Statutory Authority: The provisions of this Subchapter A issued under the Texas Education Code, §28.002, unless otherwise noted.

The provisions of this chapter shall supersede §75.86 of this title (relating to Marketing Education) beginning September 1, 1998.

Source: The provisions of this §124.1 adopted to be effective September 1, 1998, 22 TexReg 5130.

Statutory Authority: The provisions of this Subchapter B issued under the Texas Education Code, §28.002, unless otherwise noted.

The provisions of this chapter shall supersede §75.86 of this title (relating to Marketing Education) beginning September 1, 1998.

Source: The provisions of this §124.11 adopted to be effective September 1, 1998, 22 TexReg 5130.

(a) General requirements. This course is recommended for students in Grades 9-12.

(b) Introduction.

(1) Marketing is a series of dynamic activities that focus on the customer to generate a profitable exchange. Students gain knowledge and skills that help them to be proficient in one or more of the marketing functional areas associated with distribution, financing, marketing-information management, pricing, product planning, promotion, purchasing, risk management, and selling skills needed to help customers make satisfying buying decisions and to solve marketing problems. Students integrate skills from academic subjects, information technology, interpersonal communication, and management training to make responsible decisions.

(2) The principles of business and marketing, the concepts of economics and free enterprise, and the understanding of human resource skills that an effective marketer must possess provide the foundation for the study of entrepreneurship. Understanding these concepts allows students to know the interrelationship between business and marketing.

(c) Knowledge and skills.

(1) The student knows business concepts and how business satisfies economic needs. The student is expected to:

(A) categorize business activities as production, marketing, management, or finance;

(B) describe the interdependence each business activity has with marketing;

(C) explain the concept of personal responsibility;

(D) explain the impact of an international economy on entrepreneurial ventures;

(E) describe advantages and disadvantages of various forms of business ownership; and

(F) describe advantages and disadvantages of buying an existing business.

(2) The student knows the importance of marketing as well as the functions of marketing. The student is expected to:

(A) explain the marketing concept;

(B) explain how each component of the marketing mix contributes to successful entrepreneurial ventures;

(C) describe advantages and disadvantages of market segmentation and mass marketing; and

(D) develop marketing strategies for a proposed marketing plan.

(3) The student knows that successful entrepreneurial ventures depend on preliminary analysis and planning. The student is expected to:

(A) demonstrate an understanding of components of a business plan; and

(B) develop, explain, and defend a plan for a new business.

(4) The student applies math concepts in entrepreneurship. The student is expected to:

(A) perform calculations involving money, time, space, materials, and data;

(B) interpret charts and graphs to make informed decisions;

(C) determine price, profit, cost, and break-even point; and

(D) read, calculate, and interpret data found in financial reports.

(5) The student knows how to use self-development techniques and interpersonal skills to accomplish business objectives. The student is expected to:

(A) identify and practice effective interpersonal and team-building skills; and

(B) participate in leadership and career development activities (such as DECA and local chambers of commerce).

(6) The student knows that management is the process of achieving goals through the use of human resources, technology, and material resources. The student is expected to:

(A) identify levels of management; and

(B) compare and contrast management styles.

(7) The student knows that entrepreneurship requires continual self-assessment, research, and preparation. The student is expected to:

(A) collect and analyze self-assessment information, including interests, aptitudes, and personal traits; and

(B) research and assess opportunities for business ventures.

(8) The student knows the impact and value of diversity. The student is expected to:

(A) identify the effect of languages other than English on an entrepreneurial venture;

(B) explain how cultural diversity affects entrepreneurship; and

(C) identify how diversity affects entrepreneurship.

(9) The student knows that entrepreneurial opportunities begin with a working knowledge of economic concepts. The student is expected to:

(A) identify economic wants and needs;

(B) use information about supply and demand to predict their influence on entrepreneurial activities;

(C) explain the role productivity plays in an economy;

(D) describe competition and its relationship to private enterprise and entrepreneurship;

(E) analyze competitive strengths and weaknesses of an entrepreneurial venture; and

(F) investigate laws and regulations that impact entrepreneurial and ongoing businesses.

(10) The student knows that international economic factors affect business planning. The student is expected to:

(A) identify strategies for entering international markets; and

(B) compare and contrast how situations can influence the entrepreneur's selection of strategies.

(11) The student knows that distribution involves activities associated with the physical movement or transfer of ownership of products from producer to consumer. The student is expected to:

(A) identify activities associated with transportation, storage, product handling, and inventory control;

(B) explain how distribution can add value to goods, services, and ideas; and

(C) determine costs associated with distribution.

(12) The student knows that financial planning is necessary for the entrepreneur's success and solvency. The student is expected to:

(A) explain the impact of financial planning on entrepreneurial decisions;

(B) research financial options available to meet entrepreneurial needs; and

(C) identify the financial impact of changes in economic conditions.

(13) The student knows that offering consumer credit encourages the sale of goods, services, and ideas. The student is expected to:

(A) identify types of consumer credit;

(B) recommend types of consumer credit a business might offer; and

(C) develop a credit policy.

(14) The student knows that marketing research is a specific inquiry to solve a problem. The student is expected to:

(A) identify benefits and limitations of marketing research;

(B) identify components of the marketing research process; and

(C) explain how to use the marketing research process in order to identify potential markets, analyze demand, forecast sales, and make other decisions.

(15) The student knows that pricing has policies, objectives, and strategies. The student is expected to:

(A) develop and analyze pricing objectives;

(B) compare and contrast pricing policies for an entrepreneurial venture; and

(C) recommend appropriate pricing strategies.

(16) The student knows the effects of credit on price and profit. The student is expected to:

(A) explain risks and benefits to entrepreneurs when accepting and extending credit; and

(B) describe how credit affects profit and the negotiated price.

(17) The student knows the importance of managing the pricing structure. The student is expected to:

(A) communicate the differences among pricing structures for goods, services, and ideas; and

(B) develop a pricing structure for an entrepreneurial venture.

(18) The student knows elements and processes of product planning. The student is expected to:

(A) describe stages of new-product planning;

(B) define the term "product mix;" and

(C) identify stages of the product life cycle for new or existing products.

(19) The student knows the process for development, implementation, and evaluation of a promotional plan. The student is expected to:

(A) explain the concept of promotional mix;

(B) describe the interrelationship of visual merchandising, public relations and publicity, personal selling, and sales promotion with advertising; and

(C) apply evaluation strategies to determine promotional campaign effectiveness.

(20) The student knows that purchasing usually occurs in a continuous cycle. The student is expected to:

(A) explain how entrepreneurs identify needs;

(B) describe the process of selecting suppliers and sources; and

(C) analyze and discuss selection of goods and services based on a new business' operational needs.

(21) The student knows that entrepreneurial risk is the possibility of loss or failure. The student is expected to:

(A) categorize business risks as human, natural, and economic;

(B) classify business risks as pure or speculative, controllable or uncontrollable, and/or insurable or noninsurable;

(C) explain security precautions, as well as health, safety, and worker welfare regulations; and

(D) analyze examples of business risks to recommend and defend risk management strategies.

(22) The student knows the role of selling. The student is expected to:

(A) discuss the role of selling in an entrepreneurial venture;

(B) analyze internal and external environmental factors that influence selling; and

(C) develop and apply strategies for determining customer needs and wants.

Source: The provisions of this §124.12 adopted to be effective September 1, 1998, 22 TexReg 5130.

(a) General requirements. This course is recommended for students in Grades 9-12.

(b) Introduction.

(1) Marketing is a series of dynamic activities that focus on the customer to generate a profitable exchange. Students gain knowledge and skills that help them to be proficient in one or more of the marketing functional areas associated with distribution, financing, marketing-information management, pricing, product planning, promotion, purchasing, risk management, and selling skills needed to help customers make satisfying buying decisions and to solve marketing problems. Students integrate skills from academic subjects, information technology, interpersonal communication, and management training to make responsible decisions.

(2) The principles of business and marketing, the concepts of economics and free enterprise and the understanding of human resource skills that an effective marketer must possess provide the foundation for the study of marketing. Understanding these concepts allows students to know the interrelationship between business and marketing.

(c) Knowledge and skills.

(1) The student knows business concepts and explains how business satisfies economic needs in an international economy. The student is expected to:

(A) categorize business activities as production, marketing, management, or finance;

(B) describe the interdependence each business activity has with marketing; and

(C) understand the ramifications of business conduct.

(2) The student knows the importance of marketing as well as the functions of marketing. The student is expected to:

(A) explain the marketing concept;

(B) describe each marketing function and how it contributes to the marketing concept;

(C) explain how each component of the marketing mix contributes to successful marketing;

(D) explain the importance of target markets;

(E) describe advantages and disadvantages of market segmentation and mass marketing; and

(F) research trends and emerging technologies affecting marketing.

(3) The student knows how to use self-development techniques and interpersonal skills to accomplish marketing objectives. The student is expected to:

(A) identify and practice effective interpersonal and team-building skills; and

(B) participate in leadership and career development activities (such as DECA and local chambers of commerce).

(4) The student knows the impact and value of diversity. The student is expected to:

(A) identify the effect of languages other than English on marketing; and

(B) explain how diversity affects marketing.

(5) The student knows that distribution channel members facilitate the movement of products. The student is expected to:

(A) identify channels of distribution for selected products; and

(B) describe activities of each channel member.

(6) The student knows that financial planning is necessary for the marketer's success and solvency. The student is expected to:

(A) identify sources of financial assistance; and

(B) explain the purpose of financial records (such as budget, balance sheet, and income statement).

(7) The student knows the role of a marketing-information system (MIS). The student is expected to:

(A) explain characteristics and purposes of an MIS; and

(B) identify benefits and limitations of marketing research.

(8) The student knows that pricing has policies, objectives, and strategies. The student is expected to:

(A) compare and contrast pricing policies; and

(B) analyze the price of a product.

(9) The student knows elements and processes of product planning. The student is expected to:

(A) describe stages of new-product planning;

(B) define the term "product mix;" and

(C) identify stages of the product life cycle for new or existing products.

(10) The student knows that successful marketers must develop, implement, and evaluate a promotional plan. The student is expected to:

(A) identify components of the promotional mix (such as advertising, visual merchandising, and personal selling); and

(B) analyze a promotional plan for effectiveness.

(11) The student knows that purchasing occurs in a continuous cycle. The student is expected to:

(A) distinguish between buying for resale and buying for organization use; and

(B) explain the importance of identifying needs as the first step of the purchasing process.

(12) The student knows that various types of risks impact business activities. The student is expected to:

(A) categorize business risks as natural, human, or economic; and

(B) explain methods a business uses to control risks (such as surveillance and safety training).

(13) The student knows the role of selling in a private enterprise economy. The student is expected to:

(A) explain how selling contributes to economic activity; and

(B) describe steps in the selling process.

Source: The provisions of this §124.13 adopted to be effective September 1, 1998, 22 TexReg 5130.

(a) General requirements. This course is recommended for students in Grades 9-12.

(b) Introduction.

(1) Marketing is a series of dynamic activities that focus on the customer to generate a profitable exchange. Students gain knowledge and skills that help them to be proficient in one or more of the marketing functional areas associated with distribution, financing, marketing-information management, pricing, product planning, promotion, purchasing, risk management, and selling skills needed to help customers make satisfying buying decisions and to solve marketing problems. Students integrate skills from academic subjects, information technology, interpersonal communication, and management training to make responsible decisions.

(2) The principles of business and marketing, the concepts of economics and free enterprise, and the understanding of human resource skills that an effective marketer must possess provide the foundation for the study of retailing. Understanding these concepts allows students to know the interrelationship between business and marketing.

(c) Knowledge and skills.

(1) The student knows business concepts and how retail businesses satisfy economic needs. The student is expected to:

(A) categorize retailing activities as buying and pricing, transporting and storing, advertising and selling, servicing, financing, and risk taking; and

(B) explain the interdependence each retailing activity has with marketing and business.

(2) The student knows the relationship of business and society. The student is expected to:

(A) understand the ramifications of business conduct; and

(B) identify ways that businesses contribute to their community.

(3) The student knows that the implementation of marketing concepts significantly impacts retailing. The student is expected to:

(A) explain how the marketing mix contributes to successful retailing;

(B) explain the importance of target markets; and

(C) describe advantages and disadvantages of market segmentation and mass marketing.

(4) The student knows math concepts in retailing and performs calculations manually and with the aid of technology. The student is expected to:

(A) complete sales transactions, returns, and adjustments; and

(B) apply math concepts in retailing.

(5) The student integrates listening, reading, speaking, writing, and nonverbal communication skills effectively. The student is expected to:

(A) demonstrate comprehension of technical and specialized written communication; and

(B) communicate effectively in a retail setting.

(6) The student knows how to use self-development techniques and interpersonal skills to accomplish objectives. The student is expected to:

(A) identify and practice effective interpersonal and team-building skills with co-workers, managers, and customers; and

(B) participate in leadership and career development activities (such as DECA and local chambers of commerce).

(7) The student knows that management is the process of achieving goals through the use of human resources, technology, and material resources. The student is expected to:

(A) describe responsibilities for each level of retail management; and

(B) compare and contrast management styles.

(8) The student knows the importance of emerging trends and technologies in retailing. The student is expected to:

(A) discuss trends affecting retailing;

(B) research emerging technologies in retailing; and

(C) use the tools of information technology in retail settings (such as computerized inventory and video sales demonstrations).

(9) The student knows the impact and value of diversity. The student is expected to:

(A) identify the effect of languages other than English on retailing; and

(B) explain the impact of multiculturalism and multigenerationalism on retailing activities.

(10) The student knows that private enterprise is based on independent decisions by businesses and consumers with limited government involvement. The student is expected to:

(A) explain the role profit plays in a retail operation; and

(B) use market information to predict effects on retail pricing.

(11) The student knows that changes in the economy include prosperity, recession, depression, and recovery which may be collectively referred to as the business cycle. The student is expected to:

(A) explain the concept of business cycles; and

(B) explain how retailers react to periods of prosperity and recovery as well as to recession.

(12) The student knows that distribution channel members facilitate the movement of products. The student is expected to:

(A) identify channels of distribution for selected consumer products; and

(B) explain distribution strategies (such as warehousing, stock handling, and inventory control).

(13) The student knows that offering consumer credit encourages the sale of goods, services, and ideas. The student is expected to:

(A) describe credit policies offered to consumers by retail businesses; and

(B) explain the impact of consumer credit legislation and guidelines on retail credit policies.

(14) The student knows that financial planning is necessary for the retailer's success and solvency. The student is expected to:

(A) identify sources of financial assistance for a retail business; and

(B) explain the purpose of financial records (such as budget, balance sheet, and income statement).

(15) The student knows the role of a marketing-information system (MIS). The student is expected to:

(A) explain characteristics and purposes of an MIS; and

(B) identify areas where technological advances in electronic information pose new and ongoing ethical questions.

(16) The student knows that marketing research is a specific inquiry to solve a problem. The student is expected to:

(A) describe types of marketing research used in retailing; and

(B) list benefits and limitations of marketing research when applied to a retail situation.

(17) The student knows that retail pricing has policies, objectives, and strategies. The student is expected to:

(A) compare and contrast pricing policies and strategies among retail establishments; and

(B) explain how business conduct often plays a major role in pricing decisions (such as prices after a natural disaster).

(18) The student knows controllable and uncontrollable variables that affect pricing. The student is expected to:

(A) list controllable variables that impact price; and

(B) describe uncontrollable variables that impact price.

(19) The student knows that successful retailers develop, implement, and evaluate promotional plans. The student is expected to:

(A) evaluate promotional objectives used in retail businesses;

(B) explain legal and ethical issues involved in promotion; and

(C) discuss how display, publicity, personal selling, and customer service work together to achieve a retailer's promotional objectives.

(20) The student knows that the retail establishment's physical environment should project a positive image. The student is expected to:

(A) classify components of image and critique the physical environment of a retail business; and

(B) explain the impact of visual merchandising on retail sales.

(21) The student knows that purchasing occurs in a continuous cycle. The student is expected to:

(A) explain responsibilities of a retail buyer;

(B) use current technology to examine a retail merchandise plan;

(C) identify goods and services retailers use for daily operations; and

(D) describe ways to reduce operational expenses.

(22) The student knows that various types of risks impact retail businesses. The student is expected to:

(A) categorize types of business risks; and

(B) explain methods retailers use to control risks (such as surveillance, insurance, and safety training).

(23) The student knows what influences retail customers before they make a purchase. The student is expected to:

(A) discuss the Consumer Bill of Rights; and

(B) identify a customer's buying motives.

(24) The student knows the selling process. The student is expected to:

(A) illustrate the importance of product and service knowledge when presenting sales demonstrations; and

(B) prepare and deliver a sales presentation.

(25) The student knows the important role each retail employee plays in providing exceptional customer service. The student is expected to:

(A) describe employee actions and attitudes that result in customer satisfaction; and

(B) identify management actions and attitudes that result in customer satisfaction.

Statutory Authority: The provisions of this Subchapter C issued under the Texas Education Code, §28.002, unless otherwise noted.

The provisions of this chapter shall supersede §75.86 of this title (relating to Marketing Education) beginning September 1, 1998.

Source: The provisions of this §124.21 adopted to be effective September 1, 1998, 22 TexReg 5130.

(a) General requirements. This course is recommended for students in Grades 10-12.

(b) Introduction.

(1) Marketing is a series of dynamic activities that focus on the customer to generate a profitable exchange. Students gain knowledge and skills that help them to be proficient in one or more of the marketing functional areas associated with distribution, financing, marketing-information management, pricing, product planning, promotion, purchasing, risk management, and selling skills needed to help customers make satisfying buying decisions and to solve marketing problems. Students integrate skills from academic subjects, information technology, interpersonal communication, and management training to make responsible decisions.

(2) The principles of business and marketing, the concepts of economics and free enterprise, and the understanding of human resource skills that an effective marketer must possess provide the foundation for the study of advertising. Understanding these concepts allows students to know the interrelationship between business and marketing.

(c) Knowledge and skills.

(1) The student knows the importance of marketing as well as the functions of marketing. The student is expected to:

(A) identify the marketing concept as it relates to achieving the goals of advertising;

(B) explain how advertising is an integral component of the marketing mix; and

(C) describe the effect of advertising on marketing functions.

(2) The student knows the relationship of business and society. The student is expected to:

(A) understand the ramifications of business conduct in advertising;

(B) identify target audiences to whom businesses are socially accountable; and

(C) research and evaluate advertisements in the context of business conduct.

(3) The student knows the concepts of target marketing. The student is expected to:

(A) identify characteristics of a target market; and

(B) differentiate between advertising to a target audience (such as a market segment) and to the mass market.

(4) The student integrates listening, reading, speaking, writing, and nonverbal communication skills effectively. The student is expected to:

(A) practice effective business-like communication skills that support successful advertising;

(B) identify and practice effective interpersonal and team-building skills;

(C) demonstrate comprehension of technical and specialized communication used in the advertising industry; and

(D) participate in leadership and career development activities (such as DECA and local chambers of commerce).

(5) The student knows the importance of emerging trends and technologies in advertising. The student is expected to:

(A) discuss trends affecting the advertising industry; and

(B) use technology to develop and present advertising.

(6) The student knows the impact and value of diversity. The student is expected to:

(A) identify the effect of languages other than English on the advertising industry; and

(B) analyze the impact of diversity on advertising.

(7) The student knows that advertising impacts a competitive economic environment. The student is expected to:

(A) classify advertisements (such as price or nonprice; targeted audience or mass market); and

(B) analyze competitive advertisements for effectiveness.

(8) The student knows that financial planning is necessary for the advertiser's success and solvency. The student is expected to:

(A) identify types of advertising budgets;

(B) discuss the importance of the budget planning process to achieve company goals;

(C) analyze charts and graphs to determine effects of competition, location, and availability of media on an advertising budget;

(D) describe the process of building an advertising budget; and

(E) develop an advertising budget using research-based estimates and projections.

(9) The student knows the components of the marketing research process in order to analyze demand, forecast sales, and make other decisions. The student is expected to:

(A) evaluate the impact of trade leveraging, market synergy, cooperative advertising, and other strategies on an advertising campaign;

(B) collect, analyze, and interpret data to design an advertising report; and

(C) draw conclusions and make recommendations based on the advertising report.

(10) The student knows the importance of managing the pricing structure. The student is expected to:

(A) communicate differences among pricing structures for advertising services; and

(B) develop a pricing structure for an advertising plan.

(11) The student knows that promotion team members must develop, implement, and evaluate a promotional plan. The student is expected to:

(A) explain the concept of promotional mix;

(B) describe the interrelationship of visual merchandising, public relations and publicity, personal selling, and sales promotion with advertising;

(C) identify the target market for specific goods, services, and/or ideas;

(D) identify how promotional objectives, budget, and calendar support a promotional campaign; and

(E) apply evaluation strategies to determine promotional campaign effectiveness.

(12) The student knows that advertising is the paid form of nonpersonal communication about an identified sponsor's products. The student is expected to:

(A) differentiate between product and institutional advertising;

(B) compare and contrast advertising media;

(C) identify and evaluate elements of the advertisement that attract attention, develop interest, create desire, and produce action;

(D) develop an advertisement that is a focused and consumer-driven sequence of activities based on specific objectives; and

(E) plan, design, and present advertisements.

(13) The student knows that laws, regulations, business conduct, and diversity affect promotional activities. The student is expected to:

(A) compare and contrast outcomes of self-regulation and government regulation on the advertising industry; and

(B) incorporate regulations in a plan to protect the consumer from false and/or misleading advertising.

Source: The provisions of this §124.22 adopted to be effective September 1, 1998, 22 TexReg 5130.

(a) General requirements. The recommended prerequisite for this course is Principles of Marketing. This course is recommended for students in Grades 10-12.

(b) Introduction.

(1) Marketing is a series of dynamic activities that focus on the customer to generate a profitable exchange. Students gain knowledge and skills that help them to be proficient in one or more of the marketing functional areas associated with distribution, financing, marketing-information management, pricing, product planning, promotion, purchasing, risk management, and selling skills needed to help customers make satisfying buying decisions and to solve marketing problems. Students integrate skills from academic subjects, information technology, interpersonal communication, and management training to make responsible decisions.

(2) The principles of business and marketing, the concepts of economics and free enterprise, and the understanding of human resource skills that an effective marketer must possess provide the foundation for the study of international marketing. Understanding these concepts allows students to know the interrelationship between business and marketing.

(c) Knowledge and skills.

(1) The student knows major types of marketing strategies and explains a firm's rationale for its international operations' business structure. The student is expected to:

(A) research to determine the necessity for an international focus; and

(B) outline a plan for an international venture.

(2) The student knows the relationship of business and society. The student is expected to:

(A) list examples of socially responsible projects that an international business could undertake;

(B) describe ethical dilemmas when marketing internationally; and

(C) explain how an international business benefits from self-regulatory measures.

(3) The student knows international marketing strategies. The student is expected to:

(A) identify strategies for maintaining or increasing the business's involvement in international markets; and

(B) describe criteria used to determine when single or multinational marketing strategies are appropriate when deciding how to serve both domestic and other markets.

(4) The student knows the concepts of market and market identification and their importance in international marketing. The student is expected to:

(A) compare and contrast international marketing with target marketing; and

(B) describe the similarities between multinational marketing and mass marketing.

(5) The student applies math concepts in international marketing. The student is expected to:

(A) use formulas and equations to determine price, profit, costs, and break-even point; and

(B) calculate minimum cost-per-unit (such as when developing production strategies related to standardization).

(6) The student knows how to use self-development techniques and interpersonal skills to accomplish international marketing objectives. The student is expected to:

(A) identify and practice effective interpersonal and team-building skills; and

(B) participate in leadership and career development activities (such as DECA and local chambers of commerce).

(7) The student knows the cultural differences among countries. The student is expected to:

(A) explain types of resistance to change among cultures; and

(B) describe how a multinational corporation could adapt its business system to another culture.

(8) The student knows the importance of emerging trends and technologies in international marketing. The student is expected to:

(A) discuss trends affecting international marketing; and

(B) select and use the tools of information technology in international marketing.

(9) The student knows the impact and value of cultural diversity. The student is expected to:

(A) explain elements of culture and the need for understanding cultural diversity; and

(B) identify how cultural diversity affects international marketing decisions.

(10) The student knows that international marketing begins with a working knowledge of economic concepts. The student is expected to:

(A) identify economic systems found in other countries and how they influence international trade;

(B) explain the impact of exports and imports on the economies of both countries;

(C) describe the impact of geography and culture on economic activities of countries and regions;

(D) compare and contrast theories impacting international marketing (such as specialization, comparative advantage, and opportunity cost);

(E) list and describe the market structure for economic competition; and

(F) explain immigration and emigration and their effects on creating subsidiaries in other countries.

(11) The student knows reasons for the tremendous growth in and importance of international trade and investments. The student is expected to:

(A) explain balance of trade; and

(B) compare and contrast types of international agreements and their purposes.

(12) The student knows the different production strategies used in international operations. The student is expected to:

(A) describe competitive advantages of a technology-driven production strategy;

(B) explain the importance of standardization; and

(C) explain how adaptations of current strategies are necessary in less-developed countries.

(13) The student knows that various countries' policies affect the movement of goods and services in international marketing. The student is expected to:

(A) assess policies used to restrict the movement of goods and services; and

(B) evaluate changes in policies to minimize conflict and support international trade.

(14) The student knows the principal functions of international and United States governmental agencies responsible for promoting international commerce and stability. The student is expected to:

(A) identify legislation that promotes international trade; and

(B) describe functions of international and U.S. governmental agencies.

(15) The student knows the international monetary exchange system and explains effects of currency exchange fluctuations on international trade. The student is expected to:

(A) explain how international money markets function;

(B) differentiate among exchange hedging, arbitrage, and speculation; and

(C) explain the concept of a counter trade agreement.

(16) The student knows international pricing strategies. The student is expected to:

(A) describe the impact that governments and competition have on pricing; and

(B) analyze international pricing strategies.

(17) The student knows the importance of adapting products (such as goods, services, and ideas) to various international markets. The student is expected to:

(A) explain the importance of diversifying or adapting an international business' offerings; and

(B) describe adaptations necessary for international packaging and branding.

(18) The student knows the challenges involved when developing promotional strategies for international markets. The student is expected to:

(A) describe how language, culture, available media, and regulations affect international advertising; and

(B) evaluate types of promotion in the international market.

(19) The student knows the importance of international sourcing when making purchasing decisions. The student is expected to:

(A) explain the use of international sourcing;

(B) describe the process of selecting international suppliers and sources; and

(C) identify factors that affect the evaluation of international purchases.

(20) The student knows the various risks involved in international business. The student is expected to:

(A) categorize types of business risks as human, natural, and economic; and

(B) describe how political events affect international business.

(21) The student knows that in international marketing the selling process varies. The student is expected to:

(A) describe how cultural differences affect the selling process; and

(B) discuss challenges encountered in adjusting the selling process for international clients.

Source: The provisions of this §124.23 adopted to be effective September 1, 1998, 22 TexReg 5130.

(a) General requirements. This course is recommended for students in Grades 10-12.

(b) Introduction.

(1) Marketing is a series of dynamic activities that focus on the customer to generate a profitable exchange. Students gain knowledge and skills that help them to be proficient in one or more of the marketing functional areas associated with distribution, financing, marketing-information management, pricing, product planning, promotion, purchasing, risk management, and selling skills needed to help customers make satisfying buying decisions and to solve marketing problems. Students integrate skills from academic subjects, information technology, interpersonal communication, and management training to make responsible decisions.

(2) The principles of business and marketing and the understanding of human resource skills that an effective marketer must possess provide the foundation for the study of professional selling. Understanding these concepts allows students to know the interrelationship between business and marketing.

(c) Knowledge and skills.

(1) The student knows that the marketing mix involves a combination of the decisions about product, price, place, promotion, and people. The student is expected to:

(A) analyze how selling is a marketing communications tool; and

(B) explain how each component of the marketing mix contributes to successful selling.

(2) The student knows the concepts of market and market identification. The student is expected to:

(A) explain the importance of target markets; and

(B) describe advantages and disadvantages of market segmentation and mass marketing.

(3) The student applies math concepts in selling. The student is expected to:

(A) perform calculations involving money, time, space, materials, and data.

(B) interpret charts and graphs to make informed marketing decisions;

(C) use formulas and equations to determine price, profit, cost, and break-even point; and

(D) make accurate sales estimates and projections.

(4) The student integrates listening, reading, speaking, writing, and nonverbal communication skills effectively. The student is expected to:

(A) practice active listening with co-workers, managers, and customers;

(B) communicate accurate, truthful, and ethical information;

(C) demonstrate effective business communication using correct grammar, form, and diction; and

(D) interpret and use a variety of nonverbal messages.

(5) The student knows how to use self-development techniques and interpersonal skills to accomplish marketing objectives. The student is expected to:

(A) practice effective interpersonal and team-building skills with co-workers, managers and customers;

(B) listen and respond appropriately to the ideas and opinions of others; and

(C) participate in leadership and career development activities (such as DECA and local chambers of commerce).

(6) The student knows how advancements in technology enhance professional selling. The student is expected to:

(A) analyze technology's impact on professional selling; and

(B) identify challenges encountered when using technology.

(7) The student knows that careers are ever changing and require continuing self-assessment, research, and preparation to develop and implement responsible decisions. The student is expected to:

(A) analyze self-assessment information, including interests, aptitudes, and personal traits;

(B) research and assess employment trends in sales careers; and

(C) model steps for locating and securing employment.

(8) The student knows the importance of emerging trends and technologies in professional selling. The student is expected to:

(A) discuss trends affecting professional selling; and

(B) research emerging technologies in the professional selling industry.

(9) The student knows the impact and value of diversity. The student is expected to:

(A) identify the effect of languages other than English on sales-related situations;

(B) analyze social and cultural factors affecting buyer and seller relationships; and

(C) analyze sales information and present it to a specific audience.

(10) The student knows that selling occurs in a competitive environment that requires constant assessment of market influences. The student is expected to:

(A) analyze internal and external environmental factors that influence selling;

(B) examine business conduct from the viewpoint of sales management and staff;

(C) describe major federal laws that impact selling; and

(D) distinguish between the seller's and buyer's obligations under the Uniform Commercial Code.

(11) The student knows what influences customers before they make a purchase. The student is expected to:

(A) identify product features, advantages, and benefits;

(B) develop and apply a strategy for determining customer needs and wants; and

(C) identify customer buying motives.

(12) The student knows how to obtain and use product and service information to facilitate the selling process. The student is expected to:

(A) compile product information from a variety of sources (such as the product itself, company and competitors' promotional materials, and knowledgeable individuals); and

(B) incorporate product information into sales presentations.

(13) The student knows how marketers use the selling process. The student is expected to:

(A) prepare a sales presentation;

(B) select and evaluate the use of sales approaches;

(C) use information to incorporate questioning techniques into a sales presentation;

(D) demonstrate a product;

(E) overcome objections;

(F) close a sale using different methods;

(G) demonstrate suggestion selling techniques; and

(H) prepare and deliver a sales presentation.

(14) The student knows that exceptional customer service is essential to successful selling. The student is expected to:

(A) identify employee and management attitudes that result in customer satisfaction; and

(B) describe how customer service and follow-up are major factors for success in professional selling.

Source: The provisions of this §124.24 adopted to be effective September 1, 1998, 22 TexReg 5130.

(a) General requirements. The recommended prerequisite for this course is proficiency with integrated software. This course is recommended for students in Grades 10-12.

(b) Introduction.

(1) Marketing is a series of dynamic activities that focus on the customer to generate a profitable exchange. Students gain knowledge and skills that help them to be proficient in one or more of the marketing functional areas associated with distribution, financing, marketing-information management, pricing, product planning, promotion, purchasing, risk management, and selling skills needed to help customers make satisfying buying decisions and to solve marketing problems. Students integrate skills from academic subjects, information technology, interpersonal communication, and management training to make responsible decisions.

(2) The principles of business and marketing and the understanding of human resource skills that an effective marketer must possess provide the foundation for the study of technology in marketing. Understanding these concepts allows students to know the interrelationship between business and marketing.

(c) Knowledge and skills.

(1) The student knows the relationship of business and society. The student is expected to:

(A) explain and categorize business conduct; and

(B) identify ways that businesses contribute to their community.

(2) The student knows that successful entrepreneurial ventures depend on preliminary analysis and planning. The student is expected to:

(A) research the most current resources, including on-line resources, available for accessing information related to marketing; and

(B) use technology to create and present a business plan.

(3) The student applies math concepts in all areas of marketing. The student is expected to:

(A) select and use applications appropriate for money, time, space, materials, and data calculations;

(B) employ technology to create and interpret charts and graphs to make informed marketing decisions; and

(C) use productivity tools (such as spreadsheets and databases) to determine price, profit, cost, and break-even point.

(4) The student integrates listening, reading, speaking, writing, nonverbal, and electronic communication skills effectively. The student is expected to:

(A) communicate effectively in a business setting;

(B) develop effective business correspondence (such as memoranda, business letters, and reports) using correct grammar, spelling, punctuation, and form; and

(C) utilize technology in receiving and sending business communication.

(5) The student knows how to use self-development techniques and interpersonal skills to accomplish marketing objectives. The student is expected to:

(A) identify and practice effective interpersonal and team-building skills; and

(B) participate in leadership and career development activities (such as DECA and local chambers of commerce).

(6) The student knows that management is the process of achieving goals through the use of technology and human and material resources. The student is expected to:

(A) analyze the effectiveness of management's application of resources;

(B) select and use technology to gather, process, and disseminate information; and

(C) use product features and benefits to recommend the purchase and/or upgrade of technology-related hardware and software.

(7) The student knows the importance of emerging trends and technologies in marketing. The student is expected to:

(A) discuss trends affecting marketing technologies; and

(B) research emerging technologies in marketing.

(8) The student knows the impact and value of diversity. The student is expected to:

(A) describe electronic and computer-based options to facilitate communication; and

(B) identify how diversity affects technology.

(9) The student knows that distribution involves activities associated with the physical movement or transfer of ownership of products. The student is expected to:

(A) identify technology-based inventory control equipment and procedures to facilitate transportation, storage, and product handling; and

(B) use productivity tools to determine costs associated with distribution.

(10) The student knows that financial planning is necessary for the marketer's success and solvency. The student is expected to:

(A) use computer software to analyze financial statements of a business;

(B) employ technology to compare planned financial goals to actual financial statements; and

(C) create a financial statement using computer software.

(11) The student uses marketing-information systems (MIS). The student is expected to:

(A) explain characteristics and purposes of an MIS and how technology can be used to manage these systems; and

(B) identify benefits and limitations of marketing research and the technology used to manage research.

(12) The student knows the components of the marketing research process in order to analyze demand, forecast sales, and make other decisions. The student is expected to:

(A) use technology to depict components of the marketing research process;

(B) design and implement a study with the aid of computer and on-line research technology;

(C) use technology to analyze and interpret the data collected; and

(D) use multimedia technology to present research findings and recommendations.

(13) The student knows that pricing has policies, objectives, and strategies. The student is expected to:

(A) develop and analyze pricing objectives;

(B) recommend appropriate pricing strategies; and

(C) develop a pricing structure for a marketing plan using technology.

(14) The student knows elements and processes of product planning. The student is expected to:

(A) employ current technology to create a plan for a new product; and

(B) utilize current technology to design a product package that includes the necessary elements of packaging.

(15) The student knows that successful marketers must develop, implement, and evaluate a promotional plan. The student is expected to:

(A) develop a promotional budget and calendar;

(B) research the use of technology to evaluate the effectiveness of promotional activities;

(C) create an ad layout using desktop publishing; and

(D) create a floor plan for a business using graphics software.

(16) The student knows that purchasing occurs in a continuous cycle. The student is expected to:

(A) place orders utilizing technology;

(B) use computer software to create business forms that facilitate the purchasing function; and

(C) use technology to research, produce, and present a buying plan.

(17) The student knows classifications of risks that affect business activities. The student is expected to:

(A) access electronic information sources to explore business risks; and

(B) identify security issues involved when businesses have and use technology.

(18) The student knows how marketers use technology in the selling process. The student is expected to:

(A) research how selling is changing through the use of electronic sales tools; and

(B) use technology to facilitate the selling process.

Statutory Authority: The provisions of this Subchapter D issued under the Texas Education Code, §28.002, unless otherwise noted.

The provisions of this chapter shall supersede §75.86 of this title (relating to Marketing Education) beginning September 1, 1998.

Source: The provisions of this §124.31 adopted to be effective September 1, 1998, 22 TexReg 5130.

(a) General requirements. This course is recommended for students in Grades 11-12.

(b) Introduction.

(1) Marketing is a series of dynamic activities that focus on the customer to generate a profitable exchange. Students gain knowledge and skills that help them to be proficient in one or more of the marketing functional areas associated with distribution, financing, marketing-information management, pricing, product planning, promotion, purchasing, risk management, and selling skills needed to help customers make satisfying buying decisions and to solve marketing problems. Students integrate skills from academic subjects, information technology, interpersonal communication, and management training to make responsible decisions.

(2) The principles of business and marketing, the concepts of economics and free enterprise, and the understanding of human resource skills that an effective marketer must possess provide the foundation for the study of marketing dynamics. Understanding and applying these concepts allows students to know the interrelationship between business and marketing.

(c) Knowledge and skills.

(1) The student knows business concepts and how business satisfies economic needs. The student is expected to:

(A) categorize business activities as production, marketing, management, or finance;

(B) explain the interdependence each business activity has with marketing;

(C) explain the impact of an international economy on business activities; and

(D) describe advantages and disadvantages of various forms of business ownership.

(2) The student knows the relationship of business and society. The student is expected to:

(A) understand the ramifications of business conduct;

(B) identify ways that businesses contribute to their community; and

(C) explain contributions that marketing makes to business and society.

(3) The student knows the importance of marketing as well as the functions of marketing. The student is expected to:

(A) explain the marketing concept; and

(B) describe each marketing function and how it illustrates the marketing concept.

(4) The student knows that the marketing mix involves a combination of the decisions about product, price, place, promotion, and people. The student is expected to:

(A) explain how each component of the marketing mix contributes to successful marketing; and

(B) describe the importance of marketing strategies in the marketing mix.

(5) The student knows the concepts of market and market identification. The student is expected to:

(A) explain the importance of target markets;

(B) describe advantages and disadvantages of market segmentation and mass marketing; and

(C) distinguish among geographic, demographic, psychographic, and behavioral segmentation.

(6) The student applies math concepts in marketing. The student is expected to:

(A) perform calculations involving money, time, space, materials, and data;

(B) interpret charts and graphs to make informed marketing decisions; and

(C) use formulas and equations to determine price, profit, costs, and break-even point.

(7) The student integrates listening, reading, speaking, writing, and nonverbal communication skills effectively. The student is expected to:

(A) communicate effectively in a business setting;

(B) develop effective business correspondence (such as memoranda, business letters, and reports) using correct grammar, spelling, punctuation, and form; and

(C) utilize technology in receiving and sending business communication.

(8) The student knows how to use self-development techniques and interpersonal skills to accomplish marketing objectives. The student is expected to:

(A) identify and practice effective interpersonal and team-building skills involving situations with co-workers, managers, and customers;

(B) develop short- and long-term personal goals;

(C) identify and use time management principles; and

(D) participate in leadership and career development activities (such as DECA and local chambers of commerce).

(9) The student applies information technology as an effective marketing tool. The student is expected to:

(A) research the use of information technology in marketing; and

(B) select and use the tools of information technology in marketing.

(10) As a lifelong learner, the student knows that careers are ever changing and require continual self-assessment, research, and preparation to develop and implement responsible decisions. The student is expected to:

(A) collect and analyze self-assessment information, including interests, aptitudes, and personal traits;

(B) research and assess employment trends in marketing careers; and

(C) model the steps for locating and securing employment.

(11) The student knows the importance of emerging trends and technologies in marketing. The student is expected to:

(A) discuss trends affecting marketing; and

(B) research emerging technologies in marketing.

(12) The student knows the impact and value of diversity. The student is expected to:

(A) identify the effect of languages other than English on marketing;

(B) explain how diversity affects marketing; and

(C) explain the impact of multiculturalism and multigenerationalism on marketing activities.

(13) The student knows that marketing begins with a working knowledge of economic concepts. The student is expected to:

(A) describe characteristics of economic goods and services;

(B) identify economic needs and wants;

(C) explain the concept of utility and cite examples of types of utility;

(D) explain the concept of price; and

(E) explain how the interaction of supply and demand affects price.

(14) The student knows that a nation's economic system is determined by what is produced, how it is produced, and how it is distributed. The student is expected to:

(A) compare and contrast how economies answer the basic economic questions; and

(B) explain why most economies are mixed.

(15) The student knows that private enterprise is based on independent decisions by businesses and consumers concerning the right to own property, own a business, compete, make a profit, and exercise consumer choice with limited government involvement. The student is expected to:

(A) describe characteristics of a private enterprise system;

(B) explain advantages and disadvantages of private enterprise;

(C) describe the role profit plays in a market economy;

(D) list examples of competitive business situations; and

(E) identify examples of competitive business situations as price or nonprice competition.

(16) The student knows that gross domestic product (GDP), standard of living, consumer price index, and unemployment figures help measure whether an economy is accomplishing its goals. The student is expected to:

(A) identify economic measurements used to analyze an economy; and

(B) explain how economic measures are used in a market economy.

(17) The student knows that changes in the economy include prosperity, recession, depression, and recovery, that may be collectively referred to as the business cycle. The student is expected to:

(A) explain the concept of business cycles; and

(B) describe the impact that phases of a business cycle have on the economy.

(18) The student knows that international economic factors affect marketing planning. The student is expected to:

(A) distinguish between imports and exports;

(B) explain the interdependence of nations; and

(C) analyze advantages and disadvantages of international trade.

(19) The student knows that distribution channel members facilitate the movement of products. The student is expected to:

(A) explain channels of distribution; and

(B) evaluate a distribution plan.

(20) The student knows that distribution involves activities associated with the physical movement or transfer of ownership of products from producer to consumer. The student is expected to:

(A) identify physical distribution activities; and

(B) determine costs associated with distribution.

(21) The student knows that distribution involves stock handling and inventory control. The student is expected to:

(A) describe the receiving process;

(B) explain types of inventory systems;

(C) evaluate inventory shrinkage; and

(D) explain the impact of technology on inventory systems.

(22) The student knows that financial planning is necessary for the marketer's success and solvency. The student is expected to:

(A) explain the impact of financial planning on marketing decisions; and

(B) analyze a business or organization's financial reports and goals.

(23) The student knows that marketers use investment and financial services to achieve goals and objectives. The student is expected to:

(A) identify types of financial services;

(B) explain the purpose of a credit contract; and

(C) explain the impact of credit legislation.

(24) The student knows the role of pricing. The student is expected to:

(A) state goals of pricing;

(B) identify factors affecting pricing;

(C) explain how pricing affects product, place, and promotion decisions;

(D) compare and contrast pricing policies; and

(E) calculate a product's price.

(25) The student knows the role of promotion. The student is expected to:

(A) explain the communication process as used in promotional activities;

(B) describe types of promotion; and

(C) explain the concept of promotional mix.

(26) The student knows that advertising is the paid form of nonpersonal communication about an identified sponsor's products. The student is expected to:

(A) identify types of advertising media;

(B) differentiate between product and institutional advertising; and

(C) identify and evaluate elements of an advertisement.

(27) The student knows that business risk is the possibility of loss or failure. The student is expected to:

(A) categorize business risks; and

(B) explain how various types of risks impact business activities.

(28) The student knows that marketers responsible for risk management follow a process to decide the best strategy to deal with each risk. The student is expected to:

(A) explain security precautions; and

(B) demonstrate knowledge of safety precautions and skills related to health and safety in the workplace.

(29) The student knows what influences customers before they make a purchase. The student is expected to:

(A) differentiate among a feature, an advantage, and a benefit;

(B) differentiate between consumer and organizational buying behavior;

(C) determine customer needs and wants;

(D) classify buying motives;

(E) analyze how customers and organizations apply the decision-making process;

(F) identify major influences on buying behavior; and

(G) acquire information about customer needs.

(30) The student knows how marketers use the selling process. The student is expected to:

(A) locate product information;

(B) approach a customer to open a sale;

(C) illustrate why the approach should have a theme that is related to the presentation and the customer's buying motives;

(D) incorporate questioning/probing techniques;

(E) prepare a sales presentation;

(F) demonstrate how to overcome objections;

(G) demonstrate how to close a sale; and

(H) demonstrate the sales process.

(31) The student knows the important role each employee plays in providing exceptional customer service. The student is expected to:

(A) identify employee actions that result in customer satisfaction; and

(B) identify employee attitudes that result in customer satisfaction.

Source: The provisions of this §124.32 adopted to be effective September 1, 1998, 22 TexReg 5130.

(a) General requirements. The recommended prerequisite for this course is Principles of Marketing or Marketing Dynamics. This course is recommended for students in Grades 11-12.

(b) Introduction.

(1) Marketing is a series of dynamic activities that focus on the customer to generate a profitable exchange. Students gain knowledge and skills that help them to be proficient in one or more of the marketing functional areas associated with distribution, financing, marketing-information management, pricing, product planning, promotion, purchasing, risk management, and selling skills needed to help customers make satisfying buying decisions and to solve marketing problems. Students integrate skills from academic subjects, information technology, interpersonal communication, and management training to make responsible decisions.

(2) The principles of business and marketing, the concepts of economics and free enterprise, and the understanding of human resource skills that an effective marketer must possess provide the foundation for the study of marketing management. Understanding and applying these concepts allows students to know the interrelationship between business and marketing.

(c) Knowledge and skills.

(1) The student knows business concepts and how business satisfies economic needs. The student is expected to:

(A) analyze the impact of an international economy on business activities; and

(B) analyze the impact of multiculturalism and multigenerationalism on business activities.

(2) The student knows marketing mix. The student is expected to:

(A) explain the relationship among goals, tactics, and strategies pertaining to the marketing mix; and

(B) explain factors that may cause marketing strategies to change.

(3) The student knows the concepts of market and market identification. The student is expected to:

(A) research market segmentation trends; and

(B) identify types of segmentation in markets.

(4) The student knows that the United States (U.S.) free enterprise system offers marketers entrepreneurial opportunities. The student is expected to:

(A) explain the importance of the U.S. free enterprise system in encouraging opportunities for entrepreneurial ventures; and

(B) analyze a proposed business plan.

(5) The student knows that management is the process of achieving goals through the use of human resources, technology, and material resources. The student is expected to:

(A) differentiate among levels of management;

(B) compare and contrast management styles;

(C) identify effective recruitment, selection, training and development, and performance evaluation techniques;

(D) demonstrate an understanding of the process used to train and monitor employees to ensure compliance with laws, regulations, and self-regulatory measures; and

(E) model techniques to use in difficult customer relations situations.

(6) The student knows the need for professional and career development. The student is expected to:

(A) identify types of trade journals and periodicals of use to marketers; and

(B) explain the role of professional organizations, trade associations, and labor unions.

(7) The student applies math concepts in management. The student is expected to:

(A) make accurate estimates and projections; and

(B) interpret data found in financial reports.

(8) The student integrates listening, reading, speaking, writing, and nonverbal communication skills effectively. The student is expected to:

(A) communicate effectively in a business management setting;

(B) demonstrate rules of order in a business meeting;

(C) develop effective business correspondence; and

(D) utilize technology in receiving and sending business communication.

(9) The student knows how to use self-development techniques and interpersonal skills to accomplish marketing management objectives. The student is expected to:

(A) demonstrate effective interpersonal and team-building skills involving situations with co-workers, managers, and customers;

(B) plan leadership and career development activities (such as DECA and local chambers of commerce); and

(C) develop employability skills for advancement.

(10) The student knows the importance of emerging trends and technologies in marketing. The student is expected to:

(A) discuss trends affecting marketing;

(B) research emerging technologies in marketing; and

(C) select and use the tools of information technology in marketing.

(11) The student knows the impact and value of diversity. The student is expected to:

(A) identify the effect of languages other than English on marketing;

(B) identify how cultural diversity affects marketing; and

(C) discover legal responsibilities of diversity.

(12) The student knows that marketing begins with a working knowledge of economic concepts. The student is expected to:

(A) describe ways in which marketing affects utility; and

(B) use information about supply and demand to predict their influence on pricing.

(13) The student knows that private enterprise is based on independent decisions by businesses and consumers. The student is expected to:

(A) explain ways to increase productivity and profit; and

(B) discuss advantages and disadvantages of specialization.

(14) The student knows that gross domestic product (GDP), standard of living, consumer price index, and unemployment figures help measure whether an economy is accomplishing its goals. The student is expected to:

(A) research and report on the current economic climate with regard to GDP, unemployment, standard of living, and other economic indicators; and

(B) explain why the GDP is an accurate indicator of the economic health of a nation.

(15) The student knows that changes in the economy include prosperity, recession, depression, and recovery, that may be collectively referred to as the business cycle. The student is expected to:

(A) describe the impact that a business cycle has on an economy; and

(B) explain how businesses react to economic changes.

(16) The student knows that international economic factors affect marketing planning. The student is expected to:

(A) identify strategies for entering international markets; and

(B) describe cultural, economic, and political factors considered when engaging in international trade.

(17) The student knows that marketing research is a specific inquiry to solve a problem. The student is expected to:

(A) explain the importance of marketing research;

(B) describe areas of marketing research (such as advertising, product, market, and sales);

(C) explain the purpose of test marketing;

(D) identify trends affecting marketing research; and

(E) discuss benefits and limitations of marketing research.

(18) The student knows the components of the marketing research process in order to analyze demand, forecast sales, and make other decisions. The student is expected to:

(A) describe the marketing research process;

(B) identify methods of collecting data;

(C) describe ways technology is used in research;

(D) design and implement a study;

(E) analyze and interpret data collected;

(F) develop a research report; and

(G) make recommendations based on the research report.

(19) The student knows the elements and processes of product planning. The student is expected to:

(A) explain the nature and scope of product planning;

(B) describe product mix strategies;

(C) identify steps in new-product planning; and

(D) define the product life cycle.

(20) The student knows the importance of branding and extended product features. The student is expected to:

(A) define branding elements;

(B) explain applicable grades and standards;

(C) distinguish between warranties and guarantees; and

(D) design a product package and/or label.

(21) The student knows the laws and regulations that affect new product development. The student is expected to:

(A) differentiate among laws, regulations, and self-regulatory measures for new-product development;

(B) explain consumer protection provisions of government agencies; and

(C) explain how business is affected by government regulation of consumer protection.

(22) The student knows that advertising is the paid form of nonpersonal communication about an identified sponsor's products. The student is expected to:

(A) calculate the cost-effectiveness of media; and

(B) create an advertising campaign.

(23) The student knows that the physical environment found at a place of business should project a positive image. The student is expected to:

(A) evaluate image; and

(B) analyze factors involved in facilities design, maintenance, and improvement.

(24) The student knows that public relations and publicity can be used to promote a business or organization. The student is expected to:

(A) prepare publicity materials;

(B) identify activities that would encourage positive public relations; and

(C) analyze potential impact of publicity and offer possible strategies for dealing with its impact.

(25) The student knows that sales promotion activities or materials offer customers a direct incentive to buy. The student is expected to:

(A) identify examples of sales promotion materials; and

(B) analyze how sales promotion materials encourage sales.

(26) The student knows that the purchasing process occurs in a continuous cycle. The student is expected to:

(A) explain the process of identifying needs;

(B) describe the process of selecting suppliers and sources;

(C) explain the negotiation process;

(D) explain how goods and services are ordered; and

(E) identify strategies used in evaluating purchases.

(27) The student knows that businesses need goods and services for daily operation. The student is expected to:

(A) analyze the selection of goods and services based on a business' operational needs; and

(B) compare and contrast terms offered by suppliers.

(28) The student knows that a buying plan identifies products to be offered for sale for a particular period of time. The student is expected to:

(A) describe and calculate merchandising-related discounts;

(B) explain vendors' terms and policies; and

(C) calculate the final cost of a product.

(29) The student knows how managers use the selling process. The student is expected to:

(A) use information about customers to make management decisions; and

(B) prepare and deliver a sales presentation.

(30) The student knows the important role each employee plays in providing exceptional customer service. The student is expected to:

(A) identify employee and management actions as well as attitudes that result in customer satisfaction; and

(B) describe how customer service and follow-up are major factors for success in marketing.

(31) The student knows the management of selling activities. The student is expected to:

(A) explain sales and financial quotas;

(B) identify types of information contained in sales records; and

(C) demonstrate proper procedures for maintaining sales records.

Statutory Authority: The provisions of this Subchapter E issued under the Texas Education Code, §28.002, unless otherwise noted.

The provisions of this chapter shall supersede §75.86 of this title (relating to Marketing Education) beginning September 1, 1998.

Source: The provisions of this §124.41 adopted to be effective September 1, 1998, 22 TexReg 5130.

(a) General requirements. This course is recommended for students in Grades 10-12.

(b) Introduction.

(1) Marketing is a series of dynamic activities that focus on the customer to generate a profitable exchange. Students gain knowledge and skills that help them to be proficient in one or more of the marketing functional areas associated with distribution, financing, marketing-information management, pricing, product planning, promotion, purchasing, risk management, and selling skills needed to help customers make satisfying buying decisions and to solve marketing problems. Students integrate skills from academic subjects, information technology, interpersonal communication, and management training to make responsible decisions.

(2) The principles and concepts of marketing and economics, as well as a variety of human resource skills, provide a foundation that allows students to make well-informed, responsible decisions. In the highly-competitive, international business environment, marketing functions and techniques must be adapted to meet the needs of specialized marketing industries, such as fashion marketing. Through occupationally-specific applications, students will learn career-sustaining skills that make marketing a valuable asset in today's world.

(c) Knowledge and skills.

(1) The student knows business concepts and explains how business satisfies economic needs. The student is expected to:

(A) categorize business activities as production, marketing, management, or finance;

(B) explain the interdependence each business activity has with marketing;

(C) explain the implications of business conduct using fashion industry examples; and

(D) describe how international marketing has affected the fashion industry.

(2) The student knows the importance of marketing as well as the functions of marketing. The student is expected to:

(A) explain the marketing concept;

(B) describe each marketing function and how it relates to the fashion industry;

(C) explain how each component of the marketing mix contributes to successful marketing;

(D) explain the importance of target markets;

(E) describe advantages and disadvantages of market segmentation and mass marketing; and

(F) research trends and emerging technologies affecting fashion marketing.

(3) The student knows the impact and value of diversity. The student is expected to:

(A) explain elements of culture and the need for understanding cultural diversity; and

(B) identify how diversity affects fashion.

(4) The student knows how to use self-development techniques and interpersonal skills to accomplish marketing objectives. The student is expected to:

(A) explain and practice effective interpersonal and team-building skills with co-workers, managers, and customers;

(B) participate in leadership and career development activities (such as DECA and local chambers of commerce); and

(C) explain the role of professional organizations, trade associations, and labor unions in the fashion industry.

(5) The student knows that distribution channel members facilitate the movement of products. The student is expected to:

(A) explain channels of distribution for fashion products; and

(B) describe activities of each channel member.

(6) The student knows that financial planning is necessary for the marketer's success and solvency. The student is expected to:

(A) identify sources of financial assistance; and

(B) explain the purpose of financial records (such as budget, balance sheet, and income statement).

(7) The student knows the marketing-information system (MIS). The student is expected to:

(A) explain characteristics and purposes of an MIS;

(B) identify benefits and limitations of marketing research;

(C) explain the use of inventory control information (such as to prepare financial reports and make buying decisions); and

(D) analyze data used to make accurate forecasts.

(8) The student knows that pricing has policies, objectives, and strategies. The student is expected to:

(A) compare and contrast pricing policies;

(B) develop a sample credit policy that could be a useful fashion marketing strategy; and

(C) analyze the price of a fashion product.

(9) The student knows the elements and processes of product planning. The student is expected to:

(A) describe stages of new-product planning;

(B) define the term "product mix;" and

(C) identify stages of the product life cycle for new or existing fashion products.

(10) The student knows that successful marketers must develop, implement, and evaluate a promotional plan. The student is expected to:

(A) identify components of the promotional mix (such as advertising, visual merchandising, and personal selling);

(B) demonstrate visual merchandising techniques for fashion goods, services, or ideas; and

(C) analyze a promotional plan for effectiveness.

(11) The student knows that purchasing occurs as steps in a continuous cycle. The student is expected to:

(A) distinguish between buying for resale and buying for organization use;

(B) explain the importance of identifying needs as the first step of the purchasing process; and

(C) demonstrate knowledge of the fashion buying process (such as preparing a buying plan, completing purchase orders, and processing invoices).

(12) The student knows that various types of risks impact business activities. The student is expected to:

(A) categorize business risks; and

(B) explain methods a business uses to control risks (such as surveillance and safety training).

(13) The student knows the role of selling in a private enterprise economy. The student is expected to:

(A) explain how selling contributes to economic activity;

(B) describe the process of selecting and merchandising apparel and accessory products; and

(C) demonstrate steps in the selling process using fashion products.

(14) The student knows the nature and scope of fashion. The student is expected to:

(A) explain the importance of fashion;

(B) demonstrate knowledge of fashion history and how it relates to today's fashions;

(C) distinguish among fashion terms (such as fashion, style, and design);

(D) list major environmental influences on fashion demand;

(E) research fashion information; and

(F) explain legislation that impacts the fashion industry.

(15) The student knows that a career in fashion marketing requires knowledge of textiles and design. The student is expected to:

(A) explain how the development of textiles has influenced the fashion industry;

(B) differentiate between natural and synthetic fibers;

(C) explain elements and principles of design in fashion apparel;

(D) list the steps from apparel design to the finished product; and

(E) research the use of technology in fashion design, production, and distribution.

(16) The student knows that a career in fashion marketing requires knowledge of the industry. The student is expected to:

(A) research careers in the fashion industry;

(B) list and describe businesses related to the fashion industry; and

(C) delineate components of softlines (such as sportswear, footwear, and men's and children's fashions).

Source: The provisions of this §124.42 adopted to be effective September 1, 1998, 22 TexReg 5130.

(a) General requirements. This course is recommended for students in Grades 10-12.

(b) Introduction.

(1) Marketing is a series of dynamic activities that focus on the customer to generate a profitable exchange. Students gain knowledge and skills that help them to be proficient in one or more of the marketing functional areas associated with distribution, financing, marketing-information management, pricing, product planning, promotion, purchasing, risk management, and selling skills needed to help customers make satisfying buying decisions and to solve marketing problems. Students integrate skills from academic subjects, information technology, interpersonal communication, and management training to make responsible decisions.

(2) The principles and concepts of marketing, as well as a variety of human resource skills, provide a foundation that allows students to make well-informed, responsible decisions. In the highly-competitive, international business environment, marketing functions and techniques must be adapted to meet the needs of specialized marketing industries, such as food marketing. Through occupationally-specific applications, students will learn skills that make marketing a profitable and satisfying career.

(c) Knowledge and skills.

(1) The student knows business concepts and explains how business satisfies economic needs. The student is expected to:

(A) categorize business activities as production, marketing, management, or finance;

(B) explain the interdependence each business activity has with marketing; and

(C) understand the ramifications of business conduct.

(2) The student knows the importance of marketing as well as the functions of marketing. The student is expected to:

(A) explain the marketing concept;

(B) describe each marketing function and how it contributes to the marketing concept;

(C) explain how each component of the marketing mix contributes to successful marketing;

(D) explain the importance of target markets;

(E) describe advantages and disadvantages of market segmentation and mass marketing; and

(F) research trends and emerging technologies affecting food marketing.

(3) The student knows how to use self-development techniques and interpersonal skills to accomplish marketing objectives. The student is expected to:

(A) identify and practice effective interpersonal and team-building skills with co-workers, managers, and customers; and

(B) participate in leadership and career development activities (such as DECA and local chambers of commerce).

(4) The student knows the impact and value of diversity. The student is expected to:

(A) explain the impact of multiculturalism and multigenerationalism on food marketing activities; and

(B) identify how diversity affects food marketing.

(5) The student knows that distribution channel members facilitate the movement of products. The student is expected to:

(A) identify channels of distribution for selected products; and

(B) identify roles and responsibilities of manufacturers, wholesalers, and other channel members.

(6) The student knows that financial planning is necessary for the marketer's success and solvency. The student is expected to:

(A) identify sources of financial assistance;

(B) explain the purpose of financial records (such as budget, balance sheet, and income statement); and

(C) explain the relationship of perishability to profit and loss.

(7) The student knows the role of a marketing-information system (MIS). The student is expected to:

(A) explain characteristics and purposes of an MIS;

(B) identify benefits and limitations of marketing research;

(C) describe the process of sales forecasting and its effect on purchasing, scheduling, staffing, and paying salaries; and

(D) analyze the cost-benefit relationship of implementing information technology systems in food marketing operations.

(8) The student knows that pricing has policies, objectives, and strategies. The student is expected to:

(A) compare and contrast pricing policies;

(B) analyze the price of a product; and

(C) give examples of price and nonprice competition.

(9) The student knows elements and processes of product planning. The student is expected to:

(A) describe stages of new-product planning;

(B) define the term "product mix;" and

(C) identify stages of the product life cycle for new or existing food products.

(10) The student knows that successful marketers must develop, implement, and evaluate a promotional plan. The student is expected to:

(A) identify components of the promotional mix (such as advertising, visual merchandising, and personal selling);

(B) critique elements of a retail food operation's image (such as cleanliness, lighting, customer safety, and physical layout);

(C) evaluate customer service policies;

(D) explain the importance of public and community relations in retail food operations;

(E) identify components of a successful merchandising program (such as product mix, display, sampling, and store layout); and

(F) analyze a promotional plan for effectiveness.

(11) The student knows that purchasing occurs as steps in a continuous cycle. The student is expected to:

(A) distinguish between buying for resale and buying for organization use;

(B) explain the importance of identifying needs as the first step of the purchasing process;

(C) analyze factors affecting the product selection process;

(D) evaluate vendors based on product and service offerings; and

(E) analyze, select, and defend product selection for a food marketing business.

(12) The student knows that various types of risks impact business activities. The student is expected to:

(A) categorize business risks;

(B) give examples of safety and liability risks and propose solutions; and

(C) identify situations that contribute to store loss (such as damaged goods, customer and employee theft, and fraud) and propose solutions.

(13) The student knows the role of selling in a private enterprise economy. The student is expected to:

(A) explain how selling contributes to economic activity; and

(B) describe steps in the selling process.

(14) The student knows the important role each employee plays in providing exceptional customer service. The student is expected to:

(A) identify employee actions and attitudes that result in customer satisfaction; and

(B) identify management actions and attitudes that result in customer satisfaction.

(15) The student knows the dynamic and diverse nature of the food/grocery industry. The student is expected to:

(A) research career opportunities (such as at the manufacturing, wholesale, and retail levels);

(B) discuss transferability of skills within the industry;

(C) explain the concept of cross-training;

(D) identify roles and responsibilities of manufacturers, wholesalers, and other channel members; and

(E) use industry-specific terminology.

(16) The student knows that the retail food operation is organized by departments. The student is expected to:

(A) diagram a retail food operation to denote its departments and their functions (such as produce, general merchandise, grocery, meat, and dairy);

(B) describe how the interrelationship among departments contributes to the store's overall success;

(C) explain factors that influence product mix in supermarket departments; and

(D) compare and contrast supermarket requirements (such as sanitation, perishability, and stock rotation) for each department.

Source: The provisions of this §124.43 adopted to be effective September 1, 1998, 22 TexReg 5130.

(a) General requirements. This course is recommended for students in Grades 10-12.

(b) Introduction.

(1) Marketing is a series of dynamic activities that focus on the customer to generate a profitable exchange. Students gain knowledge and skills that help them to be proficient in one or more of the marketing functional areas associated with distribution, financing, marketing-information management, pricing, product planning, promotion, purchasing, risk management, and selling skills needed to help customers make satisfying buying decisions and to solve marketing problems. Students integrate skills from academic subjects, information technology, interpersonal communication, and management training to make responsible decisions.

(2) The principles and concepts of marketing, as well as a variety of human resource skills, provide a foundation that allows students to make well-informed, responsible decisions. In the highly-competitive, international business environment, marketing functions and techniques must be adapted to meet the needs of specialized marketing industries, such as hotel management. Through occupationally-specific applications, students will learn career-sustaining skills that make marketing a valuable asset in today's world.

(c) Knowledge and skills.

(1) The student knows business concepts and explains how business satisfies economic needs in an international economy. The student is expected to:

(A) categorize business activities as production, marketing, management, or finance;

(B) explain the interdependence each business activity has with marketing; and

(C) understand the ramifications of business conduct.

(2) The student knows the importance of marketing as well as the functions of marketing. The student is expected to:

(A) explain the marketing concept;

(B) describe each marketing function and how it contributes to the marketing concept;

(C) explain how each component of the marketing mix contributes to successful marketing;

(D) explain the importance of target markets;

(E) describe advantages and disadvantages of market segmentation and mass marketing; and

(F) research trends and emerging technologies affecting marketing in the hotel industry.

(3) The student knows how to use self-development techniques and interpersonal skills to accomplish marketing objectives. The student is expected to:

(A) identify and practice effective interpersonal and team-building skills;

(B) participate in leadership and career development activities (such as DECA and local chambers of commerce); and

(C) explain the role of professional organizations, trade associations, and labor unions in the hotel industry.

(4) The student knows the impact and value of diversity. The student is expected to:

(A) identify the effect of languages other than English on the hotel industry;

(B) explain the impact of multiculturalism and multigenerationalism on hotel operations and management; and

(C) identify how diversity affects the hotel industry.

(5) The student knows the process for managing hotel staff. The student is expected to:

(A) demonstrate an understanding of levels of management;

(B) compare and contrast management styles;

(C) identify effective recruitment, selection, training, development, and performance evaluation techniques;

(D) demonstrate an understanding of the process used to train and monitor hotel employees to ensure compliance with laws, regulations, and self-regulatory measures;

(E) discuss functions of the front of house, sales, food and beverage, and rooms management; and

(F) identify types of trade journals and periodicals of use to hotel managers.

(6) The student knows that distribution channel members facilitate the movement of products. The student is expected to:

(A) identify channels of distribution for selected hotel products; and

(B) describe activities of each channel member.

(7) The student knows that financial planning is necessary for the marketer's success and solvency. The student is expected to:

(A) identify sources of financial assistance;

(B) analyze financial records (such as budget, balance sheet, and income statement); and

(C) discuss hotel/lodging accounting procedures (such as auditing and maintaining ledgers and folios).

(8) The student knows the role of a marketing-information system (MIS). The student is expected to:

(A) explain characteristics and purposes of an MIS;

(B) identify benefits and limitations of marketing research;

(C) analyze data used to make accurate forecasts; and

(D) explain the importance of computer reservation systems and hotel chain directories.

(9) The student knows that pricing has policies, objectives, and strategies. The student is expected to:

(A) compare and contrast pricing policies; and

(B) analyze the price of a product (such as room rates, meeting space rental, or food costs).

(10) The student knows elements and processes of product planning. The student is expected to:

(A) describe stages of new-product planning;

(B) define the term "product mix;"

(C) identify stages of the product life cycle for new or existing products; and

(D) present examples of product mix for the hotel industry.

(11) The student knows that successful marketers must develop, implement, and evaluate a promotional plan. The student is expected to:

(A) identify components of the promotional mix (such as advertising, visual merchandising, and personal selling); and

(B) analyze the effectiveness of a promotional plan for the hotel industry.

(12) The student knows that purchasing occurs in a continuous cycle. The student is expected to:

(A) distinguish between buying for resale and buying for organization use;

(B) explain the importance of identifying needs as the first step of the purchasing process; and

(C) analyze and discuss selection of goods and services based on a hotel's operational needs.

(13) The student knows that various types of risks impact business. The student is expected to:

(A) categorize business risks as natural, human, or economic;

(B) discuss business risks specific to the hotel industry; and

(C) explain methods a business uses to control risks (such as surveillance and safety training).

(14) The student knows the role of selling in a private enterprise. The student is expected to:

(A) explain how selling contributes to economic activity;

(B) discuss the role each hotel employee plays in selling; and

(C) describe steps in the selling process.

(15) The student knows the nature and scope of the hotel industry. The student is expected to:

(A) explain the development of the hotel industry;

(B) discuss the similarities and differences of various types of lodging;

(C) describe various divisions in a hotel business and their operations; and

(D) discuss energy management and environmental factors that influence the hotel industry.

Source: The provisions of this §124.44 adopted to be effective September 1, 1998, 22 TexReg 5130.

(a) General requirements. This course is recommended for students in Grades 10-12.

(b) Introduction.

(1) Marketing is a series of dynamic activities that focus on the customer to generate a profitable exchange. Students gain knowledge and skills that help them to be proficient in one or more of the marketing functional areas associated with distribution, financing, marketing-information management, pricing, product planning, promotion, purchasing, risk management, and selling skills needed to help customers make satisfying buying decisions and to solve marketing problems. Students integrate skills from academic subjects, information technology, interpersonal communication, and management training to make responsible decisions.

(2) The principles and concepts of marketing and economics, as well as a variety of human resource skills, provide a foundation that allows students to make well-informed, responsible decisions. In the highly-competitive, international business environment, marketing functions and techniques must be adapted to meet the needs of specialized marketing industries, such as restaurant management. Through occupationally-specific applications, students will learn skills that make marketing a profitable and satisfying career.

(c) Knowledge and skills.

(1) The student knows business concepts and how business satisfies economic needs in a multicultural society and international economy. The student is expected to:

(A) categorize business activities as production, marketing, management, or finance;

(B) explain the interdependence of the restaurant industry with the economy;

(C) differentiate between franchise and/or entrepreneurship opportunities in the restaurant industry and other forms of business ownership;

(D) identify ways that businesses contribute to their community;

(E) explain the impact of multiculturalism on business activities; and

(F) evaluate laws and regulations governing the restaurant industry.

(2) The student knows the importance of marketing as well as the functions of marketing. The student is expected to:

(A) explain the marketing concept;

(B) describe each marketing function and how it contributes to the marketing concept;

(C) explain how each component of the marketing mix (such as selection of product offerings for the menu) contributes to a successful restaurant operation;

(D) explain the importance of target markets;

(E) describe advantages and disadvantages of market segmentation and mass marketing; and

(F) research trends and emerging technologies affecting the restaurant industry.

(3) The student applies math concepts in restaurant operations and management. The student is expected to:

(A) perform calculations involving money, time, space, materials, and data;

(B) interpret charts and graphs to make informed management decisions;

(C) make accurate estimates and projections (such as purchasing perishable items and determining peak and slow serving times); and

(D) read, calculate, and interpret data found in financial reports.

(4) The student integrates listening, reading, speaking, writing, and nonverbal communication skills effectively. The student is expected to:

(A) communicate effectively in a business setting; and

(B) use technology in receiving and sending business communication.

(5) The student knows how to use self-development techniques and interpersonal skills to accomplish management objectives. The student is expected to:

(A) identify and practice effective interpersonal and team-building skills involving situations with co-workers, management, and customer relations; and

(B) participate in leadership and career development activities (such as DECA and local chambers of commerce).

(6) The student knows the impact and value of diversity. The student is expected to:

(A) identify the effect of languages other than English on the restaurant industry;

(B) identify how cultural diversity affects restaurant management decisions; and

(C) discover legal responsibilities of diversity.

(7) The student knows that management is the process of achieving goals through the use of human resources, technology, and material resources. The student is expected to:

(A) demonstrate an understanding of the levels of management found in restaurant operations;

(B) compare and contrast management styles;

(C) identify effective recruitment, selection, training and development, and performance evaluation techniques;

(D) demonstrate how to train and monitor restaurant employees to ensure compliance with laws, regulations, and self-regulatory measures;

(E) model techniques to use in difficult customer relations situations;

(F) explain the role of professional organizations, trade associations, and labor unions in restaurant operations; and

(G) explain the importance of quality control (such as consistency and portion control).

(8) The student knows that marketing begins with a working knowledge of economic concepts. The student is expected to:

(A) use information about supply and demand to predict their influence on restaurant management decisions;

(B) explain the role profit plays in an economy;

(C) compare and contrast competitive restaurant operations; and

(D) explain the role productivity plays in the restaurant industry.

(9) The student knows that distribution channel members facilitate the movement of products. The student is expected to:

(A) identify channels of distribution for selected restaurant products; and

(B) analyze the impact of perishability on transportation, storage, product handling, and inventory control activities in the restaurant industry.

(10) The student knows that financial planning is necessary for the success and solvency of the restaurant operation. The student is expected to:

(A) identify sources of financial assistance;

(B) analyze financial records (such as budget, balance sheet, and income statement); and

(C) evaluate the impact of financial planning and credit on a restaurant's marketing and management decisions.

(11) The student knows the role of a marketing-information system. The student is expected to:

(A) identify benefits and limitations of marketing research;

(B) explain characteristics and purposes of an integrated information system; and

(C) use primary and/or secondary information to make restaurant management decisions.

(12) The student knows that pricing has policies, objectives, and strategies. The student is expected to:

(A) compare and contrast pricing policies;

(B) recommend appropriate pricing strategies for restaurant operations; and

(C) identify controllable and uncontrollable variables in a restaurant pricing situation.

(13) The student knows the elements and processes of product planning. The student is expected to:

(A) describe stages of new-product planning;

(B) identify stages of the product life cycle for new or existing products in the restaurant industry; and

(C) discuss the importance of diversifying a restaurant's offerings based on stages of the product life cycle.

(14) The student knows that successful restaurant managers or owners must develop, implement, and evaluate a promotional plan. The student is expected to:

(A) identify components of the promotional mix (such as advertising, visual merchandising, and personal selling);

(B) analyze promotional objectives, including a promotional budget and calendar;

(C) evaluate the image projected by the physical environment (such as facilities design, maintenance, and improvement);

(D) calculate and assess the cost-effectiveness of various media using advertising costs and budget information; and

(E) select activities that would encourage positive public relations.

(15) The student knows that purchasing occurs in a continuous cycle. The student is expected to:

(A) distinguish between buying for resale and buying for organization use; and

(B) select and evaluate suppliers and sources after identifying restaurant purchasing needs.

(16) The student knows that various types of risks impact restaurant operations. The student is expected to:

(A) categorize business risks as human, natural, and economic and recommends ways to control each type; and

(B) recommend and defend strategies for dealing with a restaurant's business risks.

(17) The student knows the role of selling in the restaurant industry. The student is expected to:

(A) give examples of how selling is used in various aspects of the restaurant industry;

(B) develop strategies for determining customer needs and wants; and

(C) analyze the impact of suggestion selling in restaurants.

(18) The student knows the important role each restaurant employee plays in providing exceptional customer service. The student is expected to:

(A) classify employee and management actions and attitudes that result in customer satisfaction; and

(B) describe how customer service and follow-up are major factors for success in restaurant operations and management.

(19) The student knows the nature and scope of the restaurant industry. The student is expected to:

(A) research career opportunities;

(B) use industry-specific terminology;

(C) analyze policies, procedures, and dress codes for restaurant operations; and

(D) distinguish between commercial and noncommercial restaurant operations.

(20) The student knows health and safety precautions in the restaurant industry. The student is expected to:

(A) identify housekeeping, maintenance, and sanitation activities that should be performed on a regular basis in restaurants;

(B) discuss safety responsibilities of restaurant management;

(C) explain first aid and emergency procedures; and

(D) research current and emerging trends in storage, refrigeration, and food handling.

Source: The provisions of this §124.45 adopted to be effective September 1, 1998, 22 TexReg 5130.

(a) General requirements. This course is recommended for students in Grades 10-12.

(b) Introduction.

(1) Marketing is a series of dynamic activities that focus on the customer to generate a profitable exchange. Students gain knowledge and skills that help them to be proficient in one or more of the marketing functional areas associated with distribution, financing, marketing-information management, pricing, product planning, promotion, purchasing, risk management, and selling skills needed to help customers make satisfying buying decisions and to solve marketing problems. Students integrate skills from academic subjects, information technology, interpersonal communication, and management training to make responsible decisions.

(2) The principles and concepts of marketing and economics, as well as a variety of human resource skills, provide a foundation that allows students to make well-informed, responsible decisions. In the highly-competitive, international business environment, marketing functions and techniques must be adapted to meet the needs of specialized marketing industries, such as services marketing. Through occupationally-specific applications, students will learn career-sustaining skills that make marketing a valuable asset in today's world.

(c) Knowledge and skills.

(1) The student knows business concepts and explains how business satisfies economic needs in an international economy. The student is expected to:

(A) relate the interdependence among production, marketing, management, and finance;

(B) explain the impact of an international economy on activities in service industries;

(C) describe advantages and disadvantages of various forms of business ownership found in services marketing; and

(D) understand the ramifications of business conduct.

(2) The student knows the importance of marketing as well as the functions of marketing. The student is expected to:

(A) explain the marketing concept;

(B) describe each marketing function and how it contributes to the marketing concept;

(C) explain how each component of the marketing mix contributes to service industries;

(D) explain the importance of target markets;

(E) describe advantages and disadvantages of market segmentation and mass marketing; and

(F) research trends and emerging technologies affecting services marketing.

(3) The student integrates listening, reading, speaking, writing, and nonverbal communication skills effectively. The student is expected to:

(A) communicate effectively in a business setting; and

(B) interpret and use a variety of nonverbal messages.

(4) The student knows how to use self-development techniques and interpersonal skills to accomplish services marketing objectives. The student is expected to:

(A) identify and practice effective interpersonal and team-building skills involving situations with co-workers, managers, and customers; and

(B) participate in leadership and career development activities (such as DECA and local chambers of commerce).

(5) The student knows that management is the process of achieving goals through the use of human resources, technology, and material resources. The student is expected to:

(A) demonstrate an understanding of levels of management; and

(B) compare and contrast management styles.

(6) The student knows the impact and value of diversity. The student is expected to:

(A) identify the effect of languages other than English on the services marketer;

(B) explain how cultural diversity affects how services are provided; and

(C) identify how diversity affects the services industry.

(7) The student knows that marketing begins with a working knowledge of economic concepts. The student is expected to:

(A) illustrate that services are products which satisfy our needs and wants and usually have monetary value; and

(B) compare and contrast the roles of profit-oriented service businesses and not-for-profit organizations in the economy.

(8) The student knows that distribution channel members facilitate the availability of services. The student is expected to:

(A) identify distribution activities performed by service providers; and

(B) analyze distribution strategies used by service marketers.

(9) The student knows that financial planning is necessary for the service marketer's success and solvency. The student is expected to:

(A) identify sources of financial assistance; and

(B) explain the purpose of financial records (such as time records, budget, balance sheet, and income statement).

(10) The student knows the role of a marketing-information system. The student is expected to:

(A) explain the characteristics and purposes of an integrated information system;

(B) determine sources and types of information available for an information system; and

(C) describe components of the marketing research process in order to analyze demand, forecast sales, and make other decisions.

(11) The student knows that pricing has policies, objectives, and strategies. The student is expected to:

(A) recommend appropriate pricing strategies for service industries;

(B) explain positive or negative effects that various factors can have on the selling price; and

(C) communicate differences among pricing structures for goods, services, and ideas.

(12) The student knows the elements and processes of services planning. The student is expected to:

(A) establish the ratio between tangible and intangible elements of a service;

(B) demonstrate how the intangibility ratio varies based on the nature of the service;

(C) identify stages of the new service planning process; and

(D) define the term "service mix."

(13) The student knows that successful service marketers must develop, implement, and evaluate a promotional plan. The student is expected to:

(A) describe a promotional plan for a services marketer;

(B) identify components of the image; and

(C) explain the role of public relations in promoting a service business or organization.

(14) The student knows that purchasing occurs in a continuous cycle. The student is expected to:

(A) describe the process of selecting suppliers and sources; and

(B) analyze and discuss selection of goods and services based on a business's operational needs.

(15) The student knows that various types of risks impact business. The student is expected to:

(A) categorize business risks as natural, human, or economic; and

(B) explain methods a service business uses to control risks (such as surveillance and safety training).

(16) The student knows the role of selling in a private enterprise. The student is expected to:

(A) discuss how selling is the basis for economic activity and its special role in services marketing;

(B) describe steps in the selling process; and

(C) analyze how customers apply the decision-making process for a variety of services.

(17) The student knows the important role each employee plays in providing exceptional customer service. The student is expected to:

(A) describe how customer service and follow-up are major factors for success in services marketing; and

(B) prescribe how to improve service using employee orientation, training, and professional development.

Source: The provisions of this §124.46 adopted to be effective September 1, 1998, 22 TexReg 5130.

(a) General requirements. This course is recommended for students in Grades 10-12.

(b) Introduction.

(1) Marketing is a series of dynamic activities that focus on the customer to generate a profitable exchange. Students gain knowledge and skills that help them to be proficient in one or more of the marketing functional areas associated with distribution, financing, marketing-information management, pricing, product planning, promotion, purchasing, risk management, and selling skills needed to help customers make satisfying buying decisions and to solve marketing problems. Students integrate skills from academic subjects, information technology, interpersonal communication, and management training to make responsible decisions.

(2) The principles and concepts of marketing, as well as a variety of human resource skills, provide a foundation that allows students to make well-informed, responsible decisions. In the highly-competitive, international business environment, marketing functions and techniques must be adapted to meet the needs of specialized marketing industries, such as travel and tourism marketing. Through occupationally-specific applications, students will learn skills that make marketing a profitable and satisfying career.

(c) Knowledge and skills.

(1) The student knows business concepts and explains how business satisfies economic needs. The student is expected to:

(A) categorize business activities as production, marketing, management, or finance;

(B) explain the interdependence each business activity has with marketing; and

(C) understand the ramifications of business conduct.

(2) The student knows the importance of marketing as well as the functions of marketing. The student is expected to:

(A) explain the marketing concept;

(B) describe each marketing function and how it contributes to the marketing concept;

(C) explain how each component of the marketing mix contributes to successful marketing;

(D) explain the importance of target markets;

(E) describe advantages and disadvantages of market segmentation and mass marketing; and

(F) research trends and emerging technologies affecting travel and tourism marketing.

(3) The student knows how to use self-development techniques and interpersonal skills to accomplish marketing objectives. The student is expected to:

(A) identify and practice effective interpersonal and team-building skills with co-workers, managers, and customers; and

(B) participate in leadership and career development activities (such as DECA and local chambers of commerce).

(4) The student knows the impact and value of diversity. The student is expected to:

(A) identify the effect of languages other than English on the travel and tourism industry;

(B) explain the impact of multiculturalism and multigenerationalism on travel and tourism business activities; and

(C) identify how diversity affects travel and tourism marketing decisions.

(5) The student knows that distribution channel members facilitate the movement of products. The student is expected to:

(A) identify channels of distribution for selected products in the travel and tourism industry; and

(B) describe activities of each channel member.

(6) The student knows that financial planning is necessary for the marketer's success and solvency. The student is expected to:

(A) identify sources of financial assistance; and

(B) explain the purpose of financial records (such as budget, balance sheet, and income statement).

(7) The student knows the role of a marketing-information system (MIS). The student is expected to:

(A) explain characteristics and purposes of an MIS;

(B) identify benefits and limitations of marketing research;

(C) research printed and technological resources to identify and select products and services; and

(D) access informational and transactional functions of computerized systems.

(8) The student knows that pricing has policies, objectives, and strategies. The student is expected to:

(A) compare and contrast pricing policies; and

(B) analyze the price of a product.

(9) The student knows the elements and processes of product planning. The student is expected to:

(A) describe stages of new-product planning;

(B) define the term "product mix;" and

(C) identify stages of the product life cycle for new or existing travel and tourism products.

(10) The student knows that successful marketers must develop, implement, and evaluate a promotional plan. The student is expected to:

(A) identify components of the promotional mix (such as advertising, visual merchandising, and personal selling); and

(B) analyze a promotional plan for effectiveness.

(11) The student knows that purchasing occurs as steps in a continuous cycle. The student is expected to:

(A) distinguish between buying for resale and buying for organizational use; and

(B) explain the importance of identifying needs as the first step of the purchasing process.

(12) The student knows that various types of risks impact business. The student is expected to:

(A) categorize business risks as natural, human, or economic; and

(B) explain methods a travel and tourism business uses to control risks.

(13) The student knows the role of selling in a private enterprise. The student is expected to:

(A) explain how selling impacts the travel and tourism industry; and

(B) describe steps in the selling process.

(14) The student knows the nature and scope of the travel and tourism industry. The student is expected to:

(A) discuss the growth of travel as an industry in the marketplace;

(B) list ways government entities promote and regulate the travel industry;

(C) discuss how geography and history influence the travel industry;

(D) describe categories of travelers and their motivations, needs, and expectations (MNEs); and

(E) explore international travel issues.

(15) The student knows transportation and accommodation products. The student is expected to:

(A) list factors that influence air travel services;

(B) discuss surface travel industries (such as railroad, motorcoach, car rental, and mass transit systems);

(C) discuss types of cruise packages; and

(D) compare and contrast the MNEs of lodging customers.

(16) The student knows travel and tourism products and services. The student is expected to:

(A) determine what attracts travelers to different destinations;

(B) explain how the travel industry packages and sells recreation; and

(C) discuss the tour package as a product.

(17) The student knows the nature and scope of business and professional travel. The student is expected to:

(A) discuss the importance of the business traveler to the industry; and

(B) categorize the where, what, and why of meetings, conventions, and incentive travel.

(18) The student knows the role of the travel agency. The student is expected to:

(A) describe the relationship of a travel agency with customers and suppliers;

(B) describe types of travel agencies (such as commercial and leisure); and

(C) compare and contrast product-oriented and consumer-oriented marketing.

Statutory Authority: The provisions of this Subchapter F issued under the Texas Education Code, §28.002, unless otherwise noted.

The provisions of this chapter shall supersede §75.86 of this title (relating to Marketing Education) beginning September 1, 1998.

Source: The provisions of this §124.61 adopted to be effective September 1, 1998, 22 TexReg 5130.

(a) General requirements. The prerequisite for this course is completion of at least three courses in a marketing coherent sequence. This course is recommended for students in Grade 12.

(b) Introduction.

(1) Marketing is a series of dynamic activities that focus on the customer to generate a profitable exchange. Students gain knowledge and skills that help them to be proficient in one or more of the marketing functional areas associated with distribution, financing, marketing-information management, pricing, product planning, promotion, purchasing, risk management, and selling skills needed to help customers make satisfying buying decisions and to solve marketing problems. Students integrate skills from academic subjects, information technology, interpersonal communication, and management training to make responsible decisions.

(2) The principles of business and marketing, the concepts of economics and free enterprise, and the understanding of human resource skills that an effective marketer must possess provide the foundation for the independent study course. Understanding these concepts allows students to know the interrelationship between business and marketing.

(c) Knowledge and skills.

(1) The student utilizes knowledge and skills in math, science, English language arts, and social studies. The student is expected to:

(A) select an independent study project for personal enrichment and professional development;

(B) collaborate with an interdisciplinary team to develop an independent study project;

(C) identify community, state, national, or international issues to select an independent study project;

(D) conduct an independent study project under the supervision of a mentor;

(E) use scientific methods of investigation;

(F) apply statistical concepts to analyze data, evaluate results, and draw conclusions;

(G) compile findings into a formal report; and

(H) present the project to an appropriate audience using a variety of technologies.

(2) The student demonstrates effective communication and interpersonal skills in conducting and reporting the project. The student is expected to:

(A) utilize communication and interpersonal skills to accomplish project goals;

(B) demonstrate professional conduct in completing all aspects of the project; and

(C) utilize a variety of resources, technology, and reporting formats such as written, visual, graphic, and oral presentations to communicate the project to a review panel that includes professionals in the field of marketing.