MS
Program
in
Strategic
Communications



CONSUMER
BEHAVIOR
&
MARKETING
STRATEGY



Spring,
2011





TIME:
 
 
 Monday,
8:10
pm
–
10:00
pm
 
 



PLACE:
 
 Lewisohn
Hall
602

INSTRUCTOR:
 Brian
Reich



CONTACT:
 
 Phone:
617‐417‐9436


 
 
 
 Email:
bar77@columbia.edu








COURSE
OVERVIEW



Technology
and
the
internet,
and
their
role
in
our
lives,
have
changed
our
behavior
‐‐
how

we
communicate,
get
and
share
information,
the
media
we
consume,
what
we
teach
and

how
we
learn,
and
the
reasons
we
engage
with
each
other.

As
a
result
of
these
massive,

disruptive
changes
to
our
society,
the
ways
that
we
create,
distribute,
promote,
watch,

review,
share
and
discuss
everything
should
be
re‐envisioned.

And
in
the
context
of

marketing,
how
individuals
engage
brands
has
changed,
and
how
brands
and
organizations

operate,
organize,
and
communicate
must
be
re‐imagined.






This
is
not
just
about
new
technology;
new
behaviors,
new
ways
of
thinking,
and
new

approaches
are
needed.

Consumer
Behavior
and
Marketing
Strategies
will
help
you

understand
these
changes
and
adapt
your
work
–
not
to
mention
your
thinking
‐
to
meet

the
challenges
of

doing
business
in
a
connected
society.

The
course
offers
valuable

framework
and
useful
tools
that
can
be
used
to
read
the
consumer
mind
and
predict

emerging
consumer
trends.




1

STRUCTURE
AND
FOCUS



In
each
session,
students
will
explore
the
theoretical
frameworks
that
inform
how

consumers
function
in
today’s
society
‐‐
we’ll
look
at
research,
analysis
and
trends
and
then

consider
what
opportunities
and
challenges
the
existing
evidence
creates
for
marketers

facing
present
and
future
challenges.

The
theoretical
frameworks
will
then
be
tested
and

analyzed
in
relation
to
real‐world
marketing
and
communications
challenges,
through

discussion,
cases
and
the
term
project.





This
course
focuses
on
the
following
three
aspects:



(1)
Cognitive,
affective,
and
socio‐cultural
factors
that
explain
why
consumers

behave
the
way
they
behave
in
the
market
place;



(2)
Information
consumption
and
decision‐making
processes
that
must
be

understood
for
effective
brand
and
consumer
behavior‐management;



(3)
Organizational
structure
and
the
implications
of
transparency
and
changes
in

media
on
how
consumers
engage
companies
and
companies
manage
brand
and

public
relations
activities.



Students
will
leave
this
course
with
a
better
understanding
of
consumers'
decision‐making

processes
and
the
importance
of
consumer
analysis
to
brand
development.

In
addition,

students
will
gain
practical
experience
in
how
to
develop,
test,
refine
and
measure
the

reach
and
impact
of
a
brand/organizational
communication
strategy.
By
the
end
of
the

course,
students
will
be
expected
to
use
their
understanding
of
how
consumers
behave,
and

the
impact
that
technology
and
the
internet
have
on
the
relationship
between
marketers

and
their
target
audience,
to
develop
solutions/plans
that
can
be
applied
to
real

communications
and
marketing
challenges.





2



TEACHING
AND
LEARNING
PHILOSOPHY



This
class
is
designed
to
teach
students
how
to
address
complex
communications
and

marketing
challenges
in
a
highly
connected
society.

We
will
be
seeking
to
define,
and
in

some
cases
re‐define,
how
organizations
and
individuals
should
pursue
their
marketing

and
communications
goals
and
the
impact
that
technology,
the
internet,
and
media
have
on

that
work.

We
will
be
addressing
challenges
that,
in
many
cases,
don’t
have
clearly
outlined

solutions
–
despite
the
existence
of
standards
for
measuring
‘success.’





To
be
successful,
you
must
be
willing
to
think,
collaborate,
explore,
and
discuss
ideas,

behaviors,
and
practices
–
with
the
instructor
and
their
classmates.
You
must
be
interested

in
thinking
creatively
and
working
to
solve
interesting
problems.







The
instructor
will
provide
facts
and
case
studies,
present
ideas
and
concepts,
and
outline

readings
and
other
assignments.
The
instructor
will
also
facilitate
and
support
an
active

discussion
in
the
classroom
and
online,
to
support
the
learning
process
throughout
the

term.
Students
are
expected
to
participate
fully
as
well
(see
below).

You
have
to
bring
your

bold
ideas,
smart
analytical
skills,
creative
concepts
and
willingness
to
engage.



Communication
with
instructor:
Students
are
encouraged
to
communicate
regularly
and

actively
with
the
instructor.

Email
is
the
best,
first
option.

Students
are
invited
to
ask

questions
regarding
class
discussions,
assignments,
or
materials.

Students
are
also

welcome
to
share
ideas
or
materials,
pose
questions
related
to
the
broad
issues
addressed

in
the
class,
or
just
engage
in
conversation.

NOTE:
Information
that
has
relevance
to
work

being
conducted
by
other
students
or
that
might
contribute
to
the
success
of
the
overall
class

discussion,
will
be
shared.

If
a
student
would
like
a
conversation,
question,
or
information
to

remain
private,
please
indicate
to
the
instructor.




3

STUDENT
EXPECTATIONS



The
learning
experience
in
this
course
depends
heavily
on
the
student’s
ability
to
embrace

the
need
to
challenge
existing
understanding
of
this
topic
and
participating
fully
in
the
re‐
thinking
of
how
consumer
behavior
is
measured/analyzed
and
how
marketing
strategies

are
developed
and
executed.





On
a
practical
level,
students
are
expected
to
participate
in
discussions,
complete
the

assigned
readings,
pay
attention
to
issues
and
happenings
that
relate
to
the
issues
being

discussed,
and
share
ideas
openly
and
regularly.

This
includes
completing
assignments
on

time,
communicating
openly
and
regularly
with
the
instructor,
asking
questions
and

sharing
personal
insights
(including
criticisms,
as
needed).





Students
will
be
graded
on
four
criteria:



Class
Participation.
Attendance
is
mandatory
and
assigned
course
materials
are
to

be
read
and
considered
before
coming
to
class.

Your
participation
grade
will
depend

on
how
much
you
contribute
to
classroom
discussions,
and
in
order
to
participate
in

class
you
must
be
in
attendance.
If
for
any
reason,
you
cannot
attend
class,
please
let

the
instructor
know
beforehand.




Students
will
be
evaluated
on
the
quality
of
your
contribution
and
insights
to
the
class

discussion.

Quality
comments
a)
contribute
to
moving
the
discussion
forward,
b)

offer
a
different,
unique
and
relevant
perspective
on
the
issue,
c)
build
on
comments

of
others,
and
d)
demonstrate
reflective
thinking.
Students
will
be
graded
on
their

contribution
–
everyone
is
expected
to
listen,
share
ideas,
ask
questions,
and

challenge
their
classmates
and
the
instructor
–
and
will
be
graded
accordingly.



Class
participation
will
be
measured
on
a
weekly
basis,
as
well
as
overall
at
the
end
of

the
term.

Students
can
earn
a
total
of
250
points
during
the
semester
‐‐
up
to
15

points
per
week,
for
a
total
of
210
points,
and
an
additional
40
points
for
their
overall

contribution
to
the
class.





Idea
Sharing.
Each
week,
students
are
expected
to
share
articles,
blog
posts,
or
other

information
with
the
class
relating
to
the
class
discussion
or
focus.

Each
student
must

share
a
minimum
of
one
article,
or
similar,
each
week.
There
is
no
limit
to
the
number

of
articles
or
other
information
shared.





Idea
sharing
will
be
measured
on
a
per‐item‐submitted
basis.

Students
can
earn
a

total
of
100
points
(4
points
per
article,
up
to
25
articles
during
term).

Two
points

will
be
awarded
for
the
submission
of
the
article
and
two
points
will
be
awarded
if
the

article
makes
a
reasonable
contribution
to
the
class
discussion.

If
a
student
submits
a

duplicate
of
information
provided
by
a
classmate,
they
will
not
receive
credit
(so
pay

attention).




4

 Cases.
In
each
class,
we
will
discuss
one
or
two
short
case(s)
or
current
event(s)

related
to
the
content
of
the
class.

The
cases
will
be
introduced/framed
by
the

instructor
and
each
individual
will
be
responsible
for
articulating
a
position/crafting

an
idea
for
each
short
case.

Students
are
responsible
for
providing
a
brief,
written

overview
(approx
500
words)
along
with
supporting
articles
or
research,
and
key

questions
to
consider.

One
individual
will
be
assigned
each
week
to
summarize
the

class
discussion
and
provide
a
‘finished
case’
to
the
class.



Students
can
earn
a
total
of
25
points
each
week
for
their
case
preparation
‐‐
10

points
for
the
identification
of
a
pressing
issues
and
collection
of
relevant
supporting

materials,
10
points
for
the
preparation
of
the
case
summary
and
framing
questions,

and
5
points
for
their
contribution
to
the
class
discussion.

Over
the
course
of
the
term

students
can
earn
a
total
of
250
points
for
their
work
related
to
the
cases.



Term
Project:
Students
will
be
required
to
submit
a
project
exploring
the

applications
of
the
social
theories
and
behavioral
trends
discussed
in
class
towards
a

marketing
or
communications
challenge
that
exists
in
today’s
culture.

Students
are

expected
to
collect
articles
and
books
relating
to
the
topic
or
issue
of
their
term

project
(supplementing
the
assigned
readings)
beginning
early
in
the
term.
If
there
is

a
shortage
of
written
material
about
your
topic,
students
should
plan
to
conduct

original
research
‐‐
do
phone
or
email
interviews
with
original
sources
for
example.


For
the
final
paper,
students
will
need
to
draw
conclusions
about
the
applications
of

the
trends
and
theories
on
a
particular
issue
or
challenge.

Students
will
also
present

their
topic
in
class
for
peer‐review
and
feedback.



[See
attachment
for
additional
details
on
term
project
assignment.]



A
student
can
earn
a
total
of
400
points
for
their
term
project.

The
paper
will
be

graded
in
three
parts:
150
points
for
research,
150
points
for
argument/quality
of

writing,
and
50
points
for
structure
(format,
supporting
materials,
style).

The
in‐class

presentation
in
class
is
worth
50
points
(25
points
based
on
peer
feedback
and
25

points
based
on
quality
of
presentation
and
communication
of
idea).







NOTE:
The
expectations
of
the
instructor
are
high
–
and
students
will
feel
challenged.

But
at

the
same
time,
this
is
a
team
effort
and
we
are
going
to
learn
these
issues
together
and
try
to

solve
these
problems
as
a
group.




5



COURSE
EVALUATION





Course
Components

 
 Points
 
 %
of
Grade



Class
Participation
 
 250
 
 



25%

Cases
 
 
 
 250
 
 



25%


Idea
Sharing
 
 
 100
 
 



10%

Term
Project
 
 
 400
 
 



40%

‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐

Total
 
 
 










1000
 











 

100%







Submission
Guidelines:
Assignments
must
be
submitted
on
time.

Assignments
handed
in

after
the
specified
time
will
be
graded
down
by
25%
and
will
not
be
accepted
after
the

following
class
period
in
which
they
were
due.

This
policy
is
to
ensure
fairness
to
all

students
in
the
class.



Incomplete
Policy:
Granted
only
with
the
permission
of
the
Office
of
Student
and
Alumni

Affairs
in
consultation
with
the
course
instructor.
The
purpose
of
the
mark
of
INC
is
to

permit
postponement
of
the
final
written
work
or
exam
for
the
course
when
incapacitating

illness
(as
certified
in
writing
by
the
University
Health
Service
or
by
a
private
medical

practitioner),
serious
family
emergency,
or
other
comparably
grave
situations
require
such

postponement.
The
major
portion
of
the
course
requirements
must
have
been
completed
if

a
student
is
to
be
eligible
for
the
mark
of
INC.


6

 GRADING
SYSTEM





%Grading
Scale



Above
96%
 A+
 

95%‐‐92%
 A

91%‐‐88%
 A‐
 

87%‐‐84%
 B+

83%‐‐80%
 B
 

79%‐‐76%
 B‐

75%‐‐70%
 C+
 

69%‐‐66%
 C

65%‐‐60%

 C‐
 

59%‐‐50%
 D

Below
50%
 F



A+:

 Excellent
work,
beyond
expectations.

Extremely
accomplished,
creative,
visionary

A:

 Great
work,
representing
what
was
required
of
assignment.

A‐:
 Very
good
work,
but
would
require
some
minor
tweaks
to
be
a
model
assignment.

B+:
 Good
work,
meeting
major
expectations,
but
could
be
improved
by
some
reworking.

B:
 Solid
achievement,
meeting
most
expectations,
but
would
be
greatly
improved
by

some
reworking.

B­:
 Fair
achievement,
evidencing
a
broad
understanding
of
requirements,
but
would

require
substantial
editing
or
restructuring
to
meet
expectations.

C+:
 Below
what
is
generally
expected.
Key
points
missed,
requiring
substantial
re‐
working
to
meet
expectations.

C:
 Significantly
sub‐standard.
Would
need
major
reworking
to
meet
basic
expectations.

C‐:
 Comprehensively
sub‐standard:

Demonstrates
some
effort
along
the
lines
of
the

expectations,
but
would
need
complete
reworking
to
meet
expectations.

D:
 Assignment
submitted,
but
demonstrates
a
failure
to
understand
what
was

required;
not
acceptable
by
professional
standards.

F:
 Assignment
not
done.





Grade
point
averages
are
computed
on
the
following
scale:



A+
=
4.33
 A
=
4.0

 A­
=
3.67

B+
=
3.33

 B
=
3.0


 B­
=
2.67

C+
=
2.33


 C
=
2.0


 C­
=
1.67

D
=
1.0
 F
=
0.00




7

 CLASS
SCHEDULE





SECTION
1:
WHY
CONSUMERS
BEHAVE
THE
WAY
THEY
DO

In
this
section,
we
focus
on
the
internal
dynamics
of
consumer
behavior.

In
particular,
this

section
explores
how
consumers’
motivations,
values,
and
views
about
themselves
affect

what
they
do,
want,
and
buy.

It
also
goes
on
to
consider
how
these
factors
influence
and

define
their
lifestyle.



January
24,
2011
­­
Framing
the
discussion
(Part
I):

How
consumers
and

marketers
interact
in
a
connected
society.
This
session
will
frame
the
basic

discussion
for
the
course:
how
consumers
make
choices
and
what
motivates
them;
how

technology
and
the
internet
have
changed
the
way
people
get
and
share
information;

and
what
impact
those
changes
are
having
on
marketing
and
communications,
as
well

as
brand
and
product
strategy.



January
31,
2011
–
Framing
the
discussion
(Part
II):
How
marketing
happens
–

and
how
it
is
changing
all
the
time.
This
session
will
look
at
the
various
approaches

to
marketing
and
communications
employed
by
brands
today
(traditional,
digital,

experiential)
and
the
systems
and
structures
responsible
for
those
marketing
activities

(agencies,
networks,
etc).



February
7,
2011
–
Knowing
The
Audience:
Understanding
and
applying

knowledge
about
audience
motivations
and
behaviors
in
the
context
of

marketing.
This
session
will
introduce
the
key
elements
of
audience
profiles
–

demographic
research,
psychographic
profiling,
social
graphs
and
behavioral
data
‐‐

and
examine
how
people
learn
and
make
decisions,
what
influence
brand,
advertising,

trust,
and
other
factors
play
in
shaping
people’s
perspectives
and
actions.





[There
is
no
class
on
Monday,
February
14,
2011]




8


SECTION
2:
DECISION
MAKING
AND
ACTIVATION


In
this
section,
we
explore
consumers’
decision‐making
processes,
such
as
how
consumers

recognize
consumption
needs,
conduct
information
searches,
and
evaluate
alternatives.


We
also
examine
what
builds
brand
equity
and
consumer
satisfaction.

We
then
discuss

how
brand
managers
can
use
this
information
to
design
and
implement
their
marketing

strategies.











February
21,
2011
­­
Driving
consumer
behavior:
How
do
we
change
minds?
This

session
will
explore
how
we
can
design
environments
that
make
it
easier
for
people
to

choose
what
is
best
for
themselves,
their
families,
and
their
society.



February
28,
2011
­­
Trust
Me:
What
role
does
trust
play
in
marketing
and
what

is
the
value
of
developing
long­term
relationships
with
consumers?
This
session

will
consider
how
marketing
to
consumers
is
becoming
less
concrete
–and
how
brands

can
(and
must)
develop
relationships
with
consumers
that
can
be
leveraged
over
time.



March
7,
2011
–
The
Consumer
Is
In
Control:
What
it
means
when
consumers

have
control.
This
session
will
explore
what
consumers
controlling
their
own
access
to

information
means
to
communications
and
marketing
and
how
organizations
and

brands
must
listen,
learn
and
deliver
what
consumers
expect
if
they
want
to
succeed.



[There
is
no
class
on
Monday,
March
14,
2011]



March
21,
2011
­­
Adaptation:
Why
the
customer
is
always
right
–
and
how
that

should
impact
everything
that
brands
and
marketers
think
about.
This
session

will
explore
the
importance
of
customer
service
and
the
challenges
that
exist
today
for

brands
trying
to
meet
the
needs
and
expectations
of
highly
connected
and
influential

consumers.



March
28,
2011
­­
Serious
Issues:
The
role
of
corporate
social
responsibility
and

the
influence
of
the
triple
bottom
line
on
consumer
behavior
and
marketing

strategy.
This
session
will
examine
how
companies
are
responding
to
investor

demands
by
re‐examining
the
way
they
do
business
‐‐
from
the
reduction
of
emissions

and
energy
conservation
to
fair
trade
and
labor
standards,
and
support
of
charitable

and
other
initiatives.




9


SECTION
3:
MARKETING
STRATEGERY


During
this
final
section
of
the
class,
students
will
consider
the
long‐term
and
future
trends

in
consumer
behavior
and
how
it
might
impact
marketing
strategy.

Specifically,
we’ll

explore
the
continually
evolving
role
that
technology
(and
the
Internet)
play
in
everyday

life
and
how
more
connected,
diverse,
and
sophisticated
audiences
change
everything:

adoption
and
usage
of
new
media,
newspaper
reading,
television
watching
and
radio

listening
habits,
communications
models,
how
people
shop
and
engage
brands,
support

charitable
organizations,
volunteerism
and
the
expectations
they
hold
for
how

organizations
will
act
(read:
transparency).




April
4,
2011
­­
Everything
Has
Changed
–
and
is
still
changing:

What
we
are

doing
isn’t
working
anymore.

Going
forward,
a
total
reset
of
thinking
is
needed.

This
session
will
explore
how
marketing,
public
relations,
and
consumer
engagement

are
changing
and
how
organizations
must
change
to
prepare
for
the
future.



April
11,
2011
–
The
role
of
marketers,
redefined.

How
marketing
organizations

will
be
structured
and
the
roles
of
marketers
will
be
defined
in
the
future.
This

session
will
review
how
successful/innovative
marketing
organizations
are
structured

and
what
role
marketing
professionals/experts
need
to
play
in
the
future
of
these

groups.



April
18,
2011
–
Roadmap
for
the
future:

A
discussion
about
what
consumer

behavior
and
marketing
strategy
will
be
driven
by
in
the
year(s)
ahead
and
an
‘idea

storm’
about
how
to
re‐imagine
consumer
behavior
and
marketing
strategy
in
the

future.



April
25,
2011
–
Final
Project
Presentations:
Students
will
present
their
term

projects
to
the
class.



May
2,
2011
–
Final
Project
Presentations:
Students
will
present
their
term
projects

to
the
class.



May
9,
2011
–
Class
Review:

This
session
will
include
a
review
of
lessons
learned
and

a
discussion
about
ways
that
students
can
apply
insights
to
their
work
in
the
future.


Students
will
also
have
an
opportunity
to
provide
feedback
on
the
class
(content,

format,
focus,
etc)
and
the
instructor
(personality,
fashion
sense,
etc).




 
 
 


10
COURSE
MATERIALS



There
are
three
types
of
materials
recommended
for
this
course:



Buy:
Books
and
other
materials
that
students
will
need
to
purchase
(and
have

available
during
the
entire
term).

These
materials
are
intended
for
use
during
this

class
and
will
be
valuable
going
forward
in
all
future
academic
and
professional

endeavors.

I
recommend
you
purchase
them
online
(its
cheaper).



Borrow:
Books
and
other
materials
that
students
should
have
regular
access
to
and

will
need
to
reference
during
certain
classes
or
discussions.

Students
are
welcome

to
purchase
these
materials
but
there
is
no
expectation
or
requirement
to
do
so.





Steal
(the
insights):
Books
and
other
materials
that
will
be
helpful
in
preparing
for

class
discussion
and
completing
assignments,
but
that
students
are
not
expected
to

own
or
reference
regularly
during
the
term.

These
materials
should
all
be
available

online,
at
no
charge.




NOTE:
The
course
materials
list
may
be
amended
during
the
semester.
Specific
chapters
or

sections
of
the
following
books
will
be
assigned
in
advance
(i.e.
students
are
not
expected
to

read
all
of
the
assigned
materials
in
all
cases).

Materials
listed
as
‘buy’
can
be
found
at
the

campus
bookstore
or
online.

Most
of
the
materials
listed
as

‘borrow’
or
‘steal
(the
insights)’

can
be
found
online
(e.g.
Google
Books).

Students
may
consider
using
the
library
or
sitting
in

a
bookstore
to
complete
reading
assignments
as
well.



See
attached
list
for
course
materials




11
SECTION
1:
WHY
CONSUMERS
BEHAVE
THE
WAY
THEY
DO



BUY




 
 Brand
Sense:
Sensory
Secrets
Behind
the
Stuff
We
Buy


 
 By
Martin
Lindstrom



Media
Rules:
Mastering
Today’s
Technology
To
Connect
With
and
Keep
Your

Audience

By
Brian
Reich
and
Dan
Solomon



Socialnomics:
How
social
media
transforms
the
way
we
live
and
do
business


by
Erik
Qualman



Magazines:
Fast
Company,
Wired,
New
York
Magazine



BORROW




 Buying
In:
The
Secret
Dialogue
Between
What
We
Buy
and
Who
We
Are



 by
Rob
Walker




 
 Snoop:
What
Your
Stuff
Says
About
You



 
 by
Sam
Gosling




 The
Chaos
Scenario


 by
Bob
Garfield




 Cognitive
Surplus:
Creativity
and
Generosity
in
a
Connected
Age


 By
Clay
Shirky




 Newspapers:
The
New
York
Times.
The
Wall
Street
Journal



STEAL:



Razorfish
FEED
Study

http://feed.razorfish.com/



Pew
Internet
Report:
The
Internet
and
Consumer
Choice

http://pewinternet.org/Reports/2008/The‐Internet‐and‐Consumer‐Choice.aspx



How
Much
Information?
2009
Report
on
American
Consumers

http://hmi.ucsd.edu/howmuchinfo_research_report_consum.php




 
 Joseph
Pine:
What
Do
Consumers
Want?
(Video)



 
 http://blog.ted.com/2009/01/what_do_consume.php



12
SECTION
2:
DECISION
MAKING
AND
ACTIVATION



BUY



How
We
Decide


by
Jonah
Lehrer



Switch:
How
To
Change
Things
When
Change
is
Hard

By
Chip
Heath
&
Dan
Heath



Nudge:
Improving
Decisions
About
Health,
Wealth,
and
Happiness
by
Richard

Thaler
and
Cass
Sunstein




 Magazines:
Advertising
Age,
Business
Week,
New
York
Times
Sunday
Magazine
(T)



BORROW




Trust
Agents:
Using
the
Web
to
Build
Influence,
Improve
Reputation,
and
Earn

Trust
by
Chris
Brogan




 Microtrends:
The
Small
Forces
Behind
Tomorrow's
Big
Changes



 by
Mark
Penn


 


 Predictably
Irrational



 by
Dan
Ariely



Breakthrough
Nonprofit
Branding

By
Carol
Cone
(etc)




 Newspapers:
USA
Today,
Politico



STEAL




 
 The
New
Female
Consumer


 
 http://adage.com/whitepapers/whitepaper.php?id=10




 
 The
Next
Great
Generation


 
 http://www.thenextgreatgeneration.com/




 
 Edelman
Trust
Barometer


 
 http://www.edelman.com/trust/2010/




13
SECTION
3:
STRATEGERY



BUY



Engage:
The
Complete
Guide
for
Brands
and
Businesses
to
Build,
Cultivate
and

Measure
Success
In
the
New
Web

By
Brian
Solis



Open
Leadership:
How
Social
Technology
Can
Transform
the
Way
You
Lead

By
Charlene
Li



Drive:
The
Surprising
Truth
About
What
Motivates
Us

By
Daniel
Pink




 Magazines:
O,
The
Oprah
Magazine.
GOOD
Magazine,
ESPN
The
Magazine



BORROW




 Where
Good
Ideas
Come
From:
The
Natural
History
of
Innovation


 by
Steven
Johnson



Change
by
Design:
How
Design
Thinking
Transforms
Organizations
and

Inspires
Innovation


 By
Tim
Brown



Empowered:
Unleash
Your
Employees,
Energize
Your
Customers
and

Transform
Your
Business

By
Josh
Bernoff
and
Ted
Schadler



What
Would
Google
Do?


by
Jeff
Jarvis


 
 


 Newspapers:
Chronicle
of
Philanthropy,
The
Onion,
The
Village
Voice



STEAL



Free!
Why
$0.00
Is
The
Future
of
Business

http://www.wired.com/techbiz/it/magazine/16‐03/ff_free



Believe
Me:
Storytelling
Manifesto


by
Michael
Margolis

http://www.getstoried.com/2008/08/30/storytelling‐manifesto/



Mediactive

By
Dan
Gillmor

http://mediactive.com/

14


GRADING
SYSTEM



%Grading
Scale



Above
96%
 A+
 

95%‐‐92%
 A

91%‐‐88%
 A‐
 

87%‐‐84%
 B+

83%‐‐80%
 B
 

79%‐‐76%
 B‐

75%‐‐70%
 C+
 

69%‐‐66%
 C

65%‐‐60%

 C‐
 

59%‐‐50%
 D

Below
50%
 F



A+:

 Excellent
work,
beyond
expectations.

Extremely
accomplished,
creative,
visionary

A:

 Great
work,
representing
what
was
required
of
assignment.

A‐:
 Very
good
work,
but
would
require
some
minor
tweaks
to
be
a
model
assignment.

B+:
 Good
work,
meeting
major
expectations,
but
could
be
improved
by
some
reworking.

B:
 Solid
achievement,
meeting
most
expectations,
but
would
be
greatly
improved
by

some
reworking.

B­:
 Fair
achievement,
evidencing
a
broad
understanding
of
requirements,
but
would

require
substantial
editing
or
restructuring
to
meet
expectations.

C+:
 Below
what
is
generally
expected.
Key
points
missed,
requiring
substantial
re‐
working
to
meet
expectations.

C:
 Significantly
sub‐standard.
Would
need
major
reworking
to
meet
basic
expectations.

C‐:
 Comprehensively
sub‐standard:

Demonstrates
some
effort
along
the
lines
of
the

expectations,
but
would
need
complete
reworking
to
meet
expectations.

D:
 Assignment
submitted,
but
demonstrates
a
failure
to
understand
what
was

required;
not
acceptable
by
professional
standards.

F:
 Assignment
not
done.





Grade
point
averages
are
computed
on
the
following
scale:



A+
=
4.33
 A
=
4.0

 A­
=
3.67

B+
=
3.33

 B
=
3.0


 B­
=
2.67

C+
=
2.33


 C
=
2.0


 C­
=
1.67

D
=
1.0
 F
=
0.00




15
TERM
PROJECT
DETAILS

Students
will
be
required
to
submit
a
major
paper
exploring
the
applications
of
the
social

theories
and
behavioral
trends
discussed
in
class
towards
a
marketing
or
communications

challenge
that
exists
today,
in
real‐time.



The
final
paper
should
be
between
4,000
and
6,000
words.

Students
should
organize
their

papers
into
four
sections:



‐ Background
and
context
(750­1250
words):
Students
will
introduce
the

organization
and
its
operations
–
to
provide
the
reader
with
necessary
context
to

understand
the
communications
or
marketing
challenge
being
considered.



‐ Strategic
challenge
(750­1250
words):
Students
will
outline
the
core
strategic

communications
or
marketing
challenging
that
the
paper
seeks
to
address
and
frame

the
critical
elements
contributing
to
the
challenge
that
the
analysis
and

recommendations
in
the
paper
will
address.



‐ Analysis
(1000­1500
words):
Students
will
analyze
the
communications
or

marketing
challenges
–
the
organizational
weaknesses
or
failures
(if
they
exist),
the

market
opportunities,
the
technological
or
behavior
trends
shaping
the
marketplace,

and
similar.



‐ Recommendations
(1500­
2000
words):
Students
will
offer
detailed

recommendations
to
address
the
communications
and
marketing
challenges
that

exist.

Students
should
specifically
explain
the
goal
of
the
recommendation,
strategy

for
meeting
the
goal,
recommend
tactics
and
identify
resources
that
may
be

necessary
to
support
efforts.



Students
are
expected
to
write
a
publication‐quality
paper.
It
should
be
copiously
cited

using
APA
format.

Students
are
expected
to
submit
a
print
copy
of
the
final
paper
to
the

instructor
as
well
as
an
electronic
copy.




Students
will
also
deliver
a
10‐slide
(max
fifteen
minutes)
presentation
in
class
and
receive

peer
feedback
and
review.

The
presentation
should
address
the
following
elements
of
the

paper:


 
 

Slide
1:
Project
Introduction

Slide
2:
Frame
issue/challenge

Slide
3:
Background
and
context

Slide
4:
Audience

Slide
5:
Strategic
Challenges
and
Opportunities

Slide
6:
Analysis

Slide
7:
Analysis

Slide
8:
Recommendations

Slide
9:
Recommendations

Slide
10:
Other
Considerations

16


A
list
of
suggested
topics
will
be
distributed
along
with
additional
guidelines
for
conducting

the
research
and
completing
the
project
in
class.

Examples
of
possible
categories
in
which

paper
topics
might
fall
include:



Selling
ideas
–
can
you
convince
people
to
believe
something?

Building
a
following
–
What
does
it
take
to
get
people
to
join
a
group?

Paying
it
forward
–
can
you
get
people
to
give
more
of
themselves?

Changing
minds
–
can
you
get
someone
to
switch
from
one
product
to
another?

Being
innovative
–
can
you
get
the
audience
help
to
create
better
products?



There
are
several
milestones
in
the
development
of
the
paper
that
students
are
expected
to

meet,
including:



February
21,
2011:
Students
must
submit
a
one‐paragraph
description
of
the
issue

or
topic
that
will
serve
as
the
focus
of
their
paper.



March
7,
2011:
Students
must
submit
an
outline
that
shows
the
structure
and
focus

of
their
paper
and
the
plan
for
completing
the
necessary
research.



April
11,
2011:
Students
will
deliver
a
first
draft
of
the
paper,
for
review
and

feedback
by
instructor.



May
2,
2011/May
9,
2011:

Students
will
present
their
paper
topics
in
class
and

receive
peer
feedback.




May
9,
2011:
Final
paper
due
(in
class)



[Additional
details
on
these
milestones,
and
other
aspects
of
the
term
project
will
be
provided

in
class]

17


FRIENDLY
REMINDERS



1. Put
your
name
and
email
address
on
everything
you
submit
to
the
instructor.



2. Include
page
numbers
–
bottom
margin,
center‐justified,
size
9.



3. Staple
your
paper
in
the
upper
left‐hand
corner.

Do
not
use
transparent
covers,

folders,
or
paper
clips,
and
do
not
fold
or
tear
corners
to
join
pages.



4. No
hand‐written
reports
will
be
accepted.

Use
either
a
word
processor
or

typewriter.





5. Use
1.5‐spacing
with
one‐inch
margin
on
all
sides.



6. Please
use
Garamond,
Tahoma,
Cambria,
or
Arial
fonts.

Size
11.



7. Always
proofread.

I
hate
stupid
spelling
errors
(and
you
should
too).



8. Provide
a
paper
copy,
and
electronic
copy
(either
on
a
flash
drive
or
via
email).

Make
a
copy
for
yourself.




18