| INSTRUCTOR: Dr. Felipe Korzenny
OFFICE: 3127 University Center, Building C
PHONE: (850) 644-8766 or Mobile (650) 274 3700
OFFICE HOURS: Mondays and Tuesdays 2:00 pm to 3:30 pm and 6:30 pm to 7:30 pm. Please call before coming to the office to make sure I am there. Also office hours can be scheduled by appointment.
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| CLASS MEETINGS: Tuesdays: 4:00 pm – 6:30 pm, Room 3116 University Center Building C |
| FORMAT: The course is designed for active participation. Most weeks there will be assignments due where individuals or groups will make presentations to the class. Thus, a combination of lectures, discussions, interaction, and presentation of assignments to the class will be common during most class sessions. The "Library" on Blackboard will be used to make many class materials available. Students interested in hosting "discussion boards" on Blackboard are encouraged to do so. Blackboard will be a frequently used resource for this class. Leaders and participants in discussion boards that show substantive work and involvement may qualify for extra credit. ASSUMED PREREQUISITES:
Since this is a capstone seminar, it will assume that students will be able to conduct statistical analysis using SPSS and have enough knowledge to select statistical tests to test hypotheses. These skills should have been acquired in required IMC sequence courses. EXTRA CREDIT: There is another way in which students can earn up to 4 points of extra credit for this course. For each article or paper that a student publishes, by prior approval of the instructor, in a “relevant” website, magazine, journal, or newspaper, s/he can earn up to 2 extra points at the discretion of the instructor. The publication must take place before exams week at the end of the semester. Articles or brief research reports can be based on class assignments, points of view on different issues affecting the Hispanic, Asian, African American, and other cultural markets in the US. ASSIGNMENTS: It is very important that all assignments go beyond the readings and include up-to-date demographics and other statistics. Assignments are designed for students to explore a topic in further depth than the reading materials. Students must add their thinking and further research to each assignment and not simply summarize the readings. Assignments that simply summarize assigned readings will receive little or no credit. Student presentation and papers are to be submitted via e-mail only and at least 2 hours before class time the day they are due. See details below. |
| TEXTS and readings Required books for this course: Communicating with the Multicultural Consumer by Barbara Mueller and published by Peter Lang in 2008. This is an eloquent compendium on issues and considerations in marketing to the different cultural groups in our society. The students should note, however, that demographics, statistics, and other data change rapidly and that they are responsible for looking at newest releases in www.census.gov, the Selig Center at the University of Georgia, and other public sources. The New Mainstream: How the Multicultural Consumer is Transforming American Business by Guy Garcia, published by Rayo in 2004. This is an excellent thought piece on where the United States is at a time when those who were minorities are becoming the majority, and the business implications of these changes. Shopping for Identity: The Marketing of Ethnicity by Marilyn Halter, published by Schoken in 2000, is an excellent treaty on how consumer identity is at the core of why cultural marketing can be effective. Recommended readings: Monkey Hunting by Cristina Garcia, Ballantine Books, 2004 What’s Black About It by Pepper Miller and Herb Kemp, Paramount Market Publishing, 2006 The Bonesetter’s Daughter by Amy Tan, Ballantine Books, 2001 The Hispanic Condition: The Power of a People by Ilan Stavans, Harper Perennial, 2001 Blackboard library Additional resources for this course will be placed in the Blackboard library (http://campus.fsu.edu). Active links When active links are placed under the topics or assignments for this seminar, the students must explore them as they will be considered part of the assigned reading requirements. One very important source of statistical/demographic information for this course is the data found at www.census.gov . Students should familiarize themselves with this site and its resources. |
| OBJECTIVES: At the end of the semester the student will be able to: - Conceptualize multicultural marketing communication as a field of research and application
- Answer multicultural marketing communication questions that marketers encounter in their current work
- Identify and describe the components of what is known as Multicultural America
- Conceptualize a multicultural marketing communication (MMC) research project
- Formulate MMC research questions and hypotheses
- Operationalize a MMC research project
- Assemble a quantitative MMC research questionnaire
- Collect online data to answer specific MMC research questions
- Analyze the data to answer research questions and/or test hypotheses
- Produce an original quantitative MMC research report
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| COURSE SCHEDULE, TOPICS, AND ASSIGNMENTS |
| Week 1, January 6 Introduction to the course - The puzzle of multicultural marketing
- Course organization
- Syllabus description
| Assignment 1: Five groups of students will be formed in class to prepare an informative “point of view” presentation on one of the following segments of the US “multicultural” landscape: - Hispanics/Latinos in the US (due January 20)
- African Americans (due January 27)
- Asian Americans (due February 3)
- Gay Americans/or other segment (due February 10)
- Baby Boomers/or other segment (due February 17)
It is important to notice that these are opportunities to add value to class readings but not to summarize them. Students are expected to provide an informed perspective on each market segment, particularly as it relates to marketing to “multicultural America.” Each presentation must address, as a minimum: - Currently available statistics and information about the selected group/culture - What are segments within this group/culture? What are the implications of these segments for marketing? - What are taste and preferences, insights that drive and characterize many members of this group/culture? - What has been recently/typically done to market to this group/culture? - What are interesting marketing communication questions that have not been addressed in targeting this group/culture? Each presentation, including questions and answers should not last more than 60 - 80 minutes. Read: Multicultural Marketing and the Reasons Why (Blackboard Library) by January 13 THINK OF ISSUES IN MULTICULTURAL MARKETING YOU WOULD LIKE TO STUDY AND BRING THESE TO CLASS ON JANUARY 13 Finish reading Mueller’s book by February 24 |
| Week 2, January 13 - Discussion of issues in Multicultural Marketing Communication - Growth of the Multicultural Marketplace - The Role of Culture - Discuss interest in various approaches to research themes/issues of interest - Creation of scenarios for potential research projects | Assignment 2: Four or five groups of students will generate research questions and/or hypotheses about Multicultural Marketing Communication. These are the questions/hypotheses the student would like to have answered or tested by the end of the semester with empirical data. This assignment requires that students look at available literature to attempt to justify choices, but should not be constrained by available literature. This will be in the form of a PowerPoint presentation including research questions/hypotheses, and literature consulted. Read the Multicultural Marketing Equation reports at http://hmc.comm.fsu.edu Due January 20 |
| Week 3, January 20 - Marketing to Hispanics/Latinos - Defining the research topic for the class project - Exploration of hypotheses and/or research questions | Assignment 3: Four or five groups of students will generate operationalizations (questions/questionnaire items) to test the theory/hypotheses generated, and/or research questions. These will be delivered in the form of a short PP presentation to the instructor and to the class for discussion and debate. These are the actual questions or items that will be used to measure what we will be measuring. Due January 27 |
| Week 4, January 27 - Marketing to African Americans - Generation of a theoretical framework and approach for the research project - Discussion of first list of operationalizations/questions/items | Assignment 4: Four or five groups of students will generate a list of ideas on how to reach the target audiences online or offline so they can complete a web-based questionnaire. These will be short PP presentations that will provide specific ideas on how to obtain cooperation for the completion of the survey questionnaire online. Due February 3 |
| Week 5, February 3 - Marketing to Asians - Debate of data collection approaches and agreement on procedures - Discussion of the first version of the questionnaire
| Assignment 5: Each student will read the book and write a critical perspective on Marilyn Halter’s book “Shopping for Identity.” Each paper should be 3 pages in length. Please address how the ideas in this book can help or hurt multicultural marketing efforts. The book will be discussed in class based on students’ papers. Due March 17 |
| Week 6, February 10 - Marketing to Gays/Other segment - Continued debated on data collection approaches - Discussion and finalizing survey instrument | Assignment 6: Each student will program the instrument in Qualtrix or other indicated tool. The best program version ( or combination) will be the one posted for data collection. Due February 24 |
| Week 7, February 17 - Marketing to Baby Boomers/Other segment - How to program Qualtrix/or other survey generating tool | Assignment 7: Four or five groups of students will plan the online strategy to entice respondents to answer the survey instrument. Each group will report to the class by showing how they plan to implement their approach on different websites or other venues. Due March 3 |
| Week 8 and 9, February 24 and March 3 - Review of the Qualtrix (or other tool) version of the survey instrument – Pilot test by class members - Work on data collection issues | Assignment 8: Each student will read and write a critical perspective on Guy Garcia’s book “The New Mainstream.” Please address ow the ideas in this book can help of hurt multicultural marketing efforts. Each paper should be 3 pages in length. The book will be discussed in class based on students’ papers. Due April 21 |
| No class on March 10 due to Spring Break | Assignment 9: Final Assignment – Each student will prepare a paper based on survey/research data collected to test his/her hypotheses or answer his/her questions. The paper will be a research article consisting of: - Introduction (1 – 2 pages) - Literature review (2 – 4 pages) - Methods (2 – 4 pages) - Results (2 -6 pages) - Discussion and recommendations (1 – 3 pages) The paper should follow a consistent style, be it APA, MLA, or other accepted academic standard. The main chore of the student is come up with an original research report with “fresh” data to show whether a particular set of hypotheses or expectations can be supported by the data or not. Clearly, it is of the highest importance that students clearly articulate the usefulness of their research and their findings for multicultural marketing. Students are expected to use SPSS for data analysis if the analytic approach calls for it. Since students taking this course will have taken a data analysis course they are expected to be conversant with SPSS and data analysis. Due on Friday April 24 |
| Weeks 10, 11, 12, 13 and 14, March 17, 24, 31 and April 7 and 14 - Class seminar on final paper. Each student will present the data and issues s/he working on and the rest of the class will provide feedback and orientation. Week 10, March 17 - Discussion of “Shopping for Identity” Week 15, April 21 - Discussion of “The New Mainstream” |
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