MANAGEMT 7104 - Marketing Management
North Terrace Campus - Trimester 1 - 2014
General Course Information
Course Code MANAGEMT 7104 Course Marketing Management Coordinating Unit Business School Term Trimester 1 Level Postgraduate Coursework Location/s North Terrace Campus Units 3 Course Description Marketing lies at the core of all business. Whatever the character or size of your entity, its profit can come from only one place; the marketplace. All businesses are dependent on the income they earn from their customers, clients or buyers. In most larger businesses it is marketing managers who are primarily responsible for keeping their company close to its customers. In any case, all those who have a direct responsibility for identifying, reaching and satisfying customers are engaged in marketing and everybody in a business needs to understand its marketplace activities. This course offers a complete introduction to professional marketing thought and action.
The course explains the nature and purpose of marketing, followed by the fundamentals of each of the most important marketing tasks. It analyses the business need for customer orientation, the evaluation of markets and the targeting of market opportunities. There is then assessment of buyer behaviour and the role of market information. In addition, the course explains how to integrate product and service decisions with those on pricing, distribution and promotion - and why this is necessary.
Course Coordinator: Dr Cullen HabelCourse Staff:
Name: Dr Cullen Habel
Location: Room 10.20
Building: 10 Pulteney Street
Telephone: +61 8 83134763
I will be available for consultation via email and by appointment, please contact me to organise a time. Please check your student email and MyUni, as announcements may be communicated electronically.
Cullen Habel completed his PhD thesis in 2007, entitled “Formalising Double Jeopardy and Deconstructing Dynamics in Repeat Purchase Markets”, using mathematical modelling methods to understand marketing phenomena. His publication record so far includes the Journal of Business Research, the Marketing Bulletin and refereed conference proceedings at the Australia New Zealand Marketing Academy and the European Marketing Academy.
Cullen has taught a range of marketing courses, including Marketing Principles, Consumer Behaviour, Market Analysis, Brand Management, E-Marketing and Advanced Wine Marketing at both undergraduate and postgraduate level. He has also taught offshore on a regular basis in Singapore, Hong Kong and Malaysia, and has been a program director for postgraduate programs in Marketing at the University of South Australia.
Prior to an academic career, Cullen spent 15 years in a number of sales and marketing roles, most recently in the packaging industry as a supplier to some of Australia’s largest consumer and export food brands. Cullen has acted as a research associate with the Ehrenberg-Bass Institute for Marketing Science, contributing to a global research program that services companies such as Unilever, Mars, General Motors, Kraft, Coca-Cola, Pepsi, Turner Broadcasting, and British Airways.
Cullen was a lecturer in the University of Adelaide Business School from 2008 – 2012 and still remains responsible for a number of courses at undergraduate and postgraduate level, as well as supervising a number of PhD projects, some student internships (undergraduate) and MBA consulting projects.
Cullen spends a lot of the rest of his time pursuing his own academic research projects as well as commercial market research and consultancy. Plus some skydiving as a freefall cameraman and instructor.
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning OutcomesKnowledge and Understanding
This course aims to provide you with the foundations of marketing where you will be introduced to a series of system frameworks that will enable you to identify your customers, analyse the nature of the competitive and industrial environment and develop or evaluate the specifications of a marketing plan based on market research and analysis.
Within an MBA program the goal is to enable you to develop an understanding of the firm and its customer from a marketing viewpoint, to enable better decision making and strategic planning through understanding the concepts and system framework of marketing.
Specific Learning Objectives
This course is designed to develop:
- Understanding how complex business situations require systemic integration of a wide range of functional issues
- The ability to evaluate and synthesise information and existing knowledge from numerous sources and experiences
- Application of relevant marketing theories to the demands of business and management practice
- Recognition of the limits of marketing management practice and a capacity to identify, develop and apply alternative methods to coincide with diverging interests
- Identification of complex business and systems issues, ascertain their causes and effects through application of appropriate systems frameworks and analytical tools, develop feasible and constructive solutions and provide advice to relevant marketing managers for successful implementation
- An appreciation of the ethical issues within marketing management functions
- Writing skills relevant for senior managerial roles
- Constructive participation in team situations to complete tasks and meet deadlines
The continuing development of good inter-personal and communication skills is widely recognised as important for all graduates. This course specifically seeks to develop students’ abilities to discuss case studies and write a management style report outlining the marketing profile of an organisation. The MBA Communication Skills Guide is available from the course MyUni site.
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised. 1,3,4 The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 2,5 An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 8 Skills of a high order in interpersonal understanding, teamwork and communication. 8 A proficiency in the appropriate use of contemporary technologies. 7 A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 4 A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community. 4 An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 6
Required ResourcesText Book: Kotler, P. And Keller, K. L. (2012) Framework for Marketing Management, 5th edition, Pearson, New Jersey. ISBN 978-0-273-75251-6 (or other appropriate text)
Readings: See Course Materials - Assigned reading material has been provided to generate greater depth of understanding on particular topics and may be discussed during class sessions. It is likely that this material will provide useful examples and references during assessment.
Additional information is provided for some topics at the end of your course folder. This includes:
- Session 3 - Gabbot, M, (2004) Principles of Marketing: A Value Exchange Approach, Chapter 3, 116-144, Pearson, Sydney
- Session 5 - Neal, C, Quester, P and Hawkins, D (2005) ‘Evaluating and Selecting Alternatives’, Consumer Behaviour Ch 5, McGraw-Hill, North Rhyde
- Session 6 - Wright, R (2004), ‘Decision Making and Segmenting Business Markets’ Chapter 4 in Business-to-Business Marketing: a step by step guide, FT-Prentice Hall, Essex
- Session 7 - Doyle, P & Stern, P (2006) ‘Building Successful Brands’ Ch 6 in Marketing Management and Strategy, FT Prentice Hall, Essex
Online LearningCourse Website: www.myuni.adelaide.edu.au
Learning & Teaching Activities
Learning & Teaching ModesSeminars consist of lectures and case study presentations. The presentation of case study material seeks to develop a detailed understanding of material covered in lectures. We will also strongly support the face to face work with digital content through the MyUni platform. This will include:
- Broadcast Emails
- Powerpoints, Readings and Case Studies all posted online
- Lecture recordings on video
- Digital Feedback on assignments – PDF of assignment rubric & video feedback (MP4)
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.Our contact hours are a total of 36 hours long. You can expect to spend about the same amount of time preparing for each class. Assignments and exam preparation will demand additional concentrated periods of non-classroom study, on your own or with your allocated student group. So you could expect to spend in the order of 120 hours of study time to complete the course, of which 36 hours would be in class.
Learning Activities SummaryWe have three intensive sessions, each goes for six hours on a Friday and a Saturday. Every student will need to stand up (in threes) in class once in each session and make a two minute “slice of life” presentation which is part of the participation component of the course. We’ll insert these “slice of life presentations at various points through the sessions.
The Big Picture Time Activity Topic Text Reading 5-
Session 1 Understanding marketing Ch 1 Levitt, T. (2004) "Marketing Myopia" Harvard Business Review Rust, R.T., Moorman, C., and Balla, G. (2010) 'Rethinking Marketing'. Harvard Business Review, Jan-Feb, 94-101. Lytle, Chris (2012) 'Are you a member of a sales department or a sales FORCE', The Accidental Salesperson, pp 53-75, ISBN-139780814420866 Case Study 0 SMS Advertising 12-Feb Session 2 Strategic Marketing: Planning and Management Ch 2 & 18 Ramaswamy, V., and Gouillart, F. (2010) ‘Building the co-creative enterprise’. Harvard Business Review, October, 100-109 Peter, JP & Donnelly, JH, (2007) 'Portfolio Models: Appendix' Marketing Management 8th EditionMcGraw-Hill, Boston. Case Study 1 Is it real or is it marketing? 19-Feb Session 3
MIS & Market Research
Ofek, E., and Wathieu, L. (2010) ‘Are you ignoring the trends that could shake up your business?’ Harvard Business Review, July-August, 124-131.
O’Connell, A. (2010) ‘Reading the public mind’. Harvard Business Review, October, 27-29. Case Study 2 Blogging to Victory Assignment 2 Due: Midnight Sat February 22 via MyUni 26-Feb Session 4
Connecting with Customers:
Segn and Targeting
Ch 4 & 7
Yankelovich, D., and Meer, D. (2006) ‘Rediscovering market segmentation’. Harvard Business Review, February, 122-131.
Case Study 3 Procter & Gamble
The Creation of Value Time Activity Topic Text Reading 5-
Session 5 Consumer Behaviour Ch 5 Neal, C, Quester, P and Hawkins, D (2005) ‘Evaluating and Selecting Alternatives’, Consumer Behaviour Ch 5, McGraw-Hill, North Ryde Wyner, G (2006) ‘The Moment of Truth’ Marketing Management , Jan-Feb, pp8-9 Case Study 4 BBC World 12- Mar Session 6 Buyer Behaviour (b2b) Ch 6 Harrington, R.J., and Tjan, A.K. (2008) ‘Transforming Strategy one Customer at a Time’ Harvard Business Review, March, 62-72. Case Study 5 CRM at Tesco 19-Mar Session 7 Building Brands Ch 8 & 9 Barwise, P., and Meehan, S. (2010) ‘The one thing you must get right when building a brand’ Harvard Business Review, December 2010, 80-84. Case Study 6 P&Gs Logistics 26-Mar Session 8 Product Strategy-Shaping the market offering Ch 10 Shankar, V., Berry, L.L., and Dotzel, T. (2009) ‘A practical guide to combining products and services’ Harvard Business Review, November, pp. 95-99. Shulman, R (2006), ‘Material Whirl’ Marketing Management , pp25-27. Case Study 7 Nivea
Marketing Operations Time Activity Topic Text Reading 2-Apr Session 9 Pricing Strategy-Shaping the market offering Ch 12 Bertini, M., and Wathieu, L. (2010) ‘How to stop customers from fixating on price’, Harvard Business Review, May 2010, 84-91. Case Study 8 David Beckham 9-Apr Session 10 Distribution Strategy- Delivering Value Ch 13 & 14 Steenkamp, J-B, and Kumar, N. (2009) ‘Don’t be undersold’ Harvard Business Review, December, pp. 90-95. Case Study 9 Class or Mass? Assignment 3 Due: Midnight Sat April 12 via MyUni 16 Apr- Session 11 Promotion Strategy - Communicating value Ch 15, 16 & 17 Edelman, D.C. (2010) ‘Branding in the Digital Age’ Harvard Business Review, December, 62-69. Case Study 10 Singapore Airlines 23-Apr Case Study 11 Eliminate the middleman Session 12 Services Marketing Ch 11 Parasuraman, A., V. Zeithaml, et al. (1988). "SERVQUAL: A Multiple-item Scale for Measuring Consumer Perceptions of Service Quality." Journal of Retailing 64(Spring): 12-40. Case Study 12 Arnotts Gourmet Cookie Exam Revision and Course Wrap 30 Apr- Examination, 5pm
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Due Date and time Weight Basis Related Learning Outcome Assignment 1:
Participation – Inclass, “Slice of life” and blog supplement if you like.
All sessions 10% Individual The continuing development of good inter-personal and communication skills Contribute to high level management discussion A commitment to objectivity, intellectual inquiry and intellectual rigour Assignment 2:
Company Marketing Profile Report – 1500 words
Midnight Saturday February 22, Via MyUni 20% Individual An understanding of the role of business in value creation through the integrated management of business processes Dedication to the pursuit of new knowledge and continuous learning Participate constructively in team situations to complete tasks and meet deadlines Assignment 3: Case Study – 3000 words
Problem/scope to be negotiated with lecturer
Midnight Saturday April 12, Via MyUni 30% Group work An understanding of trends in the political, economic, technological, social and cultural environments within which businesses operate An understanding of the theories and tools that support managerial decision making processes in organisations An appreciation of the constraints facing organizations as they balance the application of business and management theories to practical situations. Assignment 4:Case Study Discussion Select a case throughout the trimester 5% Group work The continuing development of good inter-personal and communication skills Contribute to high level management discussion A commitment to objectivity, intellectual inquiry and intellectual rigour Final Exam: 2 hours open book, April 40, 5pm. TBA 35% Individual All
- To gain a pass for this course, a mark of at least 45% must be obtained on the examination as well as a total of at least 50% for individual work and a mark of 50% overall. Students not achieving the minimum exam mark will be awarded no more than 49 for the course.
- Assessment marks prior to the final exam will be displayed on the course website. Students are encouraged to check their marks and notify the Lecturer-in-Charge of any discrepancies.
- Legible hand-writing and the quality of English expression are considered to be integral parts of the assessment process. Marks may be deducted because of poor hand-writing.
- Students must attend at least 80% of classes or they will forgo their right to a supplementary exam on academic grounds
By the end of the course, I will know all of you pretty well. I will have spent over 35 hours in a classroom with you, seen some projects and taken attendance (really just as a reminder to me). This is ample opportunity for me to allocate 10% of the course mark to the quality of your contribution. This can be confronting for some people, but part of the transition to senior manager role involves being prepared to comment when the opportunity arises.
So this component of assessment in the course is essentially around the week’s case study, but general engagement within the class is good too.
Do two “slice of life” presentations
At each intensive, each group must stand up one time and present. One of the three intensives, you will present your case study analysis (assignment 4). For the other two you will need to present what we call a “slice of life” presentation.
I will do one in our first session, but a “slice of life” presentation is simply a slick two minute presentation where you take a piece of the theory of the course and show where it’s happening in the real world. It may be price bundling with phone contracts, the basics of exchange with a cool total product, integrated marketing communications with a company’s social media, the extra three Ps of service in a supermarket – the list is endless. But make it a punchy, clever single point presentation. If you’re putting a ppt slide up it must be ready to instantly go, so you can and should get onto the PC before we start. We will agree on the order at the beginning of each intensive, but we’ll fire the shot at unpredictable moments.
Why not build a blog?
Grasp the nettle. Many people in business these days are creating a simple reflective blog – allowing it to be public but enhancing their personal brand. If you feel a little uncomfortable about speaking up in class, then why not do some reflection in a blog – even one that is public. This provides a triple benefit; you learn a few new skills, you can supplement the insights you demonstrated in the class, and it pumps you up the Google rankings against your name. In the first session I’ll show you how to get a blog going. It’s a five minute job. For the “tragic” among us, we might feed the blog with an outreach medium such as Twitter.
So for A1 the overarching criterion is as follows:
The instructor’s subjective assessment of the student’s contribution to the discussion of marketing concepts, principles and examples. This can occur in a face-to-face or blog context, or both.
Assignment 2 - Company Marketing Profile Report (Individual grade 20%)
In 1500 words, using a company/product/brand with which you are familiar (your employer for example) you are required to prepare a Marketing Profile Report. Use a business report format (executive summary, table of contents, appendices). Using the learning from Sessions 1-3 you will need to critically assess the organisation/product/brand and its environment and address:
1. What is the orientation toward the marketplace?
2. What are the needs (provide a definition in marketing terms)?
3. What are major competitive issues facing the company/product/brand?
4. What marketing research is currently conducted/required (info. needed, how to collect)?
5. Utilise your answers to questions 1-4 to derive recommendations for the company/product/brand.
Assignment 2: Assessment Criteria
Assignment 3 – Work Problem / Case Study Plans (Group Grade 30%)
3000 words – table of contents, appendices and tables are excluded from a word count.
Students will be formed into groups and real-life problems, or a case, will be negotiated in the second intensive. The cases relate to a description of a particular situation. Acting as the CEO, the lecturer will ask the group, as the Marketing Director, for a recommendation on a course of action. Alternatively to using case studies, groups may identify and deal with problems faced at a member’s workplace. For students choosing a work-based or experience-based problem, the group has to discuss their choice of problem with the lecturer to ensure suitable scoping.
As would be expected at this senior level, a recommendation is required for a course of action and needs to show why the particular decision has been made. There is rarely any one answer to a marketing problem and there is not likely to be one right answer to the case situation on which you are required to make a recommendation. Your group is required to prepare a short, succinct report detailing your alternatives, your recommended course of action and any associated benefits and trade-offs. You are also required to include the reasoning and thinking behind ‘why’ you recommend this course of action and why you didn’t pursue the alternatives that might have been available.
- Present the case in report format with subheadings and paragraphs following a logical structure.
- Use tables, diagrams and further analysis of data to clarify, illustrate and supplement analysis and support your recommendations.
- Use page numbers and 1½ spacing for ease of reading and feedback.
- Use citations from original sources when they are used, using an accepted format such as Harvard. If sources have not been acknowledged, they will be considered as plagiarised!
- Proof read your reports thoroughly, for grammatical and spelling errors.
- (DO NOT) Use bullet points unless you are simply presenting a list which is self explanatory. Bullet points do not lend themselves to discussion and explanations.
- (DO NOT) Copy material or use ideas from other sources without acknowledging the source. Failure to acknowledge the source will be interpreted as plagiarism which is a serious offence.
- (DO NOT) Use SWOT analysis as the only form of analysis - this is a good starting point but you will need to go much further using the concepts from the course as the framework. You may summarise the SWOT analysis in a diagram or a table and briefly explain it in the body of the report.
Assignment 3: Assessment criteria
Assignment 4 - Case Study Presentation and Discussion (Group grade 5%)
- provide a brief summary of the case, the relevant environment and issues arising from the case, including prior reading of any websites
- develop suitable questions for discussion, and
- give their considered points of view as part of a facilitated discussion of all students in the class.
All students should come prepared and be able to take part in the discussion of issues that arise in the course of the case discussion. The presenting students will facilitate discussion among the class to further explore the question and thinking related to formulating an answer to case discussion questions. If required, the lecturer will add additional questions and support facilitation of the relevant discussion. This discussion is a key part of developing the learning and thinking required for the learning objectives of this course and the graduate attributes.
Assignment 3: Assessment criteria
SubmissionPresentation of Assignments
- Please must retain a copy of all assignments submitted.
- All assignments must be submitted electronically through the MyUni assignments portal
- Please attach an ‘Assignment Cover Sheet’, which is signed and dated by you before submission.
- All group assignments must be attached to a ‘Group Assignment Cover Sheet’, which must be signed and dated by all group members before submission. All team members are expected to contribute approximately equally to a group assignment.
- Lecturers can refuse to accept assignments which do not have a signed acknowledgement of the University’s policy on plagiarism.
- Assignments cannot be reworked and resubmitted after marking.
- All requests for assignment submission extensions must be emailed to the lecturer in charge of the course before the due date. Each request will be assessed on its merits. A late assignment (without prior arrangement) will be penalised by a 5% mark reduction for each day that it is late.
- Extensions to the due date of individual assessment may be granted under special circumstances. An extension request based on illness or on exceptional personal circumstances must include the "Supporting Statement / Certification Form" that is page 4 of the Supplementary Assessment application available at: www.adelaide.edu.au/student/exams/pdfs/supp_applic.pdf
- Students applying for an extension based on medical reasons must visit their medical practitioner, with that approved University form, and have the medical practitioner complete it. A normal doctor's certificate will not be accepted. For supplementary examination on compassionate grounds refer to: http://www.adelaide.edu.au/student/exams/pdfs/supp_applic.pdf
Return of Assignments
I aim to mark the assignments and provide a completed rubric with YouTube feedback within two weeks of submission. There will be no hardcopy in feedback, all electronic.
Assignment Guidelines including Referencing Details
A copy of the Postgraduate Programs: Communication Skills Guide will have been given to you at the beginning of your program. This guide will assist you structure your assignments. A copy of the guide can also be downloaded from the course MyUni site or http://www.business.adelaide.edu.au/current/mba/download/2009MBACommSkillsGuide.pdf
This publication also provides guidelines on a range of other important communication skills including writing essays and management reports, making oral presentations etc.
In preparing any written piece of assessment for your postgraduate studies it is important to draw on the relevant ‘literature’ to support critical analysis. Also essential is to reference the literature used. Correct referencing is important because it identifies the source of the ideas and arguments that you present, and sometimes the source of the actual words you use, and helps to avoid the problem of plagiarism. (Further information on plagiarism is provided later in this course outline.)
The Harvard system is widely used in the Business School. Guidelines for the use of this style of referencing can be found in the Communication Skills Guide.
Further assistance with referencing is available from the Faculty’s Learning Support Advisors. The contact details are provided on page 6 of the Communication Skills Guide.
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending
Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide.
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
- Academic Support with Maths
- Academic Support with writing and speaking skills
- Student Life Counselling Support - Personal counselling for issues affecting study
- International Student Support
- AUU Student Care - Advocacy, confidential counselling, welfare support and advice
- Students with a Disability - Alternative academic arrangements
- Reasonable Adjustments to Teaching & Assessment for Students with a Disability Policy
- LinkedIn Learning
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangement Policy
- Academic Honesty Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.
The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.