MANAGEMT 7104NA - Marketing for Leaders

Ngee Ann Academy - Quadmester 2 - 2024

Marketing is a critical function for all businesses, and the primary mechanism through which an organisation can shape and grow revenue. All business leaders need to understand the fundamental concepts and practices of marketing. In larger firms, marketing managers are primarily responsible for ensuring customer integration and market intelligence. This course offers an overview of professional marketing thought and action, explaining fundamentals tasks and means of analyses to help leaders evaluate a company's capacity for customer orientation, market evaluation, and opportunity to target specific markets. The course also involves an exploration of buyer behaviours, the significance of market information and analytics, and the need for business leaders to integrate product and service decisions with considerations of price, distribution and promotion.

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Course Details

Course Code	MANAGEMT 7104NA
Course	Marketing for Leaders
Coordinating Unit	Management
Term	Quadmester 2
Level	Postgraduate Coursework
Location/s	Ngee Ann Academy
Units	3
Contact	Up to 36 hours per week
Available for Study Abroad and Exchange	Y
Restrictions	Available for both Adelaide and Master of Business Administration, Graduate Diploma and Graduate Certificate students only

Course Staff

Course Coordinator: Ms Nicole Swaine

Course Timetable

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

Course Learning Outcomes

Interpret complex marketing issues and problems using relevant theories, concepts and methods with regard to ethical conduct.
Apply contemporary marketing theories to the demands of business and management practice.
Find and generate information/data needed to inform problem solving in marketing using appropriate methodology.
Analyse information/data critically and synthesise new knowledge and communicate that knowledge via engaging written and oral formats.
Organise information and data to reveal patterns and themes, and manage teams and evidence gathering and problem solving processes.
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)
Attribute 1: Deep discipline knowledge and intellectual breadth Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.	1,2,6
Attribute 2: Creative and critical thinking, and problem solving Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.	3,4,5
Attribute 3: Teamwork and communication skills Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.	3,4,6
Attribute 4: Professionalism and leadership readiness Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.	2,3,4,5,6
Attribute 5: Intercultural and ethical competency Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.	1,6
Attribute 8: Self-awareness and emotional intelligence Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.	1,2,4,6

Learning Resources

Required Resources

Text Book: Kotler, P. And Keller, K. L. (2016) Framework for Marketing Management, Global edition 6e, Pearson, New Jersey. ISBN 9781292093147 (or other appropriate text)
Readings: See Course Materials - Assigned reading material has been provided to generate greater depth of understanding on particular topics and may be discussed during class sessions. It is likely that this material will provide useful examples and references during assessment.

Learning & Teaching Modes

Seminars consist of lectures, in-class practical activities 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
• Feedback on assignments – PDF of assignment rubric & email/Zoom feedback

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 two weekends consist of around 36 hours contact time. You can expect to spend about the same amount of time preparing for these classes. Assignments and exam preparation will demand additional concentrated periods of non-classroom study, on your own or with your allocated student group. As a rough indication, 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

Time	Activity	Topic	Text	Reading
Friday May 12, 2017 7.00 pm – 8.20 pm	Session 1	Understanding marketing	Ch 1	Comstock; B., Gulati; R., Liguori S. (2010), ‘Unleashing the Power of Marketing’ Harvard Business Review, Oct, Vol.88(10), p.90(9) Rust, R.T., Moorman, C., and Balla, G. (2010) ‘Rethinking Marketing’. Harvard Business Review, Jan-Feb, 94-101.
8.30 pm – 10.00 pm	Session 2	Marketing Strategies and Plans	Ch 2 & 18	Dawar, N. (2013) When Marketing Is Strategy Harvard Business Review December, 3-10. Van Den Dries, F., Sthanunathan S, Weed K. (2016) ‘Building an Insights Engine: How Unilever got to know its customers’ Harvard Business Review Sept., 64-74
Saturday May 13, 2017 1 pm – 1.50 pm	Session 3	Market Research and Analysis	Ch 3	Morey, T., Forbath T., Schoop, A., (2015) ‘Customer data: Designing for transparency and trust.’ Harvard Business Review, May, 97-105 Horst, P., and Duboff R., (2015) ‘Don’t Let Big Data Bury Your Brand: What Capital One learned about over-relying on analytics’ Harvard Business Review, October, 79-86
2.00 pm -3.00pm	In – class activity: Practicing Qualitative techniques.
3.00 pm – 4.20 pm	Session 4	Connecting with customers: Building customer value, satisfaction and loyalty; Segmentation and Targeting	Ch 4 & 6	Almquist, E., Senior, J., and Block, N. (2016) ‘The elements of value: Measuring - and delivering - what consumers really want.’ Harvard Business Review, Sept, 3-9. Yankelovich, D., and Meer, D. (2006) ‘Rediscovering market segmentation’. Harvard Business Review, February, 122-131.
4.30 pm – 5.00 pm Break 5.00 pm – 6.20 pm	Session 5	Consumer Behavior	Ch 5	Edelman, D.C. (2010) ‘Branding in the Digital Age’ Harvard Business Review, December, 62-69. Magids S., Zorfas A., and Leemon D., (2015) ‘The New Science of Customer Emotions: A better way to drive growth and profitability’ Harvard Business Review, Nov 67-76.
6.30 pm – 8.00 pm	In – class activity: Consumer behavior exercise
Sunday May 14, 2017 9.00 am – 10. 30 am	Session 6	Buyer Behavior in B&B context. Segmenting business markets	Ch 5 & 6	Christensen, C. M., Hall, T., Dillon, K., Duncan, D.S. (2016) ‘Know Your Customers’ “Jobs to Be Done” Is innovation inherently a hit-or-miss endeavor? Not if you understand why customers make the choices they do.’ Harvard Business Review, Sept. 54-62 Mark, T., Niraj R., Dawar N. (2012), ‘Uncovering Customer Pro铿乼ability Segments for Business Customers’ Journal of Business-to-Business Marketing, 19:1–32
10. 30 am – 11.00 am	Case Study Students Conducting Unleashing the Power of Marketing
11. 00 am – 12.30 pm	Session 7	Building Brands	Ch 7& 8	Holt, D. ( 2016) ‘Branding in the Age of Social Media’ Harvard Business review, March, 41- 50 Dawar, N., &. Bagga, C., K. (2015) ‘A Better Way to Map Brand Strategy’, Harvard Business Review, June, 91-97
12.30 pm – 1.00 pm Lunch 1.00 pm – 1.30 pm	Case:' EILEEN FISHER: Repositioning the Brand' (Students conducting)
1.30 pm - 2.30 pm	Session 8	Product Mix and new offerings	Ch 9	Gourville, J., T. ‘Eager Sellers & Stony Buyers: Understanding psychology of new product adoption.’ ( 2006) Harvard Business Review, June 99-106
2.30 pm – 4.00 pm	New product design: in-class activity
Friday June 16, 2017 7.00 pm – 8.00 pm	Welcome back & Session 9	Pricing Strategy	Ch 11	Bertini, M., and Wathieu, L. (2010) ‘How to stop customers from fixating on price’, Harvard Business Review, May 2010, 84-91
8.00 pm – 8.30 pm	Case: 'The EpiPen: This is Going to Sting' (Students conducting)
8.30 pm – 10.00 pm	Conjoint analysis practicum
Saturday June 17, 2017 1.00 pm – 2.30 pm	Session 10	Distribution strategy: Delivering value	Ch 12 & 13	Wong, H. Y.; Radel, K., Ramsaran-Fowdar, R. (2011)Building a Marketing Plan: Planning for Distribution Channels and Market Logistics, Harvard Business Publishing, Jan., 128-142 Retail Free Riding: The Case of the Wallpaper Industry Doane, Michael J ; Farris, Paul W ; Kucuk, S. Umit ; Maddux, Robert C,The Antitrust Bulletin, 2013, Vol.58(1), pp.129-158
2.30 pm- 3.00 pm	Case: 'Can Retailers Win Back Shoppers Who Browse then Buy Online?' (Students conducting)
3.00 pm - 4.30 pm	Session 11	Promotion Strategy- Communicating value	Ch 14, 15, 16, 17	Anderson, J. C., Narus J.A., Van Rossum, W. (2006) ‘Customer value proposition in business markets.’Harvard Business Review, March, 91-99. John L. K., Mochon, D., Emrich O.,Schwartz J., What’s the value of a like? Social media endorsements do not work the way you might think (2017) Harvard Business Review, March, 108 – 115
4.30 pm – 5.00 pm Break 5.00 pm – 7.00 pm	Marketing Communication: in – class activity (advertisement presentation and discussion)
7.00 pm - 7.30 pm	Case: 'Bank of America: Mobile Banking (Abridged)'(Students conducting)
7.30 pm – 8.00 pm	Case:'WestJet: A new social media strategy' (Students conducting)
Sunday June 18, 2017 9.00 am – 10.30 am	Session 12	Service Marketing	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. Pernice, M., (2016) Revolutionizing Customer Service: Dramatic turnarounds require counterintuitive strategies. Harvard Business Review April, 26-27 Kumar, V., Bhagwat, Y., and Zhang X. (2016), ‘Winning back Lost Customers: How to target and appeal to the most likely’ returnees’. Harvard Business Review, Mar 22-23
10. 30am – 11.00am	Case: 'Local Motors: Designed by the Crowd, Built by the Customer' (Students conducting)
11.00 am – 12.30 pm	Voice of the consumer practice: in class activity
12.30 pm – 1.00 pm Lunch 1. 00 pm – 1.30 pm	Case: 'Mountain Dew: Selecting New Creative' (Students conducting)
1.30pm – 2.00 pm	Case:'Hamilton Won More Than Twitter' (Students conducting)
2.00 pm – 2.30pm	Case:'The Walt Disney Studios'(Students conducting)
2.30 pm – 4.00 pm	Course Wrap Up: Core concepts learned; Briefing for group course assignment; Exam tips

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 Summary

Assessment	Date	Weight	Basis	Related Learning Outcome
Assignment 1: Participation	Visit 1 and Visit 2	5%	Individual	Deliver an oral presentation in a professional and engaging manners Evaluate and synthesise new information and existing knowledge from a multitude of sources and experience Participate constructively in team situations to complete tasks and meet deadlines
Assignment 2: Case Study	Visit 2	10%	Group Work	Presentation and Discussion. The continuing development of good inter-personal and communication skills Contribute to high level management discussion A commitment to objectivity, intellectual inquiry and intellectual rigour Critically analyse case studies to derive at recommendations to address marketing issues and opportunities Deliver an oral presentation in a professional and engaging manner Participate constructively in team situations to complete tasks and meet deadlines
Assignment 3: Company Marketing Profile Report	28.05.17 Midnight, Via SafeAssign in the “Assignments” Section of MyUni	15%	Individual	Interpret complex marketing issues and problems using relevant theories, concepts and methods; Prepare professional, logical and coherent written marketing reports; Apply contemporary marketing theories to the demands of business and management practice; An understanding of trends in the political, economic, technological, social and cultural environments within which businesses operate.
Assignment 3: Company Marketing Advice Report	02.07.17 Midnight, Via SafeAssign in the “Assignments” Section of MyUni	25%	Group work
Final Exam: 2 hours open book	08.07.17 Details TBA	45%	Individual	Evaluate and synthesise new information and existing knowledge from a multitude of sources and experiences Critically analyse exam questions to derive at recommendations to address marketing issues and opportunities

Assessment Detail

Assignment 1- Participation in class discussions and in-class activites ( Individual Grade - 5%)

Assignment 2 - Case Study Presentation and Discussion (Group Grade 10%)
A group of students will briefly present an assigned case, outline relevant questions and facilitate the related discussion. Full details of the cases assigned to be covered are contained in the Topic Schedule. The focus of each session should be on topics covered earlier in the course, and should draw on as much theory as possible.

Presenting students will be expected to (1) provide a brief summary of the case, the relevant environment and issues arising from the case, (2) Provide answers to the case 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. Importantly this is the beginning of developing knowledge into thinking and skills required for decision making in marketing areas.

Assignment 3: Company Marketing Profile Report (Individual grade 15%)
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 1-4 you will need to critically assess the organisation/product/brand and its environment and address:
1. Who appears to be the company's customer?
2. What is the customer's need and how is that need being satisfied by the company.
3. Provide a brief environmental scan for your company and indicate opportunities and threats
4. Provide an outline of how your company would apply the five step market research process
5. Utilise your answers to questions 1-4 to derive recommendations for the company/product/brand.

Assignment 4 – Company Marketing Advice (Group Grade 25%)
3000 words – table of contents, appendices and tables are excluded from a word count.
Students will be formed into pairs and will act as a consultants to the company of your choice. You can choose to consult to one of the companies you covered in assignment 2, or a completely new one.
As a pair, you are required to provide marketing advice to your client. This is loosely in the form of a marketing plan and needs to follow the rubric as given below.
Each week’s lecture and discussion content builds to assist you in creating this piece of marketing advice.
The Marketing Environment
The marketing environment consists of external forces that directly or indirectly influence an organisation’s acquisition of inputs (human, financial, natural resources and raw materials, and information) and creation of outputs (goods, services, or ideas).
SWOT Analysis
One tool marketers use to assess an organisation’s strengths, weaknesses, opportunities and threats is the SWOT analysis.
Strengths and weaknesses are internal factors that can influence an organisation’s ability to satisfy its target markets.
Opportunities and threats exist independently of the organisation and therefore represent issues to be considered by all organisations, even those that are not competitors.
Marketing Objectives
A marketing objective states what is to be accomplished through marketing activities.
Marketing goals should be based on a careful study of the SWOT analysis and should relate matching strengths to opportunities and/or convert weaknesses and threats.
Marketing Strategy
The next phase in strategic planning is the development of strategies for each functional area of the organisation.
Within the marketing area, a strategy is typically designed around two components: (1) the selection of (a) target market segment(s) and (2) the creation of a marketing mix that will satisfy the needs of the chosen target market.
Implementing Marketing Strategies
Marketing implementation is the process of putting marketing strategies into action.
Controlling Marketing Activities
The formal marketing control process includes the establishment of performance standards, evaluation of actual performance by comparing it with established standards, and reduction of differences between desired and actual performance.

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.
• 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) Use SWOT analysis as the only form of analysis - this is a good starting point but you will need to go much further using the concepts from the course as the framework. You may summarise the SWOT analysis in a diagram or a table and briefly explain it in the body of the report.

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.

No Resubmission
Once your paper is in, it’s in. You can’t take your assessed paper, rework it and resubmit it.

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 before the due date. Each request will be assessed on its merits. A late assignment (without prior arrangement) will be penalised (One day late 10% discounted;Two days 20% discounted;Three or more days 50% discounted).

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 .

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
This section contains links to relevant assessment-related policies and guidelines - all university policies.
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鈥檚 disciplinary procedures.

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Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator

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