Marketing Strategies for Sustainability

MKTG 474 Professor Wendy Wilhelm Winter 2013 PH 327; 650-4816 TR 10-12 PM in HU108 Wendy.Wilhelm@wwu.edu Website: http://faculty.wwu.edu/bryce Office Hours: TR 12-2 PM or by apt. Course Objectives:

This course will provide students with skills for developing and marketing a sustainable product. It will cover key concepts and tools related to marketing mix decisions such as design-for-environment, pricing based on full cost accounting, greening of the supply chain, and life cycle impact assessment. We will discuss marketing strategy development within the context of a “triple bottom line” approach that places equal emphasis on the objectives of economic stewardship (valuing financial continuity over profit), environmental/ecological stewardship (maintenance and renewal of natural capital), and social stewardship (equitable distribution of resources, human and community well-being). Required Reading Materials:

1. Sustainability Marketing by Frank-Martin Belz and Ken Peattie, Wiley Publishing UK 2. The New Rules of Green Marketing by Jacquelyn Ottman, Berrett-Koehler Publishers, Inc. 3. Okala Design Guide developed by Phillip White, Steve Belletire and Louise St. Pierre, IDSA

Coursework: Ecological Footprint Reduction and Blog: see Appendix 2 Current Events and Blog. Each week you will be responsible for finding a current article or marketing campaign related to the course material and including the campaign and your analysis of it in your blog. Make sure and identify the source of your information. I will call on individuals each week to discuss their article/campaign, and I also encourage each of you to share your findings with the class on a voluntary basis. You will need to post at least one blog a week on current events or your progress toward meeting your EF goals (10 posts total). Group Project. Project options are in Appendix 1; group composition will be decided during the first week of class (limited to 4 members). Please submit a one page outline on one of the topics in Appendix 1 by 1/22 for approval, describing what you propose to do. I expect you to incorporate information from the readings and other coursework into your project whenever possible. Oral presentation of your project will be during the last 2 days of class + the final exam period. Presentations should be 15 minutes in length, including time for audience participation/questions, and should follow the same subtopic sequence as your write-up. The written component of the project is due in class on 3/14; please include a bibliography. All group members will be required to complete an evaluation form that documents each member’s contribution to the project (Appendix 3). There will also be an audience form for evaluating presentations (and taking attendance). Individual Written Assignments (5). There are eight written assignments described throughout the quarter; however, you need only complete five of them. For each assignment, answer the questions posed and be prepared to discuss them in class. I expect you to incorporate information from the readings for the week into your write-up whenever possible. Assignments should be typed, double-spaced, and comply with any stated length restrictions. Please use the 2-sided option when printing; points may be taken off for 1-sided papers! Do NOT just post your assignment to your blog unless otherwise indicated. Points will also be taken off for misspellings or grammatical errors. Each assignment must be turned in during the class period in which it is due. No late assignments will be accepted. Note: several of these assignments require preparation, so make sure and check the course schedule well in advance of class. I expect that you will prepare in advance for class discussion of each assignment, even if you do not plan to turn in the written component of it.

In-Class Activities (ICA). There are several different ICA each week. All are listed in the Course Schedule and assume that the assigned readings and websites have been completed prior to class. Several of the in-class activities require additional preparation, so make sure and check the course schedule well in advance of class. Participation and Attendance. I plan to call on each student at least 3 times to discuss the (1) readings, (2) in-class activities, (3) your news article/campaign (based on your blog entry), (4) your progress toward reducing your personal ecological footprint, and (5) written assignments. I will utilize “sampling w/replacement” which means that you could be called on during two consecutive class periods. Participation at other times is, of course, encouraged! Attendance will also be taken on occasion (when you least expect it!). I encourage each of you to bring in current examples of good (or bad) green marketing, sustainable product introductions or anything else you find interesting and relevant and wish to share with us. Grading (out of 1,000 points) Ecological Footprint Reduction (Blog) 100 Current Events (Blog) 100 Group Project: Oral 150 Group Project: Written 150 Individual Assignments (5 @ 50 points) 250 ICA/Participation/Attendance 250

Course Schedule

Date

Topic

Readings/Web Sites

Assignments and In-class Activities (ICA)

Part 1:

Understanding Sustainability Marketing

1.

1/8 &

1/10

Introduction to

Sustainability and

Green Marketing

Belz, Ch. 1, Marketing in the 21st Century and Ch. 2, Framing Sustainability Marketing

Okala Ecological Design (OED), Introduction. Suggested readings are optional, and are found under each Module on the OED website, http://www.idsa.org/okala-ecodesign-guide

Ottman, Ch. 1, Green is now mainstream. You may want to check her website and blog regularly for updates and current events: http://www.greenmarketing.com

CASE: Check out Patagonia’s Footprint Chronicles: http://www.patagonia.com/us/footprint/index.jsp

Written Assignment #1: Starbucks Case, Ottman, pp. 190-196 + Starbucks’ website: http://www.starbucks.com/responsibility

ICA1a: Belz, Ch. 1, Review Questions and Discussion Question #4, and Ch 2, Review Questions and Discussion Question #2

ICA1b: What reasons does Ottman give for why she believes that “green is now mainstream?” Why is now the time for marketers to act? Do you agree? What obstacles do marketers face?

ICA1c CASE: Explore the sustainability stories featured on Patagonia’s “footprint chronicles.” What does Patagonia want to achieve by providing this information? Is it an effective communication effort? How does this site influence your attitude toward the Patagonia brand?

Written Assignment #1: Read the Starbucks case and peruse their Shared Planet website. Then check a local Starbuck’s for their fair trade offerings, recycled hot cups and other sustainability initiatives mentioned in the case and on their website. (1) Are there marketing communications in-store or on packages that communicate sustainability? (2) Are their fair trade offerings prominently displayed? (3) Consider Starbuck’s current sustainability efforts as described on their website. Are their claims credible? Are they consistent with what you found in-store? (4) Recommend improvements to their marketing strategy (mix). Please limit to 3 pages. NOTE: you need to visit a Starbuck’s or you will receive no credit on this assignment. For fun: what happens if you ask for a latte made with “fair trade” coffee? [Due 1/10]

Start working on your Ecological Footprint Reduction & Blog Assignment: see Appendix 2 [Due Tues., 1/15]

Date

Topic

Readings/Web Sites

Assignments and In-class Activities (ICA)

Part 2

Developing Sustainability Marketing Opportunities

2.

1/15 &

1/17

Principles of Ecology

and Environmental

and Social

Impacts

OED, Modules 4 - 6 (Understanding Toxicity), pp. 9 – 21

Take the quiz: What's Your Climate Profile? http://uw.kqed.org/climatesurvey/index-kqed.php

Belz, Ch. 3, Socio-ecological Problems

Video: Story of Cosmetics: http://www.storyofstuff.org/movies-all/story-of-cosmetics/

Ecological Footprint Reduction & Blog Assignment: see Appendix 2 [Due 1/15]

ICA 2a: Which of the environmental impact categories listed in OED (pp. 15-16) are of greatest concern where we live in the Pacific Northwest? Which impact categories apply directly to you and your local environment, and which of them occur in other parts of the world, yet are the result of your consumption and behavior? What’s your attitude about climate change (quiz findings)? [Due 1/15]

ICA2b: Belz, Ch. 3, Review Questions + Discussion Question #4 [Due 1/15]

ICA2c CASE: Read the Vestas case in Beltz, pp. 66-68. How is this firm following a “sustainability marketing approach” as defined by Beltz? Be ready to discuss discussion question #5. Then check the Puget Sound Energy website – http://pse.com/Pages/default.aspx - is it easy to find the link that tells you how to switch to green electricity? How expensive would it be for you to switch to 100% renewables? What do you think of PSE’s marketing campaign to encourage green power purchasing? [Due 1/15]

In-Class exercise: we will break into groups and you will design or re-design a product to make it more durable AND to make customers want to hold on to it because of its timeless design, functionality or for other reasons. How does your product re(design) reduce environmental impacts?

Written Assignment #2: Select one of your frequently used personal care products (e.g., shampoo, lotion), and read and make a list of the ingredients label. Now research that product on the Environmental Working Group’s online database of chemical safety information (http://www.ewg.org/skindeep/), and check to see if any of the ingredients are on the Toxicity list in the OED. Which of the ingredients turn up on these lists? Pick an ingredient and do more research on it (more than just the website). Will you continue to use this product? Could you eliminate this product from your personal care ritual? If not, could you meet the same need by substituting a service or another non-toxic product for the original? Write up your findings and any actions you plan to take in light of them and post them on your blog. [Due 1/17] [no hard copy required]

Date

Topic

Readings/Web Sites

Assignments and In-class Activities (ICA)

3.

1/22 &

1/24

Buyer Behavior & Segmentation:

The Many Shades of “Green” Consumers

Belz, Ch. 4, Sustainable Consumer Behavior

Ottman, Ch. 2, We are all green consumers

TED Video on Collaborative Consumption: http://www.ted.com/talks/lang/eng/rachel_botsman_the_case_for_collaborative_consumption.html

Project Outline Due 1/22 in class (typed). Be ready to share!

Be ready to share your blog with your classmates and tell us how you are doing with your footprint reduction strategies!

ICA 3a: Belz, Ch. 4, Review Questions + Discussion Question #1 + check out Figure 2.10 in Ottman, p. 39. [Due 1/22]

ICA3b: According to Ottman, why is it so difficult to convince individuals in the U.S. to “go green?” What are the main barriers to green purchasing? What is the demographic profile of each of the NMI segments? Where do you fit? [Due 1/22]

ICA3c CASE: A Sustainable Cigarette? Belz, p. 94. Answer the Discussion Questions. [Due 1/24]

Written Assignment # 3: Watch the TED talk by Rachel Botsman. Choose one of the CC firms Botsman mentions (or find your own) and explore its website. What is the business model employed and what is the product/service? What form of CC does it represent? What kind of behavior change is it promoting? Briefly summarize the pros and cons of CC from a consumer perspective. Do you believe CC can be successful in the U.S.? Who would be the best target? [Due 1/24]

Date

Topic

Readings/Web Sites

Assignments and In-class Activities (ICA)

Part 3:

Developing Sustainability Marketing

Standards and Strategies

4.

1/29 & 1/31

Sustainability

Objectives, Metrics

& Strategies

Belz, Ch. 5, Sustainability Marketing Values and Objectives and Ch. 6, Sustainability Marketing Strategies

Ottman, Ch. 3, The new green marketing paradigm

OED, Module 18, pp. 62-65

Check out the Global Reporting Initiative (GRI) at: http://www.globalreporting.org; Under “Reporting,” click on “Latest Guidelines”

Written Assignment (BOP): 1. Millennium Development Goals (MDG): http://www.un.org/millenniumgoals/ 2. Grameen America website: http://www.grameenamerica.com/

Global Alliance for Clean Cookstoves (formerly Darfur Stoves): http://www.cleancookstoves.org/our-work/

ICA4a: Belz, Chs 5 and 6, Review Questions + Discussion Questions #2 in Ch. 6 [Due 1/29]

ICA4b CASE: Method, Ottman, pp. 48-55. Method has embraced sustainability metrics and 3rd party certification as a means of increasing credibility among stakeholders. Do some research and find out what the following mean: Certified B Corporation, EPA’s DfE label, and Cradle to Cradle (C2C) certification. How well does Method address the “new green marketing paradigm” depicted in Fig. 3.1, p. 46 and her “seven strategies for green marketing” on p. 47? For fun: check out Method’s Facebook page –effective? [Due 1/29]

ICA4c: What is the Global Reporting Initiative? What are the G3 and G.3 Guidelines? What are the G4 Developments? Do you think this is a useful tool for business? [Due 1/31]

Written Assignment #4: Meeting Needs at the Base of the Pyramid (BOP) What are the MDG? Which of the MDG goals do the Grameen services target? the Darfur stove? Thoroughly check out the Grameen site. What is microcredit/microfinancing? How is it different from a regular loan? How does it help the poor/homeless? Now find the Grameen website for Bangladesh, where Grameen first started. What differences do you notice between the services/programs offered in the U.S. versus in Bangladesh? [Due 1/31]

Date Topic Readings/Web Sites Assignments and In-class Activities (ICA)

Part 4: Developing the Sustainability Marketing Mix

5.

2/5 &

2/7

Product Life Cycle and

Design Strategies

Belz, Ch. 7, Customer Solutions

Ottman, Ch. 4, Designing greener products + Nike Considered Design Index: http://www.nikebiz.com/crreport/content/environment/4-1-1-product-design.php?cat=product-design

OED, Modules 9 and 10

Ottman, Ch. 5, Innovate for sustainability

Explore Biomimicry websites: http://biomimicry.net/about/biomimicry/case-examples/ and http://www.asknature.org

Re-evaluate your EF reduction goals and strategies. Can you do more to reduce your footprint? Have you been achieving your initial goals? Develop at least one new goal, post it on your blog, and be ready to share it with classmates. [Due 2/5]

ICA5a: Belz, Ch 7, Review Questions [Due 2/5]

ICA5b: Ottman, Ch. 4. What does the author mean by the “product life cycle?” How is this different from the PLC concept you learned about in your Principles class? What is LCA and why is it a valuable tool for sustainable business? Of the 15 strategies for sustainable product design the author lists on p. 63, which have been incorporated into the design process of the Considered Line from Nike? What kind of synergy or overlap do you see between the Ottman list and the Ecodesign Strategy Wheel on p. 34 of the OED? [Due 2/5]

ICA5c: Ottman, Ch. 5. What is the difference between eco-design and eco-innovation? What are the five strategies for eco-innovation and an example of each? What eco-innovation strategy is Nissan using (p. 99)? Can you think of additional eco-innovation strategies? [Due 2/7]

ICA 5d: What is biomimicry? How is it useful in product design? What are some examples of products inspired by nature? What do you think the potential is for biomimicry-related principles to create breakthrough products? [Due 2/7]

Written Assignment #5: Visit this link: http://www.asknature.org/aof/browse# (hit “Expand All”) and check out the taxonomy and examples. Come up with a new or improved product concept based on your research on different biological forms. Submit a verbal & visual description of the product with an explanation of how you used biological design as a model for your product concept. Be creative and imaginative – you don’t need to worry about the technical specifications here, we are at the “product concept” stage! [Due 2/7]

Date

Topic

Readings/Web Sites

Assignments and In-class Activities (ICA)

6.

2/12 & 2/14

Greening the Value Chain

Life Cycle Impact Analysis (LCA): OED, Modules 14, 15, 16, pp. 42-58

Belz, Ch. 10, Convenience

“A Roadmap for Natural Capitalism,” Lovins, Lovins and Hawken, HBR, June 1999: http://www.natcap.org/images/other/HBR-RMINatCap.pdf

CASE: Check out Wal-Mart’s 2012 Global Responsibility Report, paying particular attention to supply chain issues (e.g., ethical sourcing, packaging reduction, logistics): http://walmartstores.com/Sustainability/7951.aspx

Read this article/video on their sustainability efforts: http://www.ecodesk.com/sustainability/walmart?gclid=CJHE55rf1a4CFWcZQgodAQ8Osg

Prepare Beforehand: OED, p. 55: we will conduct a LCA for a baseline/reference product in-class, using the LCA chart on p. 54. Make sure and complete readings before class! [Due 2/12]

ICA6a: Belz, Ch. 10, Review Questions + Discussion Question #1 [Due 2/12]

ICA 6b: What is Natural Capitalism? What are ecosystem services and how are these different from natural resources? What are the four major shifts in business practices that need to occur for natural capitalism to predominate? Which one is most relevant to “greening the value chain?” To manufacturer “take back” policies/regulations? [Due 2/12]

In-class movie: http://www.storyofstuff.org/movies-all/story-of-electronics/

ICA6c CASE: Read over Wal-Mart’s sustainability efforts related to greening their supply chain. What eco-initiatives are they engaged in? Do you believe what they say? What is their “sustainable product index? Why are their sustainability efforts so controversial? Undertake a quick internet search on “Wal-Mart lawsuits” before you come to class – what did you find? For fun: why did they change the title from “sustainability progress report” to “global responsibility report?” [Due 2/14]

Written Assignment #6: Life Cycle Impact Analysis, OED, p. 58. Do some research to determine the material composition and weight of a simple product. Develop a baseline LCA for the product based on current materials/transport; then develop a new design with reduced impact. Chart the LCA results for the new design next to the baseline LCA chart and make sure and include a bar chart for each as done in the OED modules. Write-up your LCA analyses. Make assumptions where necessary. (Due 2/14)

Date

Topic

Readings/Web Sites

Assignments and In-class Activities (ICA)

7.

2/19 &

2/21

Marketing Communication

Strategies

Belz, Ch. 8, Communications

Ottman, Ch. 6, Communicating sustainability with impact, and Ch. 7, Establishing credibility and avoiding greenwash

Edelman Public Relations: http://www.edelman.com/

FTC Environmental Claims Guidelines: http://www.ftc.gov/os/2010/10/101006greenguidesproposal.pdf (summary of proposed); http://www.ftc.gov/opa/2010/10/greenguide.shtm (more detailed press release)

Explore Consumers Union and their “eco-labels center” at: http://greenerchoices.org/eco-labels/ and the site http://www.ecolabelindex.com/

ICA7a: Belz, Ch 8, Review Questions [Due 2/19]

ICA 7b CASE: HSBC, Ottman, Ch. 6, pp. 117-118. What was the “no small change” campaign? How does it reflect the implementation of the Ottman’s Six Strategies for Sustainable Marketing Communications on p. 111? What measures were used to determine campaign effectiveness? What is a “Green Effie” Award? [Due 2/19]

ICA7c: Ottman, Ch. 7. What are the 5 strategies for establishing credibility for sustainable branding? What are specific examples of each strategy? Do you think we can persuade marketers to “promote responsible consumption?” If so, how? [Due 2/19]

ICA7d: Check out Edelman’s website (they are one of the largest PR firms in the country, located in Seattle). What are some examples of campaigns they have created for clients in the area of sustainability and corporate social responsibility (CSR)? For fun: check out their internship program. [Due 2/21]

ICA 7e: Read over the FTC environmental claims guidelines – what is legal when it comes to making environmental claims? What does the FTC have to say about eco-seals? On the Consumers Union site, what is the difference between the Forest Stewardship Council and the Sustainable Forestry Initiative? What is the Green Seal? What does “natural” mean? Which eco-labels work best, according to Ottman, Ch. 7? What are some of the current problems with eco-labels, based on your reading? [Due 2/21]

Written Assignment #7: Create a New Marketing campaign (include one creative effort, like a poster or banner ad) that encourages WWU students to reduce their carbon footprint – target one particular reduction strategy (e.g., carpool, turn off lights, buy organic, etc.). In addition to your creative piece, include: target market definition, overall objective of creative campaign, intended media, and creative strategy (e.g., rational, emotional, etc.). Justify your campaign based on Ottman’s Strategies for Sustainable Marketing Communications on p. 111 and 134. [Due 2/21]

8.

2/26

& 2/28

Pricing

& Customer Cost

Belz, Ch. 9, Customer Cost

ICA8a: Belz, Ch 9, Review Questions [Due 2/26]

ICA8b CASE: Evergreen Lease by Interface, Beltz, pp. 221-222. Answer discussion questions #1 and #2. What are some of the other sustainability initiatives Interface is engaged in? Note: this will require some research: http://www.interfaceglobal.com/ [Due 2/26]

Guest Speaker (2/28) - Attendance required!

Date

Topic

Readings/Web Sites

Assignments and In-class Activities (ICA)

Part 5: Towards a New Role for Marketing

9.

3/5 &

3/7

The Transformation of Marketing

Belz, Ch.11, Sustainability Marketing Transformations and Ch.12, Reframing Sustainability Marketing

Ottman, Timberland Case, pp. 183-189.

Ottman, Ch. 10, Conclusion, and Green Paper on Moving Sustainability Forward: http://www.greenmarketing.com/files/MovingSustainabilityForwardRev1.pdf [June 2011]

ICA9a: Belz, Ch. 11, Review Questions; Ch.12, Review Questions + Discussion Question #1 [Due 3/5]

ICA9b CASE:. Why does Ottman consider Timberland to be a “sustainability leader that superbly addresses the new rules” for green/sustainability marketing? Think about their operations and social justice strategies: what are they doing to reduce environmental impacts and become a better “global citizen?” Second, think about their marketing mix: how are their product, distribution, pricing and communication strategies designed for sustainability? What metrics does Timberland use to assess the effectiveness of its sustainability efforts? For fun: check out their products at a local store – are there point-of-purchase materials that communicate sustainability? [Due 3/5]

ICA9c: Ottman, Green Paper. What does Ottman see as the main reason why large numbers of consumers are not buying sustainable products and services? What are her strategy recommendations to “move sustainability forward?” [Due 3/7]

In-Class Exercise: What do you think are the most important issues in sustainability marketing that need to be addressed in your lifetime?

Written Assignment #8: Assume you are a product manager for (your firm here). You are passionate about making (your product here) more sustainable by (sustainability strategy here, e.g., design for disassembly). Write a persuasive memo (no longer than 3 pages) to the VP of Marketing convincing him/her of the validity and desirability of your idea. In other words, make the business case for sustainability. Use the readings from the Belz and Ottman + others of your own choosing to justify your reasoning. [Due 3/7] NOTE: this could be a great writing sample for interviews.

Ecological Footprint Re-calculation and Blog: see Appendix 2. [Due in class on 3/7]

10.

3/12, 3/14 & 3/18

Group Presentations

3/12 and 3/14 and 3/18 8-10 AM

Attendance Required

Written Project Due in class on 3/14

Appendix 1 Project Options

(you may certainly develop your own project, with my approval)

NOTE: multimedia efforts that include video, website, etc. are encouraged. Check with the student technology center

for equipment check-out, video editing, website development tutorials, etc.: http://www.wwu.edu/techctr/

The global “Occupy” Movement and its current and potential effects on marketing strategy/business.

See: http://www.forbes.com/sites/erikkain/2011/10/17/how-should-corporate-america-respond-to-occupy-wall-

street/ and http://www.care2.com/causes/top-10-must-see-occupy-wall-street-videos-slideshow.html?page=2 for

starters. How does the Occupy Movement relate to sustainable marketing? What sustainability initiatives are

marketers/firms taking currently in light of these protests? Supplement with empirical survey research with

members of the local Bellingham and Seattle Occupy movements. Create a viral video to examine their cause.

Coal Trains through Bellingham: What is the controversy all about? What are the potential environmental

ramifications? How will it affect business? For starters: http://www.powerpastcoal.org/ and

http://www.gorgefriends.org/section.php?id=79. What communities will be affected and what steps have they

taken to block these trains or minimize their environmental impact? Develop an IMC campaign to make the

community aware of the pros and cons of allowing a significant increase in coal train traffic to move thru

Whatcom County, the Columbia Gorge, and other communities.

The Sustainability Movement on WWU campus: what is WWU doing to “green” its operations and

coursework? Check out the Office of Sustainability at WWU for starters: http://www.wwu.edu/sustain/ What

coursework can one take on sustainability? Is there demand for a “sustainability concentration” or major within

the business school? Within WWU? If so, what kinds of courses/experiences should be required? What are other

Washington Universities doing in the area of sustainability? Are there any good curriculum models outside of

Washington State? Create a website and/or viral video to showcase current WWU sustainability initiatives (and

maybe propose an initiative yourselves?).

Eco-labels: do some empirical research (interviews, focus groups, surveys) to determine how well consumers

understand and are influenced by eco seals (pick a category and target market, perhaps, to narrow this down). See

the following sites to get started: http://www.ecolabelindex.com/ and http://www.greenerchoices.org/eco-labels/ .

Check out the validity of these labels and the firms who are using them (e.g., http://news.discovery.com/earth/eco-

labels-found-to-be-fishy-111212.html ). What is the EU doing in this area? Is this a good model for the U.S.? How

would you change the regulations or industry standards to make eco-seals more “user friendly”? Create a website

and/or viral video to make WWU students aware of eco-labels, what they stand for, and how they can make

product choice easier.

E-waste: what is it, why is it a problem, what are the trends both in the U.S. and globally (check:

http://www.electronicstakeback.com/home/ for starters)? What is being done to reduce the level of e-waste?

What can firms and the government do to reduce the amount of electronic goods being “thrown away?” What are

other countries doing? Create a website and/or viral video to make WWU students aware of e-waste and what they

can do to reduce it.

Pick a country: China, India, Brazil, other – what are these growing economies doing around sustainability?

Sustainability (environmental and social) initiatives in the works? Problems? What are multinationals and local

firms doing to green their operations and products? See if you can find someone from the country you are

studying to interview about their perspective on sustainability initiatives in their country.

Graduate Programs in Sustainability/Sustainable Business: are there any and if so where (e.g.,

http://www.bgi.edu/ )? What is demand like? What is the curriculum for each, skills obtained, and degree

obtained? What kinds of jobs/careers are there with a degree like this? Check for programs in the U.S. AND in

other countries. Empirical research: talk to undergraduates about their interest in these programs - is there any

local demand? Who should these programs target? Should we be offering a graduate program similar to any of

these? Is there a need for more programs? Different curricula/skills?

Plan an event or create a video for Winter Quarter to raise awareness or promote behavior change around some

environmental or social justice issue you are passionate about. Work on your own or with an AS Club or other

organization (http://wwu.orgsync.com/; http://sustainableconnections.org/ ). Marketing efforts (for the event or

video) should include: website, social media, posters, advertising and other viral efforts. Write-up should include

an abbreviated marketing plan (objectives, etc.).

Segmentation Study Objective: To identify and distinguish different mindsets on WWU’s campus in regards to sustainable

values/lifestyles; and categorize them in groups that can be adequately described so we may develop an effective

marketing plan for each segment.

Guidelines:

Literature Review

- Read over the course material covered under “Buyer Behavior”

- Read through the Paul Ray’s research on identifying the “Cultural Creatives”.

http://www.culturalcreatives.org/ or choose another segmentation scheme

- Build an understanding of the different groups identified by Ray and others, especially the LOHAS

segment

- Discover the statistical analyses used and the methodology behind the research.

Develop and field an online survey using Qualtrics to measure WWU student values, lifestyles, and other

characteristics discussed in your literature review (e.g., age, pro-environmental behavior).

Analyze the data and uncover different segments that describe the WWU student body in terms of values,

lifestyles, demographics, etc.– do the segments match any of the existing segmentation schemes you

reviewed?

Undertake one other form of research w/target community: focus groups, in-depth interviews (videotape if

possible for in-class viewing).

Prepare a marketing research report

New Media/Viral Campaign Objective: To create a viral campaign or new media product that promotes general sustainability and/or

sustainable practices targeted at the Western/Bellingham community.

Guidelines:

Research local sustainability trends to find possible inspirations for campaign

o Issues to incorporate into final element

Evaluate need of local community

o Environmental, economic, or social/cultural

o Develop a creative element Eg: Video, webpage, blog that would spark a viral campaign

Create an IMC plan for promotion and implementation

*BOP Marketing

Objective: To research the needs at the base of the pyramid and respond to those need by effectively

implementing a marketing plan for a product or service.

Guidelines:

Research BOP business case studies: success stories and failures

Identify a target market with significant needs and gain a complete understanding of those needs

Develop a new product/service or identify a current product/service that will solve one or more of these

needs.

Effectively budget costs of resources and manufacturing in that area.

Create marketing efforts for funding/awareness.

Life Cycle Analysis Objective: To improve upon a current product’s overall life cycle and associate environmental impacts.

Guidelines:

Gain an understanding of

o Multiple stages in the product life cycle

o Eco-design strategies

o Process tree

o Life cycle impact assessment

o ISO Standards

Research and select a product that merits significant improvement

Perform the five stages of a single-figure LCA process

o Use Okala Impact Factors (from Okala text)

o More factors: Handbook of Life Cycle Assessment: Operational Guide to the ISO standards,

Jeroen B Guinee, Kluwer Academic Publishers, Dordrecht, The Netherlands 2002; Design &

Environment, Lewis & Gertsakis, Environmental Assessment Tools, Chapters 6-9

Identify areas for improvement via the life cycle and eco-design strategies

Show measurable improvements

o Impact Reduction Graphs

Proposed improvement design

New Product Design

Objective: To create and market a new product design that responds to needs of the new sustainable marketplace.

Guidelines:

Visualize and conceptualize ten products that address environmental concerns

o Then, analyze your ideas to see if they are in line with consumers beliefs and stakeholder needs

Gain an understanding of

o Multiple stages in the product life cycle

o Eco-design strategies

o Process tree

Using current ideas, create a product concept/specifications that meets the needs of customer, stakeholders

and the environment.

Develop an effective marketing strategy to get your product in consumers’ homes/hands.

Improving the workplace

Objective: To gain experience in improving the work place by incorporating sustainable practices.

Guidelines:

Select a local business

o With legitimate need and willingness to take on sustainable practices

o Research current business strategy

o Contact owner/executive director

Research

o Marketing Strategies and competitive advantages: based on a review of what other firms in your

industry have or have not done, identify 1 or more sustainable practices to implement at the

business

o Control and evaluation techniques: develop “before” and “after” measures to assess effectiveness of

sustainable practice(s)

Other Project Ideas (each idea needs elaboration to make it eligible)

1. Research in depth an environmental impact category such as those listed in the OED. Recommend market based strategies for reducing its impact.

2. Research the problem of global e-waste – where do all our old electronics products go (PCs, TVs, cell phone, etc.)? What efforts are being made to recycle these products? How can marketing help? Recommend a strategy for Washington State, based on what other countries are doing. Starting Site: www.epa.gov/ecycling ;

3. Conduct interviews, focus groups, surveys with a specific market segment to determine their beliefs/attitudes and behaviors related to sustainability. Find out how to motivate them to participate in the five Rs (refuse, reduce, reuse, restore, recycle). Create a viral campaign to educate and motivate behavior change.

4. Research a particular industry (e.g., paper), sustainable technology (e.g. solar or wind energy), product category (e.g., coffee, PCs): Trends and innovations? Obstacles to overcome? How is the industry/category becoming more sustainable? Are there particular players (firms, individuals, NGOs) that stand out? Interview them!

5. Select a personal care product you use everyday and analyze its ingredients, its chemical composition in particular. Check them against the OED list (see week # 3 on course schedule) and the online chemical database developed by the Environmental Working Group. How many are toxic? Design an activist viral campaign to persuade the company to eliminate toxic chemicals from this product.

6. Undertake a content analysis of “green” or “sustainable” ad campaigns in a specific product category. What are the main themes being conveyed? Are the environmental claims being made truthful? What are the regulations for such claims in this particular category. How are the U.S. rules different than those in the EU? Elsewhere?

7. Volunteer with a local environmental, social justice, etc. organization. Examples: Community Co-op (www.communityfood.coop ), local Food Banks, BALLE, Whatcom Watch, Small Potatoes Gleaning Project, Rainforest Action Network, etc. You may help plan and implement an event, work at the organization, develop a viral campaign…………… You will then present/write up a summary of your experience, including information about the organization and what it does, challenges it faces, how you would improve its marketing efforts, etc.

Appendix 2 Ecological Footprint and Blog

Ecological Footprint Calculation (beginning of quarter): Calculate your personal carbon footprint at www.footprintnetwork.org/en/index.php/GFN/page/personal_footprint/ . Get as close an estimate of the correct answer as you can. Which consumption category contributes the most to your Footprint? Next, commit to at least 3 actions you will take to reduce your carbon footprint during the quarter (e.g., www.pbjcampaign.org). Finally, post the visual print-out of your EF calculations from the Footprint Network, your reduction plans, and a short reflection on them to your blog (see below). Use the ‘Forums’ command on Blackboard to link your blog to those of your classmates. Progress vis a vis Reduction Commitments: Each student will keep a weekly blog. Use the blog to record progress toward your goals. Think of it as a diary – how difficult is it to stick to your commitments? What are some of the challenges? How do you feel about these EF actions you are taking (resentful, proud,less guilty)? Students will give periodic updates in class on how these efforts are proceeding. Halfway through the quarter, you will re-evaluate your EF reduction actions/commitments and either add new ones or determine to more religiously comply with your existing ones. I expect, at the very least, to see one blog posting per week. Please use www.google.com/blogger to host your blog; blog analytics can be accessed from the “stats” link. Ecological Footprint Re-calculation (end of quarter): You will re-calculate your EF at the end of the quarter, posting on your blog your (1) re-calculated EF, (2) original EF, and (3) a reflection on your efforts. Were you able to achieve the EF reduction goals you set for yourself? Will you be able to continue these practices? Why or why not? Make sure you include on your last blog your (1) new EF calculations, (2) original EF calculations, and (3) answers to the questions above.

Appendix 3 Group Assignment Evaluation Form

MKTG 474

You are required to hand this form in to me no later than the date/time of the final exam. Any information that

you provide on this form will be confidential. Please do NOT put your name on this form.

Please take a moment and consider the effort each group member has put into the assignments this quarter. It is important

that any member of the group who did not do his/her share of the work be downgraded accordingly. It is not fair to you

or other group members if a student is given an "A" or a "B" that he/she does not deserve. However, all group members

(except for the affected individual) must agree that this student has not done his/her share of the work (e.g., 2 out of 3

members) before I can downgrade that student. The actual amount by which that student will be downgraded will depend

on the percentages given below. (Note: I will not upgrade individuals who have done more than their share, although I

probably know who you are and will recognize you in other ways!)

I urge you to take this task seriously and to be honest about each member's contribution to the assignments.

Please list your group members (other than yourself) by name below. Indicate what share of the work each member has

contributed to the assignments (less than, equal, more than). Next, attach a percentage contribution to each member to the

best of your ability. For example, in a three member group, equal sharing of the workload would mean that each member

(including yourself) did 33% of the work. Thus, if you feel that a group member has done LESS than his/her share, you

would put down a percentage somewhat less than 33% (for a three member group); the actual percentage will depend on

how much less than his/her share you feel that person contributed.

NAME CONTRIBUTION LEVEL CONTRIBUTION %

(less than, equal, more than)

______________________ ___________________ ______________

______________________ ___________________ ______________

______________________ ___________________ ______________