Services Marketing Syllabus: 12 Classes For 2 Credits

Services Marketing Syllabus
Professor: Yonggui Wang Office Hours: Wednesday and

Thursday 9:00 - 3:00
Classroom: K514 and N-? Office: N-823
Telephone: 010-64493509 Assistant:
Email: [email protected] Telephone:
12 classes for 2 credits
Please do not use computers during class!

Please do use your name cards.
Learning is the best of all wealth; it is easy to carry, thieves cannot steal it, and
tyrants cannot seize it; neither fire nor water can destroy it; and far from
decreasing, it increases by giving.
Course Objective
The objective of this course is to supplement basic marketing and marketing strategy
courses by focusing on problems and strategies specific to marketing of services.
Problems commonly encountered in marketing services -- such as inability to
inventory, difficulty in synchronizing demand and supply, difficulty in controlling
quality -- will be addressed. Strategies used by successful services marketers to
overcome these difficulties will be discussed.
The emphasis in the course will be on service universals rather than on any
particular industry (such as bank marketing). However, concepts will be illustrated
using cases, examples, and exercises in service industries such as banking, health
care, financial planning, consulting, the professions, and communication as well as
manufacturing and high tech industries (both of which depend heavily on services to
provide value).
The course is designed not just for students with careers in services industries but
also careers in goods industries with high service components (e.g., industrial
products, high tech products, durable products).
Course Philosophy
Marketing is a set of skills, concepts, knowledge, analytical techniques and
approaches that --when applied appropriately -- can greatly improve the
effectiveness with which business is conducted. This course is designed to
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allow you to further develop these skills, techniques, and approaches and to
seek appropriate solutions based on reasoning and analysis. It is critical to
understand that at this stage of knowledge, marketing is not a science! If it were, there
would be no service failures, dissatisfied customers, or ineffective advertising
Textbook & References

Textbook
Valarie A. Zeithaml and Mary Jo Bitner et al, Service Marketing, the fourth edition,
McGraw-Hill, 2006 OR THE LATEST VERSION
The textbook provides you with frameworks that are essential to understanding the
subject. I've assigned chapters and some readings for each topic that will help you
prepare for the cases and learn the material. I have limited duplication between
material in class and the material in the book, so you must read the book as well as
come to class to learn the subjects.
References
Journal of service research,
Journal of Service marketing;
Journal of Service Management;
Managing Service Quality, et al
When readings are assigned, these must be integrated into your discussion of the
cases and into the written assignments. Please read and prepare the cases
completely. Any additional current articles that I distribute in class are easy and
interesting reading as well as brief so they should not be burdensome.
Grading
Team Case Analysis 15%
Blueprinting and Process Improvement 20%
In-class Exercises and Class Participation 15%
Final Exam 50%
Total 100%
Class Participation
Please be fully prepared to discuss reading assignments and cases. Earning a P or H
in the class requires constructive participation in class discussions and exercises.
Thorough preparation for cases, class discussions and exercises is essential for
constructive participation. Please note that choosing a few good comments to interject
into the discussion -- particularly comments about case "facts" -- is not considered
constructive preparation.
The direction and quality of the case discussions are the collective responsibility of
the class, not the professor. In class, it is my job as professor to facilitate discussion
Containing your views and helping you to integrate them at the end of the case.
2
Quizzes
There will be a short quiz that consists of True/False or/and Multiple Choice questions
after each chapter. Students will be assigned some of them in this semester. Through
these quizzes,
• Students could check how well they grasp the business research concepts;
• Lecturer could get the feedback of and thereafter improve her teaching;
• Students could get prepared for their final exam.
The quizzes will be uploaded to the campus TAS. Students should follow the
instructor’s requirement, and download and finish the assigned quizzes on time.
Study Group
Study groups are strongly encouraged to help assimilate information and generate
ideas about how the study questions could be answered. Study questions for each case
are provided.
Please note that these questions were chosen to assure that pivotal topics are covered
in student preparation, and are not designed to lead directly to a case solution
The class is to be divided into study groups. Each group should consist of 4-5 students.
Students are not allowed to change their groups during the semester. Each student
should actively participate in all assigned teamwork.
Grading of the teamwork will be based upon the following factors:
• evidence of wide reading on and around the issue;
• ability to integrate readings and discussion with your own views;
• conceptual understanding demonstrated;
• originality of ideas;
• the overall organization and style;
• in-class presentation (if necessary).
Case Analysis
There are a number of cases in the textbook. During this semester, each study group
will have one opportunity to be assigned one of these cases to analyze. Each group
should get ready for the case analysis before the class, and
1. orally present it in class for 10 minutes;
2. submit a brief written summary (2--3 pages) of the presentation.
Requirement for Paper Work

All submitted paper work should be typed, and in A4, single-spaced, 12 font size. All the
paper work should be submitted by the due date in class. Any late submission will
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automatically lead to 0 mark.
4
Cover sheet for all submitted paper work
UNIVERSITY OF INTERNATIONAL BUSINESS & ECONOMICS

School of School
Department of Marketing
Fall 2016
Services Marketing
Type of work Proposal / Final Report of the Research Project / Case analysis
Title of work
Team Number #
Student Names
Lecturer Yonggui Wang(王永贵)
Date
Marks Obtained (to be filled by the lecturer)
5
Services Marketing Calendar
Date Topic Reading/Assignment Resources
1 Introduction
2 The Gaps Model Choose Group Case Introduction.ppt
Of Service Quality Gaps Model.ppt
3 Customer CASE Perceived

Research Services
Customer Quality.ppt
Segmentation
and Customer
Equity
4 Customer Equity ACSI Customer Equity
and Life time http://www.theacsi.org/ and
Value overview.htm Life timeValue.ppt
5 Service CASE
experience and
Recovery
6 SERIVCE Group Blueprinting Customer Defined

DESIGN Exercise Standards
What are the tangible cues or
indicators of quality from the
Services
customers perspective? What Standards
occurs above the line of
visibility?Are all the steps in the
process necessary?To what
extent is Standardization possible
and advisable throughout the
process? Where are potential fail
points located, and how could
they be designed out or
fixed?What are potential
measures of profess performance
(soft standards and hard
standards)?
7 Physical Group IMC Exercise
Choose a service organization
evidence and investigate as many elements
Employees’ role of its integrated marketing
communications program as you
in service can. The easiest way to do this is
to search the Internet site of a
delivery major service company, most of
whom typically post their
advertising somewhere in the site.
Prepare a 10-minute presentation
showing the firms IMC and
evaluating it based on the criteria
discussed in Chapter 16. To the
best of your knowledge, how does
the company integrate its
branding and advertising with its
interactive marketing?
8 Customer Case
participation and
service pricing
9 Customer Case
relationship
management
10 Case discussion Case
11 Service Case
innovation and
SDL
12 Final
examination
In-class Case Analysis Guidelines

In this class, cases are viewed as vehicles for learning diagnostic skills and for
applying concepts and frameworks introduced in readings and lectures. The course is
designed around a conceptual framework called the Gaps Model and provides a
progressive learning experience. Each case in this course was chosen to reveal or
illustrate key concepts and issues important to this framework.
The learning from a case comes in two ways. The first involves pre-class preparation:
the ability to diagnose case problems and issues, to select and apply appropriate
forms of analysis (e.g., quantitative, logic, experience, conceptual) and to make
decisions about case solutions. There is rarely a single right answer for a case, just as
there is rarely a single right marketing decision in actual practice. Instead, there are a
number of viable alternatives that can be supported through qualitative and
quantitative analysis. It is your job in the class, as you know it is in your careers, to
incorporate your existing knowledge with new information (in this situation, course
materials) to make sound marketing decisions.
Analysis involves more than noting that certain facts pertain to one of the central
points around which the case is being analyzed. The facts must be noted, but then
reasoning must be applied to determine how and in what way these facts affect the
point in the case. Material that cannot be shown to have specific bearing on the
problems should be eliminated.
Finally, information regarding the strategies actually selected by the firms in the cases
should be incorporated with caution. Firms make many strategic mistakes and actual
executed strategies are often inferior to alternative strategies. If we have time at the
end of a case class, and if the information is available, we can talk about what choices
were made and what ensued.
We will use technology to increase the value of what you are learning in the course.
Please feel free to e-mail me questions and comments about topics from class that we
do not have adequate time to discuss in class. I will send you e-mails with information
that I find useful.
7
Team Case Analysis
Each student team of five people will write one eight-page case analysis during the
semester. Please submit the team case analysis by noon the day the case will be
discussed. Please include "Team Case Analysis" and the case your team has
chosen in the subject line of your e-mail and the names of your team members
in the cc line. Team members will all receive the same grade on the case. Before the
second day of class, teams will sign up for cases. Please think about possible teams
and cases so that you can sign up as quickly as possible as a limited number of
groups can do each case.
Case Analysis Format and Criteria for Evaluation Problem Analysis
Problem Analysis
Assessment of organizations services marketing problems.
Summary of critical environmental and situational factors indicating problem.
Identification of other marketing sub-issues or subproblems that stem from services
marketing problems.
Completeness of problem identification.
Alternative Recommendations
Identification of alternative marketing strategies to deal with services marketing
problems
Itemization of pros and cons, advantages and disadvantages of each
Selection of Best Alternative
Support for selection of alternative
Thorough discussion of alternative
Implementation
Process Issues
Logical consistency from start to finish
Thoroughness
Clarity of presentation
Feasibility of recommendations within existing organizational and financial constraints
Analysis of Exhibits
Analysis of exhibits, tables, charts, data to support decisions

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Services Marketing Syllabus

Professor: Yonggui Wang Office Hours: Wednesday and

Please do not use computers during class!

Textbook & References

Requirement for Paper Work

UNIVERSITY OF INTERNATIONAL BUSINESS & ECONOMICS

Lecturer Yonggui Wang(王永贵)

Marks Obtained (to be filled by the lecturer)

3 Customer CASE Perceived

6 SERIVCE Group Blueprinting Customer Defined

In-class Case Analysis Guidelines

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