marketing degree

SCHOOL OF MARKETINGFACULTY OF BUSINESS

Degree in MarketingDT341-3

Year Three

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YEARBOOK 2007-2008

document.doc-2005 04/12/23

Contents

A Message from Head of Marketing Studies

Academic Calendar for Year

Course Structure 2007-2008

Planning for Fourth Year Dissertation

The Semester One Options: Overview

Summary Syllabi for Subjects

Continuous Assessment Guidelines

DIT Style Guide 2007-2008

DIT Computer Regulations

DIT Organisation Structure


Introduction and Welcome:

I would like to welcome all students back after the summer break for the

2006/2007 academic year. For many of you this will be the third year of the

Marketing Degree course; for others you will be joining the course, having

successfully achieved distinction or credit grades in other marketing courses. For

all of you this will be both an interesting and challenging year.

The Third Year has two important differences in comparison to what you have

previously encountered. Firstly, the year’s total examination results are a

combination of two semesters work, not just the May examination period.

Secondly, again this year offers you the opportunity to select your own choice

from the range of marketing options in semester one. Here you can focus on an

element of the marketing discipline that may be of personal or academic interest

or perhaps reflect a career path you wish to follow and one not taken previously.

In addition, your chosen option may provide you with an area for exploration for

your final year dissertation proposal, which you will develop this year.

I wish you all every success for the year

Roger Sherlock,

Head of Department of Marketing Studies,

DIT Faculty of Business,

School of Marketing.


Degree in Marketing Year ThreeAcademic Calendar 2007/2008

Week Week No. DetailsSEMESTER ONE

September 2007 17/09/07 1 Lectures Commence24/09/07 2

October 01/10/07 308/10/07 415/10/07 522/10/07 629/10/07 7 Reading Week

November 05/11/07 812/11/07 919/11/07 1026/11/07 11

December 03/12/07 1210/12/07 13 Lectures End17/12/07 Christmas24/12/07 Christmas31/12/07 Christmas

January 2008 7/01/08 14 Semester Examinations

14/01/08 15 Semester Examinations

21/01/08

SEMESTER TWO28/01/08 1 Semester Two Lectures Commence

February 04/02/08 2111/02/08 318/02/08 425/02/08 5

March 03/03/08 610/03/08 717/03/08 Easter Break24/03/08 Easter Break31/03/08 8 Lectures Resume

April 07/04/08 914/04/08 1021/04/08 1128/04/08 12 Lectures End05/05/08 13 Reading Week

May 12/05/08 14 Examinations Commence19/05/08 1526/05/0802/06/08

June 09/06/0816/06/08 Results Published


Please Note: These dates should not be considered binding. They are indicative only and are subject to change. They are supplied now on a best-estimate basis to assist students making

provisional outline plans for the coming academic year and for the summer of 2008.


Course Structure 2007/2008

Year 3 ECTS

Semester One:INTERNATIONAL EXCHANGE ABROAD 30(Language Exchange 25 ECTS)

or:Semester OneOrganisation & the Individual 5Perspectives on International Marketing 5International Political Economy 5Marketing Option (not taken previously) 5co-based research project 5Strategy Economics 5

SemesterTwoConsumer Behaviour 5Financial Analysis 5Marketing Analysis I 5Marketing Communications 5Research Methods 5Strategic Marketing 5Language + 5 ECTS

TOTAL 60


Planning for Fourth Year Dissertation

Students are required to complete a dissertation at the end of their fourth year. The dissertation of approximately 20,000 words is an integral part of the degree course and involves a literature review on a particular topic and appropriate primary research. Students are required during their Third year to have selected (and have had approved ) a suitable topic on which the fourth year dissertation is to be completed

Aim of the Dissertation

The dissertation challenges the student to apply concepts, theories and analytical techniques gained throughout the four years of the degree course to the elucidation and resolution of a particular business problem or issue - normally in the area of marketing management.

The aim of the dissertation is to enable the student to undertake a learning ‘journey’ which is largely self-directed and self-motivated, and which is substantially different to the pedagogy encountered to date. It allows the student the opportunity to integrate the various dimensions and domains of knowledge acquired thus far, and so becomes a capstone subject. It also offers the student the chance to concentrate on and specialise in a subject discipline and/or sectoral field of marketing, which may subsequently become a focus of career aspiration.

Subject Matter

The subject matter of the dissertation includes:

- A statement of the problem to be researched.- A review of relevant academic literature.- A report on the appropriate business or industry sector.- A qualitative or quantitative paradigm.- Data collection.- Data analysis.- Conclusions to the study.

Support & Supervision

The development of the dissertation begins in 3rd year of the degree course. A seminar is be held in the 1st term of 3rd year to start the process of topic selection. This is followed by small group workshops in the 2nd term, by the end of which each student submits a completed dissertation proposal, which is assessed by the year dissertation co-ordinator. Based on satisfactory proposals, each student is assigned a supervisor at the start of the 4th year of the course, who provides contact and guidance throughout the dissertation study, through regular and systematic meetings. A number of seminars on dissertation development complement the individual supervision. The dissertation report is completed and submitted by the end of the 3rd term in the 4th year.


Students will find the dissertation a challenging but rewarding endeavour. The detailed application of many elements of earlier-studied subjects, combined with real-world contact and problems provides an invaluable integrative learning experience. This experience and the tangible result in the form of the printed and bound document is often found to be helpful to students in their early career job-seeking.


The Options and Option Subjects

It is the objective of the programme that the provision of options will allow students to

have a more focused expertise in their chosen paths and thus enrich their understanding

of the core subjects. This will increase their attractiveness to employers. It is also

expected that the availability to employers of a broader range of specialists within the

marketing area will increase the market overall for marketing graduates. Students will

have already taken an option worth 10 ECTS credits in year two.

In the first semester of third year the students can choose an option not previously taken

in year two, in addition to core subjects.

Options are offered to students across a number of courses in a modular form. In

addition, there will be Erasmus students and students from year two of this degree taking

subjects that comprise the option.

OPTIONS AND OPTION SUBJECTS

Marketing Options (choose ONE Only)* SalesServices MarketingDirect & Interactive MarketingBusiness-to-Business MarketingEnterprise DevelopmentManagement Science 1

* Note for students who have completed DT341-2 you must choose an option not previously taken.


Year Three Subjects(Semester One)

Perspectives on International Marketing

The International Political Economy

Organisational Behaviour and the Individual

Company-Based Research Project

Strategy Economics

Marketing Option


COURSE CODE: DT341 Degree in MarketingYEAR: Three (Semester 1)SUBJECT TITLE: Perspectives on International MarketingECTS CREDITS: 5

1.0 Subject AreaThe central focus of this course is the examination of the strategic and operational marketing issues facing firms in an increasingly complex and volatile environment.

2.0 Relevance for the student of Marketing

This study of alternative firm perspectives in International Marketing is concerned with the strategic and operational marketing issues which arise in responding to and coping with the key forces at work in the international arena, namely those of globalization, changes in communications technologies and increased consumer power. There are few companies that are not affected by trends in international markets. To succeed in such an environment managers must be flexible and able to develop and implement dynamic international marketing strategies. It is necessary therefore to understand alternative firm perspectives whether they are service, manufacturing or B2B focused activities, and also to appreciate the challenges faced by smaller indigenous firms and the facilitating services available to them. All strategies are affected and constrained by the environment within which they are implemented and the content of this course reflects on the key environmental issues affecting firms operating internationally.

3.0 Aims of the Course

The aim of the course is to further the students appreciation of the core concepts of International Marketing by focusing on firm perspectives and identifying topical and emerging issues in the environment surrounding such firms and their activities.

4.0 Learning Outcomes

Examining the course content should enable the student, to appreciate the complexity of the international environment and analyze the key environmental impact on the firm and develop strategies to manage such influences, to develop international marketing strategies for consumer products firms, industrial product firms and service firms, irrespective of size or ownership structure, and to develop appropriate international marketing sales and negotiations strategies.

5.0 Subject Matter

5.1 Market Groupings & Economic IntegrationForms of economic integration. Regional market characteristics. European Union and implications of an expanded EU, NAFTA etc. Strategic implications for international marketing.


5.2 Change agents in the International EnvironmentExport facilitating activities available to firms, financial and informational assistance. Role of state agencies Enterprise Ireland, Bord Bia etc, financial service providers, international organisations, WTO etc. in facilitating international and export activity.

5.3 Export Trade Mechanics & LogisticsSourcing finance for exporting, facilities of banks and state agencies. Methods of payment for exporting, invoice discounting/factoring. Export credit insurance. Financial risk and risk management. Export order and physical distribution.

5.4 The Services Firm in International MarketsGrowth in services trade world-wide. Issues in the International marketing of services. Internationalising the service firm and market entry modalities for services.

5.5 The Industrial Products Firm in International MarketsNature of industrial markets. Selling & promoting industrial products. Network perspective on internationalising business firms.

5.6 The impact of e-commerce on International MarketingThe development of e commerce and its effects on international marketing. Impact of e commerce on the marketing programme and entry strategies and market modalities. Components of the electronic value chain.

5.7 Personal Selling & NegotiationsSelling in International markets, the international selling sequence. Understanding cross cultural communications, recruitment and management of an international sales force. Cross-cultural negotiations.

5.8 Emerging Markets & Market BehaviourEmerging markets; Eastern Europe & the Baltic States, Asia, The Americas etc.Stages of economic development and objectives of such countries. Changing market behaviour and international market segmentation.

6.0 Learning Strategy

Lectures, case study analysis and presentation, as well as guest lecturers will be used to develop students’ awareness and understanding of the key issues.

7.0 Assessment Strategy

Assessment % Allocated

Continuous Assessment 40 %

End of Year examination 60 %


8.0 Reading List

Essential Reading

Bradley, F. (2002) International Marketing Strategy, 4th Edition, London, Prentice-Hall.

Recommended Reading:

Cateora P.R & Graham J.L. (2002) International Marketing, 11th Edition, Mc Graw-Hill.

Cateora P.R & Ghauri P.N, (2000) International Marketing, European Edition, Mc Graw-Hill.

Recommended Web Resources

Enterprise Ireland, the agency for export development in Ireland.http://www.irish-trade.ie

IntertradeIreland http://www.intertradeireland.com

Bord Failte http://www.irishtouristboard.ie

Central Statistics Office http://www.cso.ie

Europa Server (European Commission) http://www.europa.eu.int

Irish Exporters Association http://ww.irishexport.ie

Economic data sources for OECD countries http://www.oecd.org and http://www.oecd.org/publications/fugures.index.htm

World Trade Organisation http://www.wto.org

Central & Eastern Europe country information http://www.itaip.doc.gov/eebic/ceebic.html

Euromonitor http://www.euromonitor.com

A summary of International Business Resources on the web from Michigan State University, Centre for International Business Education and Research.http://ciber.bus.msu.edu/busres.htm

International Business Resources http://www.ciber.bus.msu.edu/busres.htm


http://www.ciber.bus.msu.edu/busres.htm

http://ciber.bus.msu.edu/busres.htm

http://www.euromonitor.com/

http://www.itaip.doc.gov/eebic/ceebic.html

http://www.wto.org/

http://www.oecd.org/publications/fugures.index.htm

http://www.oecd.org/

http://ww.irishexport.ie/

http://www.europa.eu.int/

http://www.cso.ie/

http://www.irishtouristboard.ie/

http://www.intertradeireland.com/

http://www.irish-trade.ie/

Recommended Journals

Columbia Journal of World BusinessEuropean Journal of MarketingHarvard Business ReviewInternational Business ReviewInternational Marketing ReviewIrish Marketing ReviewJournal of Global MarketingJournal of International Business StudiesJournal of International MarketingJournal of MarketingLong Range Planning Management International ReviewSloan Management Review


COURSE CODE: DT341 Degree in MarketingYEAR: Three (semester 1)SUBJECT TITLE: The International Political EconomyECTS CREDITS: 5

1.0 Subject Area

International Political EconomyInternational Political Economy (IPE) is the rapidly developing social science field of study that attempts to understand international and global problems using an eclectic interdisciplinary array of analytical tools and theoretical perspectives. The growing prominence of IPE as a field of study is in part a result of the continuing breakdown of disciplinary boundaries between economics, international relations and politics in particular and among the social sciences generally. Increasingly, the most pressing and interesting problems are those that can best be understood from a multidisciplinary, interdisciplinary, or transdisciplinary point of view.

IPE is the study of a problématique, or set of related problems. The traditional IPE problématique includes analysis of the political economy of international trade, international finance, North-South relations, multinational corporations, and hegemony. This problématique has been broadened in recent years as many scholars have sought to establish a New IPE that is less centered on International Politics and the problems of the nation-state and less focused on economic policy issues.

2.0 Relevance for the Student of MarketingThe purpose of the course is to provide the international marketer with: An informed perspective on the institutions and policy processes that shape economic relations between international and national factors and among economic blocs as a foundation for a lifelong career in marketing, and The substantive base and analytical tools necessary for acquiring an informed perspective on international markets.

3.0 Aim of the Courseo To offer a programme of multidisciplinary learning in the study of modern

society.o To develop an integrated analysis of social problems and issues, using tools and methods of

political science, anthropology, and sociology as informed by an understanding of history and tempered by appreciation of culture and cultural differences

o To develop both the theoretical and practical analytical competence required to understand and shape, diverse and dynamic international business environments.


Students should be able too Understand students with the most common IPE perspectives (economic) liberalism, mercantilism,

and Marxist-structuralism.o Comprehensively understand the structures, problems, and institutions of trade, finance, security,

and knowledge.o Understand the methods by which international political relations are mediated, both informally

and legally.o Have a multi-perspective, non-dogmatic understanding of state-market relations—Deals with the

EU; NAFTA; Japan; the Transition states; and North-South issues.


o Assemble the critical issues in discussions on oil, hunger, debt, war, currency, MNC’s, inequality, globalisation and the environment and form their own opinions, regarding all sides of these issues.

5.0 Subject Matter

The course has five sections:

I. PERSPECTIVES ON INTERNATIONAL POLITICAL ECONOMY. 1. What Is International Political Economy? 2. Wealth and Power: Mercantilism and Economic Nationalism. 3. “Laissez-Faire, Laissez-Passer”: The Liberal IPE Perspective. 4. Marx, Lenin, and the Structuralist Perspective. 5. Critical Perspectives on International Political Economy.

II. IPE STRUCTURES: PRODUCTION, FINANCE, SECURITY AND KNOWLEDGE. 6. International Trade. 7. The International Monetary System. 8. Debt: The Political Economy of International Finance. 9. The Global Security Structure. 10. Knowledge and Technology: The Basis of Wealth & Power.

III. STATE-MARKET TENSIONS TODAY. 11. The European Union: The Economics and Politics of Integration. 12. Democracy and Markets: The IPE of NAFTA. 13. Japan and the Developmental State. 14. States and Markets in Transition.

IV. IPE NORTH AND SOUTH. 15. The Two Faces of Development.16. The Changing IPE of Multinational Corporations.17. The IPE of OPEC and Oil.

V. GLOBAL PROBLEMS. 18. The IPE of Food and Hunger. 19. The Environment: The Green Side of IPE. 20. Where Do We Go from Here?


A reading pack will be provided at the start of the course- typically requiring the preparation of one paper per class. Course work consists of lectures, readings, class and small group discussions, a number of movies or documentaries, attendance outside of class at a number of college or department lectures, one essay and one examination. 7.0 Assessment Strategy

Assessment % AllocatedClass Participation/Preparation 10 %Continuous Assessment 40 %End of Year examination 50 %

8.0 Reading List


Essential Reading

David N. Balaam and Michael Veseth, Introduction to International Political Economy, 2nd edt (Prentice-Hall, 2001).

Recommended Reading

Course Packet for IPEEric Schlosser, Fast Food Nation (Perennial, 2001).Karen A. Mingst and Margaret P. Karns, The United Nations in the Post-Cold War Era,” Westview, 2nd edtn, 2000. David P. Forsythe, Human Rights in International Relations, Cambridge University Press, 2000. Margaret Keck and Kathryn Sikkink, Activists Beyond Borders: Advocacy Networks in International Politics, Cornell University Press, 1998. Richard Butler, The Greatest Threat: Iraq, Weapons of Mass Destruction, and the Crisis of Global Security, Public Affairs, 2000. Robert Gilpin, The Challenge of Global Capitalism (Princeton University Press, 2000).George Crane and Abla Amawi, The Theoretical Evolution of International Political Economy, 2nd edition, (Oxford University Press, 1997).Theodore H. Cohn, Global Political Economy: Theory and Practice, 2nd edition, (Longman, 2003).


Through the DIT library site eJournals: Foreign Policy MagazineReview of International Political Economy


COURSE CODE: DT341 Degree in MarketingYEAR: Three (semester 1)SUBJECT TITLE: Organisation Behaviour and the IndividualECTS CREDITS: 5

Module author : Marian Crowley-Henry

Module Description: This is a module in Organisational Behaviour for third year Marketing students.

Subject Area

It is essential for students to understand people’s actions, as individuals and in groups, in the business environment and in organisations. This behaviour affects all aspects of organisational life including motivation, work satisfaction and turnover.

This course gives students a solid foundation in organisational behaviour. The module moves from individual concepts (such as personality), to how we construct our reality, to working in groups, to leadership, business ethics and managing diversity. It aims to give the correct grounding for handling these topics in the practical world by balancing theory and contemporary research with practical application in group projects and class discussions.

Module aim The aim of this module in Organisational Behaviour is to:

- provide students with a foundation in Organisational Behaviour, by familiarising students with relevant theories and key literature in the area- offer students the opportunity for self analysis and to interact with others by working together in teams- instil the value of effective leadership in increasing organisational effectiveness through people- encourage students to discuss and critique rhetoric with practice

Learning Outcomes:

On completion of this module, students will understand the theoretical concepts covered and their practical implications for managers. They will be able to discuss the complexity of issues in organisational behaviour which are relevant in the contemporary business environment. This is an introductory course in Organisational Behaviour and covers many areas in order to give students an insight into the subject. The need for individual personal self reflection and continuous questioning and learning will be stressed, as well as the value and challenges of working in teams.

Learning and Te a ching Methods: This module is taught over a total of twenty-four hours of lectures, two hours per week, in the first semester. The lectures focus on relevant theories in the subject, with debate and discussion encouraged in class. Students are expected to participate in class, through both self directed learning and preparing readings in advance.

Module content:This module covers the following content (order of coverage in class may change)- Organisational Behaviour in its entirety – an overview, tying together the subject- Individual Characteristics (including Personality and Social Constructionism)- Motivation and Empowerment


- Groups & Teams- Management and Leadership (traditional, behavioural, situational leaders)- Images of Organisations (organisational metaphors)- Fordism and post-Fordism. Contemporary organisational challenges - from the organisation man to the transactional psychological contract. Knowledge work. Diversity- Power & Politics (individual (personal power), organisational, social). Ethical considerations- Managing change- International dimensions of Organisational Behaviour

Module Assessment

Class Participation/Preparation: 20%Group assignment (practical): 30% Final end of term exam (theory, discussion): 50%

Essential Reading:

Ellis, S and Dick, P (2005) Introduction to Organizational Behaviour , Maidenhead: McGraw-Hill

Supplemental Reading (in alphabetical order): Adler, N, (1997) International dimensions of organizational behaviour, Cincinnati, South-Western College Publishing

Bass, B M (1990) “From transactional to transformational leadership: Learning to share the vision”, Organizational Dynamics, (Winter), pp 19-31

Berger, Peter L and Luckman, T (1966) The Social Construction of Reality, Garden City, NY, Doubleday

Braverman, H [1974] (1998) Labor and Monopoly Capital: The Degradation of Work in the Twentieth Century , NY, Monthly Review Press Burrell, G and Morgan, G (1979) Sociological Paradigms and Organizational Analysis , London, HeinemannClegg, S R (1990) Modern Organizations: Organization Studies in the Postmodern World , London, Sage

Deetz, S (1998) “Discursive Formations, Strategized subordination and self surveillance”. In McKinlay, A and Starkey, K. (eds.), Foucault, Management and Organization Theory, London, Sage

Fayol, H [1916] (1949) General and Industrial Management , London, Pitman, (C Storrs., Trans.)Goleman, D (1995) Emotional Intelligence. What it can matter more than IQ , NY, Bantam

Gratton, L and Hope-Hailey, V (1999) “The Rhetoric and Reality of 'New Careers'”, In Gratton, L, Hope-Haliey, V, Stiles, P and Truss, C, eds., Strategic Human Resource Management. Corporate Rhetoric and Human Reality, London, Oxford University Press

Herzberg, F (1966) Work and the Nature of Man , Cleveland, World

Kahn, W A (1996), “Secure base relationships at work”. In Hall, D T and Associates, eds., The Career is Dead - Long Live the Career, San Francisco, Jossey-Bass

Katz, D and Kahn, R L (1966) The Social Psychology of Organizations , NY, John Wiley

Kotter, J P (1999) John P Kotter on What Leaders Really Do, Harvard Business School Press


Latour, B (1986), “The powers of association”. In Law, J, ed. Power, Action and Belief: a New Sociology of Knowledge, London, Routledge & Keegan Paul. Sociological Review Monograph 32

McGregor, D (1957) "The Human Side of Enterprise". In Adventure in Thought and Action, Proceedings of the Fifth Anniversary Convocation of the M.I.T. School of Industrial Management, June 1957, pp. 23-30; also (in condensed form) in The Management Review, 1957, 46, No. 11, 22-28

Minzberg, H (1973) The Nature of Managerial Work , Harper & Row, New York Mintzberg, H (1975) “The Manager's Job: Folklore and Fact”, Harvard Business Review , July/August Mintzberg, H (1976) “ Planning on the left side and managing on the right ”, Harvard Business Review , July-August 1976, Vol 54, pp 49-58 Morgan, G (1997) Images of Organization , 2 nd ed., Newbury Park, Ca, Sage Peter, T and Waterman, R Jr. (1982) In Search of Excellence , NY, Warner Pfeffer, J and Salancik, G (1978) The External Control of Organizations: A Resource Dependence Perspective , NY, Harper and Row

Rousseau, D M (1995) Psychological contracts in organizations, Thousand Oaks, CA, Sage

Senge, P (1990) The Fifth Discipline, NY, Doubleday Currency

Simon, H (1957) Administrative Behavior , NY, The Free Press Smircich, L (1983) “Studying Organizations as Culture”. In Morgan, G, ed., Beyond Method: Strategies for Social Research , Beverly Hills, Ca, Sage

Starkey, K and McKinlay, A (1998) “Deconstructing Organization - discipline and desire”. In McKinlay, A and Starkey, K, eds., Foucault, Management, and Organization Theory, London, Sage.

Swart, J and Kinnie, J (2004) Managing the Careers of Professional Knowledge Workers, London, CIPD

Taylor, F (1911) The Principles of Scientific Management , NY, Harper & Row

Turner, R (1976) "The real self: from institution to impulse", American Journal of Sociology, Vol 81, No 5, pp. 989-1016

Weber, M [1922] (1947) The Theory of Social and Economic Organization , NY, The Free Pressof Glencoe, (A.M. Henderson and Talcott Prasons, Trans.)Weick, K (1979) The Social Psychology of Organizing , 2 nd ed., NY, McGraw-Hill Weick, K (1995) Sensemaking in Organizations. Foundations for Organizational Science , Thousand Oaks, Ca, Sage Whetten, D, Cameron, K and Woods, M (2000) Developing Management Skills for Europe , Essex: Prentice Hall

Zaleznik, A (1992) “Managers and Leaders Are they different?”, Harvard Business Review

Further sources may be communicated in class and/or via webex during the semester


http://alpha.lib.uwo.ca/record=b2503386

Web references, journals and other: This list is not exhaustive but exemplary of reference sources.Emerald: http://ariel.emeraldinsight.com/Insight/urlResolver.do?uri=%2Fvl%3D2208825%2Fcl%3D46%2Fnw%3D1%2Frpsv%2Findex.htmhttp://www.peoplemanagement.co.uk/pmJournal of Organizational BehaviourInternational Journal of Organizational BehaviourJournal of Organizational Change ManagementInternational Journal of Cross Cultural ManagementJournal of Organisational Transformation and Social ChangeStrategic Management Journal


http://www.peoplemanagement.co.uk/pm

COURSE CODE: DT341 Degree in MarketingYEAR: Three ( semester 1 )SUBJECT TITLE: Company Based Research ProjectECTS CREDITS: 5

1.0 Subject Area

The subject involves the examination and reporting on a specific marketing problem in a selected business or other organisation. The organisation will, in association with the academic staff of the School of Marketing, select a suitable issue which can be addressed by a group of, typically, five students over a semester. Groups will be selected by the project leader. They will not be self selecting because, in addition to the cohort who will have come through the direct route, there will be advanced entry students joining the programme at this point as well as Erasmus and other short term stay students The students will prepare a report in consultancy format for presentation to the company, their peers and academic staff at the conclusion of the semester. Examples of projects which are likely to be considered include market research, new product or service development and/or launch, developing a communications strategy, brand development, marketing strategy development, marketing plan, competitive analysis, channel selection, supply chain management or not for profit marketing.

2.0 Relevance for the Student of Marketing

Students undertaking this project have completed two years of a marketing oriented programme. This project offers the student the opportunity to test the marketing theoretical framework in a practical and realistic way. It provides valuable experience of consultancy and report preparation and presentation as a prelude to the case based programmes in fourth year and entry into the world of work on graduation

3.0 Aim of the Course

The course aims to develop the ability of the student to make marketing decisions which are typical of those experienced in the contemporary Irish and/or international marketing environment and to present those decisions in a manner appropriate to a business environment.


On completion of the course, students will have will have attained a high level of competence in the following:

4.1 Understanding the nature of real life marketing problems faced by organisations4.2 Applying marketing theory and techniques to a real and defined marketing problem4.3 Undertaking market research4.4 Making and justifying marketing decisions 4.5 Report preparation and presentation4.6 Working and learning effectively in small groups4.7 Understanding the scale and scope of organisations, including their turnover, management structure

and roles

5.0 Subject Matter

The core of the course is the project which will be carried out in a group of five at the behest of the organisation selected. By way of preparation for the project, students will be required to participate in a


series of workshops and seminars. Most of these will take place in the first two weeks of the programme. They will provide students with the following:

5.1 An introduction to the programme5.2 Working and learning in small groups5.3 Client management5.4 Project management5.5 Sourcing information5.6 Report writing skills5.7 Report presentation skills


The learning strategy employed for this project is that of self directed learning aided by the facilitation of an academic supervisor for each group and an in-company executive available to support the group as required. In addition to the seminars and workshops referred to above, as the programme develops, it is proposed to run a series of workshops attended by previous participants and company personnel who have provided projects for the programme


The course will be assessed on the basis of the project undertaken. Each group will be required to develop and maintain a learning log. This log should detail meetings held, minutes recorded, attendance, decisions made, tasks assigned and tasks completed. The assessment will take three forms. Each group will be required to present an interim report midway through the semester. On completion of the programme, a final report will be prepared and presented. Each of these will be graded. The criteria used will include developing a detailed understanding of the problem, identifying and making appropriate use of sources of information, developing workable solutions to the problem or problems identified and outlining implementation strategies. Finally a proportion of the marks will be set aside for peer assessment by other members of the group on an individual basis. This will reflect the individual contributions as recorded in the learning log. Each participant, assuming a group size of five members, will award up to five marks to each other participant. These marks will be reported on a confidential basis to the group supervisor who will then aggregate them. Where the group size varies from the norm of five, marks will be awarded pro rata to maintain the 20% weighting

Assessment % AllocatedInterim report 20%

Final report 60%

Peer assessment 20%

8.0 Reading List

Essential Reading

No essential reading is prescribed for this course.


Recommended Reading

Lock, D: The Essentials of Project Management, 2nd ed., Gower, Hampshire, England

Drew, S & Bingham, R: The Students Skills Guide, 2nd ed., Gower, Hampshire, England


www.studentskills.org

Microsoft Project


http://www.studentskills.org/

COURSE CODE: DT341 Degree in MarketingYEAR: Three ( semester 1 )SUBJECT TITLE: Strategy EconomicsECTS CREDITS: 5

Module author: Brendan O’Rourke .

Module Description: This modules addresses issues in strategy economics, in particular how economics contributes to the application and understandings of corporate strategy. The module will involve the application and critique of strategy economics theories and critical reflection on the use of the economics perspective in management learning.

Module aim

The aim of this module is to enable students to acquire from the strategy economics the theoretical background, critical thinking and ability to integrate theoretical insights necessary for business in general and strategic management in particular.

Learning Outcomes:

On completion of this module, the learner will be able to

Be able to acquire and apply strategy economic theories to problems of corporate strategy

Be able to select appropriate strategy economic theories to apply to particular problems of corporate strategy

Be critical of particular strategy economic theories and concepts

Be critically reflective about the use of the economic perspective in corporate strategy

Learning and Teaching Methods:

This module will use lectures and tutorials to enable participants learn on this module. Formative assessment and peer-group interaction will also form key elements in the learning strategy on this module

Module content:Introduction & Overview. Nature of contributions and limitations of economics to business and strategy.

Firms’ Objectives & stakeholders: Debates and theories.

Market structure, conduct and performance debates. Analysing sectors. Porter’s five forces. Game theory. Public policy and market competition.

Innovation. Grand theories of innovation including Baconian and System of innovation approaches. Early mover advantages and patent races. Diffusion of innovation.


Theories of the Firm. Transaction costs economics: Principals and Agency. Boundaries of the Firm. Economic theories of Firm organization.

Module AssessmentEnd of Module Examination 60%Continuous Assessment 40%

Essential Reading:

Beshanko, D., Dranove D. & Shanley, Schaefer, M (2004) Economics of Strategy, 4th edition,m New York: John Wiley & Sons

Supplemental Reading: (other references will be given during classes)

Brickley, J.A., Smith, C.W., and Zimmer, J.L. (2004) .Managerial Economics and Organizational Architecture (3rd edition) Boston: McGraw-Hill Irwin. Hunt, S.D. (2000) A General Theory of Competition - Resources, Competences, Productivity and Economic Growth London:SageJacobson, D. and Andreosso B. (2005) Industrial Economics and Organisation: A European Perspective Berkshire: McGraw-Hill.Kay, J. (1995) Foundations of Corporate Success, Oxford: Oxford University Press.Milgrom, P.R. and Roberts, J. (1992) Economics of Organisation and Management London: Prentice-Hall. Moschandreas, M. (2000) Business Economics (2nd edition) London: Business Press/Thomson LearningRickard, S. (2006). The economics of organisations and strategy. London: McGraw-Hill

Web references, journals and other: Recommended Websites include:

www.businessworld.iewww.econ.duke.edu/Quicklinks/econ.quicklinks.htmlwww.economist.com www.iod.com www.londoneconomics.comwww.merit.unimaas.nl/publications/rm.phpwww.tca.ieRecommended Periodicals include:British Journal of ManagementHarvard Business Review International Journal of the Economics of BusinessJournal of Business Strategy Journal of Economics and Management Strategy Journal of Industrial Economics Strategic Management Journal


http://www.tca.ie/

Marketing Options (Choose One)

COURSE CODE: DT341 Degree in MarketingYEAR: Three ( semester 1 )SUBJECT TITLE: Business to Business MarketingECTS CREDITS: 5 (Option)

Module Author: Kathleen Hughes

Module DescriptionThis module comprises Business to Business Marketing, which provides a foundation for the subsequent study of supply chain management in semester 2. Business to Business Marketing provides the student with a comprehensive understanding of the unique issues and challenges facing the Business Marketer. It builds on the knowledge of Consumer Marketing which the students have already acquired and identifies both similarities and differences between both aspects of marketing. It presents the distinct approaches required in managing the marketing mix when dealing with such complex and dynamic forces as organizational buyer behaviour and relationship management which are unique to this environment. Specifically the impact of technology in managing and building relationships with both customers and suppliers will be explored

Module Aim

The overall aim of the course is to provide a managerial perspective on the theories and application of marketing in dynamic business marketing environments.The aim of the course is to provide students with a managerial perspective enabling them to address marketing challenges in an industrial context. Students will deepen their understanding of marketing and develop their ability to apply this knowledge in business to business decision making.

Learning OutcomesOn successful completion of this module the learner will be able to

demonstrate an understanding of the complex forces that are unique to the business marketing environment.

identify the decision processes that organisational buyers apply as they confront different buying situations and ascertain the resulting strategy implications for the business marketer.

competently devise a marketing strategy for the business to business market. work effectively and efficiently in a team situation

Learning and Teaching Methods

A variety of learning and teaching methods will be used, including: presentations, class discussion, exercises, video material, case studies and projects.


Module Content

Overview and Introduction to Business to Business: Understanding the structure and nature of markets, customers and goods. Identifying the distinguishing characteristics of business marketing and comparing business and consumer marketing practices.Organizational Buyer Behaviour: Organizational buyer behaviour, the goals of the purchasing organization, managing relationships in business to businessStrategic Planning and assessing market opportunities: Segmenting the business market, and the business marketing planning process.Managing the Marketing Mix in a Business to Business Context: Developing and managing products, managing the business distribution channel and supply chain, managing pricing, understanding the key elements of the communications mix for business marketers.

Module Assessment:

Continuous Assessment – this is a group project that requires the study of a business to business marketing company – 40%Examination – 60%

Blythe and Zimmerman: Business to Business Marketing Management – A Global Perspective, Thomson Learning, 1st Ed., 2005.

www.enterprise-ireland.com Enterprise Ireland website, useful information about Irish industry

www.ibec.ie Irish Business and Employers Confederation – examine current issues affecting Irish business

www.nitl.ie National Institute of Transport and Logistics

www.idaireland.com Information on industry in Ireland

www.iia.ie Irish Industry Association website which highlights key issues on e-business

www.e-tenders.ie Government website listing tender opportunities

Industry:

www.buildonline.ie Irish section of the European e-construction portal

www.finfacts.ie Irish finance portal

www.simap.eu.int EU website which promotes best practices in public procurement

www.businessmarketing.com Advertising Age business marketing magazine


Essential Reading

Useful Web Sites:Organisations:

http://www.businessmarketing.com/

http://www.simap.eu.int/

http://www.finfacts.ie/

http://www.buildonline.ie/

http://www.e-tenders.ie/

http://www.iia.ie/

http://www.idaireland.com/

http://www.nitl.ie/

http://www.ibec.ie/

http://www.enterprise-ireland.com/

www.businessweek.com Website of the US business magazine

Strategy:

www.practitioner.com Well presented site of the Industrial Marketing Practitioner

www.b2b.lution.com E commerce services organisation for business to business markets

www.brint.com Business technology and information portal – great source of references


http://www.brint.com/

http://www.b2b.lution.com/

http://www.practitioner/

http://www.businessweek.com/

COURSE CODE: DT341 Degree in MarketingYEAR: Three ( semester 1 )SUBJECT TITLE: Direct and Interactive MarketingECTS CREDITS: 5 (Option)

Module author: Mary Lawlor and John Byrne . Module Description: Direct and Interactive Marketing is now an important and well established marketing discipline that is widely used across many industries.This module is comprised of two integrated elements, direct and interactive marketing and database management. Direct and interactive marketing is designed to provide the learner with the knowledge to make informed decisions in planning a direct marketing campaign. Branding, segmentation and media planning issues in planning for today’s company and consumer who communicate directly with each other is considered. The key challenges and opportunities in using modern interactive media including the web, mobile, interactive television, telemarketing and direct mail are addressed.The database management element will provide the learner with the skills and a comprehensive working knowledge of current advances in marketing information systems to optimise the use of huge volumes of data that is available to the marketer. The learner will become acquainted with state-of-the art techniques for analysing marketing data using the latest data mining tools.

Module aim The aim of this module is to:

Introduce the learner to the theoretical and conceptual foundations of direct and interactive marketing.Provide the learner with the basic skills in data modelling techniques in order to analyse marketing data.

Learning Outcomes:

On completion of this module, the learner will be able to:develop a fully integrated direct marketing plandesign, implement and explore marketing databasesapply modern data mining tools to databases

Learning and Teaching Methods: A company brief and data will be given to the learner.

Direct and interactive marketing This element will combine formal lectures, guest lectures and student presentationsDatabase ManagementThis element will be computer-based-learning in a lab where the student will have hands-on experience with MS Access and SPSS Clementine.

Module content:

Direct and interactive marketing Customer acquisition management Customer relationship management and customer retention Creative strategies for traditional and new media


Direct and interactive marketing media: web, mobile, interactive television, direct response press, telemarketing and direct mailCampaign management, response handling and fulfillmentLegal and regulatory aspects of direct and interactive marketing

Database ManagementUse of neural networks, rule induction, prediction and clustering models, to examine large data files containing many different dimensions or variablesThe design principles and practice of creating a working relational database,using MS Accessand SPSS Clementine software.

Module Assessment

This module is 100% individual based assessment.

Direct and interactive marketing

The learner will be given a company brief at the commencement of the module and will be required to develop a direct marketing campaign for a real live company. The Direct marketing campaign will be presented in report form 50%

Database Management

This element will be based on a practical lab-based assessment, in which the student will be required to carry out a series of computer-based tasks, using Access and SPSS Clementine which relates to the company brief. 50%

Essential Reading: Sargeant, Adrian and Douglas C. West, Direct and Interactive Marketing, Oxford University Press, 2001 Introduction to SPSS Clementine, Computer Manaual

Web references, journals and other:

Journal of Interactive marketingJournal of Targeting, Measurement and Analysis for Marketing.Journal of Database MarketingJournal of Direct MarketingJournal of Telephone Marketingwww.idma.iewww.theidm.comwww.fedma.com


http://www.fedma.com/

http://www.theidm.com/

http://www.idma.ie/

COURSE CODE: DT341 Degree in MarketingYEAR: Three ( semester 1 )SUBJECT TITLE: Enterprise DevelopmentECTS CREDITS: 5 (Option)

Pre-Requisite Modules code(s)

Co-Requisite Modules code(s)

ECTS Credits

Module Code

Module Title

5 New Venture Creation/Small Business Management

Module Description

This subject will cover a diverse range of disciplines as it highlights the universal needs of small enterprises. It will take theories from a broad spectrum of academics and apply them to the practical realities of new and emerging companies. The course is firmly focused on providing the knowledge and developing the skills required to establish a business in Ireland.

The main thrust of the course is to develop in the student an understanding of the total skill and knowledge base requirements that are necessitated when establishing one’s own enterprise. This will integrate with their overall marketing studies to educate them in their learning of the particular needs of small businesses.

Module Aim:

This program is directed towards those who wish to learn about, or have considered, the establishment of a new venture in Ireland. It is designed to promote the areas of entrepreneurship, and to communicate clearly the tools and techniques that would assist in the formation of a business, and reduce the risk of failure in a start-up situation.

Learning Outcomes:

To increase awareness of the importance of small businesses in Ireland;

To deliver relevant information on sources of assistance;

To introduce key issues in setting-up and running a small business;

To describe the different types of structure and strategies available to the new owner/manager.

Module Content

IntroductionSmall firms in the Irish economy, problems faced by small companies, types of entrepreneurs and innovators.


The Business IdeaModels for new ventures, idea generation, screening ideas, business analysis, and feasibility studies.

Business PlanPurpose and benefits, design of a business plan, layout and content, focused recipient, approaching potential investors.

New Business AssistanceEnterprise Ireland, City/County Enterprise Boards, BIC, BIM, FAS, Bolton Trust, First Step, ICE, SPADE, etc

Legal AspectsSole trader, partnership, limited company, franchising, licensing, patents, trademarks, and copyrights.

FinanceSeed funding, venture capital, loans, grants, equity, debt financing, Business Expansion Scheme, VAT, PRSI, PAYE, ratio analysis.5.7 LeadershipTeams, small business management, life cycles, types of management structures, routes to success.

OperationsPeople and premises, managing key resources, buying the right capital equipment, recruitment and selection of staff, fulfilling skill needs.

Human Resource ManagementLeadership styles, employee motivation, work groups, collective entrepreneurship, team building.

GrowthFactors leading to growth, managing growth and renewal, problems of growth, setting goals, the profit graph.

Learning and Teaching Methods

The course will be taught through a formal input of lectures, tutorials, and case studies, backed by guest lecturers.

Module Assessment

The student’s principal activity will be the development of a Business Plan (which will additionally be entered into the Bolton Trust Student Enterprise Competition and the Enterprise Ireland Student Enterprise Competition). Students can undertake this business plan either in a group of three or four.

Business Plan 50%

End of Semester Exam 50%

ESSENTIAL READING

Cooney, T.M. and Hill, S. (2002) – New Venture Creation in Ireland – Oak Tree Press

Cooney, T.M. (2005) – Irish Cases in Entrepreneurship – Blackhall


RECOMMENDED READING

Birley, S. and Muzyka, D (2000) - Mastering Entrepreneurship: Complete MBA Companion in Entrepreneurship – Prentice Hall

Bridge, S.; O'Neill, K. and Cromie, S. (2003) - Understanding Enterprise, Entrepreneurship and Small Business – Palgrave MacMillan Burns, P. (2001) - Entrepreneurship and Small Business; Paperback –Palgrave MacMillan

Jones-Evans, D. and Carter, S. (1999) - Enterprise and Small Business: Principles, Practice and Policy – Prentice Hall

O’Kane, B. (2001) - Starting a Business in Ireland - Oak Tree Press.


http://www.amazon.co.uk/exec/obidos/ASIN/0201398524/ref=pd_sim_b_dp_3/026-7851000-9311609


http://www.amazon.co.uk/exec/obidos/search-handle-url/index=books-uk&field-author=O'Neill%2C%20Ken/026-7851000-9311609

http://www.amazon.co.uk/exec/obidos/search-handle-url/index=books-uk&field-author=Bridge%2C%20Simon/026-7851000-9311609



COURSE CODE: DT341 Degree in MarketingYEAR: Three ( semester 1 )SUBJECT TITLE: SalesECTS CREDITS: 5 (Option)

Module author: Laura Cuddihy .

Module Description: The selling function and its management are two major areas of expense for any company. Increasingly, as companies seek to gain advantage in the marketplace through efficiencies and profitable strategies these two areas are being highlighted as being extremely critical in the achievement of corporate goals. Every marketing person will have to sell, if not a good or service in the marketplace, at least an idea, plan or vision to his/her colleagues. In addition, marketing people must buy - advertising services, packaging, sales promotion gifts and the like. A thorough knowledge of how these areas operate will undoubtedly sharpen the commercial abilities of a marketing graduate.

Module aim

To broaden the appeal of selling of sales as a profession for marketing graduates, and to give those who opt for a mainstream marketing career an understanding of this area, thereby making them more effective and multi-skilled marketing people. The module also serves to prepare students for participating on a two-week US-Austrian sales education programme at the end of the academic year.

Learning Outcomes:

On completion of this module, students will de able to:

1. Analyse the decision-making processes and units in organisational buying situations and deliver appropriate communication responses.

2. Construct sales presentations for different business sectors and types of organisations.3. Understand the importance of selling in the marketing mix.4. Choose negotiation strategies to achieve win-win solutions.5. Predict key accounts and design appropriate sales proposals for them.6. Choose appropriate sales force automation tools for supporting selling.7. develop effective and efficient self-directed study skills.


The learning and teaching strategies will include a combination of lectures, case studies, sales training videos and guest lectures.Students will be required to engage in independent learning in relation to the learning issues emerging from the course work and assessment.

Module content:

The Inter-relatedness of Sales and Marketing


Role of the salesperson in the value creation process.

The sales process.

Organizational buying behaviour.

Business-to-business selling.

Key account selling.

International selling

Relationship selling

Sales negotiation strategies and tactics

Sales automation –process and tools.

Module Assessment:

This module is assessed through both formative and summative means

60% of the overall mark will be allocated on the basis of individual end-of-semester examinations.

40% will be allocated to continuous assessment which will be based on a written report and oral presentation of a shadow day with a salesperson.

Essential Reading:

Course Textbooks

Daly, D and P. O’Dea, (2004), Select Selling, Cork, Oaktree Press

Jobber, D and G. Lancaster, (2006), Selling and Sales Management, 7th Edition, Harlow, Prentice Hall.

Useful Websites, journals and other:

Journal of Personal Selling and Sales ManagementIndustrial Marketing ManagementJournal of Business ResearchJournal of Selling and Major Account Managementwww.strategicaccounts.orgwww.mii.iewww.salesinstitute.iewww.selectselling.com


http://www.selectselling.com/

http://www.salesinstitute.ie/

http://www.mii.ie/

http://www.strategicaccounts.org/

COURSE CODE: DT341 Degree in MarketingYEAR: Three ( semester 1 )SUBJECT TITLE: Management Science 1ECTS CREDITS: 5 (Option)

Module author: Donncha Ryan Module Description:

Marketing involves decisions, some of which are complex and need justification. Deploying resources such as marketing budgets, setting the market mix, managing projects within deadlines, analysing the risk in investments; all these and many other decision contexts can be properly analysed using appropriate techniques and software, and the analysis can yield optimal solutions and guide and inform the decision maker and allow for sensitivity analyses. The benefit and relevance of a scientific and methodological approach to problem formulation and analysis cannot be underestimated, especially when a variety of practical settings form the backdrop and demonstrate the application of the techniques.

The course concerns itself with bringing a scientific and analytical focus to a range of business and management issues, which require analysis in terms of committing resources to best effect. The thrust is that of a decision science approach to problem formulation and solution, aided by software and guided by the pragmatics of seeking to deploy limited resources to often complex decision contexts. The exposition will be delivered through a selection of decision contexts such as transportation problems, logistics, product mix problems etc. The skills and capacity for analysis encapsulated in this module are highly valued in the workplace and help place the learner in a strong position in terms of strategic skill sets and can thus serve to differentiate the learner from more generic marketing professionals.

Module aim The general aim is that of promoting an approach to decision making for management and marketing professionals which is scientific, structured and makes use of available software tools and techniques.It will be cognisant of and sensitive to the learners’ potential difficulty with employing analytical techniques and will emphasise an applied and example driven approach rather than a theory oriented one. This will involve looking at as wide a variety of marketing and business related problems as possible and formulating well posed problems from loosely structured information, the identification of goals and constraints and decision variables and the subsequent development of a solution.

It is also the aim to foster a disposition towards quantitative/spreadsheet analysis, being mindful of any limitations in the analysis and be further capable of communicating the pertinent issues to key stakeholders in the decision scenarios examined.


Learning Outcomes:

On completion of this module, the learner will be able to:

Appreciate and understand the role of management science techniques and their various applications to management and marketing.

Develop a mathematical problem from loosely structured information and formulate and communicate these to a wider audience.

Solve a representative selection of problems from a variety of decision contexts arising in management science and business, interpret the solutions, and understand and convey their practical implications and limitations.

Conduct problem analyses using spreadsheet tools and generate solution reports and interpretations for non technical users.


This will comprise of lectures, tutorials, self study assignments and software usage.Particular emphasis and benefit will be attached to computer based analysis using spreadsheets; which will be introduced and utilised in interactive lab based work. Homework based on these lab based problem sets will be given with a view to encouraging the learner to develop an analytic problem solving approach both individually and in group work, leveraging the power of spreadsheets and developing market- valued business analysis skills.

Module content:

Course content will be drawn from the following range of issues and problem areas with some variation possible from year to year within the time constraints.

Introduction to management science: The model building approach, the benefits for business, defining and identifying objectives and resource constraints.

Introduction to and usage of key features of the Microsoft excel spreadsheet package: useful functions available, data analysis tools, the SOLVER optimisation tool and data tables. Examplesfrom Finance, logistics, marketing etc. interactive computer lab sessions using excel with xamples.

Introduction to linear programming: The formulation and solution of LP problems by graphical and software methods. Examples from marketing and management. Sensitivity analysis.

Distribution / Network theory: The transportation, assignment and transhipment type problems. Shortest Route problems, maximal flow, minimal spanning trees. Examples from marketing and management.

Introduction to Goal Programming: Prioritisation of goals, formulation of the problem, deviational Variables. Software/graphical solution and discussion with sample problems.


Module Assessment Individual and group based computer assessments are envisaged whereby the various techniques developed and the spreadsheet tools introduced are leveraged in a decision context. The generation of a solution report and its interpretation for a non technical audience will be a primary goal.

Continuous assessments/projects/homework 40%

End of module written exam 60%

Essential Reading: Albright S. C., Winston W. L., 2005.Spreadsheet Modelling and Applications; Essentials of Practical Management Science, Duxbury/Thomson.

Render B., Stair, R. M., 1998 Quantitative Analysis for Management, 6th edition, Prentice Hall.

Lee S., Moore J., Taylor W. Management Science. Publishers:Allyn and Bacon. 4th Edition.

Supplemental Reading:

Weiss, QM for Windows (Software)

Eppen, G.D., Gould, F.J., Schmidt, C.P. Introductory Management Science. Prentice Hall, 4th Edition.

Gordan, G., Pressman, I. Quantitative Decision Making for Business. Prentice Hall.

Knowles, Thomas W. Management Science-building and using models Irwin Illinois.

Wilkes, Michael. Operations Research -Analysis and applications. McGraw-Hill.

Schrage, Linus. LINDO an optimising modelling system : text and software. The Scientific Press, 4th edition.

Web references, journals and other: www.solver.comwww.frontsys.comwww.palisade.comhttp://www.orsoc.org.ukhttp://mscmga.ms.ic.ac.uk/jeb/or/contents.htmlwww.imsgrp.com/mssi/index.htm


http://www.imsgrp.com/mssi/index.htm

http://www.frontsys.com/

http://www.solver.com/

COURSE CODE: DT341 Degree in MarketingYEAR: Three ( semester 1 )SUBJECT TITLE: Services MarketingECTS CREDITS: 5 (Option)

Module author: Joseph Mc Grath

Module Description: Services MarketingThis course builds on the learning achieved in marketing and consumer behaviour studies, and introduces the student to the theoretical and practical knowledge base encountered in the field of services marketing. The course will enable students to gain a deep insight into the particular marketing and management challenges associated with the services sector and provide the knowledge and understanding required to make appropriate responses to the major managerial issues encountered in service sector organisations. Emphasis is placed on integrating knowledge gained from other major component areas of the course, particularly, human resource management, strategy studies and finance.

Module aim The aim of this module is to provide students with specific knowledge of services marketing and

to develop the intellectual ability to combine this knowledge with other key areas of study in their course to create business and professional success.

Learning Outcomes: On completion of this module, the learner will be able to:

Demonstrate a critical appreciation of the challenges posed by the characteristics of services marketing, principally, intangibility, heterogeneity, inseparability and time/place dependency.

Employ appropriate strategies to meet the challenges encountered in the services sector based on a comprehensive knowledge of the theory and practice of service marketing.

Analyse typical marketing and management problems encountered in the service sector and be able to structure appropriate responses.



The teaching philosophy for this course is to blend the theory and practice of services marketing in a supportive class environment that promotes active learning through lectures, reflection on real life and theoretical issues and class discussion of problems and challenges encountered in real-life situations. Emphasis is placed on a high level of participation in the classroom by all students. Awareness and reflection on current issues affecting organisations and consumers is encouraged through comment on media coverage of business and class discussion.

Module content:The characteristics of services marketing.Consumer behaviour in services.Consumer expectations and perceptions.Understanding the service employee.Roles for employees in service deliveryCreating loyal customers.Service QualityService recovery.The Services Marketing MixContempory issues in management and marketing

Module Assessment:

Reflecting the emphasis placed on class room participation, relating theory to practice and engagement with current business issues, assessment for this module is structured so that learning is evaluated through case study analysis on the application of a selected body of knowledge to a particular service industry or organisation. This project will be assigned on a group basis and students will make presentations on their work to their classmates. – 50% of marks. Examination - 50% of marks.

Essential Reading:

Services Marketing: Integrating Customer Focus Across The Firm, 4 th edition, Zeithaml, Bitner, Gremler, McGraw-Hill 2006

Students will be given seminal and contempory journal article reading assignments throughout the course.

Supplemental Reading:

JournalsHarvard Business ReviewJournal of Service QualitySloan Management ReviewIrish Marketing Review

Recommended Websites


www.amarach.comwww.smps.org/www.mii.iewww.crmguru.com/www.esf.com

.


http://www.crmguru.com/

http://www.mii.ie/

http://www.smps.org/

http://www.amarach.com/

Degree in Marketing

Year Three Modules(Semester Two)

Consumer Behaviour

Financial Analysis

Marketing Communications

Marketing Analysis 1

Research Methods

Strategic Marketing

French


COURSE CODE: DT341 Degree in MarketingYEAR: ThreeSUBJECT TITLE: Consumer BehaviourECTS CREDITS: 5

1.0 Subject Area

This subject provides an overview of the burgeoning role of consumption, including shopping and buying, in contemporary society. It examines the ways in which consumers act on and interpret the presentation and representation of products, and also ways that such practices and dispositions are structured and shaped by social, cultural and market forces.

It is basically the study of factors and processes involved in the buying and consumption of products, services and experiences.


The central focus of marketing management is the consumer, and in particular the consumer’s needs, wants and desires. Advertising, new product development, sales promotion, and marketing strategy all evolve from an understanding of consumer behaviour.


To critically evaluate the psychological and sociological concepts and theories learnt in first year A Social Science Perspective on Marketing course with regard to their applicability to consumption practices and processes.

To expand knowledge and understanding of those concepts and theories, and also to introduce new theoretical perspectives in the field, e.g. experiential aspects of consumption; hedonic/symbolic consumption; consumer culture; postmodernism; gender; critical approaches to marketing and consumption; discursive psychology; governmentality.

To provide the student with an understanding of how the diversity of concepts and theories combine with research methodologies to investigate various consumption practices and processes, in order to prepare them for the final year Consumer Research course.

To provide the student with both an explanatory and descriptive understanding of the actions and practices of consumers as socially contextualized people rather than isolated individuals.


On completion of the course the student should:

Be able to critically evaluate the role of the social sciences in theories of consumption.

Have developed a critical and creative mode of enquiry and thinking which can be applied across a range of theoretical, empirical and strategic issues.


5.0 Subject Matter

5.1 Consumer Behaviour – an IntroductionThe importance of understanding consumer behaviour in the marketing management function. Relative contributions of Economics, Philosophy, Sociology, Psychology, Anthropology, and Semiology. Consumption processes and practices as shaped by cultural, social and psychological factors. History and evolution of consumer behaviour theory. Philosophy of social research and the development of theories of consumption.

Recommended reading:

Crotty, M. (1998), The Foundations of Social Research: Meaning and Perspective in the Research Process, London: Sage.

Holbrook, M. (1995), Consumer Research: Introspective Essays on the Study of Consumption, Sage.

Hughes, J. A. (1990) The Philosophy of Social Research, London: Longman.

Lazar, D. (1998), “Selected issues in the philosophy of social science”, in C. Seale,ed., Researching Society and Culture, Sage.

Olshavsky, R. and Granbois, D. (1991), “Consumer Decision Making – Fact or Fiction?”, in Kassarjian and T. Robertson, eds., (1991), Perspectives in Consumer Behavior, 4th edition, Prentice-Hall.

O'Shaughnessy, J. (1992), Explaining Buyer Behavior: Central Concepts and Philosophy of Science Issues, Oxford U. P.

5.2. Consumer Rationality Information search. Consumer decision making strategies. Governmentality and the discursive construction of the rational consumer.


Bagozzi, R. and Dholakia, U. (1999), “Goal Setting and Goal Striving in Consumer Behavior”, Journal of Marketing, 63: 19-32.

Desmond, J. (2003), Consuming Behaviour, Hampshire and New York: Palgrave, chapter 3.

Hogarth, R. (1987), Judgement and choice: the psychology of decision, 2nd ed., Chichester : Wiley.

Discussion texts:Aldridge, A. (1994), “The Construction of Rational Consumption…”, Sociology, 28(4): 899-912.

Graham, L. (1997), “Beyond Manipulation…”, The Sociological Quarterly, 38(4): 539-565.

5.3. Attitudes


Structure and function. Attitude-Behaviour relationship - recognition of “other factors” in establishing this relationship. Attitude change. Attitude measurement. Attitudes in discourse and conversation.


Foxall, G. (1983), Consumer Choice, MacMillan, chapter 3.

Lutz, R. (1991), “The Role of Attitude Theory in Marketing”, in Kassarjian and T. Robertson, eds., Perspectives in Consumer Behaviour, 4th edition, Prentice-Hall.

Potter, J. and Wetherell, M. (1987), Discourse and social psychology: beyond attitudes and behaviour, London: Newbury Park.

Solomon, M. et al (2002), Consumer Behaviour: a European Perspective, 2nd edition, Essex: Pearson Education, chapters 5 & 6.

Discussion texts:

Allport, G.W. (1966), “Attitudes in the History of Social Psychology”, in M. Jahoda and N. Warren, eds., Attitudes, Penguin.

Jahoda, M. et al (1966), “Attitudes under Conditions of Unemployment”, in M. Jahoda and N. Warren, eds., Attitudes, Penguin.

Selltiz, C. et al (1966), “Attitude Scaling”, in M. Jahoda and N. Warren, eds., Attitudes, Penguin.

Verkuyten, M. (1998), “Attitudes in Public Discourse”, Journal of Language and Social Psychology, 17(3): 302-322.

5.4. Motivation & Emotion Psychoanalytical approaches to the understanding of consumer motivation. Hedonic consumption. Experiential aspects of consumption. Sociogenesis of emotion.


Buck, R. (1988), Human Motivation And Emotion, 2nd edition, Chichester: Wiley.

Burkitt, I. (1997), “Social Relationships and Emotions”, Sociology, 31 (1): 37-55.

Desmond, J. (2003), Consuming Behaviour, Hampshire and New York: Palgrave, chapters 1, 6 & 10.

Elias, N. (1987), “On Human Beings and their Emotions”, Theory, Culture and Society, 4: 339-61.

Newton, T. (1998), “The sociogenesis of emotion: a historical sociology?”, in G. Bendelow and S. J. Williams, eds., Emotions in Social Life, Routledge.

Solomon, M. et al (2002), Consumer Behaviour: a European Perspective, 2nd edition, Essex: Pearson Education, chapter 4.

Stearns, P. (1995), “Emotion”, in R. Harre and P. Stearns, eds., Discursive Psychology in Practice, Sage.


Discussion texts:Arvidsson, A. (2000) “The Therapy of Consumption Motivation Research and the New Italian Housewife, 1958-62”, Journal of Material Culture 5(3): 251-274.

Holbrook, M. and Hirschman, E. (1991), “The Experiential Aspects of Consumption” in Kassarjian and T. Robertson, eds., Perspectives in Consumer Behaviour, 4th edition, Prentice-Hall.

Holyfield, L. (1999), “Manufacturing adventure: the buying and selling of emotions”, Journal of Contemporary Ethnography, 28(1): 3-32.

Otnes, C et al (1997), “Toward an Understanding of Consumer Ambivalence” Journal of Consumer Research, 24(2): 80-93.

Tudor, A. (1997), “Why Horror?...”, Cultural Studies, 11(3): 443-463.

5.5 Personality & the Self Freudian, Psychographic and Self-concept approaches to personality. Extended self and culture. The Ethic of Self. Lifestyles. The Body.

Recommended reading:Belk, R. (1988), “Possessions and the Extended Self”, Journal of Consumer Research, Sept.:

139-168.

Campbell, C. (1997), “When the meaning is not the message: a critique of the consumption as communication thesis”, in M. Nava et al (eds.), Buy this Book, Routledge.

Desmond, J. (2003), Consuming Behaviour, Hampshire and New York: Palgrave, chapters 6, 7 & 8.

Discussion texts:

Bishop, R. (2001), “Old Dogs, New Tricks?…”, Journal of Communication Inquiry, 25(4): 334-352.

Lawson, R. and Todd, S. (2002), “Consumer Lifestyles: a social stratification perspective”, Marketing Theory, 2(3): 295-307.

Markula, P. (2001), “Beyond the Perfect Body…”, Journal of Sport & Social Issues, 25(2): 158-179.

5.6 Culture Sociological theories of culture. Cultural change. Subcultures. Self in Society. The cultural meaning of commodities. McDonaldization. Postmodernism. Consumer culture and the politics of need. Sustainable consumption and environmentalism.


Bauman, Z. (2001), “Consuming Life”, Journal of Consumer Culture, 1(1): 9-29.


Brown, S. (1993), “Postmodern Marketing: Principles, Practice, and Panaceas,” Irish Marketing Review, 6: 91-100.

Campbell, C. (1987), The Romantic Ethic and the Spirit of Modern Consumerism, Basil Blackwell.

Desmond, J. (2003), Consuming Behaviour, Hampshire and New York: Palgrave, chapters 2 & 4.

Dolan, P. (2002), “The Sustainability of ‘Sustainable Consumption’”, Journal of Macromarketing, 20(2): 170-181.

Featherstone, M. (1991), Consumer Culture and Postmodernism, Sage.

Lury, C. (1996), Consumer Culture, Polity.

Marx, K. (2000), “Estranged Labour”, in M. Lee, ed., The Consumer Society Reader, Blackwell.

Marx, K. (2000), “The Fetishism of the Commodity and its Secret”, in M. Lee, ed., The Consumer Society Reader, Blackwell.

McCracken, G. (1991), “Culture and Consumption”, in Kassarjian and T. Robertson, eds., Perspectives in Consumer Behaviour, 4th edition, Prentice- Hall.

Ritzer, G. (2000), The McDonaldization of Society, Thousand Oaks, Calif.: Pine Forge Press.

Slater, D. (1997), “Consumer culture and the politics of need”, in M. Nava et al (eds.), Buy this Book, Routledge.

Slater, D. (1997), Consumer Culture and Modernity, Cambridge: Polity Press.

Discussion texts:

Bennett, A. (1999), “Subcultures or Neo-tribes?..” Sociology, 33 (3): 599-617.

Giulianotti, R. (1996), “‘All the Olympians: a thing never known again’?: reflections on Irish football culture and the 1994 World Cup Finals”, Irish Journal of Sociology, 6: 101-126.

Kilbourne, W., McDonagh, P. and Prothero, A. (1997), “Sustainable Consumption and the Quality of Life: A Macromarketing Challenge to the Dominant Social Paradigm”, Journal of Macromarketing, 17(1): 4-24.

Miller, D. (2001), “The Poverty of Morality”, Journal of Consumer Culture, 1(2): 225-243.

Prothero, A. and Fitchett, J.A. (2000), Greening Capitalism: Opportunities for a Green Commodity”, Journal of Macromarketing, 20(1): 46-55.

Wilk, R. (2001), “Consuming Morality”, Journal of Consumer Culture, 1(2): 245-260.

5.7 Social Class Class and culture. Class habitus and the field of consumption. The nature of social class in

Ireland. Classification and measurement. Cross-cultural approaches to research.



Bourdieu, P. (1984), Distinction, Routledge.

Coleman, R. (1991), “The Continuing Significance of Social Class to Marketing”, in Kassarjian and T. Robertson, eds., Perspectives in Consumer Behaviour, 4th edition, Prentice-Hall.

Desmond, J. (2003), Consuming Behaviour, Hampshire and New York: Palgrave, chapter 6.

Discussion texts:

Bourdieu, P. (1991), “Sport and Social Class”, in M. Schudson and C. Mukerji, eds., Rethinking Popular Culture, University of California Press.

Holt, D. (1998), “Does Cultural Capital Structure American Consumption?”, Journal of Consumer Research, vol.25 (June), pp.1-25.

5.8 Family & Gender Politics of domestic consumption - gender and family power relations. Consumer research and the family - the role of children. The Home - the private sphere and site of consumption. Gender and the meanings and functions of domestic objects and technology.


Pahl, Jan (1995), “Household spending, personal spending and the control of money in marriage”, in S. Jackson and S. Moores (eds.), The Politics of Domestic Consumption: Critical Readings, Prentice-Hall, pp.53-66.

Murcott, A. (1995), “‘It’s a pleasure to cook for him’: food, mealtimes and gender...”, in S. Jackson and S. Moores (eds.), The Politics of Domestic Consumption: Critical Readings, Prentice-Hall, pp.89-99.

Morley, D. (1995), “The gendered framework of family viewing”, in S. Jackson and S. Moores (eds.), The Politics of Domestic Consumption: Critical Readings, Prentice-Hall, pp.173-185.

Vogler, C. (1998), “Money in the household: some underlying issues of power”, Sociological Review, 46(4), 687-713.

Discussion texts:

King, A. (1997), “The lads: masculinity and the new consumption of football”, Sociology, 31(2): 329-346.

Philips, D. (2000), “Shopping for Men: The Single Woman Narrative”, Women: a cultural review, 11(3): 238-251.

Silva, E. (2000), “The cook, the cooker and the gendering of the kitchen”, Sociological Review, 48(4): 612-628.

Valentine, G. (1999), “Eating in: home, consumption and identity”, Sociological Review, 47(3): 491-524.



The course will be delivered through weekly lectures and tutorials. The lectures will address the theoretical issues and debates involving particular concepts while the tutorials will address the discussion texts listed above. Students will be expected to have familiarized themselves with the relevant text prior to the tutorial to enable as much student participation as possible.



Continuous Assessment 40%

End of Year examination 60%

8.0 Reading List

Essential Reading

See Subject Matter

Recommended Reading

See Subject Matter


www.ingenta.comhttp://wos.heanet.ie/http://www.indiana.edu/%7Ewanthro/consum.htmhttp://www.popcultures.com/http://www.ucd.ie/~sai/http://www.britsoc.org.uk/http://www.asanet.org/


http://www.asanet.org/

http://www.britsoc.org.uk/

http://www.ucd.ie/~sai/

http://www.popcultures.com/

http://www.indiana.edu/~wanthro/consum.htm

http://wos.heanet.ie/

http://www.ingenta.com/

COURSE CODE: DT341 Degree in MarketingYEAR: ThreeSUBJECT TITLE: Financial AnalysisECTS CREDITS: 5

1.0 Subject Area

Financial Analysis has close links with subjects encountered earlier in the course such as Economics, Quantitative Methods and Financial Decision Making. The subject aims to equip the Retail & Services Management student with the requisite tools to analyse capital investment projects undertaken by the firm in a rigorous manner; to have a solid understanding of the procedure to be followed in preparing projected financial statements and to become familiar with the CAPM. The subject also deals with the substantive areas of cost of capital, mergers & acquisitions and dividend polity.


Marketing students need to be fully cognisant of the most extensively used investment appraisal techniques in order to be able to determine the financial viability of a wide array of marketing projects, such as new product development or expansion into new geographic markets. Coupled with a solid framework for analysing investment proposals, the Marketing student also requires a basic understanding of how such investments will be funded and the impact of taking on a certain project on the firm as a whole, including its impact on the risk profile of the firm.


The course aims to give the student a working knowledge of how the firm chooses between competing projects, how it finances the projects undertaken and how the outcome of these investment and financing decisions impacts on the firm’s valuation.


On successful completion of the course, the student will be4.1 competent in the application of an array of investment appraisal techniques and understand the key

issues involved in the capital budgeting process;4.2 able to prepare projected financial statements and fully appreciate the importance of accurately

forecasting cashflows4.3 fully aware of the relationship between risk and reward in financial decision-making;4.4 able to calculate WACC using the CAPM and dividend valuation models in both a domestic and

international context;4.5 aware of the plethora of issues surrounding M&A activity and will be competent in the use of

earnings based and asset based methods of valuation;4.6 appreciative of the importance of a consistent dividend policy.

5.0 Subject Matter

5.1 Investment Appraisal Techniques and Applications: In-depth examination of capital budgeting techniques including NPV, IRR, MIRR and Profitability Indices. Incorporate risk into investment appraisal – risk-adjusted discount rates and probability analysis. Incremental cashflow analysis, replacement decisions and capital rationing. Sensitivity analysis and scenario analysis.


5.2 Financial Planning: Planning for the future. Preparing projected financial statements. Forecasting sales, costs and balance sheet items. Importance of projected cash flow statements.

5.3 The Cost of Capital: Familiarisation with the CAPM and the uses of the model in financial management. Operating gearing and financial gearing. Measurement of debt capacity. Cost of equity using the CAPM and dividend valuation models, cost of redeemable and irredeemable debt, tax shield on debt. Calculating WACC. Relevance of cost of capital for unlisted companies and public sector organisations. Estimating the international cost of capital using the CAPM.

5.4 Mergers and Acquisitions: Arguments for and against M&A activity. International M&A activity. Estimating the value of potential target companies – earnings based valuation methods and asset based valuation methods. Methods of financing M&A transactions (mini case study of eircom’s use of a rights issue to finance its takeover of Meteor in 2005). Defences against take-overs (mini case study of Marks & Spencers successful defence against a takeover bid from entrepreneur Philip Green in 2004)

5.5 Dividend Policy: Importance to shareholders of a consistent dividend policy. Practical influences on dividend policy. Dividends as signals of future prospects. Dividend irrelevance hypothesis.


The key strands in the learning strategy are a series of lectures, which are supported by extensive material downloadable from the intranet site. Articles which are pertinent to the material being covered in the lecture series will also be available on the intranet site for students to peruse in their own time.


Assessment % AllocatedMid-term examination 20%

Final examination 80%

8.0 Reading List

Essential Reading

The handbook comprising of lecture notes and a question bank provided at the start of the semester is essential reading.

Recommended Reading

Arnold, Glen (2002) Corporate Financial Management. Financial Times Pitman, 2nd Edition

Arnold, Glen (2005) The Handbook of Corporate Finance, FT Prentice Hall, LondonAtrill, Peter (2003) Financial Management for Non-specialists. FT Prentice Hall, 3rd Edition.


http://dt341-3marketing.webexone.com www.ft.ie


http://www.ft.ie/

COURSE CODE: DT341 Degree in MarketingYEAR: 3SUBJECT TITLE: Marketing CommunicationsECTS CREDITS: 5

1.0 Subject Area

“Communications” is a topic of vital interest to everyone, whether in the fields of business, politics, art or indeed personal relationships. In the commercial environment, effective communications are a core competence on which the survival and growth of organisations depend. Marketing communications involves the legitimation of corporations, institutions and other organisations in commodity culture.


The study of marketing communications provides a valuable opportunity to investigate the sign wars witnessed in contemporary society as consumer goods markets mature accompanied by advances in production and distribution techniques leading to brand parity.


This course aims to introduce participants to the key components of marketing communications theory and how it is manifested in various media environments.


To provide students with a thorough understanding of the theoretical foundations of marketing communications. To explore in depth the development of advertising techniques, their management and evaluation. To assess the role of branding within marketing communications. To consider the discourse of advertising in contemporary society by considering such topics as advertising's unintended consequences and gender portrayal in advertising. To examine the key marketing communication strategies of sales promotions, public relations, sponsorship and the newly emerging internet and interactive media environments.

5.0 Subject Matter

The course is organised into thematic lectures, themes, which will typically last for 2 conventional lecture sessions but may last more than this and a series of class debates.

Theme 1Introduction to course, course assessment. Communications and its role in marketing strategy.

Reading: Text Chapters 1 & 2

Nowak, G.J. and Phelps, J. (1994), “Conceptualizing the Integrated Marketing Communication’s Phenomenon: An Examination of its Impact on Advertising Practices and its Implications for Advertising Research” Journal of Current Issues and Research in Advertising, Vol 16, No. 1 (Spring ) pp. 49-66

Theme 2Communications Theory: Relationships with marketing communications.


Reading: Text Chapter 5

Schramm, W. (1955), “How Communication Works”, from The Process and Effects of Mass Communication, Urbana: University of Illinois, pp 3-26

Lawlor, K. (1995), “Advertising as Communication” (Chapter 2) Marketing Communications in Ireland

Lannon, J & Cooper, P. (1983), “Humanistic Advertising: A Holistic Cultural Perspective”, International Journal of Advertising, Vol. 2, pp 195-213

Buttle, F (1995), “Marketing Communications Theory: What do the texts teach our students”, International Journal of Advertising, Vol 14, No. 4 pp 297-313

Theme 3The Role of Advertising: Advertising Agencies, Source, Message and Channels.


Kwangmi, K. (1995), “Spreading the Net: The Consolidation Process of Large Transnational Advertising Agencies in the 1980s and early 1990s”, International Journal of Advertising, Vol. 14, pp 195-217

Meenaghan, T. and Patton, B. (1995), “Examining Client/Agency Relationships in an Irish Context” Marketing Communications in Ireland

Theme 4The Role of Advertising: Creative Strategies, Communications Objectives and Budget Setting.


Abdullah, I. and Donnelly, J.P. (1995), “Creative Strategy in Advertising” (Chapter 7) Marketing Communications in Ireland,

Hirschman, Elizabeth C. (1991), “Point of View : Sacred , Secular and Mediating Consumption Imagery in Television Commercials”, Journal of Advertising Research, Vol, January, pp 38-43

Mitchell, L.A. (1993), “An examination of methods of setting Advertising Budgets: Practice and the Literature”, European Journal of Marketing, Vol 27, No. 5, pp 5-21

Theme 5The Role of Advertising: Media Planning and Strategy.

Reading: Text Chapters 10-13

O'Donoghue, A. and Harper, T. (1995), “Media Research in Ireland” (Chapter 9) Marketing Communications in Ireland

Foster S. (2000), "The Evolution of the New Media Species", Admap, Sept., pp 22-25

McPartlin, P. (1995), “Media Strategy - Selecting and SchedulingMedia in Ireland” (Chapter 6) (Chapter 9) Marketing Communications in Ireland,

Stewart, D.W. and Ward, S. (1994), “Media Effects on Advertising”, in Media Effects, Advances in Theory and Research, Jennings Bryand and Dolf Zillmann, eds. Hillsdale, NJ: Lawrence Erlbaum Associates


Theme 6Measuring the Effectiveness of the Promotional Programme

Reading: Text Chapters 19

Jones, J. P. (1990), “The Double Jeopardy of Sales Promotion”,Harvard Business Review, Vol. 68, No 5, pp 145-152

Theme 7Advertising in Contemporary Society: The Unintended Consequences, Gender Portrayal.

Reading: Text Chapter 21 & 22

Brailsford I., (1998), "'Maison Avenus Puts on Its Best Haur Shirt': US Advertising and Its Social Critics", International Journal of Advertising, Vol. 17, No. 3, pp 365-380

Holbrook, M.B., (1987), “Mirror, Mirror on the wall, what's Unfair in the Reflection of Advertising?”, Journal of Marketing, Vol 51, July, pp 95-103

Pollay, R. W. (1986), “The Distorted Mirror: Reflections on the Unintended Consequences of Advertising”, Journal of Marketing, April, pp 18-36

Pollay R.W., (1987), “On the Value of Reflections on the Values in ‘The Distorted Mirror’, Journal of Marketing, Vol. 51, July, pp 104-109

Schudson, M., (1981), “Criticizing the critics of advertising: towards a sociological view of marketing”, Media Culture and Society, Vol 3, pp 3-12

Bainbridge J., (1997), “More than A woman”, Marketing, March 27th, pp 24-25

Lysonski S. and Pollay R.W., (1990), “Advertising sexism is forgiven, but not forgotten”, International Journal of Advertising, Vol 9, pp 317-329

Nicholas R., (1994), “Speaking out on women’s real needs”, Marketing, April 14th, pp 18-20

Theme 8Marketing Communications and Branding.

Reading:

Elliott R. and Wattanasuwan K. (1998), "Brands as Symbolic Resources for the Construction of Identity", International Journal of Advertising, Vol. 17, No. 2 pp 131-144

Gordon and Ristall, (1993), “Brands - The Missing Link: Understanding the Emotional Relationship”, Marketing and Research Today, May, pp 59-67

Lannon J. (1995), “Mosaics of Meaning: Anthropology and Marketing,” The Journal of Brand Management, Vol. 2, No. 3, pp 155-168

McGowan P. (2000), "All the Young Dudes: Uncovering New Youth", Admap, November, pp 37-39

Thompson M. (2000), "Every Brands Needs A Social Selling Proposition", Admap, June, pp 12-16


Theme 9Sales Promotions

Reading: Text Chapters 16

Acland H. (1998), "Do's and don'ts of sales promotion", Marketing Sept 17, pp 43-45

Jones, J. P. (1990), “The Double Jeopardy of Sales Promotion”,Harvard Business Review, Vol. 68, No 5, pp 145-152

Raghubir and Corfman K. (1999), "When do price promotions affect pre-trial brand evaluations?" Journal of Marketing Research, Vol. 36, No. 2, pp 11-

Theme 10Public Relations, Publicity and Corporate Advertising


Moss D., WarnabyG. and Thame L. (1996), "Tactical publicity or strategic relationship management? An exploratory investigation of the role of public relations in the UK retail sector", European Journal of Marketing, Vol. 30, No.1. pp 69-84

Theme 11Sponsorship, Marketing Communications and the Internet and Interactive Media.


Meenaghan T. (1998), "Current developments and future directions in sponsorship", International Journal of Advertising, Vol. 17, No. 1, pp3-29

Bush A.J., Bush V. and Harris S. (1998), "Advertiser Perceptions of the Internet as a Marketing Communications Tool", Journal of Advertising Research, March-April, pp 17-

Theme 12The Theory of Sustainable Communication

Reading:

Kilbourne, W.E. McDonagh, P and Prothero, A. (1997), ‘Sustainable Consumption and Quality of Life: A Macromarketing Challenge to the Dominant Social Paradigm’ Journal of Macromarketing, Vol. 17, Number 1 Spring pp. 4-24.. 1997.

McDonagh, P. (1998), ‘Towards a theory of Sustainable Communication in risk society: An empirical analysis relating issues of sustainability to marketing communications ' Journal of Marketing Management Vol. 14 pp. 591-622 (August)

Theme 13

Course Review

Theme 14

Revision Session.







Students completing this course will be assessed through a combination of continual assessment and a final examination.

End of year examination 50%Assignments 50%

8.0 Reading List

Essential Reading

Belch, George E. and Belch, Michael A. (2001) Advertising and Promotion: An Integrated Marketing Communications Perspective, Fifth Edtion, International Edition, Boston: McGraw Hill - location 659.1 at Aungier St, C Brugha St and Mountjoy Sq.

Recommended Reading

Bocock, R. (1993) Consumption, London: RoutledgeCobley, P. (1996) (Ed.) The Communication Theory Reader, London: Routledge Cronin, Anne M. (2000) Advertising and Consumer Citizenship: Gender, Images and Rights, London:

RoutledgedeChernatony, L and M. McDonald (1995) Creating Powerful Brands. London : Butterworth HeinemannGoldman R. and Papson S. (1996) Sign Wars: The Cluttered Landscape of Advertising, London: New

York: The Guilford PressHall, S. (Ed.) (1997) Representation : Cultural Representations and Signifying Practices (Culture, Media

and Identities , Vol 2) London: Sage Publications Jones, J. P. (1998) How Advertising Works, Sage: LondonJones, J. P. (1999) The Advertising Business, Sage: LondonMeenaghan, T. and O’Sullivan, P. (Eds) (1995) Marketing Communications in Ireland, Dublin: Oak Tree

Press Mills, S. (1997) Discourse, London and New York: RoutledgeSchroeder, J. (2002) Visual Consumption, London & New York: RoutledgeShimp, T.A. (1997) Advertising, Promotion and Supplemental Aspects of Integrated Marketing

Communications, 4e, London: The Dryden PressSorlin, P. (1994) Mass Media, London: RoutledgeSturdy, A. Grugulis, I. and Willmott, H. (2001) Customer Service London: Macmillan Tester, K. (1994) Media, Culture and Morality, London: Routledge

Academic journals to consider are:


Advertising & Society Review, Admap, Consumption Markets and Culture, CTheory.com, Deadline, European Journal of Marketing, International Journal of Advertising, Journal of Advertising, Journal of Consumer Research, Journal of marketing management, Journal of Marketing, Journal of Macromarketing, Journal of Advertising Research, Journal of Promotion Management, Media Culture and Society, Theory Culture and Society.


Advertising & Society Reviewhttp://muse.jhu.edu/journals/asr/information/mission.html

The Account Planning Group (UK): http://www.apg.org.uk/Adbusters: http://adbusters.org/home/Adforum: http://www.adforum.com/Advertising Age: http://www.adage.com/Adweek Online: http://www.adweek.com/Adworld Ireland: http://www.adworld.ie/The Advertising Research Foundation: http://www.arfsite.org/Advertising Standards Authority for Ireland (ASAI):

http://www.asai.ie/Aim (Media Specialists, Ireland): http://www.aim.ie/Amarach Consulting: http://www.amarach.com/Association of Advertisers in Ireland: http://www.aai.ie/Bates Ireland Ltd.: http://www.batesireland.ie/Directory of Public Relations Agencies and Resources: http://www.webcom.com/impulse/prlist.htmlDoherty Advertising Ireland: http://www.doherty.ie/European Advertising Standards Alliance (EASA):

http://www.easa-alliance.org/European Association of Communications Agencies: http://www.eaca.be/docs/aboutus.htmEuropean Group of Television Advertising: http://www.egta.com/European Sponsorship Consultants Association: http://www.sponsorship.org/start.htmA Gentleman and A Consumer: http://www.people.virginia.edu/~tsawyer/DRBR/barthel.htmlGCAS (Sales Promotions Ireland): http://www.gcasgroup.com/sp-what-services.htmThe History of Advertising Trust: http://www.hatads.org.uk/The Institute of Advertising Practitioners in Ireland (IAPI):

http://www.iapi.ie/htmls/iapi.htmlThe Institute of Creative Advertising and Design:


http://www.iapi.ie/htmls/iapi.html

http://www.hatads.org.uk/

http://www.gcasgroup.com/sp-what-services.htm

http://www.people.virginia.edu/~tsawyer/DRBR/barthel.html

http://www.sponsorship.org/start.htm

http://www.egta.com/

http://www.eaca.be/docs/aboutus.htm

http://www.easa-alliance.org/

http://www.doherty.ie/

http://www.webcom.com/impulse/prlist.html

http://www.batesireland.ie/

http://www.aai.ie/

http://www.amarach.com/

http://www.aim.ie/

http://www.asai.ie/

http://www.arfsite.org/

http://www.adworld.ie/

http://www.adweek.com/

http://www.adage.com/

http://www.adforum.com/

http://adbusters.org/home/

http://www.apg.org.uk/

http://muse.jhu.edu/journals/asr/information/mission.html

http://www.icad.ie/The Institute of Practitioners in Advertising (UK): http://www.ipa.co.uk/The Institute of Public Relations (UK): http://www.ipr.org.uk/The Institute of Sales Promotions (UK): http://www.isp.org.uk/The Marketing Institute: http://www.mii.ie/Marketing Week: http://www.mad.co.uk/mw/McConnells Advertising, Ireland: http://www.mcconnells.ie/The Media and Communications Studies Site: http://www.aber.ac.uk/media/index.htmlMediaLive: http://www.medialive.ie/Nua: http://www.nua.ie/Periodical Publishers' Association (details on how magazine advertising works): http://www.ppa.co.uk/The Public Relations Institute of Ireland: http://www.prii.ie/Sales Promotions Ireland (details of codes): http://www.asai.ie/codes/full.htmSemiotics for Beginners: http://www.aber.ac.uk/media/Functions/mcs.htmlWorld Advertising Research Centre: http://www.warc.com/World Federation of Advertisers: http://www.wfa.be/Zenith Media: http://www.zenithmedia.co.uk/


http://www.zenithmedia.co.uk/

http://www.wfa.be/

http://www.warc.com/

http://www.aber.ac.uk/media/Functions/mcs.html

http://www.asai.ie/codes/full.htm

http://www.prii.ie/

http://www.ppa.co.uk/

http://www.nua.ie/

http://www.medialive.ie/

http://www.aber.ac.uk/media/index.html

http://www.mcconnells.ie/

http://www.mad.co.uk/mw/

http://www.mii.ie/

http://www.isp.org.uk/

http://www.ipr.org.uk/

http://www.ipa.co.uk/

http://www.icad.ie/

COURSE CODE: DT341 Degree in MarketingYEAR: ThreeSUBJECT TITLE: Marketing Analysis 1ECTS CREDITS: 5

Module author: Donncha Ryan . Module Description:

Today’s marketer must bring a mixture of skills, perspectives and critical analysis skills to the modern marketplace. Strong analytical skills can be cultivated, honed and brought to bear in the context of marketing by introducing and developing advanced techniques and appropriate exposure to their usage. The intention is that selected tools and techniques when applied will facilitate a deeper understanding of the various and often-complex interdependencies between elements of the marketing mix and measures of performance.

The emergence of and argument for analytical modes of making marketing decisions has very much come to prominence in recent years. The subject area addressed will be reflective of a range of marketing decision contexts spanning issues such as the market mix, analysis of market data and the generation of decision supporting reports. The subject will build upon and extend/complement the students’ exposure to subjects such as Marketing Research, Statistics, Research methods, Marketing and Consumer Research.

Module aim The aim of this module is to engage and encourage the student in the application of sophisticated analysis tools and techniques in the context of marketing decision-making. It is the intention that students will recognise the relevance of these techniques to many of the issues encountered in marketing decision scenarios, as well as appreciating any lateral relevance to their suite of subjects taken in both the penultimate and final year. A further aim is to put in place a modest but viable skill platform, an exposure and willingness for analysis that will be consolidated and extended in the final year, via the course offering Marketing Analysis 2.In summary, it is hoped to:

- Foster and facilitate group effort in terms of appropriate analysis, presentation and recommendations Regarding selected marketing contexts in a project mode.- Highlight and promote integration with appropriate element of other subjects encountered.- Demonstrate a willingness and confidence regarding analysis that will strengthen thesis capability and later Post-graduate work.

Learning Outcomes:

On completion of this module, the learner will be able to:

- Utilise spreadsheet tools to good effect in marketing decision analysis- Engage in the appropriate usage of selected multivariate techniques in the analysis of marketing data.- Present in a cogent and comprehensive report format the results of their market analysis project scenarios.



The primary delivery vehicle for course content will be the lecture format, coupled with timely and directedLaboratory usage, particularly in the context of task based learning approaches as encapsulated by group projects.

Well defined functional decision areas in marketing management are presented. The student will be encouraged

Individually, and within a group structure to explore contexts in terms of available analysis approaches and to

generate meaningful and coherent analysis reports. An element of self-directed study will also be a feature of the course with directed/suggested usage of web and journal resources particularly in the area of practitioner oriented material relevant to the course.

It is intended that a portion of the course will involve the usage of at least one statistical package. As such, an integral component of the learning strategy is to quickly build upon earlier year’s exposure to and usage of packages such as SPSS/MINITAB. Consequently, interactive laboratory sessions will be integral to the course delivery and projects will involve usage of relevant software. This exposure and usage will be further developed and incorporated in the final year and will serve to complement later thesis work and postgraduate capabilities as well as enhancing their demonstrable analytical capabilities.

It is further intended that the student be exposed to and encouraged in the usage of spreadsheet tools in their marketing analysis. Towards this end, a variety of worked examples, suggested readings and project assignments will be made available to the student.

A portfolio of projects spanning the subject areas addressed in the syllabus will be developed over time and student solutions made available in the case of well developed and duly presented work. This pool of project material should represent a useful learning resource for each subsequent cohort and accelerate the learning curve and provide a benchmark for quality. It is further envisaged that this practice be applied in the final year subject Marketing Analysis 2.

A comprehensive catalogue of problems and their solutions will be presented to the students during the year as well as past papers and corresponding outline solutions. This should serve as a useful platform for self directed learning and crystallise expectations of standards in the students’ minds.

Module content:Material delivered will be drawn from the following menu of possible content with some latitude for incorporating allied or closely associated techniques and content. The emphasis may vary from year to year slightly and time constraints will dictate to a degree the exact material covered from the indicative selection of topics below.

Introduction: Overview and summary of some marketing-decision contexts. The surveying of some relevant techniques. Making the argument for quantitative analysis.

Spreadsheet Marketing: Usage of Excel features; SOLVER, DATA TABLES, Analysis Tool pack. Some examples. Some available add-ins relevant to marketing, e.g. basket analysis with XLMINER.

Optimisation Models: Overview of some standard techniques: Goal programming, linear programming, etc. Short run profit and optimal marketing mix, constrained and unconstrained optimisation. Multiplicative


models. Some applications in the case of Advertising/Pricing models. Advertising budgets and optimal media spending, scheduling, price discrimination, Price bundling etc..Simulation: Various add-ins to aid marketing analysis, @RISK toolkit, risk and sensitivity analysis in marketing and management. Some examples and project options.

New Product Development 1: Designing new products or reconfiguring existing products: Conjoint Analysis, utility and preference measurement, types of Conjoint Analysis, available software, segmentation and market share projections. Project options and possibilities presented.

Database Marketing 1: Scoring models, testing, targeting, profiling and segmentation. Linear Probability model. Using CHAID for segmentation analysis. RFM- Analysis. G.I.S. systems (awareness), SPSS; applications in direct marketing etc. Project options and possibilities presented.

Correspondence Analysis: Analysing Cross-tabulated data, Association, Mapping data, Simple Correspondence Analysis, Inertia and independence. Project options and possibilities presented

Miscellaneous Multivariate techniques: Time permitting; a look at one/some of the following:

-Discriminant Analysis (Profiling and classifying marketing data)-Cluster Analysis (Natural segment identification)-Factor Analysis (Data reduction in market research).

Data sets, project options and possibilities presented.

Module Assessment The approach and philosophy adopted and promoted within the course will be one of presenting decision contexts and candidate analysis techniques that enrich and strengthen marketing decision processes, making fullest use of available software. The corresponding approach to assessment will revolve around group projects; which span the various topics developed, all of which are of an applied orientation. In order to engage the student and promote teamwork in terms of thinking, analysis and delivery within deadlines, group projects shall be the dominant assessment mode. The projects will incorporate an element of choice where possible, and over time it is hoped to offer a wide range of marketing driven project areas and subsequently to develop a student portfolio of solutions that serve as both a benchmark and driver of quality.It is further hoped that links and synergies with their other subject components can be developed particularly with Marketing Research and of course feed into the final year capstone subject of Marketing Analysis 2.

Essential Reading: Lilien, Gary L., Rangaswamy, Arvind. 1999 Marketing Research: Marketing Engineering Applications. Addison-Wesley




End of semester examination 60%

Hair, J. F., Anderson, R. E., Tatham R. L., Black, W. C. 1998 Multivariate Data Analysis, McMillan

Supplemental Reading: Barlow, S. John, 1999 Excel Models for Business and Operations Management. Wiley,

Albright S. C., Winston W. L., 2005.Spreadsheet Modelling and Applications; Essentials of Practical Management Science, Duxbury/Thomson.Web references, journals and other:www.solver.comwww.frontsys.comwww.spss.comwww.minitab.comwww.sawtoothsoftware.comwww.palisade.comwww.decisioneering.comwww.mktgeng.comhttp://www.resample.com/xlminer/index.shtml


http://www.resample.com/xlminer/index.shtml

http://www.mktgeng.com/

http://www.decisioneering.com/

http://www.palisade.com/

http://www.sawtoothsoftware.com/

http://www.minitab.com/

http://www.spss.com/

http://www.frontsys.com/

http://www.solver.com/

COURSE CODE: DT341 Degree in MarketingYEAR: ThreeSUBJECT TITLE: Research MethodsECTS CREDITS: 5

1.0 Subject Area

This subject introduces students to philosophy of social research issues before examining the practical questions of doing qualitative and quantitative research. Qualitative research methods examines the methodologies available for the generation of marketing and consumption related information and the analysis and interpretation of that data through the meanings of language use and the processes of social interaction. Quantitive research methods examines the methodologies available for the collection of management related information through the numerical representation and manipulation of such information in the form of statistical data. Qualitative and quantitative data are shown to represent a continuum rather than a dichotomous opposition. In view of the degree course’s prior inclusion of quantitative research methods in subjects such as Quantitative Methods and Marketing Research and the continuing inclusion of Marketing Analysis, emphasis will be placed on the qualitative research process. However, the course will also deal briefly with the practical considerations of doing multivariate data analysis.

2.0 Relevance for the Student

Information and knowledge are essential for strategic decision making within a business context. Qualitative and quantitative research methods are the key research approaches for generating such knowledge, and, as such, students need to understand its contribution to marketing management. The dissertation to be undertaken by students in the final year also requires a comprehensive understanding of research methodologies in order to transform, test or generate theoretical propositions through empirical evidence.

3.0 Course aims

This course aims to introduce students to the practice of doing research about marketing management and consumption as a form of social research, as management decisions and processes as well as consumer practices are social in nature. As the course aims to prepare students for the completion of a dissertation requiring the generation of primary data, the course will stress the distinction between doing research about marketing and consumption processes rather than for a particular marketing problem specific to a particular organization (the latter approach is stressed in Marketing Research). As such non-normative, diagnostic research approaches will be emphasized. This will be achieved through the process of each student developing and implementing a rigorous research methodology. Though the emphasis will be on qualitative methods the linkages and contradictions with quantitative methods will also be addressed.


On completion of the course students will be able to:

Understand the epistemological issues surrounding the use of qualitative and quantitative methods in organizational and consumption research

frame a theoretically relevant research question


design a research process to examine such a question

analyse the results of qualitative inquiries, through both a theoretically informed and empirically grounded transformation of the data

5.0 Course Content

Research Planning Research planning involves choosing a research topic, establishing the research question and setting objectives. In this lecture the quantitative and qualitative traditions are compared in terms of their typical research processes and the respective suitability of each tradition in terms of the nature of the research question. The emergence of the research question is discussed in terms of the relationship between experience of management or consumption and theories of management or consumption. Such theories are treated critically within the literature review which often prefigures the research question and the chosen methodology.

Recommended reading

Alasuutari, P. (1995), Researching Culture, Sage. Chapter 2.

Mason, J. (2002), Qualitative Researching, 2nd edition, Sage. Chapter 2.

Kelly, M. (1998), “Writing a research proposal”, in C. Seale,ed., Researching Society and Culture, Sage.

The Philosophy of Research

Research methods are often implicitly, if not explicitly, connected to different epistemological and ontological assumptions. We explore the influence of philosophy on the research process and the possibility of moving beyond philosophical debates to ensure that the research is actually undertaken.

Recommended reading

Geertz, C. (1973), The interpretation of cultures : selected essays, London : Fontana. Chapter 1.

Guba, E. and Lincoln, Y. (1994), “Competing Paradigms in Qualitative Research”, in N. Denzin and Y. Lincoln, eds., Handbook of Qualitative Research, Sage.

Hughes, J. A. (1990) The Philosophy of Social Research, London: Longman.

Lazar, D. (1998), “Selected issues in the philosophy of social science”, in C. Seale,ed., Researching Society and Culture, Sage.


Ethnography

Ethnography is often considered the complete form of the qualitative approach. It describes research practices that entail sustained periods of participant observation, of generating data typically through actually working in an organization or observing particular consumption processes. We discuss the benefits and problems of such an immersion in the social processes and


practices that occur in organizations and social groups, such as negotiating access, maintaining field relations and working ethically.

Recommended reading

Geertz, C. (1973), The interpretation of cultures : selected essays, London : Fontana. Chapter 1.

Hammersley, M and Atkinson, P. (1995), Ethnography - Principles in Practice, second edition, Routledge.


Rosen, M. (1991), “Coming to terms with the field: understanding and doing organizational ethnography”, Journal of Management Studies, 28 (1): 1-24.

Walsh, D. (1998), “Doing ethnography”, in C. Seale,ed., Researching Society and Culture, Sage.

Interviewing

We discuss the principles of interviewing from the classical tradition of viewing the interview as a resource to collect data about events beyond the interview to more recent approaches that treat the interview as a topic in its own right. The structured approach of conversational analysis will also be addressed.

Recommended reading

Fielding, N. (1993), “Qualitative Interviewing”, in N. Gilbert, ed., Researching Social Life, Sage.


Seale, C. (1998), “Qualitative Interviewing”, in C. Seale, ed., Researching Society and Culture, Sage.

Silverman, D. (1993), Interpreting Qualitative Data, Sage. Chapter 3.

Whyte, W. (1982), “Interviewing in field research”, in R. Burgess, ed., Field research: a sourecebook and field manual, Unwin Hyman.

Focus Groups

Focus groups are typically associated with marketing research techniques, but they have recently been incorporated into management and other forms of social research. We address the authenticity or otherwise of discovering truth through group discussions controlled by the researcher, and the actual practices involved in generating useful data through such discussions.

Recommended reading

Johnson, A. (1996), “‘It’s good to talk’: the focus group and the sociological imagination”, Sociological Review, 44 (3): 517-538.

Krueger, R. (2000), Focus groups, 3rd edition, Sage.

Lunt, P. (1996), “Rethinking the focus group in media and communications research”, Journal of Communication, 46 (2): 79-98.


Morgan, D. (1997), Focus groups as qualitative research, 2nd edition, Sage.

Puchta, C. and Potter, J. (1999), “Asking elaborate questions: focus groups and the management of spontaneity”, Journal of Sociolinguistics, 3 (3): 314-335.

Discourse Analysis

The analysis of discourse has had a considerable influence across the social sciences and recently within critical management research. Discursive approaches can be broadly categorized into the critical-historical tradition, which is heavily influenced by the work of Michel Foucault, and the discursive psychological tradition, which analyses talk and text in terms of how practices, truth, and identity are constructed through our ways of talking about them. Critical approaches to management explore power relations within organizations and use texts produced by the organization as a means to reveal those relations.

Recommended reading

Fairclough, N. (1988), Language and power, Harlow : Longman.

Fairclough, N. (1992), Discourse and social change, Cambridge : Polity.

Grant, D. et al, eds.(1998), Discourse and organization, Sage.

Iedema, R. and Wodak, R. (1999), “Introduction: organizational discourses and practices”, Discourse & Society, 10 (1): 5-19.

Discourse & Society, 10 (1) - Special issue on discourse and organizational research.

Silverman, D. (1998), “Analysing conversation”, in C. Seale,ed., Researching Society and Culture, Sage.

Tonkiss, F. (1998), “Analysing discourse”, in C. Seale,ed., Researching Society and Culture, Sage.

Quantitative Data Analysis

Multivariate forms of data analysis are addressed, from multiple regression to factor analysis. In particular, the statistical assumptions of these approaches are highlighted in terms of their capacity to reveal management processes or test theories of management.

Recommended reading

Hair, J. et al (1992), Multivariate Data Analysis, Macmillan.

Qualitative Data Analysis

Data analysis is perhaps the most difficult and time-consuming aspect of the qualitative tradition. We explore conventional cross-sectional approaches which seek to develop common coding mechanisms which can be applied across different data sources, and holistic approaches which interpret each data source in its own right prior to comparison.

Recommended reading

Coffey, A. and Atkinson, P. (1996), Making Sense of Qualitative Data, Sage.



Mason, J. (2002), Qualitative Researching, 2nd edition, Sage. Chapter 8 & 9.

Miles, M. and Huberman, M. (1994), Qualitative Data Analysis, Sage.

Seale, C. (1999), The Quality of Qualitative Research, Sage. Chapter 8 & 10.

Writing ResearchThe writing of research is sometimes considered the least problematic aspect of research, but it is vital to represent the research experience coherently and fully in order to make persuasive arguments.

Recommended reading

Back, L. (1998), “Reading and writing research”, in C. Seale,ed., Researching Society and Culture, Sage.

Coffey, A. and Atkinson, P. (1996), Making Sense of Qualitative Data, Sage.



Seale, C. (1999), The Quality of Qualitative Research, Sage. Chapters 11 & 12.


The course will be delivered over twelve two hour lectures and workshops. The delivery will be highly interactive providing students with the opportunity to learn research in both a theoretical and practical way.





8.0 Reading List

See above. Main text will be:

Mason, J. (2002), Qualitative Researching, 2nd edition, Sage.

Plus selected readings for each topic that are examples of generating and using data from the particular method


1.COURSE CODE: DT341 Degree in MarketingYEAR: ThreeSUBJECT TITLE: Strategic MarketingECTS CREDITS: 5

1.0 Subject Area

This course comprises marketing strategy which together provides a foundation in strategic thought.

The strategic marketing element is taught at two levels. Firstly, it is approached from the perspective of the meaning of strategy and of the role of strategic thinking in management. The foundation of the course is therefore the concept of strategy (and in particular, the future oriented nature of strategic processes). Secondly, the strategy concept is applied in the customer / marketing context in terms of strategic marketing management - that is, the strategic processes involved in customer / market selection and subsequent servicing of these markets in a given competitive environment.


The strategic aspects of marketing processes relate to fundamental organizational concerns such as survival, resource allocation, customer responsiveness, flexibility and reputation. They should therefore be of primary concern to the student of marketing.

The course also aids linkage between the theoretical courses of the first two years with the more application-based approaches of fourth year. As critical abilities grow students are increasingly encouraged to appraise the appropriateness of particular theories as well as the entire paradigms of marketing and economics.


To enable students to acquire from the marketing discipline the theoretical background, critical thinking and ability to integrate theoretical insights necessary for strategic management.

2.


On completion of the course the student will: Be familiar with emerging ideas, theories and techniques in the fields of strategic marketing Be able to use and acquire more advanced marketing concepts of particular relevance to business

strategy. Have considerably developed the ability to appraise the appropriateness of particular theories and

models, as well as the marketing perspective, in analysing business issues. Be able to apply marketing concepts, acquired in this and earlier courses, in a focused and critical way

to the particular firms and their sectors. Be able to recognize the place of strategic marketing in the corporate strategy process.

5.0 Subject Matter

Introduction & Overview The meaning of business strategy, strategic marketing and strategy economics. Historical development of strategic planning and management. The nature of contributions and limitations of economics & marketing


to business and strategic thinking. The value of strategic marketing. Competitive advantage and sustaining competitive advantage.

Contexts, Competition & Customers.Strategic Marketing Analysis & FormulationThe marketing planning process. Objectives and gap analysis. SWOT analysis. Market Segmentation. Targeting and Positioning. The product life cycle. The Boston Consulting Group growth/share matrix. PIMS. Porter’s generic competitive strategies. Ansoff’s growth vector models. Customer Portfolio Analysis.

Firms’ Objectives. Separation of ownership & control. Profit-maximisation, managerial utility maximisation, satisificing, stakeholding and the value-added approaches. Supply and value chains. Value-creation and value capture. Review of Market Structures, concentration measures, entry and its deterrence, game theory and Porter’s five forces. Costs advantages and its sources. Economies of scale and scope. Learning Curve. Cost flexibility. Benefit advantage and its sources. The market structure, conduct and performance debate.

RelationshipsRelationship Marketing Strategies. Long-term buyer-seller relationship. Relationship life cycles. Relationship marketing. Loyalty marketing. Sectoral variations. Challenges to relationship marketing.

Technology & InnovationEMarketing Strategies. The world of e-marketing. Reaching e-consumers. B2C e-marketing mix. B2B e-marketing.

Innovation. Grand theories of innovation including Baconian and System of innovation approaches. Early mover advantages and patent races. Diffusion of innovation.


Learning will be aided by classes, guest lecturers, videos, case analysis combined with reading and course work.





8.0 Reading List

Essential Reading

Brennan, Ross, Baines, Paul & Garneau, Paul (2003) Contemporary Strategic Marketing. London: Palgrave McMillan


Recommended Reading

Books \ Specific ArticlesAaker, D.A. (1995) Strategic Market Management., 4th Edition.New York: John Wiley.

Acs Z.J. & Gerlowski D.A. (1996) Managerial Economics and Organization New Jersey: Prentice Hall.

Adcock, D. (2000) Marketing Strategies for Competitive Advantage, Chichester; New York : J. Wiley

Brown, L. and McDonal, MH (1994) Competitive Marketing Strategy for Europe London: Macmillan.

Hartley, Robert F. (2001) Marketing Mistakes and Successes, 8th Edition, New York: Wiley

Hunt, S.D. (2000) A General Theory of Competition - Resources, Competences, Productivity and Economic Growth London:Sage

Lehmann, D. R. and Winer, R.S. (1994) Analysis of Marketing Planning, Boston: Irwin.

Kay, J. (1995) Foundations of Corporate Success, Oxford: Oxford University Press.

Murray, J. and O'Driscoll, A. (1996) Strategy and Process in Marketing London: Prentice Hall.

Ohmae, K. (1985) The Mind of the Strategist. London: Penguin.

Sudharshan, D. (1995) Marketing Strategy: Relationships, Offerings, Timing and Resource Allocation. New Jersey: Prentice Hall.

Walker, O.C., Boyd, H.W. and Larreche, JC (1996) Marketing Strategy: Planning and Implementation. Boston: Irwin

Periodicals British Journal of Management. Journal of Business Strategy Journal of Economics and Management Strategy Journal of MarketingJournal of Marketing ManagementJournal of the Economics of BusinessHarvard Business ReviewInternational Journal of the Economics of Business (Available in full-text through the Business Premier Website)Strategic Management JournalIrish Marketing Review


http://www.tca.ie http://www.londoneconomics.com/http://www.merit.unimaas.nl/publications/rm.phphttp://www.iod.com


http://www.iod.com/

http://www.merit.unimaas.nl/publications/rm.php

http://www.londoneconomics.com/

http://www.tca.ie/

COURSE CODE: DT341 Degree in MarketingYEAR: ThreeSUBJECT TITLE: FrenchECTS CREDITS: 5

Module author : Mr Patrick Kriégel

Module Description : The syllabus is a continuation of the Year two course in Commercial and Business French. It takes into account that the students are coming back from a period of study in France and focuses more closely on students oral and written production. The study of behaviour, attitudes, professional relationships and intercultural differences in a business environment provides the learner with an optimum level of communicative competence while learning about day-to-day business transactions with foreign companies gives him/her some real insights in the area of product adaptation for foreign markets.

Module aim :

The aim of this module is to further enrich and consolidate the learners knowledge of commercial and business French, so that they can reach a high level of fluency in the spoken language and improve greatly their knowledge of grammar (both written and oral).

Learning Outcomes On successful completion of this module the learner will be able to :

Understand extended speech even when it is not clearly structured. Understand long and complex factual texts and appreciate distinction of style.

Also understand specialised articles. Express herself/himself fluently and spontaneously, use language flexibly and

effectively for social and professional purposes and formulate ideas and opinions with precision.

Present clear, detailed descriptions of complex subjects and develop particular points.

Write about complex subjects in an essay or a report, underlining the salient issues.

This is equivalent to a C1 in the assessment grid of the European Language Portfolio from the Council of Europe.


Learning and Teaching Methods : Lectures and language tutorials, documents in French from various sources, oral work through active participation of student during class, real situations simulations.

Module Content :

Company commercial operations: market research, prospecting new markets abroad, distribution networks.

Communication: brand advertising, new communication technologies.

Company Strategies: competition, export zones, new management methods.

European Union: reflections on European policies, French attitudes towards a liberal Europe, market economy in the service of democracy (in France, the E.U. and the world).

France in the World: internationalisation of French companies.

Module Assessment

Continuous assessment : 30% This will consist of an individual written project of about 3000 words about a French company of their choice, focusing particularly on the reasons of its success and its strategy policies for new development. This will link effectively the stay in France with the rest of the year back in college.

Examination (oral/written) : 20%/50%

Essential Reading :

Sanchez Macagno, Marie-Odile & Corado, Lydie, “Faire des affaires en francais”, Hachette, 5ème edition, 2005.

Useful websites :

www.lemonde.fr

www.monde-diplomatique.fr

www.nouvelobs.fr

www.voila.fr

www.lefigaro.fr


http://www.lefigaro.fr/

http://www.voila.fr/

http://www.nouvelobs.fr/

http://www.monde-diplomatique.fr/

http://www.lemonde.fr/

CONTINUOUS ASSESSMENT

(Guidelines for students)

a) Purpose of Continuous Assessment

Continuous assessment serves four purposes:

i) Firstly and very often most importantly, it amplifies opportunities for students to engage in self- directed learning. This may not apply in a small number of subjects, particularly quantitative subjects. However, apart from these situations, continuous assessment is structured to provide as much opportunity as possible for self-directed learning and to challenge the student conceptually.

ii) Secondly, it provides a means whereby the student can obtain feedback on their participation and progress on the course.

iii) Thirdly, it eliminates the difficulties and risk of the student performance being wholly dependent on a single examination and provides the student with an opportunity to accumulate marks over a number of assessments.

iv) It provides an alternative and complimentary mode of assessment to formal end of year examinations and allows students scope to show their distinctive strengths.

b) Forms of Continuous Assessment

i) In-class examinations

This is usually used for quantitative subjects such as accounting and quantitative methods.

ii) Essay assignment

These may consist of a 1,500-3,000 word essay on a topic, requiring a criticism of ideas, a synthesis of the key ideas in an area etc. Students may be provided with a set of reference readings and be encouraged to access additional material themselves. Lecturers will structure each assessment to the particular course requirements.

iii) Project

Projects will involve the study of practical situations where the students access information on their own initiative and will generally include the incorporation of theoretical material in application to a practical issue/problem.


iv) Case

In these, the student is given information on an organisation or industry which is used for analysis and the setting out of recommendations on particular organisation issues or overall strategy.

v) Other Lecturers may decide on other forms of continuous assessment where appropriate.

c) Giving Assessments

When giving assessments, notice will be given, i.e. at least two weeks for an in-class examination and at least three weeks for other written assignments. Case studies will normally be given one week in advance for all assignments, the proportion of the total marks being assigned to the assessment will be clearly indicated when notice of the assignment is given. For example if it counts for ten percentage points of total year assessment-i.e. one half of all continuous assignment for the year -say 20%, this will be clearly indicated when notice is given of the assignment, so that students know the importance of the assignment.

In addition, in giving assessment the following will be made clear:-

i) The assignment brief.ii) The expected length e.g. 2,000 words.iv) Required reading and general direction for other reading where relevant.iv) The precise deadline for submission e.g. 10.00 am, 24th Nov.v) Delivery arrangement to the lecturer, e.g. At the start of the

10.00-11.00 lecture on Monday 22nd November in the lecture room.

d) Penalties for late delivery.

The following are the agreed regulations in relation to reduction of marks for late delivery on course DT 341

25% reduction (of mark achieved) for delivery within 24

hours of deadline. 2% reduction per day (including weekend days) thereafter.

For case studies, lecturers will indicate the total available for continuous assessment by case studies over the course of the year.

Students should note that difficulties often arise at the final stages of preparation of continuous assessment for submission. Such difficulties may include virus infection of disks, corruption of disks, loss of disks, theft of disks, printing difficulties either due to


technical difficulties with printing or unavailability of printing in college due to use of printers for lectures or because too many students have left printing to the last minute. Students should plan their work to take account of the possibility of such difficulties arising and should not leave printing to the last moment. In addition, as students advance a piece of work, they should make appropriate back-up copies on floppy disk and by way of hard copy. This will ensure that in the event of the loss of a disk or any technical problem with the disk the student will not have to begin all over again.

If a piece of continuous assessment is submitted late for any of the above reasons or related reasons full penalties will be imposed.

e) Continuous Assessment and Feedback

Students will receive feedback on the marks awarded for continuous assessment. Such feedback will normally be given three weeks after the submission date for the assignment or the class examination.

Continuous assessment is retained by the lecturer for availability at examination board meetings. However, lecturers will return assessment to students for perusal of their marked work, but you must return the work to your lecturer, otherwise your mark cannot be included in your overall assessment for the year.

f) Receipt of Continuous Assessment

You must sign in personally your continuous assessment with the lecturer as indicated when the assignment is given. Failure to do so means it cannot be counted for assessment. (See note below on case studies)

You should not hand in continuous assessment to The School Office, The General Office or to the Porters.

g) Authenticity of Student Work

In order to ensure work authenticity all assignments must be signed by the student at the end of the piece of work. Where there is group work, the assignment must be signed by all members of the group who contributed to the work

Where the work is individual, the signature declares that the work is the work of the student concerned, that no plagiarism is involved and in particular that all sources have been fully acknowledged, and that any data gathering has been genuine and authentic.

Plagiarism is a serious breach of examination regulations and may result in exclusion from all examinations for the remainder of the academic year and exclusion or deferral from resuming your studies.


Where the work is a group project, or a group case study, the signatures verify that;-i) the work is as in the above paragraph andii) all members of the group have read and approved the total work,iii) all members have fairly contributed to the work andiv) all members accept that the mark awarded for the group work will be awarded

to each individual in the group.

Case studies are not normally signed in, except where specified by the lecturer. Instead students are assessed on class presentation. Marks awarded assume conditions (i) to (iv) above. Some lecturers will request hard copy of presentations from all groups in the class and will assess all groups. Individual lecturers will clarify their own approach to the issue. Signatures are not required for case studies. It is assumed that if the group presents in class or hands up the work that they are all bound by conditions i)-iv) above unless an individual student dissents in writing when the case is being handed up or prior to presentation in class.

h) Presentation

For guidelines on presentation see part 2 of the Style Guide


Dublin Institute of Technology

Faculty of Business

School of Marketing

STYLE GUIDE

2007/2008


CONTENTS

Part 1

1. Using Sources 1

2. In-Text Citation 2

2.1 Quotation - When to use 2

2.2 Quotation - Handling the in-text citation 3

2.3 Paraphrase - When to use 3

2.4 Summary - When to use 4

2.5 Introducing Material from Sources 4

3. The List of References 7

4. Other Conventions 12

5. Clarity and Effectiveness of Language 12

6. School Policy on Plagiarism 14

7. References 15


Part 1

1. Using Sources

It is an essential part of submitting an essay/assignment/project/dissertation that you reference your sources.

There is a good practical reason for this: a reader of the paper may want to know where you read about a particular issue, idea, company or case study, in order to follow up on it and read it for himself. This is part of the process of academic research; one of the ways academics keep current with developments and thinking in their field is by reading articles in journals and papers at conferences, and then following up on references used.

In addition, if references are not used then the writer is essentially passing off ideas read elsewhere as his own. This is fundamentally dishonest, and is referred to as plagiarism. The School of Marketing has a strict policy on plagiarism and severe penalties will apply where students do not reference their sources, as outlined in section 6 below.

Citations are the way you acknowledge what sources you have used. There are a number of different conventions used for handling citations. The School of Marketing has chosen to adopt the convention which is known as the Harvard (or “in text” system) because we believe that it is easier for both readers and writers, as the reader sees immediately what the source is, and because footnotes are used only in special cases. You should be aware that there are different referencing systems in use, and that the Harvard system is a parenthetical referencing system, meaning that the citation is listed in the text in parentheses (brackets). It is very close to the parenthetical system from The Chicago Manual of Style outlined in Turabian, K.L. (1996) A Manual for Writers of Term Papers, Theses and Dissertations (6th Edition) Chicago: University of Chicago Press, Chapter 10, and also close to the American Psychological Association style. The conventions we wish you to use are outlined below and you must follow them in presentation of your dissertation.

There are two stages to acknowledging the sources of any information or ideas you use. The first is in-text citation: this is where you acknowledge the use of a source in the body of the text. It is your way of letting the reader know that you have just taken an idea or perspective from a source, used the writer’s ideas in your own words, or indeed quoted directly. At this stage in the text you give the reader an abbreviated version of the reference. The second stage is where you give the source of the information in full. In other words you give the reader the full reference so that she can go and look the source up for herself if she wishes. This is done in a list at the end of the work which is headed “References”.

2. In-Text Citation

Once you have decided to use a source in your text there are three different ways in which you can introduce the material: quotation, paraphrase or summary.

2.1 Quotation - When to useThis is where you take the words directly from a source, without changing anything, and where you must use quotation marks. Beware of overuse of quotation. If you feel that the original expresses the idea much better than you can ever do, then there will be a temptation to quote at length from what you have read. This can lead to a situation where a chapter in your dissertation is dominated by quotations and


simply punctuated with your links. As a result the chapter can seem disjointed, and it can be difficult for your lecturer to assess whether you have actually understood what you have read.

The main exception to this is where you are analysing a primary source. Primary sources are first-hand accounts, interviews, research, surveys, experiments and so on. A student of literature who was commenting on a poem, novel or play would have to quote extensively from this primary source. A student of marketing who was asked to evaluate or comment on a specific piece of research, report or set of results would have to do likewise. Qualitative research, for example is a primary source, and if using this you would quote extensively from interviews.

However, many of the texts you cite will be secondary sources, which draw together information and research from a variety of primary sources. A guidebook or encyclopaedia is a secondary source for example. Many of your textbooks will be secondary sources. Where you are using secondary sources the use of direct quotations need not be as extensive.

A useful set of criteria for the use of direct quotation from secondary sources is suggested by Fowler and Aaron (1995) in The Little Brown Handbook:

Tests for direct quotations

The author’s original satisfies one of these requirements: The language is unusually vivid, bold, or inventive The quotation cannot be paraphrased without distortion or loss of

meaning The words themselves are at issue in your interpretation The quotation represents and emphasises the view of an important

expert The quotation is a graph, diagram, or table

The quotation is as short as possible: It includes only material relevant to your point It is edited to eliminate examples and other unneeded material

Source: The Little, Brown Handbook (1995, p.557)

2.2 Quotation - Handling the In-Text Citation: -When quoting directly from another author you must give the author, year and page and ensure that the full reference is given in the reference list.

Normally quotations should be enclosed in single inverted commas in the text. Use double inverted commas only for quotes within a quote.

Quotations over about forty words in length or four lines of text should not be enclosed in inverted commas but should be block indented from the left and typed in single line spacing, for example: -

Kotler (1994: 290-1) notes:

Sellers can take three approaches to a market. Mass marketing is the decision to mass produce and mass distribute one product and attempt to attract all kinds of buyers. Product variety marketing aims to offer a variety of products to broaden the customer base.

Omissions from the material being quoted should be indicated as follows:-Kotler (1994: 290-1) notes that ‘Product variety marketing aims ....to broaden the customer base’.

2.3 Paraphrase - When to use


To avoid excessively long quotations it is sometimes necessary to paraphrase a writer’s words. In addition a paraphrase may be chosen over a quotation:

Where you feel that the author’s expression, language or presentation is likely to obscure the understanding of the reader

In order to make it clear to the reader that you have read and understood the material For variety, to alternate with quotations

Through paraphrasing you restate the author’s idea or line of argument, in your own words. The ideas are not enclosed in quotation marks but must still be acknowledged. It is not essential to give page numbers, however where a paraphrase contains controversial viewpoints or a starting point for a detailed analysis, a page reference may be included following the author and date.

Mass marketing is an approach which aims to attract a wide spectrum of buyers through the mass production and distribution of one product. (Kotler 1994, p.290) OrKotler (1994) argues that mass marketing is an approach which aims to attract a wide spectrum of buyers through the mass production and distribution of one product.

Section 2.5 Introducing Material from Sources outlines the Harvard style of referencing authors within a given body of text.

2.4 Summary - When to useThis is where you record the gist of an author’s idea. You may want to summarise a paragraph, a section, a chapter or indeed a whole article or book. Summary allows you to bring together the thread of an idea which runs throughout a text. For example you may not wish to summarise an entire article, but rather to summarise what the author says throughout that article on a particular theme. A summary is shorter than the original. Obviously the longer the text you are summarising, the shorter the summary in proportion to the original, and the more skill you will need to achieve brevity without sacrificing accuracy. Capturing the essence of what has been said is a skill.

2.5 Introducing Material from SourcesWhether you are using a quotation, paraphrase or summary, you must at all times try to integrate the material as smoothly as possible into your own text. The way in which material from any source is integrated should help to inform your line of thought, and the reader’s understanding. You can help to achieve this by giving your reader additional information which can aid his understanding of the material, or by putting it in context. For example you could let the reader know:

1. Whether the material supports or contradicts your line of thought. For example: - This approach to product positioning is endorsed by the Chief Executive of Coca Cola Ireland who said at a recent conference “.....”

2. Whether the material is in agreement with most of the other sources you have read. For example: - Unlike most other writers on the subject however, McCarthy (1996) contends that......

3. Who the writer is - where relevant. For example: - Subsequent research (Jones, 1982; Murphy, 1995) supports Kotler’s views on this. (Kotler, 1977; 1982)

4. Who the writer is and from which text you are drawing - where relevant. For example: - Katz and Lazerfeld’s book Personal Influence (1955) has become a classic of interpersonal communications literature, and required reading on all relevant courses.

5. Who the writer is, from which text you are drawing, and what the writer’s credentials are - where relevant. For example: - This report, “Consumer Research after the Millennium”


(Fitzgerald, 1985) is particularly relevant in the context of this paper, as its author, Ian Fitzgerald, now head of research with IIR, was for many years a Director of Consumer Marketing with Proctor & Gamble.

You don’t always have to name the author, source or credentials in your text, as the last three examples above do. In fact, you should be careful that such introductions are only done where they will enhance your text, and not obstruct the smooth flow of your thought in any way.

A critical element in the introduction of any source material is the verb you use in constructing your introductory sentence. Again, Fowler and Aaron (1995) in The Little, Brown Handbook provide a useful list:

Verbs for introducing summaries, paraphrases, and quotations

Introduce borrowed material with a verb that conveys information about the source author’s attitude or approach to what he or she is saying. In the sentence Smith________ that the flood might have been disastrous, filling the blank with observes, finds, or insists would create different meanings. (Note that all these verbs are in the present tense, the appropriate tense for discussions of others’ writings.)

AUTHOR IS NEUTRAL AUTHOR INFERS OR SUGGESTS

AUTHOR ARGUES AUTHOR IS UNEASY FOR DISPARAGING

Comments Analyses Claims BelittlesDescribes Asks Contends BemoansExplains Assesses Defends ComplainsIllustrates Concludes Disgraces CondemnsNotes Considers Holds DeploresObserves Finds Insists DeprecatesPoints out Predicts Maintains DeridesRecords Proposes LamentsRelates Reveals AUTHOR AGREES WarnsReports Shows Admits SpeculatesSays Suggests AgreesSees Supposes ConcededThinks ConcursWrites Grants

Source: The Little, Brown Handbook (1995:558)

The Harvard System or author–date system as it is also known is the most widely used method of acknowledging quotations both direct and indirect. It consists of a citation in the text that points forward to a list of references. Readers then may refer to a list of references, ordered alphabetically at the end of the work, for the source of the quotation. The citation is enclosed in parentheses followed by a full stop thus linking the citation to the sentence where it belongs. There is no punctuation between name and date and, where a page reference is given, a comma follows the date. The abbreviation for page (p.) is used or, if the quotation extends over two pages, the abbreviation for pages (pp.) is used. There are a number of alternative methods of referencing authors within a body of text under the Harvard system. Some of the more common methods are as follows:


Where reference is to an author’s work, but not to a specific page or volume for example when one is paraphrasing the arguments of a specific author, the author’s name is followed just by the date. The alternatives in the author-date system are

(Ferguson 1990) …. Or Ferguson (1990) ….

If reference is being made to a specific volume of a work, the volume, and page number too if appropriate are included within the parentheses:

Ferguson (1990, Vol. 2, p.67) noted ….

o Similarly if reference is being made to a specific chapter this is included within the parentheses:

Ferguson (1990, ch 5)

o If there is more than one author, all are included in the citation

Ferguson and Clark (1990) Note: and as opposed to &

Because it is cumbersome to list all names with multiple authors, the usual practice with four or more names is to use the abbreviation for and others (et al.)

Ferguson et al. (1990)

o Sometimes reference is made to different works. The citation then becomes:

(Ferguson 1990; Clark 1991) agree that … or Ferguson (1990, 1991)

o If reference is to works by the same author published within the same year, the different works are distinguished by the letters a, b, c … after the date

(Ferguson 1990a; Ferguson 1990b)

o On occasion, an author may not be stated. If the work is a book, the title of the work takes the place of the author; if the work is a newspaper article, the newspaper replaces the author:

Politics in Fiji (1992) is a …

It was reported (The Irish Times 8th June 1999, p.14) …

3. The List of References

The reference list should contain a full reference of every work directly referred to in the text. If you have read something as background, but have not used it in the body of your text then it should not appear in your reference list. Your reference list should be in alphabetical order by surname of the author, followed by the first name or initials as given in the work cited. The style to be adopted is the Harvard Style. The rules are outlined below along with a number of examples.

Harvard System:

o No punctuation after initials or date

o If there were multiple authors they would be joined by and as opposed to &


o Book and Journal names in title case i.e. Capitals are used for the first letters of the Key words

o Book and Journal names are given in italics

o Commas separate publishing elements

o Edition is given without brackets or punctuation

o Publisher is followed by place of publication

Referencing a Book:-Surname, Initials (Year of Publication) Title of Publication in Italics, Edition, Publisher, Place

For example:-Kotler, P (1994) Marketing Planning Management: Analysis Planning and Control, 8th

ed, Prentice Hall, New York

Where first edition or none specified: - Kotler, P (1994) Marketing Planning Management: Analysis Planning and Control, Prentice Hall, New York

If a book is edited, the abbreviation ed. or eds is placed in parentheses following the name of the author(s)

Note: The book title should come from a full page and not the spine.

Referencing a book with multiple authors:-Blattberg, R C, Glazer, R and Little, J D C (1994) The Marketing Information Revolution, Harvard Business School Press, Boston

Referencing a chapter or article within an edited work:-When reference is made to a chapter or article in an edited book, both the author and title of the

chapter or article, together with the editor and other details of the book are included in the one bibliographical entry. Thus the reference has three components

- name(s) and initials of author(s) together with date of edited work- title of chapter or article- name(s) of editor(s), title of edited work, publisher and place of publication, this component is

preceded by the word In.

McCann, J M (1994) Generating, Managing and Communicating Insights. In Blattberg, R C, Glazer, R and Little, J D C (Eds) The Marketing Information Revolution, Harvard Business School Press, Boston

Referencing a particular chapter in a book by the same author:-


Blattberg, R C (1994) Modelling Market Responses. In Blattberg, R C, Glazer, R. and Little, J D C (Eds) The Marketing Information Revolution, Harvard Business School Press, Boston

Note: The date cited in the list of references is the date of the edited work (not necessarily the date of the original article) since the edited work is listed as the source of information.

Referencing two publications by the same author from one year:-Kotler, P (1994a) Marketing for Schools and Colleges, Prentice Hall, New York

Kotler, P (1994b) Marketing Planning Management: Analysis Planning and Control, 8th ed, Prentice Hall, New York

Note: If in different years arrange by date of publication; if in same year arrange alphabetically.

Referencing a forthcoming publication:-Blattberg, R.C, Glazer, R and Little, J D C (forthcoming) The Marketing Information Revolution, Harvard Business School Press, Boston

Referencing articles:-In the case of journal articles, the place of publication and the publisher are not included since this

information is usually well known. However, the volume number, issue number if used, and the inclusive page numbers for the article are given.

Author, Initials (Year of Publication) Name of Article. Name of Journal in Italics, Volume or Series Number, Start of article page number

For example:-Levitt, T (1980) Marketing Success through Differentiation of Anything. Harvard Business Review, January-February, 322-40*

[*Note when referencing page numbers of the article it is important to provide the least amount of information e.g. 332-40 not 332-340, page numbers are specified without accompanying abbreviations (p.) or (pp.)].

Referencing an article with multiple authors:-Wind, Y and Cardozo, R (1974) Industrial Market Segmentation. Industrial Marketing Management, Vol. 3 , 153

Referencing Government Reports and Publications:-Department of Labour (1989) Case Studies in Employee Participation, Stationery Office, Dublin

Irish Congress of Trade Unions (ICTU) (1993) New Forms of Work Organisation, ICTU, Dublin

Sometimes if you have a number of government publications it might be better to place them under a separate headingFor example:-


(a) Government Publications(all published by the Government Publications Office, Dublin).(b) Books and Articles(all other books and articles would be referenced as normal under this heading).

Referencing unpublished manuscripts, theses, dissertations and working papers:-Titles of unpublished materials are not italicised or underlined and are in sentence case *

McNally, N (1991) Sales Promotion and Consumer Franchise Building, B.Sc. (Mgmt) unpublished dissertation, Dublin Institute of Technology, Dublin.

McNally, N (1991) Sales Promotion and Consumer Franchise Building, B.Sc. (Mgmt) Working Paper, Department of Business and Management, Dublin Institute of Technology, Dublin.

*Sentence case uses capitals for the first letter of the first word and for proper nouns

Referencing Newspaper Articles:-Newspaper or magazine articles are treated similarly to periodicals except that it is normal to

precede the page numbers with the abbreviation p. or pp. as appropriate:

Author, Initials (Year of Publication) Name of Article. Name of Newspaper in Italics, Date, Start of article page number

For example:-Myers, K (2000) The Youth of Today. The Irish Times, 11th March, p.14

Referencing Electronic Sources:

The primary objective in making reference to an item, whether in print or electronic format, is to give enough information so that it can be located by the reader. Referencing electronic sources is not unlike referencing print sources, however two new elements are introduced, a “type of medium” statement such as online, CD-ROM, or disk and an “available” statement, which generally replaces the information on place of publication and publisher. Punctuation must be used sparingly as a stray full stop, comma, or slash can be mistaken for part of an address. The guidelines below adhere closely to the APA (American Psychological Association) style of citation (not the Harvard system), this is the preferred style for referencing electronic sources.

Referencing Electronic Sources – CD-ROM and Commercial Online Databases:-

Author. (Date). Title (Edition), [Type of Medium]. Producer (optional). Available: Supplier/Database identifier or number


Sternberg, M.L.A. (1994). The American Sign Language Dictionary on CD-ROM (Windows version), [CD-ROM]. Available: HarperCollins

If no author is given the title becomes the first element of the reference, and the work is alphabetised in the reference list by the first significant word in the title. The “Type of medium” statement, defining the format of this title, should precede the date.

Title (Edition), [Type of Medium]. (Date). Producer (optional). Available: Supplier/Database identifier or number orOxford English Dictionary Computer File: On Compact Disc (2nd Ed.), [CD-ROM]. (1992). Available: Oxford UP If the work is under regular revision, use the date of the last revision, or if that cannot be determined, give the date on which the search was done.

Referencing Electronic Sources - HTTP:-Author. (Date). Title (Edition), [Type of medium]. Available HTTP: URL orTitle (Edition), [Type of medium]. (Year). Available HTTP: URL

For example:-Lehman, M.A. & Brown, R.H. (1994). Intellectual Property and the National Information Infrastructure [Online]. Available: http://www.uspto.gov/nii/ipwg.html orEducating America for the 21st Century: Developing a Strategic Plan for Educational Leadership for Columbia University - 1993-2000 (Initial Workshop Draft), [Online]. (1994). Available: http://www.ilt.columbia.edu/CONF/EdPlan.html

Note: Citing Electronic Sources is a relatively new phenomenon, which tends not to be outlined in the traditional style guides. A good reference is Li, Xia and Crane, Nancy B. (1996) Electronic Styles: A Handbook for Citing Electronic Information (2nd Edition) New Jersey: Information Today.

4. Other Conventions

Use of Lecture NotesDo not use citations from your lecture notes. These are intended as the framework and the basis from where your reading and self-study begins. Go to the sources suggested and refer to these directly.

AbbreviationsAcronyms should be spelled out in full on first usage, for example European Monetary System (EMS) and as EMS thereafter.Omit full stops in abbreviations consisting of capitals, e.g. ERM, SMEAvoid contractions in the text such as e.g. i.e. viz. as these are a form of shorthand.Non-English worlds should be italicised unless these are reasonably common terms.

Numbers Numbers less than 10 should normally be spelt out e.g. four companies.

Percentages


Use ‘per cent’ in the text and % in tables

Figures and GraphsFigures and graphs should have a title and should be numbered in separate series by chapter and in order of appearance e.g.

Figure 4.1 Non Media Expenditure is the first figure in section 4 whileFigure 4.2 Trends in Non Media Expenditure is the second figure in section 4.

The axis of graphs should be clearly labelled. Each line in a graph should be labelled or you may provide a ’key’ or ‘legend’ to the diagram. The source for the graph of table should be given.

TablesAgain tables must have a title and the source for the table be clearly given. Tables should be numbered in separate series by chapter and in order of appearance.

Footnotes and EndnotesThese should generally be avoided. Where footnotes or endnotes are used they should be numbered sequentially within your paper.

Footnotes must appear at the bottom of the page on which they are introduced. Endnotes should be placed at the end of the paper.

5. Clarity and Effectiveness of Language

The reader of your dissertation has only your written word on which to base her judgement. Therefore the clearer and more effective your expression and use of language then the better you will be understood. Some tips follow.

SpellingMicrosoft Word has a spell-check option. Always use the UK English version.

VocabularySpell-checking a document does not ensure that you have chosen the correct word in the context in the first place. Microsoft Word also has a thesaurus, which can be useful and once again you should ensure that you are using the UK English version. In general a hardcopy dictionary and a thesaurus are invaluable aids to good writing and correct use of vocabulary.

GrammarGrammar and the construction of effective sentences is the kernel of clear expression. If in doubt keep it simple. Microsoft Word has a grammar option, but we are cautious in recommending this, having seen some of the more bizarre sentences to emerge from consulting it. As a general rule of thumb use this tool, if at all, with caution. If you are aware that grammar is your weak point we recommend that you avoid this tool in Microsoft Word, and instead purchase, keep close at hand and consult frequently with a good textbook on the subject. There are a number of good textbooks on the market. A particularly good reference, which has been referred to throughout this guide is :Fowler, H. Ramsey and Aaron, Jane E. (1995): The Little, Brown Handbook (6th Edition) New York: Harper Collins College Publishers.

Common ErrorsAvoid confusing the words below. As these words are perceived as basic, their misuse gives your work the appearance of illiteracy.

to, two, toothere, their, they’reyour, you’rewere, where


its, it’sare, our


6. School Policy on Plagiarism

Plagiarism occurs when you fail to acknowledge the words or ideas of others. Specifically it occurs when:

Phrases, sentences, paragraphs or whole sections are copied from a source and not acknowledged

Ideas are paraphrased or summarised without citing the source Other students’ work is handed in as your own Papers are written in conjunction with other students where the requirement is for an individual

piece of work

Deliberate plagiarism is a severe offence, results in a zero mark for the assessment in question, and may result in disciplinary action.

From time to time it is possible that accidental plagiarism occurs. For example a student may give a quotation and reference it, without using quotation marks. This is then read as paraphrase by the assessor. This also constitutes plagiarism but once you have actually cited and referenced your source the offence is relatively minor. In this instance the reader may give the writer the benefit of the doubt that he simply forgot to put in quotation marks. Don’t forget that the difference in style always makes this kind of plagiarism obvious to the reader: your lecturers can easily identify where your writing style stops and the three paragraphs from another source begin. However there is little point in arguing that your plagiarism is accidental to the examiner if it falls into any of the categories described above.

Knowing what to acknowledge is sometimes a difficult task. After all, students ask, isn’t every possible claim you could make already made somewhere? Isn’t it impossible to avoid plagiarising someone, somewhere, even if you don’t know that you are doing it?

A useful guide is to try and distinguish into which of the three categories below the point you are making falls.

Your independent materialYour thoughts, ideas, observations, research results - none of these need to be acknowledged as they are truly your own. For example it is perfectly acceptable to make a point about crowd behaviour in the relevant context, based on your own experience of attending football matches.

Common KnowledgeStandard information in any field of study, together with common-sense observations fall into this category. Standard information includes the major facts of history. So for example the dates of World War II do not have to be referenced, whereas a reference to the causes of the war does, as these are a matter of interpretation, analysis, evaluation and historical scholarship. A common-sense observation could take the following form for example: “Inflation is most troublesome for those on low and fixed incomes”. However, comments from the ESRI regarding the probability of inflation in the Irish economy over the coming year are not common-sense observations, and must be referenced.

Someone Else’s MaterialAll material that does not fall into the above two categories must come from somewhere, and therefore must be acknowledged. If you are using ideas, perspectives, themes, words, phrases, paragraphs - any material - which are neither your own nor common knowledge then they must be referenced. So for example, if you refer to cross-cultural differences in the meanings of gestures in crowds, then it is clear that this could not have come from your observation but must have been researched by someone. Unlike your own observations about the crowds at football matches you have attended, this piece of information must be acknowledged.


7. References

Anderson, J and Poole, M (1994) Thesis and Assignment Writing, 2nd ed, John Wiley & Sons, Brisbane

Fowler, H R and Aaron, J E (1995) The Little, Brown Handbook, 6th ed, Harper Collins College Publishers, New York

Li, X and Crane, N B (1996) Electronic Styles: A Handbook for Citing Electronic Information, 2nd ed, Information Today, New Jersey

Turabian, K L (1996) A Manual for Writers of Term Papers, Theses and Dissertations,6th ed, University of Chicago Press, Chica


DUBLIN INSTITUTE OF TECHNOLOGY

STUDENT REGULATIONS GOVERNING THE USE OF COMPUTER RESOURCES

1. Introduction

A. Email/Internet services are Institute facilities intended for use for teaching, learning, research and administration in support of the Institutes objectives.Email addresses and Internet access, (where available to students), are provided for this purpose.

B. Computing resources are provided to support the academic, research, institutional, and administrative objectives of the Institute. These resources are intended for the sole use of the Institute’s staff, students and other authorised users (“users”) to accomplish tasks related to the user’s status and duties as a member of the Institute consistent with the Institute’s objectives. These resources, including software and data provided by the Institute, must not be used for commercial use or significant personal use.

C. Computers are powerful communication tools and must be used wisely. Use of these resources in a manner which contravenes these Regulations may result in disciplinary action which may include suspension or expulsion from the Institute.

D. The basic principle is that all users are expected to use common sense and to conduct themselves in a professional and appropriate manner in their emails and use of the Institute’s computer facilities and the Internet. Students are reminded that network postings or messages may be archived for years in various Internet search databases. In addition, these messages may be produced to others or to a Court in connection with litigation or disclosed under the Freedom of Information Act.

E. Users are individually accountable for all actions associated with their use of the Institute’s information and technology systems.

F. Use of the Institute’s computer facilities is a privilege granted to Institute students and the Institute reserves the right to withdraw or limit access to such facilities.

G. These Regulations apply to all registered students of the Institute and to all users of Institute computer resources other than members of staff of the Institute.

2. Confidentiality

A. The Institute does not provide users a guarantee or right to privacy or confidentiality in connection with the use of email and internet systems, and users should have no expectation of privacy in this regard.

B. The Institute reserves the right to retrieve information from its computers for the purpose of finding lost information or retrieving information lost due to system failure. The Institute reserves the right to monitor computer usage if there is a suspicion on reasonable grounds of criminal activity or any breach of these Regulations, and in this event there should be no expectation of prior warning or notice.

document.doc704/12/235:59 AM

C. Such monitoring includes the generation of logs which may be posted to detect and establish breaches of these Regulations. The Institute’s computers and networks are Institute property and subject to standard maintenance and auditing activities as well as reasonable cause searches without notice to employees or students.

D. Users consent to such monitoring and accept that it is essential to properly safeguard the business of the Institute and to protect the rights of all employees/students.

E. Data is backed up as a regulator feature of network administration. Deletion of email messages and other data does not necessarily prevent the retrieval of items. The Institute will not accept liability for lost or deleted data.

3. Use of Computer Resources

A. General

Users are required to abide by the law, by these Regulations, by the Data Protection Legislation, by the HEAnet Acceptable Usage Policy (attached), and by any additional regulations as may be laid down from time to time, in relation to the proper usage of computer equipment and materials.

It is the user’s responsibility to be informed of the correct operating procedures for the computer resources or products used. A user who is uncertain as to the correct procedure in any situation should obtain clarification before proceeding.

Users must not engage in conduct which interferes with others’ use of shared computing resources and/or the activities of other users, including studying, teaching, research and administration in or for the Institute.

B. Reporting/Queries

Users must immediately advise the relevant members of staff of any suspected acts of violation, breach in the security system or virus.

If users have any queries about the Institute’s information and technology systems they should seek advice from the relevant member of staff.

C. User Access

Users must not utilise any other person’s access rights.

Users must not attempt to gain access to resources or data for which they have not been specifically authorised nor should they attempt to bypass or probe any security mechanisms governing access to the computer systems.

A user must not misrepresent himself or herself as another individual in electronic communications.

Users must not divulge their Institute email address to any website that is not required by virtue of their designated duties, studies or research.


D. Content

The Institute’s computer facilities and services should not be used to create, send, post, download, forward, view, store or display offensive, abusive, slanderous, vulgar, threatening or defamatory messages, text, graphics, or images or material from whatever source which may put the Institute at risk of prosecution, civil action, embarrassment or loss of reputation. This includes harassment, discrimination and intimidation of individuals on the basis of race, sex, religion, ethnicity, sexual orientation, disability, age marital status, family status or membership of the traveller community, etc. Specific examples include, but are not limited to, material that:

is sexually explicit (whether visually or in written form) including descriptions or images of nudity or sexual acts;

is discriminatory; advocates or supports violent or criminal acts; involves gambling; is by way of chain letter; violates copyright laws; breaches the Institute’s harassment guidelines; involves use or transfer of unauthorised or unlicensed software; involves knowingly transferring viruses or virus based files; involves participation in responses to SCAMS, SPAMS or illegal activities.

Provided that the user first obtains the consent in writing from his or her Head of School or other designated officer, access to material described above for the purposes of bona fide study or research undertaken as part of an Institute programme of studies is not prohibited.

Email messages should be accurate, courteous and necessary.

Users should note that all messages on the Internet or access to Internet sites coming from the Institute’s information and technology systems are identified as Institute activities. Electronic mail will be treated as a record of the Institute. It may be required to be retrieved as legal evidence. Therefore electronic mail should be used in the same way as other forms of written communication on Institute notepaper and all electronic mail messages should be regarded as permanent documents which will or may become public whether under the Freedom of Information Act or otherwise.

Users must not use Institute computer facilities to comment or communicate unofficially on any legal disputes or actions involving the Institute, its employees or students.


E. Computer Security

Users must not remove the Institute’s information and technology equipment from Institute premises without prior authorisation of Head of Department or more senior officer. Users are responsible for the safekeeping of such information in computers whilst they are off-site and for reporting any associated loss of such information or computers to Head of Department or more senior officer.

Users must ensure that they do not deliberately or otherwise corrupt or destroy any software or data facilities or equipment accessible to them or introduce viruses to these resources. Users must not physically damage or deface any computer, ancillary equipment, documentation or related materials.

Messages should not be sent to a larger audience than is reasonably justifiable, in particular when they contain attachments.

Care should be taken when addressing email messages, to avoid mis-delivery.

Large and non-essential Internet downloads should be avoided, especially during peak hours, when they may be likely to impact on network performance.

Users are advised that software products are covered by licensing agreements. Such products and related materials shall not be copied.

Eating, drinking and smoking are strictly forbidden in any computer service area.

Users may not remove, disconnect, power off or otherwise interfere with any item of computer equipment without authorisation.

F. Compliance

Users must comply with the instructions and advice of Institute staff having responsibility for provision and support of computer services and for regulation of their use.

Users must produce their student card to any member of the Institute staff when requested to do so.

4. Discipline

Any user in breach of these regulations is liable for the legal and disciplinary consequences of that action which may take the form of withdrawal of facilities, suspension, expulsion or prosecution.



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School of MarketingSchool of Accounting & Finance Head of School

Kate Uí GhallachóirRoom 3-064(3rd Floor) Ph 402

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DT365 Degree in Business & Management

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DT341: Degree in MarketingDT503: Certificate in Marketing

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