Advertising Management (BA344), Stonehill College
Professor: Geoffrey Lantos

Additional Required Reading: Ogilvy, David, Ogilvy on Advertising, New York: Vintage Books, 1985.

COURSE DESCRIPTION

"Nature and scope of advertising and its place within marketing strategy decisions and society. Examines the advertising management function in its historical, social, legal, and economic contexts. Studies methods of planning, preparing, placing, and evaluating an advertising message in the applicable media. Advertising principles are applied in the development of an advertising campaign project.
Prerequisite or corequisite: BA340" - Stonehill College Catalogue

The course is designed for you to develop an appreciation of the advertising process as it relates to the advertiser, the advertising agency, the advertiser's customers, and the public. Although the course allows you the opportunity to gain insight into the total advertising process, the approach will be primarily from the perspective of marketing management rather than solely the creative advertising people. I expect that at the course's conclusion, not only will you find yourself looking at and analyzing ads differently, but perhaps your perceptions of the advertising industry and the mass media will Be more realistic.

COURSE OBJECTIVES

This course is designed primarily for students considering becoming either an advertising practitioner or a marketing manager who works with, evaluates, and approves the work of advertising practitioners. The course will provide you with an understanding of:

1. Basic concepts of and terminology in advertising theory and practice;
2. The advertising process from a managerial perspective, including an ability to apply advertising concepts to solve advertising management problems;
3. Creative strategy and execution-the principles for producing effective advertisements;
4. Media strategy and media buying-the principles for effectively and efficiently planning placement of advertisements in the communications media; and
5. Societal, ethical, and legal issues involving advertising.
The course will enable you to:
6. Become better able to analyze advertising from a consumer perspective;
7. Develop your written communication skills and ability to think critically and creatively;
8. Develop your oral communication skills and ability to orally explain and defend your ideas;
9. Learn to work effectively and efficiently in a team situation;
10. Integrate your Christian faith with learning (optional but encouraged).

COURSE REQUIREMENTS

You will achieve the first six objectives: 1) by careful reading and study of the assigned reading, and 2) by attending class, participating in classroom discussions, and reviewing and reflecting on what you learned from classroom lecture and discussion. You will realize the seventh objective when you 3) select and complete a brief written assignment applying course concepts. You will accomplish the first, fourth, seventh and ninth goals when you 4) complete a team advertising campaign project for an organization or for a new product or service of your choice. You will fulfill the eighth goal when you 5) participate in classroom discussions of course material and cases and if you participate in an optional in-class debate (in lieu of the written assignment). Finally, you will attain the final goal if you elect to participate in opening class devotions and participate with me in evaluating course material from a Christian worldview as informed by the Scriptures. The written assignment, advertising campaign assignment, and debates are detailed in separate handouts.

CLASSROOM FORMAT

Class sessions will involve a variety of teaching techniques. Much of this time will be devoted to lecture on and discussion of material related to the assigned reading. I will present the topics in a supplemental (to the assigned readings) and illustrative manner (transparencies, videotapes, audiotapes, pass-arounds, etc.) to permit you to better understand the textbook topics. These presentations will be integrated with classroom discussions to encourage active (not just passive) learning.

Just as you expect me to come to class prepared to discuss the assigned topic(s) for the day, I expect you to come to class prepared to participate in the discussion. In order to get ready for active classroom involvement, you should read the assigned material prior to attending class so that you are able to raise insightful questions, answer my questions, and intelligently discuss the day's topics. (This effort leads to increased participation and therefore long-term understanding. Passive learning is the result of reading and studying the text/notes one or two nights before the exam. This effort only leads to memorizing and short-term results.) NOTE: If you are unavoidably late to a class, you should notify me immediately after class so that you may be marked late instead of absent. Chronic tardiness will result in a lower class participation grade and perhaps refusal to be admitted to the classroom.

My general philosophy is that learning by doing is the best way to master advertising principles, concepts, and techniques. Regular assignments-readings and discussion questions/exercises-will be scheduled for each class session. Although you won't hand in homework for formal grading purposes, it is important to work through the assigned material prior to class. The way to success in this course is to be an active learner/participant and not to be a passive lecture note-taker. One recommended approach to dealing with the regular assignments is to form an informal study group that meets and discusses assignments prior to class.

In the classroom you will participate in informal discussions of assigned end-of-chapter discussion questions and of the advertising active involvement learning assignments (as time permits) as well as in in-class group creative exercises. Audio-visual presentations (videotapes and audiotapes) will be used to illustrate applications of advertising techniques and to provide further catalysts for classroom discussions. Video presentations will be discussed. Guest speakers will be invited to make the theoretical material "come alive" and to provide further catalysts for classroom discussions. Some students might opt to participate in an in-class debate on a controversial advertising issue. In short, there will be a wide variety of in-class activities, so you won't want to miss a single class!

GRADING POLICY

The formal grading system serves two purposes--motivation and evaluation. Criteria used in grading performance on the above course requirements include mastery of course material, oral and written expression skills, originality/creativity, and problem-solving ability.

Examinations

Material included in exams will be based primarily on material covered in classroom lectures and discussions (including material from videos and case discussions that is conceptual [not factual, such as names and dates]) and material presented by guest speakers. Secondarily, exams will cover assigned readings in the textbook, readings book, and articles. There is much more material in your textbook and related assignments than is possible to cover and develop in detail in class. Our class discussions will touch on and further develop only some of the most important issues. Thus, although tests will place primary emphasis on topics that are covered in both the readings and class, they will also cover the core material and key concepts from your assigned reading not covered in class. You should integrate the lectures, class discussions, and assigned readings to best prepare for exams.

The first two exams will each focus on material from the particular one-third of the course just covered. The final exam will encompass primarily the last portion of the course (approximately 67%) but will also cover the first two sections of the course (approximately 33%).

Each exam will consist of a format emphasizing application of concepts learned and including: concepts (definitions/explanations and examples), conceptual/descriptive short answers, and situational applied problem-solving short answers (see exam template handout and practice exams from a previous semester on my Web site). All exams remain in my office after being graded and reviewed in class; feel free to stop by and review/discuss them with me

No make-up examinations will be administered except under unusual circumstances. If something prevents you from attending an exam or from turning in an assignment on time, you are expected to notify me, and alternative arrangements will be made BEFORE the exam or class period during which the assignment is to be submitted. I will accept a written medical excuse as a legitimate reason for missing an assignment or exam. If class is canceled on a scheduled exam day, the exam will be given the next scheduled class day.

The Business Administration Department's make-up exam policy is as follows: "Permission to miss an exam should be requested in advance. If you are unable to contact me directly, please leave a message with the departmental secretary (ext. 1463) as to where you can be contacted. Compelling reasons, such as illness or death in the immediate family, are generally acceptable while, for example, outside activities or more than one exam in a day are not. (Please plan accordingly.) If I am not contacted in advance, I will reserve the right to assign a failing grade for the exam missed."

I strongly recommend that any student who earns a test score below 75 on the first (or any other) exam see me within a week of getting that test back for a private tutorial session. This will help us diagnose why you did poorly, set goals for the next exam, and determine study strategies to help you improve your grade for that following exam.

Written Papers

Requirements for written papers (written assignment and term paper) are as follows:

1. All written material MUST be typed (double-spaced, standard margins, 8-1/2 x 11" white paper).
2. The title of the assignment, your student identification number for this course (no names, please-student numbers will be assigned), the course name and number plus section letter (A, B, etc.), and the professor's name should appear on the cover page. For term papers use your names, not student number.
3. Papers received after the due date will be penalized 5 points (out of 100) for each weekday that they are late, unless prior arrangements have been made with me (including taking an incomplete for the semester) or unless unusual unforeseen circumstances arise. Grades on late assignments might be adjusted downward, depending on the circumstances. If you are absent from class when an assignment is due, you may e-mail me your paper (as an attachment in MS-Word format) or fax it to me at 508.565.1444.
4. If you have a writing problem, or if English is not your native language, please come see me so we can work on such problems.
5. I am available during office hours to discuss and review outlines or drafts of your assignments. You may also seek assistance from the professional tutor in the Writing Center, Duffy 107. Remember that your writing style will be evaluated as part of your grade.
6. See your Rinehart Handbooks for Writers for help with formats.
7. Other more detailed requirements are explained on separate handouts explaining each written assignment.

You will have an optional opportunity to revise your active involvement learning written exercise if you wish. You will have one week after receiving your graded paper to improve it according to my suggestions on each of the grading criteria. You are to hand in both the original graded paper and the revision. I will then average the grade of the original and the revision together. For instance, a paper that earns a 70 the first time and a 90 on the revision would receive an 80. (Note: I usually return papers during the class following the class in which they were handed in).

Class Participation

Class sessions should be treated as scheduled business meetings: come prepared to participate in the activities. I will reserve the right to hold pop quizzes any time that the class as a whole appears unprepared for class. Pop quiz grades, if necessary, will be factored in as part of your three exam grades. If you stay awake and act prepared and interested, no pop quizzes will be necessary.

It is vitally important that you play an active role in the learning process. As a result, your participation in class discussions will be encouraged, expected, and rewarded (quality, not just quantity!). The "4 P's" of student involvement in class are: 1) Preparation (read the assigned material), 2) Presence (attend class), 3) Promptness (don't be late and thereby disrupt the class), and 4) Participation (get actively involved).

Specifically, classroom participation grading will be based upon:
a) volunteering answers to my questions (and/or being called upon by me to answer my questions);
b) asking questions of me which indicate awareness of and interest in the topic under lecture/discussion and/or which challenge my and other students' thinking;
c) participating in discussions of lecture material, end-of-chapter questions, ad/commercial evaluation exercises, and audio-visual materials;
d) relating your own relevant personal experiences, examples, and insights regarding the discussion topic;
e) participating in in-class group creative assignments;
f) being able to spot an occasional "red flag," i.e., a statement or conclusion presented by me which contradicts the assigned reading;
g) participating as an audience member during debates (if held); and
h) attendance.

In addition to soliciting your voluntary participation, I will frequently "cold call" on quiet students. Please keep in mind there is a difference between not being prepared to respond and simply wishing to be less verbal. Students who show a pattern of not being prepared will be downgraded.

After each class period I will grade you on a one-to-six scale for your daily participation: 1=100, 2=90, 3=80, 4=70, 5=60, 6=50. Criteria I will consider in evaluating your classroom performance include: preparation (content mastery), oral communication skills, interaction (constructive criticism and building on and reacting to others' ideas), creativity (generation of insights and applications), and attitude (enthusiasm and interest). And always remember: It's okay to be wrong when you participate, but it's not okay to not participate. I value your efforts more highly than the "correctness" of your thoughts.

Although I recognize that some students are naturally shy and/or reluctant to speak out in a classroom situation, it is important that quiet students overcome these characteristics and learn to actively participate in class, since oral communication and ability and willingness to participate in discussions and to respond extemporaneously to questions are vital in the business world as well as in life. Thus, shyness and/or reluctance to speak out will not be accepted as excuses for poor oral classroom participation. If you are quiet and have trouble speaking up in class, see me. We can develop some ways for you to participate (e.g., for a given chapter, turn in written answers for the end-of-chapter questions, questions accompanying boxed exhibits, or questions to a case, or turn in a list of definitions of key terms).

Since the success of the course depends in part upon active participation by class members, you must be regularly present to participate in the classroom discussions. Attending classes reflects your personal commitment to learning and your willingness to participate in and contribute to your own and your classmates' development of good advertising and marketing skills. Therefore, attendance will be regularly taken and will be factored into your classroom participation grade. Two unexcused missed classes are considered acceptable, but each additional unexcused absence will lower your final class participation grade by two points. A medically-excused absence, in writing, does not count as a missed class. You may miss a limited number of classes due to varsity sports obligations. However, work-related absences (e.g., business trips, working extra hours, etc.) do count as missed classes unless your supervisor provides me with a compelling written reason. If you miss a class, you are responsible to get important announcements, handouts, notes (find an attentive and generous classmate who will allow you to copy notes-mine are undecipherable), etc.

SUPPLEMENTAL READING

The following is a list of recommended scholarly journals and trade periodicals that most closely follow current research and events in the advertising world. They might be of help in getting ideas for your written work or prove to be useful reference sources later in your career.

Some useful Web sites include:
AAAAgencysearch.com - Sponsored by the American Association of Advertising Agencies (AAAA), it has a database that allows member agencies to present objective data about themselves to prospective clients and search consultants. It also serves as a portal to member agency Web sites.
AAAAdvertisingJobs.com - Run by AAAA, it is a career opportunity Web site and has links to internship programs. A good place to check out if you're seriously considering an advertising career.
AEF.com - Maintained by the Advertising Educational Foundation (AEF), this site offers information, discussion, and an honest look at the industry's tougher issues. The site's ten channels allow users to quickly zero in on a topic. The job fair channel has an overview of ad agency structure, tips on interviewing, and portfolio guidelines-again, good stuff to check if you are considering an advertising career.
www.AgencyPreview.com - A comprehensive directory of ad agency creative work and full agency credentials provided by Advertising Age and adforum.com.
www.webcom.com/lewtose/home/html - information on advertising law.
Archives of current and historical print advertisements can be found at:
www.adforum.com - a Web portal for the advertising, marketing, and communications industries
www.adflip.com
www.adcritric.com
http://scriptorium.lib.duke.edu/adaccess
www.adbuzz.com - maintained by the The Copy Workshop in Chicago, it features some useful and interesting advertising links.
www.advertisingprinciples.com - A resource for advertising professors and their students created by Professor J. Scott Armstrong of Wharton.

FINAL NOTES

1. Student feedback is essential for course improvement. I encourage continuous teaching evaluation. At any time during the semester you may, orally, verbally (e.g., written note or e-mail message) or in anonymous form (e.g., via campus mail, Box D-55, or slip in plastic box on my office door) present to me an evaluation of my performance. This evaluation could include the following headings: 1) Things that I like; 2) Criticisms; and 3) Suggestions.

2. Above all, this course is intended to give you a basis for understanding advertising, but let's have some fun learning it! Please come to class prepared to discuss the topics and to share your experiences, observations, and knowledge. Advertising surrounds you, so be thinking about advertising as you read newspapers and magazines, watch TV commercials and listen to radio commercials, observe billboards, surf on the Web, etc.

COURSE SCHEDULE AND ASSIGNMENTS

This course will take a broad look at advertising, examining it primarily as a business management activity and secondarily as an institution within society. Primary emphasis is on consumer advertising (vs. business-to-business advertising).

The topics progress from the general to the specific and are arranged according to the order in which the advertising campaign planning process usually takes place. Therefore, the course begins with an introduction to and overview of the field and functions of advertising. Next, the various advertising organizations in which advertising is planned and created are examined. The course then proceeds with the strategic advertising planning process, beginning with research on the advertising situation. Based on this, there follows a determination of advertising objectives, which, in turn, leads to specification of the advertising appropriation and budgets. Next are described creative strategies and creative execution techniques, which are founded on knowledge of the situation analysis, advertising objectives, and advertising appropriation. Following this, evaluation of the creative work is discussed. Then, media planning and scheduling strategies and techniques are studied. Subsequently, the creative and media dimensions of Internet advertising are analyzed. The course concludes by treating advertising from a societal point of view, including both its economic and social effects (ethical and societal issues) and its social control (regulation and legal issues).

Any changes in the following schedule will be announced in class. Current supplemental materials might be issued, as they become available, for optional reading.

INTRODUCTION AND OVERVIEW OF ADVERTISING AND ITS ENVIRONMENT

Jan. 21 Introduction to the Course: Course Structure and Assignments
Course syllabus, assignments, and handouts

Jan. 26, 28 The Role of Advertising in Organizations and The History of Advertising
Read: O'Guinn Chapter 1, pp. 4-33; 37-41; Chapter 3
Read and be prepared to discuss O'Guinn Chapter 1 discussion questions # 6, 7 (henceforth abbreviated RABPTD Ch. 1 #6, 7)

Feb. 2, 4 Organization for Advertising: The Advertising Agency and the Client
Read: O'Guinn Chapter 2
Read: Ogilvy Chapters 1, 3, 4, 5, 6
RABPTD: Ch. 2 # 4, 5, 6, 7
Due: Campaign teams tentatively formed - 2/4
Due: Individualized Grading Plan: Choose Your Weights - 2/4
for Course Requirements and Choose Nonstandard Contract Grading Options (optional)

PLANNING THE ADVERTISING STRATEGY

Feb. 4 The Marketing and Advertising Planning Process, Advertising
Feb. 9, 11 Campaigns, and the Advertising Spiral
Read: O'Guinn Chapter 6, Chapter 8 pp. 276-283; 290-297
Read: Ogilvy Chapters 14, 16
RABPTD: Ch. 6 # 3, 6
RABPTD: Class case discussions: "Great Wheat Can't be
Beat," "The Competitive and Combative Toilet Tissue Campaign" - 2/11
Due: Group #1 - Written Assignment - 2/9

Feb. 16 Strategic Marketing Research
Read: O'Guinn Chapter 7
Read: Ogilvy Chapter 15
Due: Debate Proposals (optional)

Feb. 18 Marketing Objectives and Advertising Message Objectives
Read: O'Guinn Chapter 8 pp. 283-285
RABPTD: Ch. 8, #5, 7
Due: Proposals for Campaign Project

Feb. 23 Budgeting for Advertising
Read: O'Guinn Chapter 8 pp.285-290
Due: Group #2 Written Assignment

Feb. 25 Examination #1: Covers all material through and including Feb. 18: Marketing Objectives and
Advertising Message Objectives

PREPARING THE CREATIVE STRATEGY

March 1 Review Exam # 1

March 1, 3 Creative Strategy
Read: O'Guinn Chapter 5, Chapter 10, Chapter 11, Chapter 12 pp. 404-408, 428, 430-432; Post Chapter 13 pp. 476-479
Read: Ogilvy Chapter 2
RABPTD: "Exercise 42: Rational and Emotional Motives" In-
Class Exercises questions 1, 2, 3 - 3/3
Due: Group #3 Written Assignment - 3/1
Due: interim term paper peer evaluations - 3/3

March 15, 17 Creative Execution: Print Media Copy
March 22 Read: O'Guinn Chapter 12 pp. 408-416, 429-430; Chapter 13 pp. 436-442
RABPTD: Ch. 13 #1
Read: Ogilvy, Chapter 7

March 24 Creative Execution: Print Media Layout and Design
March 29 Read: O'Guinn Chapter 13 pp. 442-454
RABPTD: "Exercise 46 Subliminal Advertising" In-Class
Exercises questions - 3/29
RABPTD: "Exercise 49: Gestalt Psychology Principles of
Perceptual Organization" In-Class Exercises 1 and 3 - 3/29
Due: Progress Report for Ad Campaign Project - 3/29

April 5 Creative Execution: Electronic Media - Television
Read: O'Guinn Chapter 12 pp. 416-417, 424-427; Chapter 13 pp. 454-473
RABPTD: Ch. 13 #8
Read: Ogilvy Ch. 8

April 7 Examination #2: Covers material from Feb. 23
Budgeting For Advertising, through March 29: Print
Media Layout and Art

April 14 Review Exam #2

April 14 Creative Execution: Electronic Media - Radio
Read: O'Guinn Chapter 12 pp.417-424
Due: Group #4 Written Assignment

Not Assigned Fall 2002 Evaluating Advertising Effectiveness: Copy Testing

PLACING THE MESSAGE IN THE MEDIA

April 19 Media Strategy and Planning, and Buying
Read: O'Guinn Chapter 14
RABPTD: Ch.14 # 2
Due: Group #5 Written Assignment

April 21 Media Tactics: Newspapers and Magazines
Read: O'Guinn Chapter 15 pp. 522-541
Media Tactics: Television and Radio
Read: O'Guinn Chapter 15 pp.541-555
RABPTD: Ch. 15 # 3, 6, 8
Media Tactics: Outdoor, Transit and Miscellaneous Support Media
Read: O'Guinn Chapter 17
Due: Media Data Analysis Practice Problems (to be assigned)
Due: Group #6 Written Assignment

April 26 Guest Speaker: Anne Keenan, Account Coordinator, Nationwide Advertising Service, Boston

April 28 Media Tactics: Direct Media
Read: O'Guinn Chapter 19
RABPTD: Ch. 19 # 7
Read: Ogilvy Ch. 12
Due: Media Data Analysis Practice Problems (to be assigned)

May 3 Creative and Media Strategies for the Internet
Read: O'Guinn Chapter 16
RABPTD: Ch. 16 #7
Due: Group #7 Written Assignment
Due: Media Data Analysis Practice Problems (to be assigned)

MISCELLANEOUS ADVERTISING ISSUES AND ADVERTISING'S MACRO ENVIRONMENT

May 5 Advertising's Role in Society: Economic, Social, Ethical, and Legal Issues
Read: O'Guinn Chapter 1, pp. 33-37; Chapter 4
Read: Ogilvy Chapter 19
Read: "Advertising: Looking Glass or Molder of the Masses?"
RABPTD: Ch. 4 # 1, 2
Due: Group #8 Written Assignment
Due: Peer Evaluation sheets for term paper projects
May 7, 10:30 am Due: Term Paper Project

Final Exam Week Examination #3: Primarily (about two-thirds) covers material from April 5: Creative Execution - TV through and including May 5 Economic, Social, Ethical and Legal Issues, and secondarily (about one-third) covers material from first two exams.

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