MARKETNG 3504NA - Services Marketing III

Ngee Ann-Adelaide Education Centre - Trimester 3 - 2016

Theoretical foundations and practical application of marketing of services examined. Topics include the nature of services, marketing framework and the marketing mix for services, service encounter, human factor and service quality. This course focuses on the key elements (culture, communications, strategy, operations, people and technology) that marketers must integrate to establish and sustain service excellence and provide customer value. While the course examines broad issues in managing service businesses and the service component of manufacturing firms, a core theme is a how customer value is created. Topics include nature of service products, consumer behaviour in service settings, service quality and satisfaction, developing service strategies, managing customer service, servicescape strategies, service recovery and service technologies.

  • General Course Information
    Course Details
    Course Code MARKETNG 3504NA
    Course Services Marketing III
    Coordinating Unit Business School
    Term Trimester 3
    Level Undergraduate
    Location/s Ngee Ann-Adelaide Education Centre
    Units 3
    Contact Up to 36 hours
    Available for Study Abroad and Exchange
    Prerequisites MARKETNG 1001
    Course Description Theoretical foundations and practical application of marketing of services examined. Topics include the nature of services, marketing framework and the marketing mix for services, service encounter, human factor and service quality. This course focuses on the key elements (culture, communications, strategy, operations, people and technology) that marketers must integrate to establish and sustain service excellence and provide customer value. While the course examines broad issues in managing service businesses and the service component of manufacturing firms, a core theme is a how customer value is created. Topics include nature of service products, consumer behaviour in service settings, service quality and satisfaction, developing service strategies, managing customer service, servicescape strategies, service recovery and service technologies.
    Course Staff

    Course Coordinator: Mrs Janet Stone

    Course Timetable

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

  • Learning Outcomes
    Course Learning Outcomes
    This course will help students:
    1. Understand and explain the nature and scope of services marketing;
    2. Use critical analysis to perceive service shortcomings in reference to ingredients to create service excellence;
    3. Provide a theoretical and practical basis for assessing service performance using company examples;
    4.Identify and discuss characteristics and challenges of managing service firms in the modern world using cultural implications;
    5. Discuss key linkages between marketing and other business functions in the context of designing and operating an effective service system.
    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
    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
    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
    2
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    3,5
    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
    4
  • Learning Resources
    Required Resources
    Text Book

    Lovelock, C, Patterson, P and Wirtz J (2015) Service Marketing: An Asia-Pacific and Australian Perspective (6th Edition), Pearson, Australia.
    Recommended Resources
    For an alternative perspective, students are encouraged to utilise the following text: Hoffman, K, Bateson J, 2015, Services Marketing, 5th Edition, Centage, USA


    Kaspe, H, Van Helsdingen P, Gabbott, M (2006), Services Marketing Management: A Strategic Perspective, 2nd ed. John Wiley & Sons. Chichester, England; Hoboken, NJ.

    Zeithaml, V., Bitner, M Gremler. D (2009), Services Marketing : Integrating Customer Focus across the Firm, 5th ed., McGraw-Hill Irwin. Boston

    In addition, students are also encouraged to read on the topics covered by this course in the following journals. Students will find these journals particularly useful :
    • Journal of Marketing

    • Journal of Service Research
    • Marketing Science
    • Journal of Marketing Research

    • Journal of Services Marketing
    • Journal of Consumer Research
    • European Journal of Marketing
    • Managing Service Quality
    • Harvard Business Review

    This list of references is a guide only; it is up to the student to determine what additional material is needed to satisfactorily complete assessments.
    Online Learning
    Comprehensive online support will be available at will be available on the Myuni course website:https://myuni.adelaide.edu.au
  • Learning & Teaching Activities
    Learning & Teaching Modes
    This course delivers all critical material in the lecture and tutorial session each day of the intensive week. Students are expected to have read the appropriate chapter(s) from the text before each lecture, as the lecture will expand on the key points and provide examples. Tutorials are used after the learning to provide enhanced understanding of course material through discussions and student presentations of that material. There is a strong assumption that students will engage in seminar discussions in an informed way.

    Please refer to Access Adelaide for your timetable and enrolment details: http://www.adelaide.edu.au/access/
    Workload

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

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

    The University expects full-time students (i.e. those taking 12 units per semester) to devote a total of 48 hours per week to their studies. This means that you are expected to commit approximately 9 hours for a three-unit course or 13 hours for a four-unit course, of private study outside of your regular classes.
    Learning Activities Summary
    Lecture and week commencing Chapter Lecture Reading Tutorial questions

    Case study***
    Session 1
    Oct 3, 2016
    1 Marketing in the Service Economy Getting to Know You
    2 Customer Behaviour Reading 1: Service as Theatre Chapter 1 Review Questions: 3,4,6,9 (p.30)
    Session 2
    Oct 4, 2016
    12 Customer Satisfaction and Service quality Reading 6: Bryson J The Second Global Shift Chapter 2 Review Questions: 1,2,3,10 (p.63)
    9 Managing People for Service Advantage Reading 3: I Quit but I Forgot to Tell you. Chapter 12 Review Questions: 2, 3, 6, 8 (p.355)
    Session 3
    Oct 6, 2016
    3 & 4 Positioning Services Supplementary and Core Services. Reading 4: Getting more from Call Centres Chapter 9 Review Questions: Q3, Q4 and 5 (p.274) AJ Hackett Case 1. P436-438.
    Banyan Tree Case 3.  P444-449.
    Session 4
    Oct 7, 2016
    5 Distributing Services through physical and electronic channels Reading 2: Why Service Stinks Chapter 3 Review Questions Q.3, 4, 5 (P92) Hong Kong Airport Express Mini Case p124 Dr Becketts Office Case 7. P459-P461.
    MK restaurant Case 10.
    P475 –P481.
    INTENSIVE PROGRAM BREAK
    Oct 8-Nov 13 2016
    Session 5
    Nov 14, 2016
    MID TERM QUIZ
    Include all Lecture and tutorial material from Sessions 1-4
    10 Crafting the service environment Chapter 5 Q1 and 5 (P157) 7 Eleven Case 2. P439-P443.
    13 Managing customer relationships Reading 9: Carnegie “Make a Good Impressions” Chapter 10 Q1 and 6 (P301). Apple Case Sydney Hospital Case 4. P450-P452
    Session 6
    Nov 15, 2016
    Reading 10A (Kotler et al) Sales and Sales Management Reading 10B: Are you a member of a sales department or sales force. Handling Capacity Activity in Tutorial
    Sales Team Activity
    Banking on Customer Relationships Case 13.
    P492 –P495.
    6 & 7 Understanding Costs and Developing Pricing Balancing Capacity Reading 7: The Strategic Levers of Yield Management
    Session 7
    Nov 17, 2016
    11 Managing the Customer Service Function Reading 5: How to Lead the Customer Experience Chapter 6 Review Questions 1, 5 (p187) Chapter 7 Questions 1, 6 on (p216) Gondolas Case 6. P456-P458.
    Session 8
    Nov 18, 2016
    14 Handling Customer Complaints and Managing Service Recovery. Exam Revision Reading 11: Pages 1-13 only of Commonwealth Ombudsman’s Guide as linked. Chapter 11 Questions 1 and 6 (p327) Chapter 14 Q 1 and 5 (p433) Flying First Class Case 14.
    P496 – P497.
    Exam date TBC Readings are copyright and available through MyUni with direct links
    *** Number of Case Studies presented in this course is dependent on the number of actual registered students. Case Study requirements will be discussed in the first session.
  • 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 Item Due Date Weighting Related Learning Outcome
    Participation
    (individual)
    Outgoing 5% 1,2,3,4,5
    Case Study Presentation (group) Assessment #1 Groups formed and session nominated by Session 1. Presentations in Sessions 3 to 8, Upload of presentation by 11pm the night before the presentation). Paper copy of presentation to be given to Lecturer on day of presentation. 10% 1,2,3,4,5
    Service Encounter Diary (pairs) Assessment #2 Due 9:00am (Adelaide time) Tuesday, Nov. 22, 2016 Please put through TURNITIN. Softcopy of your diary is to be emailed to the Lecturer.
    Do NOT do this as a PDF.
    20% 1,2,3,4,5
    Mid Term Exam (individual)
    Assessment #3
    Monday, November 14, 2016 at 10:30 am. 15% 1,2,3,4,5
    Final exam (individual) TBC 50% 1,2,3,4,5
    Total 100%
    Assessment Related Requirements
    1. Criteria that will be used to assess student's work are available in course Assessment Detail.
    2. To gain a pass for this course, a mark of at least 45% must be obtaied on the examination as well as a total of at least 50% overall. Students not achieving the minimum exam mark will be awarded no more than 49.
    3. All assignments are to be lodged by the due date and time. A late assignment where no extension has been granted will be penalised by a reduction of 5% of the mark given for each day, or part of a day, that it is late.
    Assessment Detail
    PARTICIPATION (INDIVIDUAL WORK 5%)


    Participation in lectures, tutorial exercises and class group presentations is an important part in the learning process and as such represent 5% of the course assessments.

    Marking method:

    Please note the marking criteria which views your preparation, understanding of the subject matter and engagement.

    How to approach the exercises:

    Prepare for the tutorials by undertaking the necessary Session reading and by preparing written answers to the questions listed in the learning activities summary. Your Lecturer may ask you to submit the written answers as a means to check your preparation.



    ASSESSMENT #1: CASE STUDY PRESENTATION (GROUP WORK 10%)

    You are to make an in-class presentation (as part of a 2-3 person group) of one of the case studies listed. No essay or assignment is required - merely the presentation with full in-text referencing and a reference list.

    You will need to upload a digital copy of the presentation (Power Point) slides to Turnitin for evaluation, by 11pm the night before your presentation). If you are using Prezi or Slideshare, please upload a word document with the URL attached. You must bring a print out of your presentation for your Lecturer as a record for marking. The opening slide must say your group names, ID and case topic.

    All group members must participate in the presentation process. Each group will be assigned a case study in the first week. Presentation Time: 15 minutes, plus 5-10 minutes for questions. View the Assessment Rubrics on MyUni. Only ONE person in the group submits the presentation on MyUni.

    Things to remember for a good PowerPoint presentation are:
    • Engage your audience with eye contact and the spoken word;
    • Don’t over-complicate your slides with too much information;
    • Don’t simply read the PowerPoint.

    Key elements required for the case presentation:

    1. You DO NOT have to do the CASE QUESTIONS. Instead: Identify key issues in the case study and the relative importance of those issues;

    2. Give enough background so the audience can understand the key elements of the case;

    3. Address service theory concepts and frameworks as may be relevant. We only expect you to cover theory that has been covered THUS FAR in the course by the time of your case study week;

    4. Reference in text through the slides and with a reference list at the last slide. This includes acknowledging marketing material, resources and research which may be used in approaching this case.

    5. The Services Marketing book would be a mandatory reference. Key points here are to ensure you can APPLY the theory and frameworks to a realistic case study;

    6. You will also be assessed on your presentation (appropriateness for audience, presentation organisation and use of visual materials, audience engagement). It is important that you can understand and apply relevant Services Marketing theory to this case and provide a conclusion and recommendation.



    ASSESSMENT #2 - SERVICE ENCOUNTER DIARY (PAIRS WORK 20%)

    Your task is to describe a set of four (4) service encounters that you have experienced over the last 12 months. You will then analyse these in terms of Services Marketing Theory.

    You need to choose the Service Encounters wisely. If you view the marking assessment rubrics you are marked on identifying problems or success elements of the encounters so ideally you choose some positive and some negative encounters. You are also marked on your emotional responses and that you can identify the likely causes of the encounter.

    The Service Encounter Diary is designed to help you understand customer expectations, and why as consumers we are sometimes satisfied or dissatisfied with the service experience. By recording and analysing your own experiences, particularly in reference to the theories, tools and techniques of services marketing, you should begin to discover what is truly needed to satisfy a customer.

    This assessment has two components – Part A your four Service Encounters experienced in the last 12 months. Part B is a Report Style 2500-3000 word analysis of these encounters which has in-text referencing and shows critical analysis against Services Marketing theory.

    It is due 9am (Adelaide Time) on Tuesday, November 22, 2016 via Turnitin. Attach this as a .doc or .docx document. DO NOT ATTACH THIS AS A PDF. Include a title page and put your name and ID in a header or footer. A softcopy is all required to be emailed to your Lecturer with the same deadline.

    Part A – Four Service Encounters

    You document four different service encounters that have happened to you in the last 12 months. Indicate steps in the encounter, how you felt and then give ratings. You are to give a satisfaction rating, a value for money rating and whether you would recommend this service provider to a close friend or family member (all using 5 point scales).

    As some encounters may be relatively simple and others more complex, the word count can range between 300 – 1000 words for each encounter. Do not write more than 1000 words for any one encounter. Give enough detail so the marker can understand the context. A sample is shown below. You do not get necessarily a better mark just for writing more words. Be succinct and present the encounter clearly. Do a different encounter on each page or pages.

    Part B - Analysis 2500-3000 words (compulsory word count)

    Using the theories, concepts and frameworks from the course, you are to analyse your overall satisfaction, dissatisfaction and other key points about the service encounters in a report format.

    This analysis must have in text references and the whole assignment must have a formal reference list. Use Harvard referencing. You must cover relevant theory to the encounters used. Look for areas of similarity or difference, don’t write separately on each encounter but write a complete analysis which relates to all four. Depending on the encounters, you may have more or less emphasis on some versus other encounters. The discussion needs to cover causes of satisfaction or dissatisfaction, people, process and physical characteristics as appropriate. As this is an analytical piece, you must showcase your knowledge of theory and show you can apply how and where it is relevant through using the encounters as examples. Do not redescribe the encounters, you must analyse them in theory terms with in-text referencing.

    If you view the marking criteria, you are asked to identify common themes so take care when choosing the Service Encounters and look for key themes. You are asked to identify the roles of people, process and/or physical characteristics in the analysis. You can consider what courses of action the firm could do to improve or what it had already done which was successful. You can consider any ‘service recovery’ aspects are required. If your experience was a very satisfying one, then indicate what lessons are there for other service organisations. Only write a few recommendations for each Encounter which can be bullet style. So the whole analysis phase must not exceed 2500-3000 words. The analysis is an important opportunity to showcase theory and your understanding. You are only expected to cover relevant theory which has been covered throughout the course.

    Here is a format for the assignment:

    Title Page with name and student ID

    Part A Service Encounters with a different encounter clearly marked on each page/s.

    Part B (the Analysis) is in a report format - Executive Summary

    Analysis (which can have headings and must have in text references)

    Conclusion Recommendations Reference List
    Appendix if required for any diagram, charts.
    Example of an (Extended) Service Encounter Diary (Negative experience) June, 2016.

    1. I was in a party of four that attended an Adelaide restaurant for a Saturday evening meal. A booking for 7pm had been made the week before.

    2. The restaurant had been given positive reviews in several newspapers and from word of mouth recommendations by mutual friends. Expectations were therefore high that the meal would be of high quality with high quality service.

    3. Our group arrived at the restaurant at the 7pm time booked. The table was not ready. The host, Karen, greeted the party and claimed there was no record of the booking. After about five minutes’ waiting, Karen then did confirm a booking had been made. Karen was not very apologetic and suggested the group order a drink at the bar.

    4. As one group member was a designated driver, our group was not pleased with this idea. Myself and two friends ordered a wine and my partner ordered a mineral water.

    5. We waited for 20 minutes and a table was then made ready.

    6. We were shown to the table and a waiter named Ross did show courtesy such as pulling out chairs for the female group members.

    7. The décor was elegant with linen tablecloths, crystal glasses and a pleasing centrepiece of candles and flowers.

    8. The group was immediately given menus and offered water or the opportunity to place a further drink order.

    9. The waiter returned after 10 minutes and took the order. We were pleased with this prompt response.

    10. The waiter had good wine and food knowledge and was able to explain in further detail on dish on the menu. Two of the party ordered entrées and everyone ordered a main meal.

    11. The party waited for 30 minutes and no entrées had been delivered. We called over Ross who apologised and said that the kitchen was short-staffed.

    12. After another 10 minutes the entrées arrived. The food was very pleasant and appealing visually. The dishes were not promptly cleared and two members of the group were left with dirty plates for at least 8 minutes.

    13. After a further 20 minutes, the main meals were served. One order was incorrect and had to be returned. Another order was not cooked to the customer’s request – my partner had asked for a ‘well done’ steak but received a ‘rare’ steak. While the meal was removed, there was no real apology and no attempt to explain the errors.
    14. The group did not order sweets so after the meal decided to ask for the account.

    15. The account was delivered promptly but had an error on the bill which was an additional drink that had not been ordered.

    16. Our party called over the host to point out the numerous errors of the evening and express our displeasure. The host Karen did not make any attempt to apologise. She took away the account and corrected it and represented it without any explanation for the error.

    17. Our party left the restaurant vowing never to return. While the food was pleasant, the delays, errors and poor attempt at service recovery were poor. Everyone was annoyed and disappointed.

    Satisfaction Rating: 2/5
    Value for Money Rating: 3/5
    Would you recommend this service provider to others: No


    ASSESSMENT #3 - MID TERM QUIZ (INDIVIDUAL WORK 15%)
    There will be a 30 minute quiz at the commencement of the first session in the second class period. The topics covered will be everything from the first 4 sessions (6 topics) and tutorials. The format will be 40 multiple choice questions.




    FINAL EXAM

    There will be a three-hour exam with an additional 10 minutes perusal time. Format details of the exam will be advised during the course.


    YOU MUST PASS THE EXAM


    To gain a pass, a mark of at least 45% must be obtained on the examination as well as a total of at least 50% overall.

    • Students not achieving the minimum exam mark will be awarded no more than 49.

    • Legible hand-writing and the quality of English expression are considered to be integral parts of the assessment process. If we cannot read your handwriting it becomes impossible to mark.


    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.
    Submission
    PRESENTATION OF ASSIGNMENTS

    1. Please retain a copy of all assignments submitted.

    2. All assessments are via TurnitIn. Group assignments need 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. If you have trouble attaching this you can hand this hard copy to the tutor.

    3. You must load a soft copy of each assessment piece on TurnItIn. A hard copy (paper copy) must be given to the tutor for the case study presentations (print out of presentations) which must have the group’s full names, ID and title on the cover. All assignments are to be lodged by the due date and time.


    The following is a checklist to follow before submitting your assignments.

    • Formatting: 1.15 spaced with 2.5 cm margins with page numbers

    • References (not a bibliography) with formatted citations, using Harvard referencing style and an appropriate Reference List.

    • Tables and figures correctly labelled (using captions) and cross-referenced to in-text. Tables and diagrams should be in the appendix which is labelled.

    • Title page and student name/s and keep to the word count
    • Read assignment guidelines



    TurnItIn

    For this course, students are required to hand in assignments via TurnItIn which is a computer programme that detects plagiarised work. Further information can be found at: www.adelaide.edu.au/clpd/plagiarism/students/turnitin

    Students must not submit work for an assignment that has previously been submitted for this course or any other course. There will be no re-submission. You cannot rework your paper and put it back in. Lecturers can refuse to accept assignments which do not have a signed acknowledgement of the University’s policy on plagiarism.




    Late Assignment Submission

    Students are expected to submit their work by the due date to maintain a fair and equitable system. Extensions will generally only be given for medical or other serious reasons. All requests for 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 according to the schedule below.

    Submitting your assignment late (with or without an extension) also means you miss the primary marking cycle which may lead to a later return to you. There is a 5% penalty per day or part thereof.

    So without an extension, one day or part thereof late: 5% penalty Two days or part thereof of two days: 10% penalty

    Three days or part thereof of three days: 15% penalty Four days or part thereoft of four days: 20% penalty.

    Material that is submitted more than five days’ late will not be accepted. If you receive an extension and submit beyond the extension date, then late penalties will apply.

    You do not have an ‘extension’ just because you ask for one – the Lecturer in Charge needs to give you an extension. You need to provide evidence to support your claims. A weekend is counted as two days.




    Return of Assignments

    Lecturers aim to mark and return assignments to students within two (2) weeks of the due date with written feedback. For the online marking, material will be returned to students via Turnitin or the Grading Centre. For the presentations, written feedback will be returned in the following session’s class.If a group is presenting in the last session of the Intensive week then that group’s marks will have to be emailed to them or placed on the Grading Centre.
    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 (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.

  • 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.