COURSE NUMBER: UGBA 165-1

COURSE TITLE: Integrated Marketing Communication (Formerly Advertising

Management)

UNITS OF CREDIT: 3.0

INSTRUCTOR: Kehret-Ward, Trudy

E-MAIL ADDRESS: kehret-w@haas.berkeley.edu

CLASS WEB PAGE LOCATION (HTTP URL): Catalyst

MEETING DAY(S)/TIME: M,W 11-12:30

PREREQUISITE(S): NONE

CLASS FORMAT:

This is a lecture and discussion class. Many examples of print and TV ads,

as well as other forms of marketing communication, are shown in class, and

class sessions center on the discussion and analysis of the ways in which

specific ads succeed and fail. Lecture outlines are available in a Course

Reader, making it easy to take notes.

REQUIRED READINGS:

No textbook. Readings are in the Course Reader.

BASIS FOR FINAL GRADE:

There are two midterms and a final, and an optional team project.

Student comment on exams:

"Exams were long but fair. Instructor is very fair and diligent in

correcting exams herself."

Team project:

The team project is optional; if you elect to do the team project, it will

count 40%. The project involves students in a campus marketing internship

organized by EdVenture Partners, a Bay-Area-headquartered peer marketing

organization.  EdVenture Partners matches students enrolled in college

marketing classes with business and government organizations that want to

reach the college market.  Students organize themselves as marketing

communication consultancies, do relevant developmental research, and produce

a marketing communication plan to be presented to their business or

government client.  They are then provided with funds to implement their

plan on campus.

THIS PROJECT PROVIDES STUDENTS WITH A RARE OPPORTUNITY TO

TAKE RESPONSIBILITY FOR BUDGETING AND IMPLEMENTATION; IN OTHER WORDS, IT GOES BEYOND THE USUAL CASE ANALYSIS, WHICH RECOMMENDS, BUT DOES NOT IMPLEMENT, SOLUTIONS.  IT IS A GREAT RESUME BUILDER, BUT IS ALSO VERY TIME-CONSUMING, REQUIRING REGULAR ATENDANCE AT WEEKLY OUT-OF-CLASS MEETINGS.

ABSTRACT OF COURSE'S CONTENT AND OBJECTIVES:

This course has a serious strategic objective--to illuminate the role of

advertising and other forms of marketing communication in brand development

and management. And it is informed by theories of human memory and

cognition.  That does not, however, mean that the goal of the course is to

take the fun out of advertising and other communication instruments whose

intent is clearly to beguile. The marketing instruments which are the focus

of the course—advertising and other promotional tools—are inherently

fascinating and, more often than not, entertaining.  We will look at many

examples of advertising and marketing communication, with a view to learning

from examples both good and bad.  Student interests can be accommodated, and

student-generated questions such as the following have led to illuminating

discussions:

> American advertising is known the world over for its reliance on humor. Do

ads that amuse also persuade?

> Over the past decade or so the tone of marketing communications has become

less informational and more seductive and emotional. Why are marketers

talking to me as though they wanted to me to date their brands?

> What’s up with those graphics layouts in magazines that seem nicely

designed to confuse articles with advertising?

> Will direct marketers ever grow up?  When I was sorting my mail the other

day I came across an envelope on the front of which was written, in large

letters, “In Germany, men only change their underwear once every seven

days.”  Why did they think I would want to know that?

MODIFICATIONS TO COURSE FROM ITS MOST RECENT OFFERING

This course has evolved from one with an exclusive focus on advertising to

include other forms of marketing communication.  Over the past decade,

advertising courses, advertising textbooks, and advertising agencies

themselves have enlarged their view of communication to recognize managers'

desire for a high degree of integration across all their advertising and

promotional efforts.  This course recognizes that enlarged view, including

public relations, event sponsorship, and various forms of non-traditional

advertising.  Advertising remains, however, the core of the course.  It is

in the context of advertising that we have gone farthest in learning how to

apply basic knowledge about persuasion and consumer behavior.  It is also

the case that advertising agencies themselves have helped to maintain the

centrality of advertising in marketing communication by acquiring public

relations, event planning, and interactive companies, and, increasingly, by

offering general marketing consulting services.

BIOGRAPHICAL SKETCH:

Trudy Kehret-Ward has taught as the Haas School since 1983, and is a

recipient of the Cheit Outstanding Teaching Award. She received two Ph.D.

degrees, in marketing and in applied linguistics, and is recognized as

a pioneer in applying semiotics to advertising and consumer behavior. She

has published in both business and applied psychology journals, and has been

sought out for her linguistic expertise in deceptive advertising cases.

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