Peer Review

Segmentation is such a core concept to the Marketing discipline that this activity is applicable to a number of courses, either to reinforce the topic or to review it.  Although the exercise doesn’t completely discuss segmentation, it isn’t designed to, but rather it is a supplemental activity for students.  In this capacity, it provides great support in illustrating a foundational topic and is engaging in a classroom setting.  The accompanying notes further highlight how it can be adapted for multiple learning opportunities, thereby increasing its value to the instructor.

Handbook

Since only the first chapter is free, that is all that is reviewed.  At 21 pages, it is a quick read.  The handbook takes an active learning approach with embedded exercises throughout.  The exercises will stimulate dialogue and are easy to implement.  The introductory chapter does not discuss holistic marketing, value proposition, benefits (and difference among features, advantages, and benefits), and competitive advantage.  These may be discussed in other chapters.  There is no chapter on global marketing, although it may permeate all chapters.  The author suggests the handbook is ideal for Principles of Marketing and a great resource for Consumer Behavior, Promotions, and Marketing Strategy.  From the limited information, I see its application for Principles but not the others.  I do not like that you must purchase the handbook. 

Categories (pulldown menus)

Most of the handbook topics are covered in the pull-down menus that offer exercises.  The exercises are very basic.  Here is a review of “internal marketing environment,” which is 116 words.  It is listed under the marketing environment category.  I assume students are roleplaying members of a company’s marketing department. Some acknowledgment of strategy being research-driven should be included for both (internal and external) and the macro environment.  The micro environment should include company policies, the general public, and government.   Teaching notes are provided (43 words).  The author recommends using the activity in small groups. What constitutes group size?  What are the learning outcomes?  The four discussion questions provided would stimulate dialogue and force integration of other concepts. What should instructors focus upon after the exercise?  What is the takeaway?  Guidance is not provided.  The exercise forces students to understand the importance of internal marketing.  For that, it is useful.  It does not explain how you achieve that. The last question is on SWOT, which reinforces a previously covered topic.     

Case

A series of free cases is provided.  The Wet ‘n Wild case (from 2013).  It is very brief and very limited.  The crux of the case is patrons pay for a day at a theme park and can visit for a season.   The case discussed that during the summer the waterpark was at full capacity and had to turn away paying customers.  It does not discuss how often this occurred or whether customers who were denied entrance did not visit again or renew the following year.  There is no financial information about upselling and cross-selling and comparing the two pricing models.  Customer satisfaction?  The case does broach ethics.     Note: There are cases that are longer, although none that I found would be deemed long.   

This activity is quick, easy to implement (requires little to no preparation), and efficient in demonstrating the concept of segmentation.  Thanks to supportive teaching notes, an instructor would immediately appreciate how to conduct the activity and adapt it should that be warranted.  The site provides a link to expanded definitions of the segmentation variables for student use, and the activity can be used in conjunction with another for maximum benefit (this additional activity is also linked).  Discussion questions are provided, so the entire exercise is self-contained.

The introductory or basic model is free (two more complicated models must be purchased).  The author recommends the simulation for “either junior undergraduate or high school student level, or even as a team building exercise at any university level, or for the corporate training and team-building.”  No learning outcomes are provided.  If used for team building, how are groups constructed?  Are groups provided with guidance on how to function effectively?  It allows up to 10 teams (up to 20 products per team) to play for eight rounds (cannot introduce new teams after period one) and takes about two hours per week or 15 to 60 minutes per round “depending upon the level of the class and the level of analysis and the number of scenarios considered.”  By game’s end, the simulation could include 200 products across 10 teams, which is probably too many.    T

Once downloaded, this activity requires minimal preparation, and can be expanded in various ways.  The student instructions are clear and easily grasped.  While the site itself is not interactive, the activity is.

Previously discussed.