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COURSE OUTLINE: AB1501 Marketing
A) Course Aims
B) Intended Learning Outcomes (ILO)/Objectives
- Analyse the marketing environment of different industries in Singapore.
- Design optimal marketing strategies and tactics.
- Establish clear priorities and plans of action for the task with defined task objectives to fulfill goals within a planned schedule for execution of a team project.
- Effectively communicate and persuade your audience of the optimal marketing decisions and recommendations.
- Utilise generative AI and marketing insights from research to design effective social media content.
C) Course Content
- Introduction to Marketing.
- Analysing the Marketing Landscape.
- Segmentation and Targeting.
- Positioning and Differentiation.
- Marketing Mix (Product).
- Marketing Mix (Price).
- Marketing Mix (Place).
- Marketing Mix (Promotion).
- Buyer Behaviour (Consumer and Organisational).
- Marketing Management.
- Marketing Research.AB1501 Marketing
D) Assessment (includes both continuous and summative assessment)
|
Component |
ILO Tested |
NBS Learning Goals |
Weightage |
# Team / Individual |
Assessment Rubrics (See Annex B) |
|
1. Proposal (All members need to present) |
ILO1, ILO2, ILO4 |
Problem Solving & Decision Making, Oral Communication, Teamwork and Interpersonal Skills |
10 % |
Team (5 % for the content of Slide Deck Report of Proposal) Individual (5 % for the individual oral presentation) |
Annex A3: Problem Solving and Decision-Making Rubric (Team), Annex A4: Oral Presentation Rubric (Individual)
Annex A1: Peer Evaluation rubric
|
|
2.Marketing Plan
Slide Deck Report and Presentation
(All members need to present)
|
ILO1,
ILO2,
ILO4
|
Problem Solving & Decision Making, Oral Communication,
Teamwork and Interpersonal Skills
|
45 % |
Team (25 % for the content of Slide Deck Report of Marketing Plan) Individual (20 % for the individual oral presentation) |
Annex A3: Problem Solving and Decision-Making Rubric (Team),
Annex A4: Oral Presentation Rubric (Individual)
Annex A1: Peer Evaluation rubric
|
| 3. Reflection Journal |
ILO3 |
Planning & Execution
|
9 % |
Individual |
Annex A6: Planning Rubric |
|
4. Participation |
ILO1, ILO2, ILO4 |
Class Participation |
20 % |
Individual |
Annex A2: Class Participation Rubric |
| 5. Experiments or Research Article Critique* |
ILO5 |
Acquisition of Knowledge |
9 % |
Individual |
Annex A5: Research Article Critique Rubric |
| 6. Social Media Content Marketing |
ILO5 |
Critical and Creative Thinking |
7 % |
Individual |
Annex A7: Social media content |
|
Total |
|
|
100% |
|
|
The Proposal assignment requires your team (of 4-5 students) to come up with a short proposal for a viable business idea. Your team is to hand in the softcopy and hardcopy of the Slide Deck Report for your proposal before the start of your tutorial session. Your team is to do an Oral Presentation on your proposal slide deck report. As the oral presentation is assessed on an individual basis, all team members must present for this presentation.
Based on the feedback received for your proposal, your team is to come up with a full marketing plan. Your team is to hand in the softcopy and hardcopy of the Slide Deck Report for your proposal before the start of your tutorial session during Teaching Week 11. Your team is to do an Oral Presentation on your marketing plan slide deck report. As the oral presentation is assessed on an individual basis, all team members must present for this presentation. Please be prepared to respond to questions which may include marketing concepts.AB1501 Marketing
As the proposal slide deck report content and the marketing plan slide deck report content are based on a team effort, all members of your team will get the same marks for the content of these assignments. You should bring any concerns about any of the team member(s) (e.g., lack of effort) to the attention of your respective tutor during the preparation period, so these concerns can be addressed. Peer evaluation will be conducted for both team projects via Eureka. See Annex A for the relevant rubric for peer evaluation. If any team member scores an average rating of 6 and below (i.e., the mean of the ratings from all other team members) for the criteria of Contribution, your tutor will engage directly all the team members about the issue(s) at hand. If your tutor deems that a team member has not contributed sufficiently after looking into the matter, a penalty will be dealt to the offending team member. The course coordinator will also be consulted on this matter before any penalty is finalised. This process is to ensure that no student is unfairly accused of not contributing to the team projects without clear supporting evidence.
Moreover, the peer evaluation results for both the proposal assignment and the marketing plan assignment will be released to your peers to give them quantitative feedback and qualitative feedback (i.e., what they have done well, what can be improved upon). Teamwork is essential skill set for students to learn.
Please make sure that you keep any negative comments civil. Even though you should raise any concerns that you might have about your team members, that does not mean you can use inappropriate language and be offensive in general.
Reflection Journal
The first step is an ungraded submission for your tutor’s reference. Your team is expected to submit your team objectives, team task deliverables, and team milestones. Your team is expected to discuss these aspects and agree upon them before making the submission to your respective tutor.
Building on that, you are to do complete your own graded reflection about your own objectives, task deliverables and milestones. This reflection essay will be assessed on an individual basis. You will need to declare the use of generative AI or tools for your final individual submission. So, please include the declaration for generative AI (see NTULearn for the declaration template) as part of your submission.
Participation in class discussions is critical and will be assessed throughout the course. This includes appropriate responses to questions, raising questions or comments in the Q&A forum, and participation during mandatory feedback/consultation sessions with your tutor for your team project. Participation should be constructive and not disruptive.
You are expected to participate in 3 short experiment sessions (maximum length of 20 minutes excluding administration) conducted by NBS professors/post-graduate students OR do a short critique (with citations from credible research sources) on an article regarding marketing research methodologies. The exposure to these different marketing research will help you understand how research is being done. A debrief will be done to help you understand the consumer insights that are to be drawn from such research. If you decide on the critique, please include the declaration for generative AI (see NTULearn for the declaration template) as part of your submission.
You will be working on a piece of social media marketing content in one of the tutorial class sessions along with your team members first. Your team will be tasked to create a piece of social media content to market certain product or services to a specific target segment. The social media content can be a post, image, and/or video (for video, it can be just a storyboard of the video you intend to post). Your team is expected to use generative AI (e.g., Bing Chat – Creative Mode, Google Bard, ChatGPT, Midjourney) to aid you in this task. Your team will be given feedback by your respective tutor and fellow students during the tutorial session. This part of the submission is ungraded.
Based on the feedback, you have to work on refining the content on an individual basis. You are to draw on consumer research (similar to that used for the experimentsthat you will be participating in) to refine your idea and to make your social media content more effective. You will be assessed on your final creative output and your explanation on how this piece of social media content will be effective in reaching your desired outcome. Please cite credible research sources to support your explanation. You will need to declare the use of generative AI or tools for your final individual submission. If you have used generative AI to generate the final submission, you should provide the prompts you have used to generate the final recommended social media content in order to demonstrate your personal creative input in this task. So, please include the declaration for generative AI (see NTULearn for the declaration template) as part of your submission.
E) Formative feedback
F) Learning and Teaching approach
|
Approach |
How does this approach support you in achieving the learning outcomes? |
|
Lectures |
As indicated in the course schedule, each lecture covers one or more topics. The topics will also be discussed during the weekly tutorial sessions. Given the short lecture length, it will not be possible for every aspect of the topics to be covered during the lectures. Hence, the focus of the lectures is the clarification and explanation of the fundamental marketing frameworks and concepts. To facilitate your own learning, you should read the relevant materials before each lecture. The required textbook (Principles of Marketing, An Asian Perspective) has a strong global orientation that can help broaden your understanding of marketing in practice worldwide. References to the required textbook are provided in the course schedule and the specific lecture slides. Recent articles and videos from various resources are also included as references. These references are provided to encourage you to explore beyond the textbook about the different marketing topics.
Dr. Lim will conduct the lecture live online on Wednesday for all the students in the course. The video will be recorded each week and posted on the main AB1501 NTULearn page. A telegram channel is available for you to post questions and queries about the topics being covered each week during the lecture. You have a choice of attending the live lecture sessions for you to have immediate engagement and asking questions and/or watch the recorded videos and ask questions asynchronously. As the lecture will be only an hour long, there will be supplementary videos for different topics to cover some aspects in greater detail to deepen your understanding of the topics.
|
|
Tutorial Sessions and Graded Assignments |
The students will break up into different tutorial class group sessions (2 hrs each) each week (starting Week 02). Your respective tutor will facilitate the session. The tasks for each tutorial session and graded projected are designed to help you to apply marketing frameworks and concepts to resolve marketing-related concerns. Given that there is no single solution to any of the tasks given, each task is a platform to encourage discussion about the different possibilities and perspectives. Through the class discussion with your peers and respective tutor, you will be able to learn through a cooperative learning process and share your own knowledge with others. If everyone is well prepared for the tasks, it will help facilitate the class discussion. Therefore, you are expected to prepare for the task(s) before each tutorial session. This cooperative learning approach can also help develop your communication skills.
For the graded assignments, all submissions are to be done online (i.e., to be uploaded to NTULearn). Therefore, the requirements of the assignments will not need to change in the event of increased social distancing restrictions and you can plan accordingly without expecting major changes. Your respective tutors will brief you further on the assignments in the first tutorial class session. Your team will have ½ hr each tutorial session to work directly with the tutors on the marketing project. |
|
Experiments |
Marketing research is an integral part of the entire marketing process. Properly designed research can help marketers make better marketing decisions and further the understanding of the marketing environment. A substantial amount of such research is done at universities. Hence, this course aims to expose you to such academic research by providing you with the opportunity to take part in marketing-related experiments. Professors and/or post-graduate students from Nanyang Business School conduct these experiments. As part of your continuous assessment, you can choose to attend the experiments that are allocated to you over the duration of the semester. If you do not wish to attend the experiments for any reason, you can choose to write a short critique on a research-related article as an alternative. |
G) Reading and References
Chin-Tiong, P.K.G.A.A.S.L.S. T. (2022). Principles of Marketing, An Asian Perspective (5th ed.). Pearson International Content.
Supplementary Readings
H) Course Policies and Student Responsibilities
(1) General
(2) Absenteeism
I) Academic Integrity
As a student, it is important that you recognize your responsibilities in understanding and applying the principles of academic integrity in all the work you do at NTU. Not knowing what is involved in maintaining academic integrity does not excuse academic dishonesty. You need to actively equip yourself with strategies to avoid all forms of academic dishonesty, including plagiarism, academic fraud, collusion and cheating. If you are uncertain of the definitions of any of these terms, you should go to the academic integrity website for more information. Consult your instructor(s) if you need any clarification about the requirements of academic integrity in the course.
J) Course Instructors
|
Instructor |
Office Location
|
Phone |
Email |
Consultation Hours |
|
Lim Boon Chong (Course Coordinator) |
ABS-06-100 |
6790-5710 |
[email protected] |
By appointment |
|
Donald Tan |
- |
- |
[email protected] |
By appointment |
|
Diyana Syafiqah |
- |
- |
[email protected] |
By appointment |
|
Francis Hau |
- |
- |
[email protected] |
By appointment |
|
Jacky Chua |
- |
- |
[email protected] |
By appointment |
|
Johnny Ang |
- |
- |
[email protected] |
By appointment |
|
Rebekah Lin |
- |
- |
[email protected] |
By appointment |
|
Nimisha Kesarwani |
- |
- |
[email protected] |
By appointment |
|
Wayne Kwan |
- |
- |
[email protected] |
By appointment |
K) Planned Weekly Schedule
|
Week # |
TOPICS |
Learning Objectives |
Learning Objectives |
| 1 |
Introduction to Marketing
Analysing the Marketing Landscape
|
ILO1 |
PM Chapter 1, 2, 3, and 20 No tutorial this week |
| 2 |
Analysing the Marketing Landscape (Continued) Segmentation and Targeting |
ILO1, ILO2 |
PM Chapter 2 ,3, 7, and 18 First tutorial for introduction and administration |
| 3 |
Segmentation asnd Targeting (Continued)
Positioning, and Differentiation
|
ILO1, ILO2,
ILO4
|
PM Chapter 2 and 7 Tutorial on Analysing Marketing Landscape |
| 4 |
Product |
ILO1, ILO2,
ILO4
|
PM Chapter 8 and 9 Tutorial on Segmentation, Targeting, Positioning, and Differentiation Submission of Team Objectives, Task Deliverables, and Milestones (Ungraded) |
| 5 |
Price
|
ILO1, ILO2,
ILO4, ILO5
|
PM Chapter 10 and 11 Tutorial on Product Reflection Journal Submission |
||
| 6 |
Place |
ILO1, ILO2,
ILO4, ILO5
|
PM Chapter 12 and 13 Start of Experiments for the Semester until Week 11 Proposal Slide Deck Report Submssion Proposal Presentation and Q&A |
| 7 |
Promotion |
ILO1, ILO2,
ILO4, ILO5
|
PM Chapter 14, 15, and 16 Feedback Session for Proposal |
| 8 |
Promotion (Continued) Consumer Buyer Behaviour |
ILO1, ILO2,
ILO4, ILO5
|
PM Chapter 5, 15, 16, and 17 Tutorial on Price |
| 9 |
Consumer Buyer Behaviour (Continued) Organisational Buyer Behaviour |
ILO1, ILO2,
ILO4, ILO5
|
PM Chapter 5, 6, and 20 Tutorial on Place and Promotion |
| 10 |
Marketing Management |
ILO1, ILO2,
ILO4, ILO5
|
PM Chapter 1, 2, and 20 Social Media Content Marketing Discussion (Team – Ungraded) |
| 11 |
Marketing Research |
ILO1, ILO2,
ILO4, ILO5
|
PM Chapter 4 Marketing Plan Slide Deck Report Submission Marketing Plan Presentation and Q&A (Session 1) |
| 12 |
Marketing Research (Continued)*
*Includes Debrief for Experiments |
ILO1, ILO2,
ILO4, ILO5
|
PM Chapter 4 Marketing Plan Presentation and Q&A (Session 2) |
| 13 |
Summary |
ILO1, ILO2,
ILO3, ILO4
|
Tutorial to summarise key learning points and discuss the role of marketing research in marketing Social Media Content Marketing Individual
Submission
|
ANNEX A1: ASSESSMENT CRITERIA FOR TEAMWORK & INTERPERSONAL SKILLS (PEER EVALUATION) RUBRIC
|
Traits |
|
Performance |
|
1. Roles and Responsibility (RR)
Behaves professionally by upholding responsibility and assuming accountability for self and others in progressing towards the team’s goal.
|
Scant
Unclear about his/her own role; refuses to take a role in the group; insists to work individually and has limited coordination or communication with others.
|
Substantially Developed Always fulfills responsibilities; performs his/her role within the group with enthusiasm and demonstrates willingness to work collaboratively. |
|
Evaluation: Not Yet 1 2 3 4 5 6 7 8 9 10 Substantially Developed |
||
|
2. Communication (CM)
Identifies appropriate mechanisms to
coordinate and correspond with team
members.
|
Scant
Modes of communication are not appropriate, causing confusion and miscommunication among team members.
|
Substantially Developed
Modes of communication are appropriate, and maintaining timely communication and correspondence with team members.
|
|
Evaluation: Not Yet 1 2 3 4 5 6 7 8 9 10 Substantially Developed |
||
|
3. Conflict Resolution (CR)
Resolves conflicts using a variety of
approaches.
|
Scant
Does not recognize conflicts or is unwilling to
resolve conflicts.
|
Substantially Developed
Consistently resolves conflicts through facilitating open discussion and
compromise.
|
|
Evaluation: Not Yet 1 2 3 4 5 6 7 8 9 10 Substantially Developed |
||
|
4. Relationship (RS)
Maintains cooperative interaction with other team members regardless of individual /cultural differences and respects diverse perspectives.
|
Scant
Rarely listens to others and does not acknowledge the opinions that differ from his/her own.
|
Substantially Developed
Engages in respectful relationships with all other members in the team. Embraces and accepts diverse points of view without prejudice. |
|
Evaluation: Not Yet 1 2 3 4 5 6 7 8 9 10 Substantially Developed |
||
|
5. Contributions (CT)*
Contributes positive input for the team; effectively utilises one’s knowledge and expertise.
|
Scant
Largely disinterested in working in a group and refuses to participate; observes passively or is unwilling to share information with other team members.
|
Substantially Developed
Actively attends and participates in all activities and provides meaningful contribution in articulating ideas and opinions.
|
|
Evaluation: Not Yet 1 2 3 4 5 6 7 8 9 10 Substantially Developed |
||
ANNEX A2: ASSESSMENT CRITERIA FOR CLASS PARTICIPATION RUBRIC
|
Traits |
Performance |
||
|
1-2 |
3 |
4-5 |
|
| Contribution Frequency |
Does not speak up/contribute in class |
Occasionally speaks up/contributes in class |
Speaks up/contributes frequently in class |
|
Contribution Quality |
Contributions lack substance |
Contributions demonstrate knowledge of subject matter |
Contributions are constructive and insightful |
ANNEX A3: ASSESSMENT CRITERIA FOR PROBLEM SOLVING AND DECISION-MAKING RUBRIC (TEAM)
|
Traits |
Performance |
|
|
Define the Problem |
Not Yet
Does not identify the problem clearly; demonstrates limited understanding of the problem or related contextual factors.
|
Substantially Developed Identifies the problem clearly and thoroughly; demonstrates the ability to construct a clear and insightful problem statement with evidence of all relevant contextual factors. |
|
Evaluation: Not Yet 1 2 3 4 5 6 7 8 9 10 Substantially Developed |
||
|
Devise Strategies to Solve the Problem
|
Not Yet
Selects a strategy without regard to fit; does not demonstrate the ability to consider new strategies even if his / her approach is clearly not appropriate; identifies alternatives that reflect limited understanding of the situation.
|
Substantially Developed
Identifies multiple strategies for solving the problem that apply within a specific context; demonstrates the ability to invert a process to form a plan and clearly articulates his / her decision-making process; identifies alternatives that reflect an in depth understanding of the situation.
|
|
Evaluation: Not Yet 1 2 3 4 5 6 7 8 9 10 Substantially Developed |
||
|
Assess Implementation
Feasibility
|
Not Yet
Does not examine how well thestakeholders / beneficiaries are involved and not able to identify areas of risk and possible sideeffects. Does not specify how the implementation will be monitored and controlled. No indicators or instruments to review or analyze the success of the action.
|
Substantially Developed
Clearly assess how well the stakeholders / beneficiaries are involved; considers areas of risk and provides insights in addressing possible sideeffects. Able to state how the implementation will be monitored effectively; identifies the stages at which progress should be measured and specify what results are expected to have been achieved at these stages.
|
|
Evaluation: Not Yet 1 2 3 4 5 6 7 8 9 10 Substantially Developed |
||
ANNEX A4: ASSESSMENT CRITERIA FOR ORAL COMMUNICATION RUBRIC (INDIVIDUAL)
|
Traits |
Performance |
||
| Communication Outcome (20 %) |
• Has a clear message for audience
• Maximizes likelihood of audience accepting the message
• Use marketing concepts and frameworks to convince your audience of efficacy of recommendations
|
Not Yet
Central message is not explicitly stated in the presentation. Main points are not clearly identified, audience unsure of the direction of the message.
|
Substantially Developed
Central message is precisely stated; main points are clearly identified.
|
|
Evaluation: Not Yet 1 2 3 4 5 6 7 8 9 10 Substantially Developed |
|||
|
Situational
Factors (20 %)
|
• Addresses audience needs
• Builds rapport with audience
|
Not Yet
Topic is irrelevant to audience needs and interest. No attempt made to connect topic to audience. |
Substantially Developed
Connection of topic to audience needs and interest is stated with sophistication. Identifies and expresses a deep understanding of the target audience.
|
|
Evaluation: Not Yet 1 2 3 4 5 6 7 8 9 10 Substantially Developed |
|||
|
Design Factors
(60 %)*
|
Structure
• Organises content coherently
• Signals transitions between points
|
Not Yet
Organisational pattern (specific introduction and conclusion, sequenced materials within the body, and transitions) is not observable.
|
Substantially Developed
Organisational pattern is clearly and consistently observable and makes the content of the presentation cohesive.
|
|
Evaluation: Not Yet 1 2 3 4 5 6 7 8 9 10 Substantially Developed |
|||
|
Verbal
• Speaks at appropriate speed and volume
• Uses correct grammar and pronunciation
|
Not Yet
Grammar, pronunciation, and word choice are deficient. Vocal delivery is too soft or too fast to understand; gap-fillers interfere with expression.
|
Substantially Developed
Free of errors in grammar and pronunciation; good choices of word enhance clarity of expression. Vocal delivery is varied and dynamic. Speech rate, volume, and tone facilitate audience comprehension. Minimal gap fillers.
|
|
|
Evaluation: Not Yet 1 2 3 4 5 6 7 8 9 10 Substantially Developed |
|||
|
Non-Verbal
• Establishes eye contact
• Uses gestures and movement to
convey energy and confidence
|
Not Yet
Eye contact, posture, gestures, movement, and facial expressions are inappropriate and significantly distracting.
|
Substantially Developed
Eye contact, posture, gestures, movement and facial expressions make the presentation compelling, and speaker appears polished and confident.
|
|
|
Evaluation: Not Yet 1 2 3 4 5 6 7 8 9 10 Substantially Developed |
|||
ANNEX A5: ASSESSMENT CRITERIA FOR RESEARCH ARTICLE CRITIQUE RUBRIC
|
Criterion |
Below Expectations (1) |
Meet Expectations (2 to 4) |
Above Expectations (5) |
|
Personal Perspective and Position |
Paraphrase the content of the article without providing a personal insight into the issue(s). | Identify appropriately your own position on the issue(s). | Draw support from your own personal experience and/or understanding of the context. |
|
Conclusions,
Implications, and
Consequences
|
Fail to identify conclusions, implications, and consequences of the issue(s) raised in the article. | Identify and discuss conclusions, implications, and consequences of the issue(s) raised in the article. | Objectively reflect upon your own assertions made in the critique. Consider context, assumptions, data, and evidence. |
ANNEX A6: ASSESSMENT CRITERIA FOR PLANNING RUBRIC FOR REFLECTION JOURNAL
|
Traits |
Performance |
|
|
Articulates purpose of task |
Not Yet
Lacks sufficient knowledge of what is the rationale of the task.
|
Substantially Developed Provides rationale for planning. |
|
Evaluation: Not Yet 1 2 3 4 5 6 7 8 9 10 Substantially Developed |
||
|
Sets task objectives and
actions to meet the task
goals
|
Not Yet
Sets vague objectives and actions to meet the task goals.
|
Substantially Developed
Provides a detailed description of task deliverables and how to achieve them.
|
|
Evaluation: Not Yet 1 2 3 4 5 6 7 8 9 10 Substantially Developed |
||
|
Defines milestones for
implementation and criteria for evaluation of task results
|
Not Yet
Does not schedule time and resources to meet objectives; or provide criteria for evaluation of task results.
|
Substantially Developed
Provides a clear and easy to understand the schedule, including steps, time and resources to meet objectives; including criteria for evaluating task results.
|
|
Evaluation: Not Yet 1 2 3 4 5 6 7 8 9 10 Substantially Developed |
||
ANNEX A7: ASSESSMENT CRITERIA FOR SOCIAL MEDIA MARKETING CONTENT