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Sports Marketing Syllabus.doc
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Sports Marketing Syllabus.doc


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  • 1. Sports Marketing Mrkt-354 Instructor: Dr. Scott Anderson Office: School of Business; 712-749-2411 Course Description: The course is designed to introduce students to the world of sports marketing, including event marketing and management, strategic planning, hospitality and protocol, negotiations and contracts, celebrity sponsorships, and media choices. The text will act as a guide for completing a strategic market analysis for a major sport or event of interest to each three-person team. Course Objectives: At the conclusion of this course, the student should be able to: 1. Demonstrate an understanding of the sports marketing mix (product, price, promotion, and distribution). 2. Articulate the components of the strategic sports marketing process (planning, implementing, controlling, SWOT, and STP (segmenting, targeting, and positioning). 3. Develop an understanding of the sport stakeholders and their many diverse interests. 4. Explain why sports marketing, like competitive sport, is based on contingency strategies. Course Requirements: Attendance/Participation Attendance is required. If a student is to be absent from class, the student must notify the professor prior to class. Students may use email or call ext. 2411 anytime to leave a message for the professor. More than three unexcused absences will negatively affect the final grade. Absences due to illness will be excused with an email note from the school nurse. Participation is essential and will contribute to your final grade. Exams Three exams will cover the topics found in the text as well as those presented by the professor and fellow students. Homeworks The homework assignments are designed to help you complete your major project. Throughout the semester you will hand in and present various portions of your project based on the research you’ve conducted. You may use all available sources to gather information for each section of your analysis; however, you must document all of your sources. Resources may include ESPN, FOX Sports Net, Sports Business Journal, Sports Illustrated, Sports Market Place Directory, Sport Marketing Quarterly, or any related source. Chapter Presentations Three-person teams will present a chapter from a supplemental sports marketing textbook. These textbooks will be chosen during the first week of the course and presented early in the semester. Each team will complete a PowerPoint presentation and a handout for the class regarding the covered material. The following chapters are being used for spring, 2005.
  • 2. 1. Brooks, Sports Marketing: Competitive Business Strategies for Sports; 1994, Prentice- Hall, New Jersey. Chaper 13 Analyzing Competitive Forces. 2. Covell, Walker, Siciliano, and Hess, Managing Sports Organizations: Responsibility for Performance; 2003, Thompson Learning, Canada. Chapter 3 IT Management and Sports Media. 3. Graham, Goldblatt, and Delpy; The Ultimate Guide to Sport Event Management and Marketing; 1995, Irwin, USA. Chapter 4 Hospitality and Protocol in Sports. 4. Irwin, Sutton, and McCarthy; Sport Promotion and Sales Management; 2002, Human Kinetics, Champaign, IL. Chapter 5 Effective Direct Sales Techniques for Sport Organizations. 5. Leeds and von Allmen; The Economics of Sports; 2002, Addison/Wesley. Chapter 5 The Public Finance of Sports: The Market for Sports Franchises 6. Mullin, Hardy, and Sutton; Sport Marketing, 2nd Ed.; 2000, Human Kinetics, Champaign, IL. Chapter 8 Licensed and Branded Merchandise and Chapter 10 Promotions. 7. Pitts and Stotlar; Fundamentals of Sport Marketing; 2002, Fitness Information Technology, Inc., Morgantown, WV. Chapter 2 Historical Eras in Sport Marketing. 8. Rein, Kotler, and Shields; The Elusive Fan, Reinventing Sports in a Crowed Marketplace; 2006, McGraw-Hill, New York, NY. Chapter 4 Reinventing the Sports Brand 9. Schaaf; Sports Marketing: It’s Not Just a Game Anymore; 1995, Prometheus Books, Amherst, NY. Chapter 9 Sporting Goods and Lifestyle Marketing. 10. Schlossberg; Sports Marketing; 1996, Blackwell Publishers, Cambridge MA. Chapter 6 Auto and Other Racing. Major Project – Market Analysis A significant portion of the students’ final grade will be based on the development of a market analysis for a specific sport or sporting event. The textbook may be used as a guide for completing the project. You will be required to hand in and present various sections of your major paper as homework assignments during the semester. The instructor will provide guidelines, and the students are expected to spend considerable time and effort locating, documenting, and presenting the results of their findings. Guidelines – You may tackle an entire sport at the professional or collegiate level or you may look at a single major sporting event. The goal of the major project is to make you an expert in your chosen sport or event. The initial priority for the project is to develop your table of contents which will guide you in completing the major components of your plan. The components of a typical sport market analysis could include: 1. Executive Summary 5. The Industry/Sport 2. Table of Contents 6. The Product/Team(s) 3. Background/history of the 7. The Competition (and SWOT) sport/event 8. Image Assessment 4. The Market/Consumers
  • 3. 9. Promotion, Pricing, and c. Ticket sales Distribution 10. Hospitality/Customer Relationship a. Advertising & PR Management b. Sponsorship sales Please be aware that plagiarism is not acceptable. Document all sources and develop your own market analysis. See the course calendar for due dates. Grading Procedure: Final grades will be based upon the following schedule: Exams (3 X 100 pts) 300 Homework (4 X 50 pts) 200 Major Project 100 Chapter Presentation 100 Group Participation 50 Attendance 50 In-class Participation 50 Total 850 points possible Grading, based on percentage of total points, will be as follows: A (H) 90%+ B (P) 80%+ C (P) 70%+ D (NC) 60%+ F (NC) Below 60% NOTE: Cheating of any type will not be tolerated and will result in an automatic F for the course. Please notify me immediately if you have any type of disability that might impair your learning and we will make any possible accommodation. I reserve the right to change the syllabus or schedule during the semester. It is your responsibility to be in class and to be aware of any changes. Buena Vista University, Harold Walter Siebens School of Business Statement on Expectations Concerning Academic Rigor Academic rigor means the consistent expectation of excellence and the aspiration to significant achievement. It is specifically because we care so much for our students and their future that we require them to meet the highest expectations of academic achievement and growth. Our graduates will encounter increasing career competition from all corners of the world. As faculty it is our job to provide students with academic and other developmental challenges, along with sufficient support, to create an environment in which students internalize and embrace these expectations. Students need to take advantage of these opportunities. Doing so will enable our graduates to thrive in a global marketplace and lead meaningful lives.
  • 4. Academic rigor pertains to standards of excellence to which we hold both faculty and students. Faculty Faculty who employ academic rigor serve as role models for students, inspiring them to strive for and value excellence, achievement, and growth, by: • Designing curricula that are modern, internally consistent, and focused on preparing graduates for success. • Establishing high standards and expectations, communicating them effectively, and demonstrating them through challenging coursework and well-prepared and well-executed classes. • Fully involving students in the learning experience by encouraging thoughtful discussion, collaboration, and active learning, as appropriate. • Providing opportunities for student-faculty interaction in and out of class and encouraging students to take advantage of these occasions. • Employing strategies that acknowledge diverse methods of learning and that expand student capabilities across various learning styles, while maintaining consistently high expectations for achievement. • Making it clear that successful full-time study requires full-time work, and designing substantive and appropriate learning experiences that require that level of effort. Students An academically rigorous education requires an attitude and lifestyle conducive to achieving excellence. Students fully realize the benefits of academic rigor by: • Accepting complete and ongoing responsibility for learning and for grades earned. • Coming to every class sufficiently prepared to participate and learn, approaching assignments with the goal of learning the material, and using technology in a manner consistent with achieving the course learning objectives. • Conducting themselves honorably and treating professors, classmates, and the classroom environment with complete respect. • Taking advantage of all opportunities to learn, including interaction with faculty both in and out of class. • Maintaining an open mind and willingness to master new learning styles when encountering diverse teaching and learning methodologies.
  • 5. • Approaching each class in a professional manner, treating full-time study as the equivalent of full-time employment, and determining exactly what is expected and required in each class...then doing it. ACCOMMODATIONS: According to ADA Law, Buena Vista University provides reasonable appropriate accommodations through an organized process. Students are responsible to advocate for themselves and to provide adequate documentation. Students requesting accommodations must follow this process. Contact Donna Musel, Director of the Center for Academic Excellence (CAE) and go to to download appropriate forms.