Principles of Marketing
Principles of Marketing
1. To provide students with a basic knowledge of the principles of marketing. 2. To enable students to analyze the marketing needs of a business enterprise. 3. To enable students to provide practical application of their knowledge. 4. All basic able to apply their marketing practical project including roles of marketing, marketing concepts, marketing activities, STP, Marketing mix and so on.
1. Marketing knowledge and skills are required as essential criteria for employment in business. 2. More update case studies which are more related global marketing and Marketing 4.0
This course is concentrating on roles of marketing, marketing concepts, marketing activities and functions. Environmental factors, market segmentation, targeting and positioning. Marketing mix, Marketing strategies for each marketing mix, marketing research distributions, pricing strategy, branding and customer buying behavioral. Also, know how apply new technology in marketing activities, marketing ethics and social responding.
The faculty member provides academic advice and guidance to students (Individual/group) 3 hours/week. The faculty member announces the advising schedule by announcing and notification in class and posting to Google Classroom and Line subject group
1.1.1 They are service-minded and are aware of moral and ethical values. 1.1.2 They possess professional and academic ethics. 1.1.3 They are self-disciplined, diligent, tolerant, punctual, and accountable for themselves and the environment. 1.1.4 They respect the values and the rights of others. There are also several subjects that encourage students to develop their morality and ethics, for example, Life and Social Skills, and English for Career. Subject teachers should integrate professional ethics into the subjects. They should also evaluate students’ ethics by observation during classroom activities. Students whose behaviors do not meet the criteria are required to do social service.
A working environment should be established to cultivate students’ discipline focusing on punctuality and proper uniform. Ethics learning should be integrated in every subject to promote social and environmental mindfulness. Student should be encouraged to be involved in academic and professional services to support their community. Also, they should be aware of the need for environment conservation. Students who show a high level of commitment to these issues should be promoted as role models.
Students behaviors and performances are evaluated based on the following criteria: 1.3.1 Punctuality 1.3.2 Discipline and participation 1.3.3 Accountability 1.3.4 Loyalty and Trustworthiness
2.1.1 Understanding theories and the principals of course content. 2.1.2 Updating technology and academic development in their fields. 2.1.3 Integrating professional knowledge into relevant subjects.
Many approaches to student-centered learning include Work Integrated Learning and CDIO. The aims are to promote application to real world and cope with rapid changes in technology. Field trips, professional seminars are implemented according to the course contents.
2.3.1 Topic tests and assignments. 2.3.2 The mid-term tests and final tests 2.3.3 Assessment of reports done by students 2.3.4 Presentation 2.3.5 Portfolio
3.1.1 Students should be able to improve themselves and develop their career path by developing reasoning abilities, making rational just decisions, critical thinking and problem solving. 3.1.2 Knowledge application skills and creative thinking skills. 3.1.3 Thinking systematically skills.
Multiple approaches to student-centered learning include, work integrated learning, STEM education as the focus. These approaches aim to promote students analytical thinking by role playing, simulation and case study.
3.3.1 Role plays or simulations. 3.3.2 Choosing various problem solutions in different contexts. 3.3.3 Assessment of report presentation in classes. 3.3.4 Testing knowledge by using quiz or interview.
4.1.1 Establish good relationship with others and show social etiquette. 4.1.2 Be a good team leader and a team player. 4.1.3 Develop teamwork and problem solving skills. 4.1.4 Provide social service in proper issues.
Group and collaborative activities, as well as ethnography research and interviews are the focus. 4.2.1 Able to work in teams and well coordinate well with others. 4.2.2 Responsibilities for their assignment and duties. 4.2.3 Adaptable to the situation and work well in a corporate organization. 4.2.4 Building good relationships. 4.2.5 Expressed their leadership and followership suitably in some situations. 4.2.6 Have knowledge about a person’s communication culture and able to be placed appropriately in right time, custom and resolution specific of each culture.
Authentic and performance-based assessments are implemented in the following forms: 1. Behavioral observation of presentation performance. 2. Behavioral engagement in classroom activities. 3. Assessment of the students’ behavior in group activities. 4. Assess student ability to analysis and adaption of variety of marketing case studies.
5.1.1 Select appropriate modes and tools to communicate. 5.1.2 Research, analyze data, and apply technology to solves problems. 5.1.3 Use Thai and English to communicate with others appropriately and Effectively.
Multiple approaches to student-centered learning include, work integrated learning, STEM education as the focus. These approaches aim to promote students analytical thinking. 5.2.1 Use information technology as a tool for communication. 5.2.2 Use information technology as a tool for finding information. 5.2.3 Use information technology as a tool for presenting. 5.2.4 Use information technology correctly, appropriately in traditions of each society.
Evaluation Strategies on numerical, communication and information technology skills. Authentic and performance-based assessments are implemented to enable students to use information technology for communication, research, presentation, in accordance with cultural and situational awareness.
แผนที่แสดงการกระจายความรับผิดชอบมาตรฐานผลการเรียนรู้จากหลักสู่รายวิชา (Curriculum Mapping)
|กลุ่มวิชา||Ethics||Knowledge||Intellectual skills||Interpersonal relationship and responsibility||Numerical skills, communication and information technology skills|
|1||BBAIB902||Principles of Marketing|
|3||1,4||Assignments and Group activities||Whole semester||15|
|5||1,4||Class participation, attendance||1-15||10|
1.1 Philip Kotler, Gray Armstrong, (2014) Principle of Marketing 14th Edition, Pearson, New Jersey 1.2 Philip Kotler, Hermawan Kartajaya, Iwan Setiawan (2017) Marketing 4.0: Moving from Traditional to Digital, John Wiley& Sons, Inc., New Jersey
2.1 Geoff Lancester, LesTer Massingham, Ruth Ashford, Essentation of Marketing (2002), Fourth edition, MaGraw-Hill Education, UK 2.2 James L. Burrow (2009), Marketing, South-western Cengage learning, USA 2.3 Lamb Hair Mcdaniel ((2008), MKTG, Cengage Learning, USA 2.4 Books, journals, websites and other documents recommended for additional reading) - Recent Articles on Marketing.
1.Direct student feedback 2.Results of student evaluation survey
1.Student evaluation survey 2.Self-evaluation
1.Professional development program (seminars, workshops, reading) 2.Discussion with colleagues.
1.Effectiveness of student activities 2.Contributions during class discussions 3.Topic test and exams 4. Student feedback
1. Enhance practical components through contact with marketing professionals in businesses. 2. Improve teaching strategies by reviewing practices at other institutions. 3. Revise program to reflect latest developments in the field of marketing.