MARKETNG 3005 - Communicating in a Digital World
North Terrace Campus - Semester 1 - 2019
General Course Information
Course Code MARKETNG 3005 Course Communicating in a Digital World 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 Y Incompatible MARKETNG 2503 Course Description The course aims to provide students with an understanding of the communication aspects of marketing. It will cover the range of tools available to marketers for the purpose of promotion such as advertising, sales promotion, personal selling, sponsorship, publicity and public relations as well as the process by which these are integrated and planned.
Course Coordinator: Associate Professor Steve Goodman
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning OutcomesOn successful completion of this course, students will be able to:
1 Apply basic communication theories and concepts to undestand the business environment for a company and undestand marketing communication activities
2 Undertake analysis to develop appropriate marketing communication objectives for a specified target market considering a range of media and methods available to marketers
3 Indentify, analyse and evaluate data and information based on evidence to develop a relevant marketing communications brief and audit
4 Present a brief verbal presentation to the class showing insight and analysis
5 Show analysis in case study and discussion work for participation marks which indicate critical thinking. Activities may cover campaigns in other countries and may consider ethical implications.
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)
1,2,3 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
2,3,5 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 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
3,4 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
5 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 ResourcesRequired Resources
Required text book: Chitty, Luck, Valos, Barker and Shimp (2015 – 4th Edition), Integrated Marketing Communications,
CengageLearning, (ISBN 9780170254304).
Other books referred to in the course are:
Belch, Belch, Kerr and Powell, (2012) 2nd Edition, Advertising and Promotion: An Integrated Marketing Communication Perspective, McGraw-Hill, Sydney
Duncan, T. IMC, using advertising and promotion to build brands, International Edition, Irwin McGraw-Hill. Australia, Sydney (2003)
Rix, Buss & Herford. Selling, a consultative approach, 2nd Edition, Irwin McGraw-Hill. Australia, Sydney. (2001)
Wells, Burnett & Moriarty.Advertising principles and practices, 6th Edition, Prentice Hall. Australia, Melbourne. (2003)
Recommended ResourcesOver the next 2 months you will be surrounded by Marketing Communications – some of the best resources for learning and thinking you have will be in the way you pay attention to the marketing communication that is around you. Think about what you see on TV, the web, read in papers and hear on the radio. Relate it to what you are talking about in tutorials and lectures and you’ll enhance your learning. In addition, more formal resources can be found in the way of -
Journal of Advertising Research
Journal of Marketing
Journal of Marketing Research
Online LearningMyUni will be used in this course for
Lecture Slides available as PDFs
AV Recording of the Lecture Sessions
Weekly Online Quiz
Class-sourcing - discussion and thoughts
Learning & Teaching Activities
Learning & Teaching ModesAs outlined in the course timetable, this course uses face-to-face lectures with discussions and workshop, online video and learning content,
The timetable will be discussed in depth in the first lecture.
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 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 12 hours for a three-unit course in total per week.
Learning Activities SummarySession Topic
1 IMC – what, why how
2 Persuasion and Segmentation
3 Establisahing objectives and budgeting for IMC
4 Developing message strategies
5 Media planning and analysis
6 Broadcast Media
7 Print and Support Media
8 Digital and social media
9 Direct marketing and Sales Promotion
9 Marketing Public Relations and Sponsorship
10 Personal Selling & Relationship Marketing
11 Marketing public relations and sponsorship
12 Measuring IMC & Putting it into Practice
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 Task Weighting Learning Outcome
Weekly Online Quiz 12% 1,2,3,5
Workshop Participation & Discussion Throughout 10% 1,2,5
Advertisement Presentation 10% 1,2,4
Assignment 1 : Media Audit 10% 1,3,4
Assignment 2 (Group): Marketing Communication Brief 18% 1.3.5
Final Exam 40% 1,3,5
Assessment Detail• Weekly Quiz ONLINE 12%
10 Multiple choice questions - 30 minutes to answer
• Tutorial Participation and Discussion 10%
Tutorial Participation and Discussion
Case studies and questions have been assigned to each tutorial to develop the learning from previous sessions. You are expected to be able to take part in the discussion and contribute to the group learning. This is not a mark for attendance – it is for participation and discussion. Tutors will nominate students to make brief opening remarks in relation to each question.
• Advertisement Presentation and Discussion 10%
In Tutorials In PAIRS
In the first workshop, the Lecturer will assign students to a week. In tutorials 2-4 students will work on their presentation and be able to work with the tutor for guidance, questions and development.
From tutorial 4, the assigned students will give a 15 minute (MAX) presentation on an advertisement/communication campaign they have observed. You will need to detail your thoughts on
-Strengths and Weaknesses of the ad/campaign
-message used, media used, overall
-How well you think the objective was achieved
The tutorial group will then discuss your presentation and give you feedback on their views of the ad/communication presented.
• Assignment 1 10%
Submit via MyUni – Assessments
A Media Audit
In PAIRS , word limit indication: 1500 words
This should be a fun learning exercise. I want you to pick a company or product that has been advertised very heavily here in Adelaide, across a range of media.
First, give me some background on your company / product. What it is, the customer need it fulfils, and a description of the customers it serves. Then tell me about three of the media they are using, in broad terms these may be one of:
NEWSPAPER WEB BASED
Any number of others
Be careful not to ignore the MINOR types of media. For some companies the small media is VERY, VERY important. Think of Clipsal or Red Bull with sponsorship or Carlton United with viral, or even Coke with sales promotion (those huge supermarket ends).
For each of the three media you choose, do a quick discussion of the strengths and weaknesses of the media, critically present the ads (youtube URLS, other URLs, screen shots, photos, verbatim descriptions of radio ads etc) and then tell me what they achieved.
Write a conclusion of some sort that lets me know your paper has finished, and add your reference list.
• Assignment 2 18%
Submit via MyUni – Assessments
Marketing Communication Brief – Indicative word count – 2000 -2500 words
One of the keys to getting good creative – that achieves marketing results – is having a good brief from marketing to creative. So often I’ve had creative tell me that they didn’t get a brief, or that it was written down while it was being asked for or that it was as simple as ‘this is the product, we want a radio (TV/Magazine/Web) ad.
So often I’ve seen marketers unhappy with what comes back from creative – only to find out that they hadn’t in fact provided a brief, or that it wasn’t particularly thorough.
At this point in the learning of this course, building on the learning you developed in the Media Audit and what we have covered in the Sessions so far it is your opportunity to prepare your first brief – and know it is for learning and marks, rather than having half a million in development work go into it ïÂÂÂÂÂÂ.
You can use the brand/product/service that you investigated in the media Audit if you want – in some cases this will help deeper learning, especially if you thought it was poorly executed or wide of the mark.
In this assignment, you will draw on the theory and learning and see to what extent you need to draw on your marketing skills to guide (not smother) creative output.
You need to prepare a Creative Brief as if you are the brand manager/marketing manager and you are employing an ad agency.
Page 136 of the text provides a good framework for what is needed in a Creative Brief. If you wish to use a different format that suits your approach –you are welcome to. In fact it is a good idea to scour around the web and see the different approaches, evaluate them from what you have learned, pros and cons and develop the approach you believe will best meet your objectives.
Try (amongst many sites) adcracker.com, slideshare (many communicators, marketers and creatives contribute here – such as ‘true digital’)
• Final Exam 40 %
There will be a 3 hour exam in the June-July Examination period
SubmissionAll submissions via MyUni
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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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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