MARKETNG 4103 - Advanced Theory in Marketing (H)
North Terrace Campus - Semester 1 - 2020
General Course Information
Course Code MARKETNG 4103 Course Advanced Theory in Marketing (H) Coordinating Unit Business School Term Semester 1 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 36 hours Available for Study Abroad and Exchange N Course Description This course is designed to fulfil the following student learning objectives: -Gain an indepth understanding of the main theoretical and research perspectives that have contributed to the knowledge of marketing. - Investigate some of the important debates to which theorising about these different issues has given rise. -Explore the implications of these debates for both marketing research and marketing practice. -Become familiar with academic publications in marketing. -Develop an ability to critically analyse and evaluate such publications. - Improve oral and written communication skills.
Generally the course aims to give students a greater familiarity with methodologies used in marketing research as well as the ability to assess the validity of findings described in the current or recent marketing literature.
Topics will arise throughout the course from theoretical and research perspectives that have influenced (and continue to influence) scholarly thinking about issues of central importance to the actual practice of marketing.
This is essentially a readings-based course in which students will critically review scholarly research articles each week in advance. Participation marks will be awarded for demonstration of effective reading and understanding the arguments presented.
Course Coordinator: Dr Dean WilkieCourse Coordinator: Dr Dean Wilkie
Location: Nexus Tower – Room 10.11
Telephone: 8313 7112
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes
By the end of this course, students should be able to:
Develop and express critical insights into business literature and research methodologies (LO 1)
Reflect on and defend personal opinions within a scholarly group discussion (LO 2)
Review (identify, evaluate and synthesise) relevant business literature (LO3)
Prepare a conceptual manuscript suitable for presentation at a scholarly conference (LO 4).
Present anddefend a scholarly perspective to an academic audience (LO 5)
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)
LO1 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
LO1; 2; 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
LO2; 4; 5 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
LO5 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
Required ResourcesThis course is based around reading, critique and synthesis of scholarly publications. The required readings for this course will be specified by the weekly presenters in advance.
Online LearningThe course myuni website will be used for sharing key information and all written assessment must be submitted on myuni.
Learning & Teaching Activities
Learning & Teaching Modes
This course is delivered in face-to-face seminar form, typically 2 hours long. Students are expected to read specified journal articles and contribute to the discussion in the seminar.
Students are assessed on their preparation and contribution (see Assessment).
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 of private study outside of your regular classes. Students in this course are expected to attend all seminars throughout the semester.
Learning Activities SummaryAdvanced Theory in Marketing is essentially a readings and discussion based course. As indicated in the Course Program, for each session in the course, the presenting lecturer has provided a list of recommended readings. Students should come along to each session prepared to summarise, and comment on their understanding of, what they have read for the session.
Date Time Room Topic Presenter 02/03 2:00 pm - 4:30 pm 13.01 Introduction & writing a purpose statement Dr. Dean Wilkie 12/03 2:00 pm - 4:30 pm* 13.01 Understanding theory & theorising with managers Prof. Jodie Conduit 16/03 2:00 pm - 4:30 pm 13.01 Conceptual thinking and writing a conceptual argument Prof. Jodie Conduit 23/03 2:00 pm - 4:30 pm 13.01 Synthesising, critiquing, and presenting the literature Prof. Carolin Plewa 30/03 2:00 pm - 4:30 pm 13.01 Critical perspectives on consumption Dr. Peter Sandiford 07/04 12:00 pm - 2:30 pm* 13.01 Service-dominant logic Ged Lipnickas Mid semester break 27/04 2:00 pm - 4:30 pm 13.01 The prominent theoretical paradigms in family business research Dr. Francesco Barbera 04/05 2:00 pm - 4:30 pm 13.01 Customer engagement Prof. Jodie Conduit 11/05 2:00 pm - 4:30 pm 13.01 Introduction to systems thinking Dr. Sam Wells 18/05 2:00 pm - 4:30 pm 13.01 The role of theory in empirical research Dr. Dean Wilkie 25/05 2:30 pm - 5:00 pm* 13.01 Finishing your paper - argument flow and hypothesis development Dr. Rebecca Dolan 01/06 2:00 pm - 4:30 pm 13.01 Presentations Dr. Dean Wilkie
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 SummaryAssessment Due Date and time Weighting Learning Outcomes
Class Participation All seminars 10% LO 1, LO 2
Written Assignment Mon 1st June 11:59pm 60% LO 1, LO 4, LO 5, LO 6
Seminar Presentation Mon 1st June 2:00pm 30% LO 1, LO 2, LO 3, LO 4
Assessment Related RequirementsStudents who fail to attend a seminar will be awarded a Zero (0) discussion mark for that seminar, apart from some cases of exceptional circumstances. Students who are absent from more than 5 seminars will have their final result withheld until a decision is made by the Program Director.
Assessment DetailClass Participation
A mark for participation will be awarded based on the student’s contribution to the class discussions, along with evidence of preparation for these discussions. The aim is for the students to be able to distinguish between useful and less-useful articles for the purpose of building knowledge and understanding of a particular topic. The final seminar discussion mark will be determined at the end of the course, through a process of consultation with all course presenters, who will record the level of contribution from each student using the form in Appendix A.
Students are advised to answer the following questions prior to class. This will enable them to make more insightful contributions to the discussion:
· What are the main arguments put forward in the article?
· On which assumptions are these arguments based?
· What is the article’s contribution to knowledge in its field of literature?
· How do you assess the quality of the article’s theoretical framework?
· How do you assess the quality of evidence provided for the article’s main arguments? (strengths & weaknesses of the methodology)?
· How do you assess the practical implications of the article? Would it help anyone make a business decision?
· What are the overall strengths of the article? Why?
· What don’t you like about the article? What can be done to improve its quality?
· Is this one of the best/worst articles you have read? What score out of 10?
By the end of May, students undertaking this course are expected to have selected one research topic that they will pursue for their dissertation. For this assignment, students write and submit a paper to an appropriate track of any of the three following conferences: the Australia and New Zealand Marketing Academy (ANZMAC), the Australia and New Zealand Management Academy (ANZAM) and the European International Business Academy (EIBA). This assignment will be double-assessed by the student’s supervisor and another course presenter. The final mark will normally be based on the average of the two marks. If there is a significant difference in these marks (ie a difference greater than 10%), the course coordinator will arrange for moderation of the mark, normally inviting an additional member of the school to assess the paper.
The paper will be purely conceptual (as you will not have collected any empirical data of your own by this stage). For example, students may choose to write a mini critique/ literature review on the knowledge obtained from articles on their own research topic to date, highlighting limitations or gaps leading to an outline of opportunities for future research. Each paper must introduce and critically evaluate at least one recognized theory, demonstrating its relevance to their discipline AND planned research. Conceptual papers can have various approaches, though it is likely that (if planning a quantitative project) you will at least begin to consider possible propositions or hypotheses for testing. Alternatively (if planning a qualitative project), papers are likely to explore the possible implications for either research or practice of the theory(ies) that are reviewed; this might, for example, seek to apply a theory from a different disciplinary tradition or suggest questions that the theory raises that could help better understand a business context. Candidates should draw on their experience with the lecturer facilitated sessions when selecting, evaluating and questioning theory(ies) in their papers
Students can use headings and subheadings to assist the structure and flow of the arguments. The students should provide their own critical review and insights on what they have learned from these papers, by commenting on the nature of literature as well as research methodologies undertaken. The maximum length of the manuscript is 10 page single-spacing, excluding references. In addition, the paper must adhere to the referencing style of the conference.
The paper will be assessed against the criteria specified by the conference requirements (these will be discussed during the course). Because of this, it is not possible to provide a detailed set of criteria or a marking rubrick (this is the case in a number of Honours level courses – indeed it is inevitable when evaluating scholarly research, given different disciplinary and philosophical norms and requirements.
Chair and Presentation
Towards the end of the semester each student will prepare and deliver a short presentation, supporting their written paper (above). The presentations will, accordingly, introduce, explain and defend the main conceptual contribution of their paper. This presentation will follow the normal requirements of the conference specified (eg ANZAM) and will be strictly time constrained, with time for questions from other attendees.
Please note, the presentation does not require methodological discussion – it should focus on a theoretical and conceptual framework for research. Candidates also enrolled on Research Methodology should consider this as complementing the research proposal, not duplicating it.
Candidates will be assessed on:
- Content (relevance and application of theories)
- Answers to questions (how well questions were addressed)
- Communication (clarity of explanation, argument, visual aids etc)
SubmissionPlease submit written assignments on the MyUni website
Assignment Guidelines for Referencing
Referencing is critical to any assignment or report. Correct referencing is important because it identifies the source of the ideas and arguments that you present and helps to avoid the problem of plagiarism. the paper must adhere to the referencing style of the conference.
Return of Assignments and Feedback
Assignments will be returned to students within 4 weeks of the due date with written feedback. Students must not submit work for an assignment that has previously been submitted for this course or any other course without prior approval from the Course-Coordinator.
Late Assignment Submission
Students are expected to submit their work by the due date to maintain a fair and equitable system. A late assignment will be penalised by a 5 mark reduction for each day that it is late.
Grades for your performance in this course will be awarded in accordance with the following scheme:
M11 (Honours Mark Scheme) Grade Grade reflects following criteria for allocation of grade Reported on Official Transcript Fail A mark between 1-49 F Third Class A mark between 50-59 3 Second Class Div B A mark between 60-69 2B Second Class Div A A mark between 70-79 2A First Class A mark between 80-100 1 Result Pending An interim result RP Continuing Continuing CN
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.
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This section contains links to relevant assessment-related policies and guidelines - all university policies.
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- Assessment for Coursework Programs
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