Download Introduction to Social Marketing (CB734)

UNIVERSITY OF KENT
MODULE SPECIFICATION TEMPLATE
SECTION 1: MODULE SPECIFICATIONS
1.
Title of the module
Introduction to Social Marketing (CB734)
2.
School or partner institution which will be responsible for management of the module
Kent Business School
3.
Start date of the module
Autumn 2016
4.
The number of students expected to take the module
40-100
5.
Modules to be withdrawn on the introduction of this proposed module and
consultation with other relevant Schools and Faculties regarding the withdrawal
None
6.
The level of the module (e.g. Certificate [C], Intermediate [I], Honours [H] or
Postgraduate [M])
I
7.
The number of credits and the ECTS value which the module represents
15 credits (7.5 ECTs)
8.
Which term(s) the module is to be taught in (or other teaching pattern)
Autumn
9.
Prerequisite and co-requisite modules
CB680 Introduction to Marketing
10. The programmes of study to which the module contributes
BSc Marketing and associated programmes
11. The intended subject specific learning outcomes
By the end of this module, students will be able to:
11.1
Demonstrate knowledge and understanding of the definition and scope of social
marketing.
11.2
Evaluate the contexts and institutions where social marketing is applied.
11.3
Understand the contribution of business ethics and marketing strategy to social
marketing.
11.4
Critically understand the challenges of using marketing for social change.
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UNIVERSITY OF KENT
11.5
Acknowledge what makes a social marketing strategy effective.
11.6
Assess and appreciate the difference between public and private social
marketing programmes.
12. The intended generic learning outcomes
By the end of this module, students will:
12.1
Be able to demonstrate self-management skills
12.2
Be able to exercise personal responsibility and decision-making
12.3
Be able to work with others people from different cultural backgrounds
12.4
Be able to identify and reconcile conflicting views and ethical perspectives
12.5
Be able to identify, analyse, and address both academic and practical problems
12.6
Be able to communicate effectively through oral and written presentations
13. A synopsis of the curriculum
This module will provide students with the tools to promote voluntary behaviour change.
Specifically students taking this module will be able to identify health, environmental, socialeconomic related issues where behavioural changes can significantly impact present and future
social outcomes. Over the course of the term the module will provide students with a toolbox to
assess and affect behavioural change based around marketing principles and the “social
marketing approach” This will cover basic issues in the design, implementation and evaluation of
social marketing initiatives. Sessions in this module will cover:
 What is social marketing? Definitions and frameworks.
 What is the scope of social marketing? Topics and Themes.
 Who does social marketing? Topology of organizations involved I social marketing
and how it affects programs.
 External barrier and drivers of social change.
 Who are we trying to change?
 What ethical issues emerge when we foster Identifying and characterizing the
subjects of social marketing campaigns
 Designing and implementing social marketing programmes.
 Evaluating social marketing programs.
14. Indicative Reading List
Reading will be taken from a set of specified articles to be published in the module
guide. These will be a mixture of academic and non-academic (e.g., the Economist and
other non-refereed publications) sources. Such reading will provide the intellectual
platform for the module beyond the lecture series.
Recommended Text Books:
Andreasen, A. R. (2006) Social Marketing in the 21st Century. Thousand Oaks, CA:
Sage Publications.
Eagle, L., Dahl, S., Hill, S. Bird, S. Spotswood, F. and Tapp, A. (2013) Social Marketing.
Harlow (UK): Pearson
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UNIVERSITY OF KENT
Hastings, G. (2007) Social Marketing: Why Should the Devil Have All the Best Tunes?
Oxford (UK): Butterworth and Heinemann
Lee, N. R., and Kotler, P. (2011) Social Marketing: Influencing Behaviours for Good. 4th
Edition, London (UK): Sage.
Short video clips may also be made available via the module’s Virtual Learning
Environment, currently Moodle. These will be the basis of short seminar case
discussions
15. Learning and Teaching Methods, including the nature and number of contact hours
and the total study hours which will be expected of students, and how these relate to
achievement of the intended module learning outcomes:
There will be one lecture per week, run in a workshop format where new concepts and
requisite theory are introduced, illustrated by reference to practical experience. Seminars
will be run weekly to enable students to apply theories taught during the course to real
examples.
Students will be expected to contribute to seminars in an active sense and attendance will
be monitored as part of the attendance monitoring system.
The module will make use of the VLE, currently Moodle that is already in use on the module.
Hours
Subject Los
Generic Los
Lectures
11
11.1-11.6
12.1, 12.4-12.6
Seminars
10
11.1-11.6
12.1-12.6
Independent
study
129
11.1-11.6
12.1-12.6
Total hours
150
16. Assessment methods and how these relate to testing achievement of the intended
module learning outcomes
Weighting
Subject LOs
Generic LOs
Examination – 2
hours, unseen
60%
11.1-11.6
12.1-12.2, 12.4-12.6
Group presentation
20%
11.1-11.6
12.1-12.6
Online MCQ
20%
11.1-11.6
12.1-12.2, 12.4-12.5
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UNIVERSITY OF KENT
For the group presentation, students will present in groups of 4-5, with the presentation
lasting a maximum of 15 minutes and with five minutes afterwards for questions and
answers. This might include, but is not restricted to, a proposal to create voluntary
behaviour change based on an identified social issue, to which a social marketing
framework could be applied (for example, increasing consumption of fruits and vegetables,
reducing sugar intake, reducing household water consumption etc.). The group
presentation will assess students’ subject knowledge (11-1-11.6), ability to self-manage and
work with others (12.1-12.4), ability to analyse a social problem and present a solution
using a social marketing framework (12.5), and ability to communicate orally (12.6). For the
group presentation, students will submit an individual reflective account of their individual
contribution to the group assessment, together with comments on the contribution of each
member in the group as well as how well the group performed as a whole. This reflective
account is not assessed but will serve as a tool to prevent free-loading within the group
assignment. It will be used by the module convenor, if necessary, as evidence for the basis
of reallocating marks should a discrepancy occur.
The online MCQ test has been instituted to ensure students keep up-to-date with the
relevant learning material and understand core principles before proceeding with the
module. Consequently the questions will be designed to critically assess and demonstrate
understanding of core social marketing concepts on a continuous basis, and will thus
illustrate whether or not students are satisfying the module learning objectives (11.1-11.6)
on a continuous basis. Consequently the MCQ test will also help students to demonstrate
self-management, personal responsibility and decision making (12.1-12.2), and to use the
tools learned in the module to reflect on and provide direction to pressing social marketing
issues (12.4-12.5).
The 2-hour examination will test all module learning outcomes (11-1-11.6) under exam
conditions with a range of questions covering the breadth of the module. The exam will help
students to demonstrate self-management, personal responsibility and decision making
(12.1-12.2), and to use the tools learned in the module to reflect on and provide direction to
pressing social marketing issues (12.4-12.5).
17. Implications for learning resources, including staff, library, IT and space
None beyond the norm
18. The School recognises and has embedded the expectations of current disability
equality legislation, and supports students with a declared disability or special
educational need in its teaching. Within this module we will make reasonable
adjustments wherever necessary, including additional or substitute materials,
teaching modes or assessment methods for students who have declared and
discussed their learning support needs. Arrangements for students with declared
disabilities will be made on an individual basis, in consultation with the University’s
disability/dyslexia support service, and specialist support will be provided where
needed.
19. Campus(es) where module will be delivered:
Canterbury
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UNIVERSITY OF KENT
SECTION 2: MODULE IS PART OF A PROGRAMME OF STUDY IN A UNIVERSITY SCHOOL
Statement by the School Director of Learning and Teaching: "I confirm I have been consulted
on the above module proposal and have given advice on the correct procedures and required
content of module proposals"
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Director of Learning and Teaching
Date
………………………………………………
Print Name
Statement by the Head of School: "I confirm that the School has approved the introduction of
the module and, where the module is proposed by School staff, will be responsible for its
resourcing"
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Head of School
Date
…………………………………………………….
Print Name
Module Specification Template
Last updated February 2013
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