to marketing departments of institutions with large undergraduate and graduate majors?
How many marketing department are one hundred percent dependant on mass marketing textbooks and their testing?
Where are the discussions in marketing departments of ways to simplify marketing content?
Why are senior marketing faculty members or a chairperson given the power to select the textbooks for large textbook dependant undergraduate and graduate marketing courses without safeguards?
What are the influence of textbook publishers on
departmental and institutional decisions to tenure or promote marketing professors?
Why are marketing departments so preoccupied with searching for new courses and programs when they have failed to transfer to their students the knowledge, skills, and attitudes related to marketing?
Why are there so few professors in marketing that have an Irish background?
Of all the marketing courses taught in the USA how many do not have a mass marketing textbook?
What studies have been done relating the added features in textbook to marketing practice?
Why would a marketing department allow the
provost and president to compel them to teach the exact same textbook content and take the exact same textbook exam?
How many marketing department are aware of the advanced research and findings in the military?
Why do universities, business schools, and academic departments force professors to adopt textbooks from a very small number of textbook conglomerates?
How can the members of a marketing department justify the continued repeating of the same content in new additions?
How can the members of a marketing department justify the teaching of concepts of marketing that have not changed
since McCarthy and the 4 Ps?
Why do marketing departments suggest that the internet has changed marketing but continue to teach the same textbook content?
Why do marketing departments continue follow a marketing textbook model developed during the cold war?
How can marketing departments in a changing discipline fix course content?
Why do marketing departments avoid discussions with practitioners in front of their students?
What are monolinear, polylinear and nonlinear marketing?
Are marketing departments following the AMA ethical guidelines?
Textbook Dependent Marketing Professors
(Back to TOP)
Why do so few marketing professors challenge textbook content?
Why do marketing professors continue to condone the rising cost of textbooks to students?
Why is it so difficult for professors to publish any textbook or journal articles in marketing that do not follow sanitized textbook and journal content?
What are the reasons why professors spend time on their own narrow interests while avoiding the larger issue of their students broad educational success?
How does a philosophy of intellectual elitism influence marketing professors to participate in the dumbing down of their students?
Why do marketing professors reject their so called low end students?
Where are the university programs to upgrade marketing professor internet application of marketing KSA?
Why do marketing professors believe that they cannot help all their students to achieve mastery?
Why do marketing professors that support grade distributions have such preconceived beliefs?
How many marketing professors can differentiate between process and content in marketing
textbooks?
How does a marketing professors preconceived belief about grade distribution become a self fulfilling prophecy?
How many marketing professors have identified any marketing research done in the US military?
Why do marketing professors believe that showing compassion and assisting students in time of need as a sign of weaknesses?
Why would a marketing professor be compelled to demonstrate a broad distribution of grades by the provost and president have any incentive to help more than half their students to succeed?
Why are marketing professors discouraged from encouraging
students to search the internet for a broad range of information gathered in marketing courses?
How many marketing professors actually read a marketing textbook?
Where would a marketing professor find an objective signed review of a marketing textbook?
When the introductory principles textbooks are lacking in content, instructional systems design, and accurate examples how can advanced marketing courses challenge this with different content, instructional systems design, and examples?
Why do marketing professors reject internet research findings?
Why are marketing professors that
teach from their own experiences encouraged or forced to follow textbook explanations?
Why would a professor of marketing reject internet content that contains a broad range of points of view?
Why would a marketing professor want to limit student exposure to a single perception and point of view?
Why are real examples shared by the professor with students labeled as talking about them self and not equal to a highly edited textbook?
Why are professors oblivious of the control and omission of history in marketing textbooks?
Why do marketing professors support the use of students to
disrupt classes of professors that do not follow the textbook that are sent by top administration to defend textbooks?
How many marketing professors could sell anything using the material in the marketing textbook?
How many marketing professors have spent time with marketing practitioners?
What, if any is the relationship between marketing journal articles and marketing practice?
What, if any is the relationship between marketing journal articles and textbook content?
How many marketing professors have taught or consulted in marketing in or outside of the USA?
How many marketing
professors have worked in marketing at any business level?
How many marketing professors have discussed the relationship and interaction between marketing and other areas of the corporation?
How many marketing professors have discussed the relationship and interaction between marketing and liberal arts?
How many marketing professors have discussed the relationship and interaction between marketing and different religions?
How can professors of marketing profess to students that marketing is as simple as following the textbook?
What studies have been done comparing textbook content
with marketing practice?
If marketing professors are unable to differentiate marketing practice from textbook content what are the probabilities they will select new areas of study that are any more successful?
Why do marketing professors encourage students to ask questions of practitioners rather than entering into a dialogue in front of their students?
How many marketing professors discuss personal marketing experiences that were not successful with students?
Why do we expect professors to be unbiased and to tell many truths?
Do marketing professors follow the AMA ethical
guidelines?
Textbook Dependent Professors
(Back to TOP)
What actual knowledge, skills, and attitudes related to marketing practice do marketing textbook dependant professors receive from the content of mass marketed textbooks?
Why are professors discouraged from using their own books and materials in large introductory courses?
Why do textbook dependant professors require a 656 page instructors manual?
Why do textbook dependant professors require a 368 page study guide?
Why do textbook dependant professors require a 618 page textbook supplement of test questions?
Were the test questions changes with the changes in the textbooks?
Why do textbook dependant professors require hundreds of textbook overhead transparencies?
Why do textbook dependant professors require PowerPoint presentations that follow the textbook?
Why do marketing professors who adhere to the marketing textbook refuse to discuss and debate their beliefs?
Why would a textbook dependant professor discuss in class any marketing topics that will not appear on their textbook created exams?
How much assistance do textbook companies give textbook dependant professors in the grading of textbook exam questions?
Why do textbook dependant academics in marketing fail to identify textbook firms as for profit enterprises?
Why do textbook dependant marketing professors believe that for profit firms would produce content that will assist students in marketing practice?
Do textbook dependent professors follow marketing textbooks as a form of self protection from students, fellow professors, provosts and college presidents?
When a student complains about a marketing professor that
identifies textbook flaws or avoids the textbook why are is the professor then accused of not teaching marketing?
Why are textbook dependent marketing professors so reluctant to take their own path and admit that marketing textbooks are inadequate?
Why do textbook dependent marketing professors prefer a marketing case study written in 1991 for over the internet to gather current information on a company?
How many textbook dependant marketing professors can differentiate between process and content in a textbook?
Why do textbook dependant professors believe that there is such a thing as a
marketing case?
Do textbook dependant professors follow the AMA ethical guidelines?
Textbook Dependent Scholarly and Professional Organizations
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Why is there little discussion of direct and indirect revenue support by textbook companies to scholarly and professional organizations?
Is the space at marketing scholarly and professional organizations conferences sold for high prices to textbook companies?
What are the influences of textbook conglomerates and private
industry on the marketing of journals in the selection, editing, and creation of articles?
What are the direct and indirect support to the AMA from military, government, private and public universities, consulting firms, individuals, nonprofits, and corporations.
How much direct and indirect revenue is spent on marketing journals and newspapers?
What percent of the revenue per year of the AMA comes through private industry support?
What percent of the contributions to the AMA comes from textbook publishers?
What are the yearly direct and indirect contributions to the AMA from
marketing textbook authors.
What are the relationships between the AMA and AACSB?
What is the relationship between marketing departments who purchasing a large number of textbooks and access to publishing in top journals?
Why do marketing scholarly and professional organizations protect the position of the textbook as the best form of instructional delivery?
Where are research articles that study the textbook industry, content and instruction in top journals?
Why do accrediting organizations suggest that the least academically qualified professors are acceptable to teach large
undergraduate introductory marketing courses?
Why are losers, the untenured, women, and international professors put into the large textbook dependant undergraduate marketing courses?
What influence do textbook publishers have over scholarly and professional organizations through advertising and research support?
Are scholarly and professional organizations following the AMA ethical guidelines?
Textbook Dependent Students
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Why are textbook dependant students so
convinced that textbook content in marketing represents a single truth?
Why do textbook dependant students reject marketing examples from outside of the USA?
Why do textbook dependant students reject marketing examples from the liberal arts?
Why do textbook dependant students reject marketing examples that identify the difficulties in successful marketing practice?
Why are textbook dependant students so hostile when fellow students are encouraged to succeed in their marketing class?
Why are textbook dependant students so afraid of failure when other forms of instruction are brought
into the classroom?
Why are textbook dependant students so afraid of different forms of evaluation that differ from those created by textbook companies?
Why are the textbook dependant students so aggressive against fellow students that they view as inferior?
Why do textbook dependant students believe that marketing topics not discussed in the textbook are outside of the field?
Why do textbook dependant students prefer the textbook examples over those of the professor?
Why do textbook dependant students prefer the textbook examples over those on the internet?
How often do
textbook dependent professors invite practitioners to class?
How many textbook dependant students can differentiate between process and content in marketing textbooks?
What is the impact of a decline in state and national funding of higher education on the marketing education of marketing students?
Textbook Dependent Universities
Why are discussions of textbooks at universities restricted to their high cost?
Why is there little interest in the provost and president of
universities helping students suffering from textbook addiction?
How can university presidents justify the creation and support of campus monopolies that sell textbooks to a captive audience of students?
Why are textbooks sold for the benefit of the university and not the professor or students?
Why do university presidents wait to post the textbooks for courses until the classes have begun?
Why are university resources and labor applied by the president to enhance the sales of marketing textbooks from their leased or owned campus bookstores?
Where does the year end bonus come from
that is given to the university by the bookstore?
Why is a university president able to rent bookstore space for up to 30% higher market cost to bookstore vendors?
Why are student complaints of professors not following the textbook taken so seriously by university presidents?
How much money will universities loose if professors begin to openly reject marketing textbooks?
Why are campus bookstores concerned when large marketing principles course textbook sales are not within certain parameters?
How many university presidents call on marketing professors to assist in marketing?
What is the amount of money paid directly and indirectly to higher educational institutions each year by textbook companies?
What type of benefits can a university receive from bookstores for a long term contract with the university?
What is the amount of money paid to universities for the rental space to bookstore companies?
Why do universities publish student reviews of professors but not textbooks?
Why do institutions allow their professors to review textbooks for money and then put the name of their institution in the front of the textbook?
Why is there a lack of transparency of
the money given by textbook companies to universities, business schools, and professors through third party organizations?
What happened to the inferred promises by universities that when a student takes marketing courses they will be more prepared than other majors on the job?
Why would a university president forgo student success in marketing to reap the profits of over priced irrelevant textbooks?
Why is it difficult to encourage professors, departments, schools of business, and universities to place a copy of each textbook on reserve in the library?
When are not-for-profit
universities going to share with students the revenue generated through their bookstore textbook sales, textbook firms, and organizational donations of conceal textbook firm donations?
How many university presidents have identified the superior research and findings in marketing in the military?
Why do universities do so little to assist professors in the development of their own testing and instructional systems design?
Why can a president of a university that competes in the marketplace force their marketing professors to continue the textbook charade?
How often has the president of a
university read a textbook in marketing or any other field out side of their own?
Why do we expect university presidents and provosts to let many truths to be told?
Are university presidents and provosts following the AMA ethical guidelines?
Textbook Dependent University Presidents
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Why so greedy?
Why sell the institution for thirty pieces of silver?
Textbook Independent Marketing Practitioners
Why are marketing practitioners silent about the stated
marketing textbook content in relationship to actual practice?
Why should a marketing practitioner inform academics of new cutting edge marketing practice?
If practitioners were to inform marketing academics would this information make it to textbook content?
When a marketing idea appears in a textbook why does it no longer retain any value in marketing practice?
Why are new cutting edge marketing ideas found on PBS long before textbooks?
Are marketing practitioners following the AMA ethical guidelines?
PARTIAL LIST OF QUESTIONS TO THE ABOVE DEPENDENT PEOPLE WHY PROCESS IS CHANGED SO OFTEN FOR NEW CONTENT IN THE MASS MARKETING TEXTBOOKS
Number One
For what possible instructional reason would any marketing textbook contain 75 changes in process?
Number Two
For what possible instructional reason would marketing textbooks forgo student learning and become another form of advertising?
Number Three
For what possible instructional reason would universities dictate that marketing textbooks are
required when they demonstrate minimal transfer to marketing thought or practice?
Number Four
For what possible instructional reason would four textbook conglomerates determine the marketing curriculum? (Three of the four conglomerates are owned outside of the USA.)
Number Five
For what possible instructional reason would marketing professors participate in this textbook driven deception?
Number Six
For what possible instructional reason would the government let this happen to marketing students?
Number Seven
For what possible instructional reason should form, force, and
power and 6+ or 3 be excluded from marketing education and practice? (Morris)
What is the relationship between the cost of money and success in marketing?
What is the role of marketing and excessive credit card interest rates, fees, and penalties?
REAL QUESTIONS TO THE TEXTBOOK CONGLOMERATES
Marketing Textbook Oligopoly
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How can a textbook be sold in a campus bookstore for $150 and $50 online?
How did textbook companies become cartels?
How do bias guidelines affect textbook content?
How much of the textbook is marketing to students and how much is educational?
How often are textbook companies sued for their textbook content?
How many
editions of a mass marketing textbook test question supplements have remained the same?
How much more money can the textbook conglomerates receive from advertisers for the three hundred plus advertising photographs added to textbooks with such high color resolution?
Why do marketing textbook companies consider paying professors to review their textbooks as an honest and ethical practice?
Why do textbook companies sanitize the content of marketing textbooks?
What is the impact of textbook conglomerates also owning test development companies?
What do textbook companies actually do with
the reviews produced by professors?
Do textbooks publishers use their content as a source for their mass market testing questions?
Why are three of the four largest textbook conglomerates in the world owned by companies outside to the USA?
Why do textbook companies pay marketing professors several hundred dollars to review their introductory textbooks?
What are the reasons why textbooks are sold for so much less outside the USA?
Why are textbooks outside of the USA labeled not to be sold in the USA?
How much of the marketing content in textbooks is written by outside firms?
How can a textbook with two authors in the USA become two separate textbooks with each authors having the same textbook with different titles?
How can a textbook with two authors in the USA have one author in the international edition?
Where are the direct references in textbooks to scientifically derived sources?
Why do the textbook publishing conglomerates refuse to purge their marketing textbooks of outdated and no longer useful concepts in marketing?
When textbook exam questions are created why is there no consideration for answers that would be considered corporate best practice?
Why do answers to textbook exam questions defy common sense when selecting a marketing answer?
Why do textbook conglomerates increase the cost of textbooks for students by adding more pages?
Why are there constant changes in textbook editions with almost no change in content?
How do conglomerate publishers increase sales by destroy the sales of their own textbook editions?
Do textbook conglomerates pressure their employees when producing textbooks to attain greater profits by forgoing marketing content?
Why are no materials, ideas, and words included in marketing textbooks that may
challenge or decrease textbook sales?
Should large textbook conglomerates have the final authority to exclude and edit content?
What is the role of textbook content in the decline of literacy rates?
What do textbook companies define as objectionable thoughts that they edited out?
Why do textbook publishers and administrators want to increase distant learning that will move the sale of textbook content to the domain of the digital realm?
Do corporations pay the textbook companies to have their names referenced in a textbook?
Do corporations pay the textbook companies to have their
firm on textbook video supplements?
Do corporations pay to have their advertisements in the textbook?
Are textbook oligopolies following the AMA ethical guidelines?
Marketing and Textbook Creation
Who is responsible for updating textbook reference lists?
Who is responsible for the grafts, photos, and charts that appear in textbooks?
Who is responsible for the
advertisements disguised as case studies as in textbooks?
Who is responsible for the advertisements disguised as test questions in textbooks?
Who is responsible for the advertisements disguised as video examples in textbooks?
Who is responsible for the selling of space in the textbooks to corporations?
Who is responsible for the questions asked at the end of each chapter in a textbook?
Who is responsible for instructional objectives in a textbook?
Who is responsible for the marketing content in the first edition of a textbook?
Who is responsible for
changes in marketing content in new textbook editions?
Who is responsible for the exclusion of language and content within the textbook firms?
Why do textbooks have multiple editors?
What are the links between learning objectives and textbook content?
Are objectives produced before or after a marketing textbook is written?
What are the reading levels of marketing textbooks?
What is the amount of transfer of content in a textbook for students who fall below the textbook reading level?
What is the economic benefit to the publisher of putting the chapter
on the internet and marketing content on the internet and not in the textbook?
Would a marketing textbook company separate internet marketing content from previously created textbook content to obscure and maintain their ineffective coverage of marketing?
Textbook Company Marketing
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How much do textbook companies charge for lists of names and information on marketing professors.
Why have textbook companies created textbook scholarships for students?
How often do textbook companies take the same exact book and change the title and cover and sell it as a new textbook?
How do textbook companies take advantage of law by put the a year ahead?
What are the ethics of giving textbooks to professors that they can sell for 25 to 40 dollars a piece to venders?
What is the amount of transfer of content in a textbook for students who are far above the textbook reading level?
Why do the thirteen positive quoted reviews in the front of a famous mass marketing textbook have no names attached?
Do the firms who
advertise their products and services in marketing textbooks select the location, size, and number of color images per-textbook?
Do firms that advertise in marketing textbooks through cases have final authority to edit content?
What are the learning outcomes from the inclusion of color advertisements in marketing textbooks and the add cost to American students?
What are the actual learning outcomes for students in relationship to the number of fancy charts, photographs, cases, objectives, and content in marketing textbooks?
Are there any differences in reading level
in any mass marketing textbooks?
What are the links between learning objectives and textbook content?
What are the reading levels of marketing textbooks?
Why do the thirteen positive quoted reviews in the front of a famous mass marketing textbook have no names attached?
Are there any differences in reading level in any mass marketing textbooks?
WHAT WILL HAPPEN WHEN THE STUDENTS AND THE LAW FINDS ALL THIS OUT?
What May Be Considered?
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Marketing professors ought to consider taking responsibility for the total
content of their courses.
Textbooks ought to be excluded from marketing courses.
Marketing professors ought to return to the path of the teacher/scholar and not remain a functionary of a textbook conglomerate.
Universities ought to get out of the textbook business.
Textbook dependant professors ought to be encouraged to produce their own course materials before they become redundant.
Instructional systems designers ought to assist marketing professors in their transition.
Marketing professor ought to receive credit toward tenure and promotion that relates to real world marketing experience.
The outrageous complicity of presidential leadership of universities and the destruction of the middle class through textbook conformity ought to be stopped.
Universities ought to have their own publishing and internet outlets for articles and books of professors and staff.
Universities ought not to edit professor materials that appear on the university web pages because it runs counter to textbook marketing content.
Fellow marketing colleague ought to only be available for positive assistance but not to stand in judgment of any colleague in relationship to instructional systems design or content applied in marketing?
Student testing ought to be the domain of each professor.
The creation of exams should be done by the professor and not taken from a textbook list.
Student evaluations ought to only be given and read by the professor.
University provosts and presidents ought not to pass judgment that one method of instructional systems design is better than another.
If professors want to use
a mass market textbook they ought to have to identify the weaknesses in the textbook to their students in the syllabus.
Marketing cases ought to be created by the professor.
Professors who rely on textbooks will be replaced by individuals with far less education.
Professors ought to combine both training and wisdom in their marketing courses.
Students that insist on a textbook education ought to be encouraged to broaden their education.
Business schools ought to use instructional systems designers to teach students how to learn before they take courses.
Marketing professors ought to be able to return to a focus of linking to the liberal arts.
Marketing professors ought to explore how to apply form, force, and power to marketing.
Am I following the AMA ethical guidelines? I think so, but I suppose all of the above also think so.
Marketing Students, Marketing Professors, University Presidents, Marketing Practitioners, Textbook Conglomerate Leadership, and Scholarly and Professional Organizations et al.
WHY?
Why is This Happening?
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Working and middle class students who never will work in marketing, PsyOp, public relations, or textbook publishing can leave their university business education thinking they will not be manipulated and vulnerable to real marketing practices.
The political direction of the USA has changed and with that change comes a reorganization of power.
If you would like video discussions by the author that are discussing textbooks on my weekly
radio show The Professors with Dr. Joel Marks e-mail me and I will try to send to you.
From my calculations in a 651 page major mass marketing American textbook owned by a conglomerate outside of the USA 447 pages are unnecessary by any standard. Of the rest of the pages I would speculate that about half have any current value to students. This means that 52 page have any possible transfer to marketing practice. The cost of the latest edition of this textbook is around $140 or $2.69 per page. The cost of the last edition with the same content is about $7 dollars or 13 cents per page. Do
textbooks represent the best or worst of marketing. Morris 2005
Textbooks tell a story. To decipher a textbook leads us back to the story that it tells. Marketing textbooks have nothing to do with learning marketing. In the current marketing textbooks the story learned is not marketing but consumption. They are a post world War II propaganda technique to help us to protect the nation from the Soviet Union.
CONTENT II
TEXTBOOKS: DISCOURSE ON METHOD
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THIS SECTION IS WHERE TWO MARKETING TEXTBOOKS ARE ASSESSED FOR REPEATING PROCESSES OR METHODS. THIS IS AN ABSOLUTE WASTE OF LEARNER TIME. IT IS SIMPLY A WAY OF MAKING LESS SEEM LIKE MORE IN ALL WAYS.
THIS IS EDUCATIONAL TYRANNY THAT SO MANY PARTICIPATE IN FOR MONEY.
The concept of discourse on method goes back to the Enlightenment in Europe. Ren Descartes 1637 put forth the underlying premise of science in his book. He proposed "I think, therefore I am." This began the separation of mind and body in Western science.
Descartes proposed that science should be verifiable through reason and supportable through mathematics. This means that marketing must be represented in a particular way and that way must be verified or tested through math. So to achieve this
goal they created a body of knowledge called marketing in textbooks.
To make this scientific the math or testing component of marketing is then judged in relationship to that created material. The problem is that none of it works. But it does not matter because now marketing is a verifiable science. To suggest that it is derived from stories would mean disaster because how would this material be judged mathematically.
Who on earth could take responsibility. Corporate textbook conglomerates enter and convince a few professors to rat out learning marketing. Anyone that suggest
otherwise is a heretic of science and should be burned at the stake. For example me.
Textbook design and lack of a learner (student) focus in is amazing. Perhaps criminal? Perhaps universal? Perhaps genius?
All these changes in process below are brilliance, ignorance, or evil. All the marketing textbook authors create the same outcome. Once you figure it out that the text itself is marketing you will be a great deal better in marketing than your textbook teacher.
Professors if it takes you one year stay on this page until you understand what damage you are doing to your students.
CONTENT III
KOTLER & ARMSTRONG & LAMB, HAIR, MCDANIEL MARKETING TEXTBOOKS(Back to TOP)
Kotler & Armstrong 11th ed. 2006,
Person Prentice-Hall
75 Identified Changes in Process in 651 pages
Identified by chapter and pages.
Chapter 1 Kotler and Armstrong 11ed 2006
Five Different Process Models Identified
1.1 A simple Model of the Marketing Process Page 5
1.1.1 Understanding the market place and customer needs and wants 1.1.2 Designing a customer driven marketing strategy
1.1.3 Constructing a marketing program that delivers superior value
1.1.4 Build
profitable relationships and build customer delight
1.1.5 Customer value from customers to create profits and customer quality
1.2 Designing a Customer-Driven Marketing Strategy Page 8
1.2.1 Selecting customers to serve
1.2.2 Choosing a value proposition
1.2.3 Marketing management orientations
1.2.4 Preparing a marketing plan and programs
1.2.5 Building customer relationships
1.2.6 Changing nature of customer relationships
1.3 Selling and Marketing Concepts Contrasted Page 11
1.3.1 Starting point
1.3.2 Focus
1.3.3 Means
1.3.4 Ends
1.4 Capturing Value
from Customers Page 19
1.4.1 Creating customer loyalty and retention
1.4.2 Growing share of customer
1.4.3 Building customer equity
1.5 Expanded Model of the Marketing Process Page 28
1.5.1 Understanding the marketplace and customer needs and wants
1.5.2 Design customer driven marketing strategy
1.5.3 Construct a marketing program that delivers superior value
1.5.4 Build profitable relationships
1.5.5 Capture value from customers to create profits and customer equality
Chapter 2 Twelve Different Process Models Identified
2.1 Companywide Strategic Planning Page 37
2.1.1 Defining company mission
2.1.2 Setting company objectives and goals
2.1.3 Design the business portfolio
2.1.4 Planning marketing and other functional strategies
2.2 Designing the Current Business Portfolio Page 39
2.2.1 Analyzing the current business portfolio
2.2.2 Developing strategies for growth
2.2.3 Shape the future portfolio by developing strategies for downsizing
2.3. Portfolio Analysis Page 39
2.3.1 Identify the Key businesses making up the company
2.3.2 Management
assess the attractiveness of its various SBUs
2.3.3 How much support each deserves
2.3.4 Focus on adding products and businesses that fit
2.4 Profitable growth Page 41
2.4.1 Identify
2.4.2 Evaluate
2.4.3 Select market opportunities
2.4.4 Lay down strategies for capturing them
2.5 Identifying Growth Opportunities Page 41
2.5.1 Determine market penetration
2.5.2 Consider possibilities for market development
2.5.3 Consider product development and/or diversification
2.6 Planning Marketing Partnerships to Build Customer Relationships Page 44
2.6.1
Partnering with other company departments
2.6.2 Partnering with other in marketing system
2.7 Managing Marketing Strategy and the Marketing Mix Page 47
2.7.1 Marketing analysis
2.7.2 Marketing planning
2.7.3 Marketing implementation
2.7.4 Marketing control
2.8 Planning the Details of the Marketing Mix Page 50
2.8 1 Marketing mix consists of everything that the firm can to influence the demand for products
2.9 Managing the Marketing Effort Page 51
2.9.1 Marketing analysis
2.9.2 Planning: Develop strategic plan
2.9.3 Implementation: Carry out the plan
2.9.4 Control: Measure results, evaluate results, take corrective action
2.10 Content of Marketing Plan Page 52
2.10.1 Executive summary
2.10.2 Current marketing Situation
2.10.3 Threats and opportunities
2.10.4 Objectives and issues
2.10.5 Marketing strategy
2.10.6 Action programs
2.10.7 Budgets
2.10.8 Control
2.11 Marketing Environment Page 55
2.11.1 Analyze its environment
2.11.2 Forces close to the company that affect its ability to serve customers
2.11.3 Includes broader demographic and economic forces
2.12 Measuring and Managing Return
on Marketing Page 55
2.12.1 Measuring and managing effectiveness of marketing investment
2.12.2 Developing better measures of return on marketing
2.12.3 Measures the profit generated by investment
2.12.4 Assess return on marketing
Chapter 3 Six Different Process Models Identified
3.1 The Companys Microenvironment Page 65
3.1.1 In designing marketing plans, marketing management takes other company groups into account
3.1.2 Watch supply availability
3.1.3 Selecting and partnering with
resellers
3.1.4 Study five types of customers
3.1.5 Gain strategic advantage
3.1.6 Public is any group that has an actual or potential interest in or impact on an organizations ability to achieve its objectives
3.2 Top Management Page 65
3.2.1 Sets company mission
3.2.2 Objectives
3.2.3 Broad strategies
3.2.4 Policies
3.3 Under the Marketing Concept all Functions Must Page 65
3.3.1 Think Customer
3.4 Wal-Mart Buying Process Page 66
3.4.1 No mention in text at this point of what is Wal-Marts buying process
3.5 The Companys Microenvironment
Page 68
3.5.1 Affect marketing plans, demographic forces, economic forces, natural forces, technological forces, Political forces, cultural forces
3.6 Environmentally Sustainable Strategies Page 82
3.6.1 No mention in text at this point of an environmentally strategic process.
Chapter 4 Twelve Different Process Models
4.1 Marketing Information System Page 100
4.1.1 Gather
4.1.2 Sort
4.1.3 Analyze
4.1.4 Evaluate
4.1.5 Distribute
4.2 Marketing Information System Page 102
4.2.1
Analysis
4.2.2 Planning
4.2.3 Implementation
4.2.4 Organization
4.2.5 Control
4.3 Marketing Intelligence Page 104
4.3.1 Collection
4.3.2 Analysis
4.4 Marketing Research Page 105
4.4.1 Design
4.4.2 Collection
4.4.3 Analysis
4.4.4 Reporting
4.5 Marketing Research Four Step Process Page 106
4.5.1 Define the problem and research objectives
4.5.2 Develop the research plan
4.5.3 Implement the research plan
4.5.4 Interpreting and reporting the findings
4.6 Planning Primary Data Collection Page 109
4.6.1 Research Approaches
4.6.2
Contact Methods
4.6.3 Sampling Plan
4.6.4 Research Instruments
4.7 Designing a Sample Page 116
4.7.1 Who is to be surveyed
4.7.1.1 What sampling unit
4.7.2 How many people
4.7.2.1 What sample size
4.7.3 How should the people in the sample be chosen
4.7.3.1 What sampling procedures
4.8 Open Ended Questions Page 116
4.8.1 What people think
4.8.2 How many people think in a certain way
4.9 Analysis Marketing Information Page 118
4.9.1 Analysis
4.9.2 Applying information
4.9.3 Collection of analytical models
4.9.3.1 What if
4.9.3.2 Which
is best
4.10 Customer Research Management Page 119
4.10.1 Develop data warehouse
4.10.2 Data mining techniques
4.10.3 Pull together data
4.10.4 Sift through mounds of data
4.10.5 Dig out interesting findings about customers
4.10.6 Develop deeper customer relationships
4.11 Marketing Research in Small Business and Nonprofit Org. Page 122
4.11.1 Observing
4.11.2 Monitoring
4.11.3 Collecting
4.11.4 Evaluate
4.11.5 Experiment
4.12 International Marketing Research Page124
4.12.1 Defining the research problem
4.12.2 Developing a research plan
4.12.3 Reporting the results
Chapter 5 Five Different Process Models Identified
5.1 Model of Consumer Behavior Page 137
5.1.1 What consumers buy
5.1.2 Where they buy
5.1.3 How much they buy
5.1.4 When the buy
5.1.5 Why they buy
5.2 Motivation Research Page 149
5.2.1 Collect in-depth information
5.2.2 Uncover the deeper motives
5.2.3 Satisfy most important need first
5.3 Perception Page 152
5.3.1 Receives
5.3.2 Organizes
5.3.3 Interprets
5.4 Buyer Decision
Process Page 155
5.4.1 Need recognition
5.4.2 Information search
5.4.3 Evaluation alternatives
5.4.4 Purchase decision
5.4.5 Post purchase behavior
5.5 Stages in Adoption Process Page 160
5.5.1 Awareness
5.5.2 Interest
5.5.3 Evaluation
5.5.4 Trial
5.5.5 Adoption
Chapter 6 Three Different Process Models Identified
6.1 Business Buyer Behavior Page 171
6.1.1 Determine which products and services
6.1.2 Find
6.1.3 Evaluate
6.1.4 Choose among alternative suppliers and
brands
6.2 Business Buying Process Page 181
6.2.1 Problem recognition
6.2.2 General need description
6.2.3 Product specifications
6.2.4 Proposal solicitation
6.2.5 Supplier selection
6.2.6 Order-route specifications
6.2.7 Performance review
6.3 Government buying Page 186
6.3.1 Anticipate government needs and projects
6.3.2 Participate in the product specification phase
6.3.3 Gather competitive intelligence
6.3.4 Prepare bids
6.3.5 Produce stronger communications
Chapter 7 Five Different Process Models
7.1 Effective Segmentation Page 208
7.1.1 Measurable
7.1.2 Accessible
7.1.3 Substantial
7.1.4 Differentiable
7.1.5 Actionable
7.2 Evaluating Market Segments Page 209
7.2.1 Collect
7.2.2 Analyze
7.2.3 Examine major structural factors
7.2.4 Relative power of buyers
7.2.5 Assess suppliers that can control price and reduce quality
7.2.6 Assess company objectives and resources
7.2.7 Offer superior value and gain advantage
7.3 Target Market Strategies Page 210
7.3.1 Target broadly (Undifferentiated (mass) marketing)
7.3.2 Differentiated (segmented) marketing
7.3.3 Concentrated (niche) marketing
7.3.4 Target narrowly Micromarketing (local and individual
marketing)
7.4 Choosing a Positioning Strategy Page 218
7.4.1 Identify a set of possible competitive advantages
7.4.2 Build a position
7.4.3 Choosing the right competitive advantage
7.4.4 Selecting an overall positioning strategy
7.4.5 Communicate and deliver the chosen position to the market
7.5 Developing a Positioning Statement Page 224
7.5.1 State the product membership category
7.5.2 Shows its point of difference
7.5.3 Placing a brand in a specific category
7.5.4 Brands superiority is made on its point of difference
7.5.5 Deliver and communicate the
desired position to target consumers
Chapter 8 Six Different Process Models Identified
8.1 Products, Services, and Experiences Page 233
8.1.1 Staging
8.1.2 Marketing
8.1.3 Delivering memorable customer experiences
8.2 Levels of Product and Services Page 234
8.2.1 Define the core
8.2.2 Turn the core benefit into an actual product
8.2.3 Build an augmented product around the core benefit
8.3 Organizations, Persons, Places, and Ideas Page 237
8.3.1 Create attitudes and behaviors
8.3.2 Maintain attitudes and behaviors
8.3.3 Change attitudes and behaviors
8.4 Product and Service Attributes Page 239
8.4.1 Defining the benefits
8.4.2 Communicated product attributes
8.4.3 Delivered by product attributes
8.5 Cost of Providing Services Page 246
8.5.1 Assess the cost
8.5.2 Develop a package of services
8.5.3 Interview consumers
8.6 Product Mix Decisions Page 248
8.6.1 Add new product lines
8.6.2 Widen product
mix
8.6.3 Lengthen existing product lines
8.6.4 Add more versions of each product
8.6.5 Pursue more or less product line consistency
Chapter 9 Three Different Process Models Identified
9.1 Steps in New-Product Development Page 276
9.1.1 Idea generation
9.1.2 Idea screening
9.1.3 Concept development and testing
9.1.4 Marketing strategy
9.1.5 Business analysis
9.1.6 Product development
9.1.7 Test marketing
9.1.8 Commercialization
9.2 Idea Management System Page 279
9.2.1 Appoint ideas manager
9.2.2 Create a cross-functional idea management committee
9.2.3 Set-up a toll-free number
9.2.4 Send ideas to idea manager
9.2.5 Set-up formal recognition programs
9.3 Marketing Strategy Development Page 283
9.3.1 Idea screening
9.3.2 Concept development and testing
9.3.3 Marketing strategy
9.3.4 Business analysis
9.3.5 Product development
9.3.6 Test marketing
9.3.7 Commercialization
Chapter 10 Three Different Process Models Identified
10.1 Internal Factors Affecting Pricing Decisions Page 309
10.1.1 Internal: Marketing objectives
10.1.2 Marketing mix strategy
10.1.3 Costs
10.1.4 Organizational decisions
10.2 External Factors Affecting Pricing Decisions Page 315
10.2.1 External: Nature of market and demand
10.2.2 Competitors costs, prices, and offers
10.2.3 Other external factors
10.3 General Pricing Approach Page 320
10.3.1 Selecting a general pricing approach
Chapter 11 Two Process Models Identified
11.1 Initiating Price Changes Page 345
11.1.1 Anticipate possible buyer and competitor reactions
11.2 Responding to Price Changes Page 347
11.2.1 Has competitor cut price
11.2.2 Will lower price negatively affect our market share and profits
11.2.3 Can/should action be taken
Chapter 12 Five Different Process Models Identified
12.1 Marketing Channel Perform Many Key
Functions Page 364
12.1.1 Gathering and distributing marketing research
12.1.2 Develop and spread
12.1.3 Find and communicate
12.1.4 Shaping and fitting
12.1.5 Reaching an agreement
12.1.6 Transporting
12.1.7 Acquiring
12.1.8 Assuming
12.2 Channel Design Decisions Page 372
12.2.1 Analyzing consumer needs
12.2.2 Setting channel objectives
12.2.3 Identifying major channel alternatives
12.2.4 Evaluate
12.3 Channel Management Decisions Page 377
12.3.1 Channel alternatives
12.3.2 Best channel design
12.3.3 Implement and manage
12.3.4
Motivating individual channel members
12.3.5 Evaluate their performance
12.4 Nature and Importance of Marketing Logistics Page 379
12.4.1 Planning
12.4.2 Implementing
12.4.3 Controlling
12.5 Logistics Manager Page 380
12.5.1 Forecasting
12.5.2 Information systems
12.5.3 Purchasing
12.5.4 Production planning
12.5.5 Order processing
12.5.6 Inventory, warehouse, and transportation planning
Chapter 13 Three Process Models Identified
13.1 Retailer Marketing Decisions
Page 402
13.1.1 Define their target market
13.1.2 Decide on how they will position
13.1.3 Decide on three major product variables
13.1.4 Price policy must fit its target market and positioning
13.1.5 Use any and all promotion tools
13.1.6 Select locations that are accessible to targeted markets
13.2 Wheel of Retailing Page 409
13.2.1 Challenge established retailers
13.2.2 Costs increase
13.2.3 New retailers become like the conventional
13.2.4 The cycle begins again
13.3 Wholesaler Marketing Decisions Page 417
13.3.1 Define target market
13.3.2
Position themselves effectively
13.3.3 Decided on product assortment and services, price, promotion, and place
Chapter 14 Four Different Process Models Identified
14.1 A View of the Communication Process Page 431
14.1.1 Sender
14.1.2 Encoding
14.1.3 Message
14.1.4 Media
14.1.5 Decoding
14.1.6 Receiver
14.1.7 Response
14.1.8 Feedback
14.1.9 Noise
14.2 Steps in Developing Effective Communication 432
14.2.1 Identify target audience
14.2.2 Determine the communication
objectives
14.2.3 Designing a message
14.2.4 Selecting the message source
14.2.5 Collecting feedback
14.2.6 Choosing media
14.3 Setting the Total Promotion Budget and Mix Page 440
14.3.1 Setting the total promotion budget
14.3.2 Setting the overall communication mix
14.4 Integrating the Promotion Mix Page 444
14.4.1 Analyze trends
14.4.2 Audit the pockets of communications spending
14.4.3 Identify all contact points
14.4.4 Team up in communications planning
14.4.5 Create compatible themes
14.4.6 Create performance measures
14.4.7 Appoint a
director
Chapter 15 Two Different Process Models Identified
15.1 Developing an Advertising Program Page 455
15.1.1 Setting advertising objectives
15.1.2 Setting the advertising budget
15.1.3 Develop advertising strategy
15.1.4 Evaluating advertising campaign
15.2.1 Selecting Advertising Media Page 463
15.2.2 Deciding on reach, frequency, and impact
15.2.3 Choosing among major media types
15.2.4 Selecting specific media vehicles
15.2.5 Deciding on media timing
Chapter 16 Four Different Process Models Identified
16.1 Major Steps in Sales Force Management Page 489
16.1.1 Designing sales force strategy and structure
16.1.2 Recruiting and selecting salespeople
16.1.3 Training salespeople
16.1.4 Compensating salespeople
16.1.5 Supervising sales people
16.1.6 Evaluating sales people
16.2 Recruiting and Selecting Sales People Page 494
16.2.1 Analysis the sales job
16.2.2 Identifying the traits needed
16.2.3 Recruit the right salespeople
16.3 Sales
Force Automation Systems Page 498
16.3.1 Analyze and forecast sales
16.3.2 Manage account relationships
16.3.3 Schedule Sales Calls
16.3.4 Make presentations
16.3.5 Enter orders
16.3.6 Check inventories and order status
16.3.7 Prepare sales and expense Reports
16.3.8 Process correspondence
16.4 Major Steps Effective Selling Page 501
16.4.1 Prospecting and quality
16.4.2 Preapproach
16.4.3 Approach
16.4.4 Presentation and demonstration
16.4.5 Handling objections
16.4.6 Closing
16.4.7 Follow-up
Chapter
17 Two Different Process Models Identified
17.1 Competitor Analysis Page 527
17.1.1 Identify competitors
17.1.2 Assessing competitors objectives, strategies, S & W, and reaction patterns
17.1.3 Select which competitor to attack and avoid
17.2 Strategies for Market Leaders, Challengers, Followers, and Nichers Page 539
17.2.1 Marketing leader strategies
17.2.1.1 Expand total market
17.2.1.2 Protect market share
17.2.1.3 Expand market share
17.2.2 Market challenge strategies
17.2.2.1 Full frontal attack
17.2.2.2 Indirect
attack
17.2.3 Market follower strategy
17.2.3.1 Follow closely
17.2.3.2 Follow at a distance
17.2.4 Market Nicher strategies
17.2.4.1 By customer
17.2.4.2 Market
17.2.4.3 Quality-price
17.2.4.4 Service
17.2.4.5 Multiple niching
Chapter 18 One Process Model Identified
18.1 Setting Up an E-Marketing Presence Page 567
18.1.1 Creating a web site
18.1.2 Placing ads online
18.1.3 Setting up or participating web communities
18.1.4 Using e-mail
Chapter 19 One Process Model Identified
19.1 Major Decisions in International Marketing Page 590
19.1.1 Looking at global marketing environment
19.1.2 Deciding whether to go international
19.1.3 Deciding which markets to enter
19.1.4 Deciding how to enter the market
19.1.5 Deciding on the global marketing program
19.1.6 Deciding on the global marketing organization
Chapter 20 One Process Model Identified
20.1 Societal marketing Page 642
20.1.1
Considering consumers wants
20.1.2 The companys requirements
20.1.3 Consumers long run interests
20.1.4 Society long run interests
TEXTBOOK TWO ASSESSED
Lamb, Hair, McDaniel 8 ed 2006, South-