MANAGEMT 7064 - Advanced Marketing

North Terrace Campus - Summer - 2015

This course builds on the knowledge of marketing theory and practice gained in Marketing Management. The course covers Brand Management and Marketing Strategy and is designed to develop students ability and thinking in the implementation and management of marketing from a business and marketing specialist perspective.

  • General Course Information
    Course Details
    Course Code MANAGEMT 7064
    Course Advanced Marketing
    Coordinating Unit Business School
    Term Summer
    Level Postgraduate Coursework
    Location/s North Terrace Campus
    Units 3
    Available for Study Abroad and Exchange Y
    Prerequisites MANAGEMT 7104
    Course Description This course builds on the knowledge of marketing theory and practice gained in Marketing Management. The course covers Brand Management and Marketing Strategy and is designed to develop students ability and thinking in the implementation and management of marketing from a business and marketing specialist perspective.
    Course Staff

    Course Coordinator: Professor Jodie Conduit

    Lecturer: Dr Jodie Conduit
    Location: Room 10.51, 10 Pulteney Street
    Telephone: 8313 7024
    Course Timetable

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

    Monday 5 January 9am - 3pm
    Wednesday 7 January 9am - 3pm
    Friday 9 January 9am - 3pm
    Monday 12 January 9am - 3pm
    Wednesday 14 January 9am - 3pm
    Friday 16 January 9am - 3pm

    For a detailed overview of the activities for each day, please view the Learning Activities Summary.
  • Learning Outcomes
    Course Learning Outcomes
    This course expands students' knowledge of contemporary issues and practices in marketing, with a particular focus on a service-dominant approach to marketing. It includes topics such as value co-creation, customer value, collaborative innovation, brand meaning, social media engagement, social marketing, service ecosystems, and more.

    This course helps view marketing phenomena and processes in ways that are amenable to managerial decision-making, and aims to increase the productivity of the marketing function within the organisation and society.

    On successful completion of this subject a student should be able to:
    1. Articulate an in-depth understanding of a range of contemporary marketing issues, theories, practices, models and phenomena;
    2. Evaluate and critique contemporary marketing practices and understand the best methods of implementation to maximise business performance;
    3. Be proficient in presenting, analysing, discussing, evaluating, persuading, and making decisions regarding contemporary marketing initiatives within an organisation;
    4. Critically evaluate and synthesise advanced academic literature and other evidence
    5. Apply theoretical frameworks in relation to marketing literature and /or practice
    6. Present both written and verbal reports within the conventions of academic writing at this level.
    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, 2, 3, 4, 5
    The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 2, 3, 4
    An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 2, 4, 5
    Skills of a high order in interpersonal understanding, teamwork and communication. 6
    A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 1, 4, 5
    A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community. 3, 5, 6
    An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 1, 4
  • Learning Resources
    Required Resources
    Lusch, R. F., & Vargo, S. L. (2014). Service-Dominant Logic: Premises, Perspectives, Possibilities. Cambridge University Press.
    Recommended Resources
    Required journal articles to be read for each topic will be available through MyUni.
    Online Learning
    The MyUni course website will house valuable resources for this course. MyUni will be the primary form of contact outside of the classroom. You will find all of the PowerPoint materials uploaded to MyUni (when appropriate), as well as a series of articles which are valuable resources for understanding the key concepts, theories and management tools covered in this course.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    This course will be taught in face-to-face format and over an intensive study period.

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

    Students in this course are expected to attend all sessions throughout the intensive teaching period. The University of Adelaide expects students to commit additional study time (3:1) outside of the classroom, so this course will include significant pre-reading and preparation for class.
    Learning Activities Summary
    Session Topic

    Details of Materials and Readings

    will be provided on MyUni

    Monday 5 January A Service-Dominant Framework
    9am – 10.30am Introductions and Course Overview
    10.30am – 12pm A Shift in Marketing Thought: Value Co-creation
    1pm – 3pm Foundations of SD Logic
    Wednesday 7 January Co-Creating Customer Value
    9am – 10.30am The Nature of Customer Value
    10.30am – 12pm Co-creation of Value Propositions
    1pm – 3pm Discussion: Kraft iSnack 2.0 Case Study
    (Assessment 1)
    Friday 9 January Strategic Thinking with SD Logic
    9am – 10.30am Collaborative Innovation
    10.30am – 12pm Group Activity: Design a platform for co-innovation
    1pm – 3pm Resource Capabilities: Drivers of Value Co-creation
    Monday 12 January Co-creating Brand and Social Media
    9am – 10.30am Peer-Led Learning Session
    (Assessment 2)
    10.30am – 12pm Brand Meaning Co-creation
    1pm – 3pm Social Media Engagement
    Wednesday 14 January Business Networks and Ecosystems
    9am – 10.30am Peer-Led Learning Session
    (Assessment 2)
    10.30am – 12pm Service Ecosystems and Value Networks
    1pm – 3pm Discussion: Maersk Case Study
    (Assessment 1)
    Friday 16 January Co-creation in Society (Social Marketing)
    9am – 10.30am Peer-Led Learning Session
    (Assessment 2)
    10.30am – 12pm Co-creating an Impact on Society
    1pm – 3pm Course Overview and Recap
  • 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 Task Type Due Weighting Learning Outcome
    Assessment 1
    Case Study Participation
    Individual Assessment

    In class: Wednesday 7th and
    14th January 2015

    20% 2, 3, 5, 6
    Assessment 2
    Peer-Led Learning Session
    Group Assessment In class: Randomly allocated to 12th, 14th or 16th January 2015 30% 1, 3, 4, 6
    Assessment 3
    Argumentative Paper
    Individual Assessment

    Friday 13 March 2015, 5pm
    (via turnitin on MyUni)

    50% 1, 3, 4, 5, 6
    Assessment Related Requirements
    • All assignments are to be lodged prior to the due date and time. A late assignment where no extension has been granted will be penalised by a reduction of 5% of the total potential mark given for each day, or part of a day, that it is late.
    • Extensions to the due date of individual assessment may be granted under special circumstances. An extension request or application for supplementary exam based on illness or compassionate grounds must include the "Supporting Statement / Certification Form" that is page 4 of the Supplementary Assessment application available at:
    • 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.
    • Assessment rubrics will be provided on MyUni.
    Assessment Detail
    Assessment 1 – Case Study Participation (20%)
    Due Date: Case Study Discussion in Class.
    Individual Assessment

    This assessment takes the form of active participation in class discussion of two illustrative case studies:
    • Introducing iSnack 2.0: The New Vegemite
    • Maersk Line: B2B Social Media – “It’s Communication, Not Marketing”
    You should read the case before coming to class and consider the core business problem and alternative strategic options for a solution, using the topics discussed in this course to support your recommendations.

    You should start by identifying the main issues in the case.
    • What are the main presenting issues?
    • Why have these arisen?
    • What evidence is there that the situation needs action?

    You should then analyse the situation and consider the various options for action.
    • What tools, theories or concepts could I use to further understand the issues?
    • What solutions are desirable/possible?
    • What solutions are suggested/supported by the tools, theories and concepts?
    • How will the various solutions impact on the value created for each of actors?
    • What other considerations should be taken into account?
    Be prepared to make a recommendation and justify your position or stance using the theories and tools from this course.

    The purpose of this assessment is to enhance your skill of active participation in and contribution to class. As a general principle our goal is to evolve the skills required to operate in a modern business environment. A skill that all marketers need is the ability to communicate ideas and convince others of their convictions. This discussion will build your ability to “think on your feet” (respond to direct questioning) and actively engage in a conversation in order to enhance or direct the conversation to a meaningful conclusion.

    You will be assessed on the following criteria:
    • Strength of your argument
    • Relevance of your discussion
    • Clarity and conciseness of your discussion
    • Creativity of your responses
    • Inclusiveness of others in your discussion

    The assessment rubric for this assessment will be provided on MyUni.

    Assessment 2 – Peer-Led Learning Session (30%)
    Due Date: Assigned a time within class on 12, 14 or 16 January 2015 (see MyUni for details).
    Group Assessment

    This assessment takes the form of a peer-led learning session. You are expected to facilitate a class session, which would include a presentation and/or learning activities, to communicate relevant academic concepts and ideas on the allocated topic and explain their nature and managerial relevance to your classmates.

    This session will be conducted in groups of 2-3 people, who will be randomly assigned to a topic prior to the course commencing (please see MyUni for details and topic allocation).

    The sessions will be expected to be approximately one hour in length. As the facilitators of the session, you will decide the detail of the content covered within the allocated topic, the approach to learning, and the structure of your session (e.g. presentation vs activities).

    For each allocated topic, I have provided two articles – one managerially focussed and one academically focussed. Please use these articles as a guide to relevant information to be discussed on the topic, although groups are encouraged to read beyond these articles.

    The session will be interactive, and you should seek input, questions and queries from your classmates regarding the topics. The task of the audience is to question and probe unclear aspects, and to seek greater clarification and understanding of the topic. The better the presenting group is in illustrating the managerial relevance from the topic related article(s), the greater the potential for an excellent presentation.

    Overall, the aim of the peer-led session is to assist your peers with:
    • Understanding of contemporary marketing issues, theories, practices, models and phenomena.
    • Application of theoretical marketing frameworks to marketing literature and practice.

    The assessment rubric for this assessment will be provided on MyUni.

    Assessment 3 – Argumentative Paper (50%)
    Due Date: Friday 13 March 2015, 5pm.
    Individual Assessment

    This assessment takes the form of a persuasive or argumentative paper. In 3000 words or less, you are to address one of the following two statements:

    “The difference between a goods-dominant logic and a service-dominant logic is more than a switch to seeing services as most important in economic exchange; it recognises service as the basis of all business and customers as always co-creators of value.”
    “Co-creation is the crux of all future competition, without it organisations will fail”

    In addressing this statement, you should draw from a wide range (10 – 20 articles) of relevant literature.

    How to write an Argumentative Paper
    An argumentative paper is a genre of writing that requires you to investigate a topic; collect, and evaluate evidence; and establish a position on the topic. Argumentative papers call for extensive research of literature or previously published material. Detailed reading allows you to learn about the topic and to understand different points of view so that you may choose a position and support it with the evidence collected. Argumentative papers must establish a clear argument and follow sound reasoning.

    An argumentative paper generally adheres to the following structure:

    1. A clear, concise, introductory paragraph that states your position on the topic.
    In the first paragraph of an argument essay, students should set the context by reviewing the topic in a general way. Next the author should explain why the topic is important or why readers should care about the issue. Lastly, students should present the thesis statement (i.e. the point or argument that you are trying to make).

    2. Body paragraphs that include evidential support.
    Each paragraph should be limited to the discussion of one general idea. This will allow for clarity and direction throughout the essay. In addition, such conciseness creates an ease of readability for one’s audience. It is important to note that each paragraph in the body of the essay must have some logical connection to the thesis statement in the opening paragraph. Some paragraphs will directly support the thesis statement with evidence collected during research.
    However, argumentative essays should also consider and explain differing points of view regarding the topic. Students should dedicate some paragraphs of an argumentative essay to discussing conflicting opinions on the topic.

    3. Evidential support (whether factual, logical, statistical, or anecdotal).
    The argumentative essay requires well-researched, accurate, detailed, and current information to support the thesis statement and consider other points of view. Some factual, logical, statistical, or anecdotal evidence should support the thesis. However, students must consider multiple points of view when collecting evidence. As noted in the paragraph above, a successful and well-rounded argumentative essay will also discuss opinions not aligning with the thesis. It is not the student’s job to point out how other positions are wrong outright, but rather to explain how other positions may not be well informed or up to date on the topic.

    4. A conclusion that does not simply restate the thesis, but readdresses it in light of the evidence provided.
    Do not introduce any new information into the conclusion; rather, synthesize the information presented in the body of the essay. Restate why the topic is important, review the main points, and review your thesis. You may also want to include a short discussion of more research that should be completed in light of your work.
    If you need further guidance on the style of the paper, you can visit

    The assessment rubric for this assessment will be provided on MyUni.
    Presentation of Assignments

    • Please retain a copy of all assignments submitted.
    • Hardcopy submission should be via a digital copy to Turnitin by the due time and date.

    Lecturers can refuse to accept assignments, which do not have a signed acknowledgement of the University’s policy on plagiarism. This is a legal document that must be included with every submission.

    Assignment Guidelines including Referencing Details

    A copy of the Postgraduate Programs: Communication Skills Guide can also be downloaded from
    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.

  • Student Feedback

    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 ( 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.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    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.