Opetussuunnitelmat

Objective

During marketing track studies, the student will be introduced with several themes in the marketing domain.
Specifically, students will be introduced to the state and art of marketing research in below areas.
Advertising Research
Branding Research
Consumer Behavior research
Digital Marketing research
Green Marketing research
International and Global Marketing


Below are the intended learning outcomes (ILO’s)

Skills in Critical and Analytical Understanding: Critically review, analyze and understand the information available from academic and professional business sources.

Applied Business Skills: Apply disciplinary and interdisciplinary knowledge to analyze business challenges and global trends to propose or put into action practical business solutions based on the findings

Communication Skills: Communicate responsibly and effectively in English through oral, written and digital formats in academic and professional contexts.

Intercultural Collaboration Skills: Demonstrate intercultural teamwork, leadership, and conflict resolution skills.

Content

The course structured around two contemporary marketing themes namely green marketing and digital marketing, which regarded as mega-trends. The first stage is focused on the marketing management from a green marketing perceptive and student gain knowledge of management of green marketing mix elements. Moreover, students will gain knowledge of research streams under the broader umbrella of green/environmental marketing. Lastly, the analysis of green marketing practices of case companies in a real-time helps them to understand the actual practices. The second stage is focused on the management of marketing mix elements in digital space. The student will also get knowledge and skills in inbound, outbound and social media marketing. Lastly, the student will gain an understanding of several research themes in the domain of digital marketing.

Location and time

The course is held in autumn once a week for 1.45 hours.

Oppimateriaali ja suositeltava kirjallisuus

During the marketing management track, the teacher will focus on various research sources for developing the student's theoretical and conceptual knowledge and practical competence in several contemporary marketing themes. In doing so, students will learn the research problems in particular themes. What theory/theories can help to understand research problems and how to find the answer? Lastly, the research will add to the student's existing knowledge. Such exercise provides insights into contemporary issues in marketing management and helps the students develop ideas for their thesis, practical training, internship and future career choice.
Below are the contents of the track studies:
1) A Step-by-Step Guide for Conducting Research
2) Data-Driven Marketing
3) Green Marketing
4) Digital Marketing
5) Growth Marketing
6) Digital Marketing
7) Innovative Marketing
Green Marketing
Recommended Text Book

Charter, M., & Polonsky, M. J. (Eds.). (2017). Greener Marketing: A Global Perspective on Greening Marketing Practice. Routledge.

Book Chapter

Green Marketing: An introduction Peattie, K., & Charter, M. (2003). Green marketing. The marketing book, 5, 726-755.

Journal Articles
Green marketing research: An overview
Dangelico, R. M., & Vocalelli, D. (2017). “Green Marketing”: an analysis of definitions, strategy steps, and tools through a systematic review of the literature. Journal of Cleaner Production, 165, 1263-1279.
Leonidou, C. N., & Leonidou, L. C. (2011). Research into environmental marketing/management: a bibliographic analysis. European Journal of Marketing, 45(1/2), 68-103.
Green advertising
Leonidou, L. C., Leonidou, C. N., Palihawadana, D., & Hultman, M. (2011). Evaluating the green advertising practices of international firms: a trend analysis. International Marketing Review, 28(1), 6-33.
Yang, D., Lu, Y., Zhu, W., & Su, C. (2015). Going green: How different advertising appeals impact green consumption behavior. Journal of Business Research, 68(12), 2663-2675.
Green Consumer behavior
Leonidou, L. C., Leonidou, C. N., & Kvasova, O. (2010). Antecedents and outcomes of consumer environmentally friendly attitudes and behaviour. Journal of Marketing Management, 26(13-14), 1319-1344.
Lee, K. (2008). Opportunities for green marketing: young consumers. Marketing intelligence & planning, 26(6), 573-586.
Carrete, L., Castaño, R., Felix, R., Centeno, E., & González, E. (2012). Green consumer behavior in an emerging economy: confusion, credibility, and compatibility. Journal of consumer marketing, 29(7), 470-481.
Green Product and branding
Hartmann, P., Apaolaza Ibáñez, V., & Forcada Sainz, F. J. (2005). Green branding effects on attitude: functional versus emotional positioning strategies. Marketing Intelligence & Planning, 23(1), 9-29.
Mishra, P., & Sharma, P. (2012). Green Marketing: Challenges and Opportunities for Business. Journal of Marketing & Communication, 8(1).
Polonsky, M. J., & Rosenberger III, P. J. (2001). Reevaluating green marketing: A strategic approach. Business horizons, 44(5), 21-30.

Digital Marketing Research

Text Book
Chaffey, D., & Ellis-Chadwick, F. (2012). Digital marketing: strategy, implementation and practice (Sixth Edition). Pearson.

Additional Books (Available at EBook central)

Dodson, I. (2016). The Digital Marketing Playbook: The Definitive Guide to Creating Strategic, Targeted, and Measurable Online Campaigns. John Wiley & Sons.

Weber, L., & Henderson, L. L. (2014). The digital marketer: Ten new skills you must learn to stay relevant and customer-centric. John Wiley & Sons.
The firm generated and Consumer-generated marketing Material
1. Radón, A. (2015). Consumer Generated Luxury Brand Communication on the Internet. In Ideas in Marketing: Finding the New and Polishing the Old (pp. 225-228). Springer, Cham.
2. Brodie, R. J., Hollebeek, L. D., Jurić, B., & Ilić, A. (2011). Customer engagement: Conceptual domain, fundamental propositions, and implications for research. Journal of Service Research, 14(3), 252–271.
3. Chevalier, J. A., & Mayzlin, D. (2006). The effect of word of mouth on sales: Online book reviews. Journal of Marketing Research, 43(3), 345–354.
4. Ertimur, B., & Gilly, M. C. (2012). So whaddya think? Consumers create ads and other consumers critique them. Journal of Interactive Marketing, 26(3), 115-130.
5. Gensler, S., Völckner, F., Liu-Thompkins, Y., & Wiertz, C. (2013). Managing brands in the social media environment. Journal of Interactive Marketing, 27(4), 242–256. Knoll, J. (2016). Advertising in social media: a review of empirical evidence. International Journal of Advertising, 35(2), 266–300.
6. Lawrence, B., Fournier, S., & Brunel, F. (2013). When companies don't make the ad: A multimethod inquiry into the differential effectiveness of consumer-generated advertising. Journal of Advertising, 42(4), 292–307.
7. Liu, Q. B., Karahanna, E., & Watson, R. T. (2011). Unveiling user-generated content: Designing websites to best present customer reviews. Business Horizons, 54(3), 231–240.
8. Thompson, D. V., & Malaviya, P. (2013). Consumer-generated ads: does awareness of advertising co-creation help or hurt persuasion? Journal of Marketing, 77(3), 33–47.
9. Tirunillai, S., & Tellis, G. J. (2012). Does chatter really matter? Dynamics of user-generated content and stock performance. Marketing Science, 31(2), 198–215.
10. Pehlivan, E., Sarican, F., & Berthon, P. (2011). Mining messages: Exploring consumer response to consumer‐vs. firm‐generated ads. Journal of Consumer Behaviour, 10(6), 313-321.
11. Schivinski, B., & Dabrowski, D. (2016). The effect of social media communication on consumer perceptions of brands. Journal of Marketing Communications, 22(2), 189-214.

Teaching methods

Lectures, workshops, projects, thesis mentoring, research knowledge sharing.

The flipped classroom learning strategy will be used in marketing management track. Pre-class learning is vital for the successful implementation of the flipped learning model. At the course, through Moodle workspace teacher will provide the students with materials such as links to thesis writing resources, scientific articles, and book chapters. There will be an exploration of different databases and statistics portals for market data. Each student has to familiarise him/herself with the pre-class learning content.

Employer connections

This field shows as ‘Working life connections’ to the students.

Various kinds of introductions to working life, alumni cooperation, visiting lecturers, excursions (virtual or physical), etc. can be described here.

Exam schedules

There is no exam for the Marketing Management Track studies. All students have to prepare the literature review chapter for their thesis.

International connections

Lectures by international guest lecturers and industry people if available.

Vaihtoehtoiset suoritustavat

You have the right to apply for recognition of your studies if you have prior learning (e.g. university studies completed elsewhere) that can be accredited towards the degree you are currently completing.

The recognition of prior learning is possible in three primary ways: accreditation (replacement or inclusion), recognition of informal learning and studification. More precise info: JAMK Degree Regulations, section 17.

Student workload

Marketing management track worth 5 ECTS.One ECTS corresponds to an average of 27 hours of work, which means that the load of 5 ECTS approximately 135 hours.

Below are the details of the student's workload in hours
Lectures 30 hour
Group assignments 40 h
Final Literature review assignment 65 h
Total of 135 hours

Content scheduling

You can check the progress and schedule of the implementation if different kinds of phasing is involved (lab exercises, introductions to working life, etc.); indicate when they are scheduled to take place during the course implementation.

Example: Mark here if you have 2 hours per week for the whole group and another two for the splitted group.

Evaluation scale

0-5

Arviointikriteerit, tyydyttävä (1-2)

Sufficient (1)
The student attempts to demonstrate his/her theoretical knowledge. However, command of the subject area remains unclear.
The student fails to show an impressive ability to transform empirical data into applicable real-life situations.
There is an attempt to create a situational analysis but based on it, the objectives and value remain unclear.

Satisfactory (2)
The student demonstrates his/her theoretical knowledge at a reasonably clear level and has apparent basic ability to transform empirical data into applicable real-life situations.
A reasonably clear situational analysis has been created.

Arviointikriteerit, hyvä (3-4)

Good (3)
The student demonstrates his/her theoretical knowledge at a relatively clear level and displays a competent command of the subject area. Central concepts have been defined rather well.

The student shows adequate but general ability to transform empirical data into applicable real-life situations.

A relatively clear situational analysis has been created.



Very good (4)
The student demonstrates his/her theoretical knowledge fluently and displays a good command and understanding of the subject area. Central concepts have been defined very well.
The student shows a competent ability to transform empirical data into applicable real-life situations. The ideas are worth implementing.
An explicit situational analysis has been created.

Assessment criteria, excellent (5)

Excellent (5)
The student demonstrates his/her theoretical knowledge in detail and displays a clear command of the subject area. Central concepts have been defined with precision.
The student shows an advanced ability to transform empirical data into applicable real-life situations. The ideas have significant value for implementation.
An explicit and focused situational analysis in which the objectives are clear and set correctly regarding the problem has been created.
The student can communicate effectively in English in oral, written and electronic formats using information technology and can prepare and present reports.

Assessment criteria, approved/failed

Research Topic Selection (5%)
Research Plan and Schedule (15%)
Thesis Literature Review (40%)
Existing Thesis Critical Analysis (40%)

Grading: Schema
Grade 0 = 0-44 points = Fail
Grade 1 = 45-54 points
Grade 2 = 55-64 points
Grade 3 = 65-74 points
Grade 4 = 75-84 points
Grade 5 = 85-100 points

Qualifications

A student should have awareness of basic marketing concepts such as marketing mix, capturing marketing and consumer insights, connecting with the consumer, communicating and delivering the value to the consumer.

Further information

The course assessment is based on selecting the thesis topic, writing the research plan and schedule, reading and critically analysing an existing thesis and literature review relevant to the student's future thesis, and feedback via Moodle.

You have the right to apply for recognition of your studies through eRPL in Peppi if you have prior learning from university completed elsewhere that can be accredited towards the degree you are currently pursuing.