MANAGEMT 7104 - Marketing Management

North Terrace Campus - Trimester 2 - 2018

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.

  • General Course Information
    Course Details
    Course Code MANAGEMT 7104
    Course Marketing Management
    Coordinating Unit Business School
    Term Trimester 2
    Level Postgraduate Coursework
    Location/s North Terrace Campus
    Units 3
    Contact Up to 36 hours per week
    Available for Study Abroad and Exchange
    Restrictions Restricted to MBA students only
    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 Staff

    Course Coordinator: Dr Cullen Habel

    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes
    1. Interpret complex marketing issues and problems using relevant theories, concepts and methods with regard to ethical conduct.
    2. Apply contemporary marketing theories to the demands of business and management practice.
    3. Find and generate information/data needed to inform problem solving in marketing using appropriate methodology.
    4. Analyse information/data critically and synthesise new knowledge and communicate that knowledge via engaging written and oral formats.
    5. Organise information and data to reveal patterns and themes, and manage teams and evidence gathering and problem solving processes.
    6. Conduct the process of inquiry, and respond to feedback, accounting for ethical, social and cultural (ESC) issues.
    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)
    Deep discipline knowledge
    • informed and infused by cutting edge research, scaffolded throughout their program of studies
    • acquired from personal interaction with research active educators, from year 1
    • accredited or validated against national or international standards (for relevant programs)
    1,2,6
    Critical thinking and problem solving
    • steeped in research methods and rigor
    • based on empirical evidence and the scientific approach to knowledge development
    • demonstrated through appropriate and relevant assessment
    3,4,5
    Teamwork and communication skills
    • developed from, with, and via the SGDE
    • honed through assessment and practice throughout the program of studies
    • encouraged and valued in all aspects of learning
    3,4,6
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    2,3,4,5,6
    Intercultural and ethical competency
    • adept at operating in other cultures
    • comfortable with different nationalities and social contexts
    • Able to determine and contribute to desirable social outcomes
    • demonstrated by study abroad or with an understanding of indigenous knowledges
    1,6
    Self-awareness and emotional intelligence
    • a capacity for self-reflection and a willingness to engage in self-appraisal
    • open to objective and constructive feedback from supervisors and peers
    • able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
    1,2,4,6
  • Learning Resources
    Required Resources
    Will be advised by Lecturer.
    Recommended Resources
    3.2 ONLINE LEARNING
    Course Website: www.myuni.adelaide.edu.au

    3.3 QUALTRICS DATA COLLECTION SUITE
    As an important part of your course, you will need to become familiar with the collection of quantitative data using a web survey. You will need to get yourself an account by going to www.adelaide.qualtrics.com and using your university password.

    3.4 “ADAPT” FROM THE UNIVERSITY OF ADELAIDE
    ADAPT (Any Device, Any Place and Time) allows staff and students to access their learning and teaching applications on personal devices: desktops, laptops, tablets and smart phones, anywhere:

    • On campus via the UofA wireless network; and
    • Off campus via broadband access and 3G/4G Mobile networks.

    Through this “virtual suite” you will be able to use a range of licensed software products such as Statistical Package for the Social Sciences (SPSS) and the nVIVO Qualitative Data Analysis suite.

    Details for ADAPT can be found at:

    http://www.adelaide.edu.au/technology/yourservices/learning-teaching/adapt/
    Online Learning
    3.2 ONLINE LEARNING
    Course Website: www.myuni.adelaide.edu.au

    3.3 QUALTRICS DATA COLLECTION SUITE
    As an important part of your course, you will need to become familiar with the collection of quantitative data using a web survey. You will need to get yourself an account by going to www.adelaide.qualtrics.com and using your university password.

    3.4 “ADAPT” FROM THE UNIVERSITY OF ADELAIDE
    ADAPT (Any Device, Any Place and Time) allows staff and students to access their learning and teaching applications on personal devices: desktops, laptops, tablets and smart phones, anywhere:

    • On campus via the UofA wireless network; and
    • Off campus via broadband access and 3G/4G Mobile networks.

    Through this “virtual suite” you will be able to use a range of licensed software products such as Statistical Package for the Social Sciences (SPSS) and the nVIVO Qualitative Data Analysis suite.

    Details for ADAPT can be found at:

    http://www.adelaide.edu.au/technology/yourservices/learning-teaching/adapt/
  • Learning & Teaching Activities
    Learning & Teaching Modes
    Seminars 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 (YouTube Link)

    4.2 GROUP ROTATIONS
    Based on student feedback we have set up a “group rotation” system. You will be assigned your ‘rotation 1” group before you arrive for session 1 and we need you to sit with them as a discussion group for session 1. We will run a second rotation during the trimester, as we build our groups for the major assignment. This has been highly successful during recent deliveries of this course.
    Workload

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    Our face to face sessions 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 Summary
    Teaching & Learning Activities Related Learning Outcomes
    Reading/Chapter Reviews 1,2,4
    Slice of Life Presentations 1,2,3,6
    Build a Blog 1,2,4,6
    Case presentation 1,2,5
    Research Proposal 2,3,5
    Topline Results 4,5
    Questionnaire Design 3,5
    Data Analysis 4,5
    Out of Session Catchups 1,2,3,4,6

    Learning Activities Schedule

    The Marketing Big Picture and Understanding Research
    Time Activity Topic Text Reading
    24-May Marketing 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.
    Case Study 0 Preserve The Luxury Or Extend The Brand?
    Research 1 Getting Started Practical The research process
    The tools: ADAPT + Qualtrics + Nvivo
    31-May Marketing 3 Understanding Markets: MIS & Market Research Ch 3 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 1 Unleashing The Power Of Marketing.
    Research 2 Some Practical Skills Practical Literature review and secondary research sources
    Building a Quantitative Survey in Qualtrics - Basic
    7-Jun Guest Lecturer - Dr Steve Goodman
    Marketing 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 Edition McGraw-Hill, Boston
    Case Study 2 Time for A Unified Campaign?
    Research 3 Look Before You Leap Practical From a literature gap to research questions
    Building a Commonsense Research Proposal
    Assignment 2 Due: Midnight Sat June 11 via MyUni
    14-Jun Marketing 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 Should You Listen To the Customer?
    Research 4 What are we doing? Practical Formalising your Research Proposal


    The Creation of Value in Marketing and Collecting Data
    Time Activity Topic Text Reading
    21-Jun Marketing 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 Target the Right Market
    Research Proposal: Inclass Tuesday June 21
    Research 5 Now it's getting serious Practical Dealing with small samples
    Frequency Tables
    28-Jun Marketing 6 Buyer Behaviour (b2b) Ch 6 Dann, S. and Dann, S., (2007) "Marketing and Stakeholder Selection" (Ch3) Competitive Marketing Strategy, Pearson, Sydney
    Wathne, Kenneth H. and Heide, Jan B. (2000). "Opportunism in Interfirm Relationships: Forms, Outcomes, and Solutions." Journal of Marketing 64(October): 36-51.
    Case study 5 The Sure Thing That Flopped
    Qualtrics Survey: Ready for Cullen to review from Tuesday June 28 onwards. Launch as soon as approved.
    Research 6 Quantitative techniques Practical Introducing SPSS
    Comparing Means
    5-Jul Marketing 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.
    Rossiter, John, 'Brand Positioning: The Three Level Positioning Procedure' in Uncles, Mark D (2011). Perspectives on Brand Management. Praharan, VIC, Tilde University Press. 9780734610652
    Case Study 6 When to Drop an Unprofitable Customer
    Research 7 Quantitative techniques Practical Looking at associations between variables. Correlation and x-y plots
    Looking at these things in SPSS
    12-Jul Marketing 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 The Corporate Brand: Help or Hindrance?
    Research 8 Quantitative techniques Practical Consolidating our knowledge on quant methods
    Perhaps something advanced?

    Marketing Operations and Making Sense of your data
    Time Activity Topic Text Reading
    19-Jul Guest Lecturer - Dr Steve Goodman
    Marketing 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 Second Thoughts About a Strategy Shift
    Topline Results: In Class, Tuesday July 19
    26-Jul Marketing 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.
    Thales Teixera and Elizabeth Anne Watkins (2015) "Showrooming at Best Buy" Harvard Business School Publishing.
    Case Study 9 Browse then buy online
    Research 10 Specialised help Practical Let's get to a computer pool and have a last look at your data

    2-Aug Marketing 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 Mentos Viral Marketing Case Study
    Assignment 3 Due: Midnight Sat August 6 via MyUni
    9-Aug Marketing 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.
    Chapter 4 - Lovelock, Christopher H., Patterson, Paul G and Wirtz, Jochen (2011). Services Marketing: An Asia Pacific and Australian Perspective. Frenchs Forest, Pearson. 9-781442-517011
    Exam Revision and Course Wrap
    16-Aug Examination, 5pm
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Assessment Task Due Date/ Week Weight Length Learning Outcomes
    Participation - In class, grouped “Slice of life", blog supplement if you like, and engagement with the "formative" assessment presentations. (individual) Every week 10% TBA 1,2,4,6
    Company Marketing Profile Report (individual) Week TBA 20% 1500 words 1,2,3
    Research Proposal (group work) Week TBA 3,5,6
    Topline Results - In class Week TBA 2,4,5
    Data Driven Consulting Report Week TBA 30% 3000 words 1,3,4,5,6
    Case Study Discussion (group work) Week TBA 5% 1,2,4
    Final Exam Week TBA 35% 2 hours (open book) 1,2,4,5
    Total 100%
    Assessment Related Requirements
    •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.
    Assessment Detail
    Assignment 1 - Class Discussion and (optional) blog support (Individual grade 10%)
    Get involved
    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 a “slice of life” presentation
    Once this trimester you will present your case study analysis (assignment 4). You will need to nominate another session where you present what we call a “slice of life” presentation. We will do these in the first rotation of groups.

    I will do one in our first session, but a “slice of life” presentation is simply a slick five 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 – “Data Driven Consulting” Report (Group Grade 30%)
    3000 words – table of contents, appendices and tables are excluded from a word count.
    Students will be formed into groups (rotation 2) and real-life problems, or a case, will be negotiated early in the trimester. The cases relate to a description of a particular real life situation that can be illuminated through the collection of quantitative data. Acting as the CEO, the lecturer will ask the group, as the Marketing Director, for a recommendation on a course of action – based on the group’s real life quantitative data collection and analysis.
    This approach requires the group to take an evidence based approach to problem solving. The key assessment criteria involve:
    Executive summary: A complete, but succinct, review of the entire content of the paper. This should particularly include a description of the business problem, the research problem, data collection, findings, conclusions and recommendations
    Research Issues and Objectives: Should include a clear definition of the business problem and how this relates to a research problem – the thing you can address by the collection of data. Objectives are the insights you expect to have once you have collected the data you expect you need and analysed it well
    Methodology: This is where you describe how you designed for data collection, as well as how you collected and analysed the data. How did you translate the research problem into research questions, then relevant variables, and how did you build your questionnaire to collect these variables? What analysis method did you use to make sense of the raw data?
    Results / Findings: What did the data tell you? In particular what can you say about your research questions now you have collected and analysed your data?
    Conclusions: What message do you have for the reader? You have understood their business problem and through this research process gathered data to understand that problem. This is where you show the insights that your research has generated.
    Recommendations: You know things about the client’s business that they did not know before you did this research. Here is where you add the most value, because as a knowledgeable consultant you can give them a range of things you think they should be doing.
    Limitations, Appendics, Ethical Conduct: How honestly have you conducted this research? Have you been up front about your study’s limitations? Have you provided enough insight to the raw data and your secondary data sources?
    Engaging with the business: This criterion provides a multiplying effect. If the report shows a clear and continuous focus on the client’s business problem it will attract a multiplier of up to 10% (x1.1). Should the report fail to relate to a business problem it may be de-rated by 10% (x0.9)

    Do:
    • 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.
    • Provide references and some form of data tabulation in your appendices to provide a transparent link to your sources.
    • 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:
    • (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) Include raw quantitative data in the appendix – some data reduction is required.

    Assignment 3: Assessment criteria


    Research Proposal Presentation
    Around week5 we’ll get you to present a research proposal to the class. It’s a chance to get feedback from within our community of practice and see if we’re on the right track.

    “Topline Results” presentation
    Around week 9, you get the opportunity to present your preliminary results to the class, to obtain feedback and fine tune your final report. While this is not a formally assessed part of the course – it’s all a part of the participation/engagement picture (A1) and the making of your A3 argument.

    Assignment 4 - Case Study Presentation and Discussion (Collaborative Work Grade 5%)
    Each group of students will briefly present a negotiated case, outline relevant questions and facilitate the related discussion. The focus of each session should be on the previous week’s topics and relevant topics from earlier seminars.

    Presenting students will be expected to:
    1. provide a brief summary of the case, the relevant environment and issues arising from the case, including prior reading of any websites
    2. develop suitable questions for discussion, and
    3. 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 4: Assessment criteria
    Submission
    Presentation 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.
    Course Grading

    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.

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    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.

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