Australian School of Business

Australian Graduate School of Management

MNGT5357 Integrated Marketing Communications

Course Outline Semester 3, 2012

Part A: Course-Specific Information Part B: Key Policies, Student Responsibilities and Support

Table of Contents
PART A: COURSE-SPECIFIC INFORMATION 1 STAFF CONTACT DETAILS 1.1 1.2 2 2.1 2.2 2.3 3 4 3.1 4.1 4.2 4.3 4.4 5 6 7 Profile Communication with Staff Teaching Times and Locations Units of Credit Student Learning Outcomes Approach to Learning and Teaching in the Course Formal Requirements Assessment Details Assignment Submission Procedure Late Submission 1 1 1 1 1 1 1 2 2 2 2 2 3 4 4 4 5 5 12 15 19 20 20 20 21 21 21 21 21 23

COURSE DETAILS

LEARNING AND TEACHING ACTIVITIES ASSESSMENT

COURSE RESOURCES COURSE EVALUATION AND DEVELOPMENT COURSE SCHEDULE

Appendix 1: Individual essay Appendix 2: Group Project Guidelines Appendix 3: Assessment of Participation PART B: KEY POLICIES, STUDENT RESPONSIBILITIES AND SUPPORT 1 2 ACADEMIC HONESTY AND PLAGIARISM STUDENT RESPONSIBILITIES AND CONDUCT 2.1 2.2 2.3 2.4 3 4 Workload General Conduct and Behaviour Occupational Health and Safety Keeping Informed

SPECIAL CONSIDERATION AND SUPPLEMENTARY EXAMINATIONS STUDENT RESOURCES AND SUPPORT

PART A: COURSE-SPECIFIC INFORMATION 1 STAFF CONTACT DETAILS

Lecturer: Dr. Julien Cayla Location: UNSW Room 3021 Quadrangle Building
Contact Ph: 02 9385 9709

1.1

Profile

Julien Cayla is a Senior Lecturer at the Australian School of Business where he teaches MBA and Executive MBA courses in marketing, in Sydney and Hong Kong. In his research, he tries to integrate anthropological theories and methodologies to the study of marketing in the global marketplace. His work on branding and global marketing has been published in the Journal of Consumer Research, the Journal of International Marketing, the International Marketing Review, the Advances for Consumer Research, the Handbook of International Marketing and the Handbook of Qualitative Research Methods in Marketing (see www.juliencayla.com). Julien received his PhD from the University of Colorado (Boulder, United States) where he majored in marketing and minored in cultural anthropology. His dissertation examined the way companies learn about culture in the context of their work with ad agencies. This work received the prestigious Alden Clayton Prize from the Marketing Science Institute as well as the Sheth Foundation Best Doctoral Dissertation Prize. Most recently, he received the ASB Non-Professorial Research Award, a school-wide award designed to recognize outstanding research achievements. A French citizen, he has worked, studied and lived on four continents. He speaks French, English, Spanish and is trying to learn Hindi.

1.2

Communication with Staff

You should feel free to see me outside of class if you have trouble understanding any of the material covered in class or if you would like to know more about a particular topic. I will be glad to suggest additional readings or to discuss any other issues with you. You can e-mail me to set up an appointment at julienc@agsm.edu.au

2 COURSE DETAILS
2.1 Teaching Times and Locations
Location AGSM Building Boral

Lecture time Tuesday 9:30pm 12:20pm*

2.2

Units of Credit

MNGT5357 is a 6 units of credit course

MNGT5357 Integrated Marketing Communications

2.3

Student Learning Outcomes

This course is designed for MBA students who seek careers in which they will make marketing communication decisions. The overall emphasis is on developing sound approaches to addressing marketing communication problems and relating these decisions to the firm's strategic orientation By the end of this course, you should be able to: 1. 2. 3. 4. 5. 6. Design research to solve communication problems Design effective projective techniques to learn about a brand Audit a brand Write and evaluate creative briefs Evaluate the effectiveness of communication campaigns Design an effective online marketing campaign

MBA Program Learning Goals This course contributes to the development of the MBA Program Learning Goals, which are the qualities, skills and understandings we want you to have by the completion of your degree, as indicated below: Course Learning Outcomes MBA Program Learning Goals 1. An in-depth engagement with the relevant disciplinary knowledge in its interdisciplinary context 2. Team based skills 3. Critical and analytical thinking 4. Decision-making and problem-solving

3 LEARNING AND TEACHING ACTIVITIES

3.1 Approach to Learning and Teaching in the Course
I will try to make this class as interactive as possible. Given the diversity of participants, I believe we will all greatly benefit from sharing our experiences and analyses. To increase interactivity, this course utilizes a variety of teaching approaches: lectures, case analyses, exercises, and guest speakers. The cases and guest speakers have been chosen to help you keep a real-life focus and will augment the lectures and discussions.

4 ASSESSMENT
4.1 Formal Requirements
In order to pass this course, you must: achieve a composite mark of at least 50; and make a satisfactory attempt at all assessment tasks.

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4.2

Assessment Details
Weighting Learning Outcomes assessed 2,3,4 1,3,4 1,3 Length Due Date Report due 4th of December 4th of December Ongoing

Assessment Task Brand Audit Individual Essay Class Participation Total

45% 35% 20% 100%

One 20 min. presentation; One report of 12 pages An individual report of 10 pages See appendix for evaluation criteria

4.2.1 Group Project: Brand Audit (45%)

45% of your grade will come from a group exercise designed to audit a brands image, and make some marketing strategy and marketing communication recommendations based on your audit. This exercise will be coordinated with the consulting company Interbrand, who will choose the brands you will be working on and come to evaluate the different groups. Your presentation will count towards 30% of your final grade. Your final report is to be submitted to the MBA office and using blackboard/turnitin, will count towards 15% of your final grade. Your individual reports will be due on 4th December at the AGSM MBA Student Experience office, before Close of Business Day. See appendix for details about more specific evaluation criteria.

4.2.2 Individual Essay (35%)

35% your grade will come from an individual essay, where you will have to go deeper into the readings assigned for this class, and research a topic using outside sources (articles, books). You will have the choice between two essay questions. See appendix for more details about the themes of these essays, the format, and the evaluation criteria. Your essays will have to be submitted on blackboard, using turnitin. Before the 4th of December, close of business day (5:00 pm).Unfortunately I will not be able to give any time extensions.

4.2.3 Class Participation (20%)

Your participation grade will depend on 1) the way you prepare the case study questions; 2) your ability to contribute to all classes. First, to obtain a good participation grade, you will need to prepare answers to the case questions listed for each class (n. This is designed to make sure we have a rich and stimulating case discussion. Second, your participation also includes the responsibility to share understanding and judgment with the class in order to advance the group's collective skills and knowledge. This means I will need your active participation to make the class a rewarding experience for everyone. Read the materials assigned for every class, thoroughly prepare cases, take part in pertinent discussions, listen to others with respect, generally take part and you will be rewarded. Miss class, arrive late, do not contribute and your participation score will rapidly decline. Please make sure you display your name clearly, starting with the very important first class. Do not use your laptop in class

MNGT5357 Integrated Marketing Communications

unless you have prior approval from the instructor and of course, do not use phones or other devices that may disrupt class. I will need your help to make this a rewarding experience for everyone. You will find the framework used to evaluate your participation in appendix. In addition, here are some questions to guide your analysis of the readings assigned in this course: 1. What is the purpose of this article? What problem or issue does it address? 2. What are the basic assumptions/assertions/values that underlie this piece? 3. What is the basic argument/thesis? What are the major findings and conclusions? 4. What problems or concerns are you left with? How does it contribute to your overall understanding of a company strategy and marketing contribution.

4.3

Assignment Submission Procedure

Assignments are to be handed in class or to the AGSM MBA Programs Student Experience Office, unless otherwise stated.

4.4

Late Submission

AGSM requires students to submit their work at the designated time in order to maintain a fair and equitable system. Failure to submit assessment on time, where approval of an extension has not been granted, and where grounds for an extension do not exist, will result in a daily penalty of 5% of the total marks of the assessment item being applied. Quality Assurance The ASB is actively monitoring student learning and quality of the student experience in all its programs. A random selection of completed assessment tasks may be used for quality assurance, such as to determine the extent to which program learning goals are being achieved. The information is required for accreditation purposes, and aggregated findings will be used to inform changes aimed at improving the quality of ASB programs. All material used for such processes will be treated as confidential and will not be related to course grades.

5 COURSE RESOURCES
There is no mandatory text for this class but the following recommended books will be helpful for this class and in your career: Integrated Marketing Communications by Hans Ouwersloot and Tom Duncan, European Edition. McGraw Hill. Keller, Kevin L. (2003), Strategic Brand Management: Building, Measuring, and Managing Brand Equity (Second ed.). Upper Saddle River, NJ: Prentice Hall. Kapferer, Jean-Nol (1997), The New Strategic Brand Management: Creating and Sustaining Brand Equity Long Term (Second ed.), London: Kogan Page.

MNGT5357 Integrated Marketing Communications

There will also be a course pack available, including cases and articles. The cases we will use during the class are the following: Land Rover North America Parfums Cacharel de l'Oreal 1997-2007: Decoding and Revitalizing a Classic Brand Diesel For Successful Living: Strategies for Upward Brand Extension in the Fashion Industry Mountain Dew: Selecting New Creative Launching The BMW Z3 Roadster Dove, Evolution of a Brand Unilever

6 COURSE EVALUATION AND DEVELOPMENT

Mid and end of session feedback is sought from students about the courses offered in the School and continual improvements are made based on this feedback. Significant changes to courses and programs within the School are communicated to subsequent cohorts to students.

7 COURSE SCHEDULE
Week Week 1 11/9 Week 2 18/9 Week 3 25/09 Week 4 02/10 Week 5 09/10 Week 6 16/10 Week 7 23/10 Week 8 30/10 Week 9 06/11 Week 10 13/11 Week 11 20/11 Week 12 27/11 Week 13 04/12 Brand Audit II Brand Audit Research Skills From Advertising to Building Brands Without Mass Media Building Brands without Mass Media Building Brands without Mass Media Tribal Marketing Building Brands without Mass Media Building Brands in Emerging Markets Group Presentations Assignments Due Lecture Topic Introductions Segmentation, Targeting and Positioning Brand Audit I References Moore (2009) Sternthal & Tybout 2001 Holt (2003) Other Activities/ Assessment Preparation Questions Land Rover Case Cacharel Case

Guest Speaker (Class starts at 11:00 am) Aaker and Joachimsthaler, (2000) Keegan (2009) Holt (2003) Diesel Case Case: Exploring BrandPerson Relationships Mountain Dew Case

Joachimsthaler, and Aaker (1997)

BMW Z3 Case

Harley Case

Li and Bernoff (2008)

Dove Case

Unilever Case

MNGT5357 Integrated Marketing Communications

We will start with the basic vocabulary and techniques of strategic brand planning, including methodologies (how do you audit a brand?), tools (how do you develop an effective creative brief?), frameworks (how do you evaluate a brands communication in a structured fashion) and concepts (what is consumer involvement? How does consumer involvement affect communication?) Week 1 Integrated Marketing Communications 11/09

Essential Preparation Course Outline. Moore, Marian Chapman (2009), Positioning: The Essence of Marketing Strategy, Background Note UV1425, Darden Business School. Agenda: Lecture: Marketing Communication Builds Brands. Preparation Questions: To start reviewing key marketing skills, I would like you to build positioning statements for a) three brands that we will cover in the class cases: 1) Diesel; 2) Mountain Dew; 3) BMW Z3 ; b) three additional brands of your choice. Therefore, you should come to this first class with a total of 6 positioning statements. Make sure you carefully study the background note on positioning (Positioning: The Essence of Marketing Strategy) to develop these positioning statements. Week 2 Positioning and Integrated Marketing Communications 18/09

Essential Preparation Land Rover Case Sternthal, Brian and Tybout, Alice (2001), Segmentation and Targeting, in Kellogg on Marketing, ed. Dawn Iacobucci. New York: Wiley, 3-30. Agenda: Case Discussion: Land Rover Case. Lecture: Segmentation, Targeting and Positioning. Preparation Questions: In 1994, competition in the SUV category is intensifying, particularly in three subsegments of the U.S. market: (1) young, affluent buyers; (2) family buyers (buyers who are married with kids); and (3) luxury buyers. In this context, Charles Hughes, President and CEO of Land Rover North America (LRNA), is determined to transform LRNA into the largest market for The Rover Group worldwide.

1. What does the Land Rover brand represent? What is the meaning of the brand in the UK? In the US? 2. Hughes is currently debating three positioning options for the Discovery. The first option is to target families, using promotional activities that support The Definitive Family 4 x 4 theme. The second option is to target 4 x 4 (off-road) enthusiasts, using promotional activities that support The Evolved Land Rover theme. The third option is to stress Discoverys $20,000 price differential versus its up-market sibling (the Range Rover), positioning the model as The More Affordable Range Rover. Which option do you support, and why?

MNGT5357 Integrated Marketing Communications

3. Given your choice in Question #3, please prepare a creative brief that we can discuss in class, which uses your positioning decision. Use the reading assigned for todays class on creative briefing to construct your brief. 4. Given your choice in Question #3, which elements of the promotional mix would you emphasize: print/television advertising, PR events (e.g., La Ruta Maya Expedition), or experience marketing programs (e.g., the Driving Academies)?
Week 3 Brand Audit I 25/09

This class is designed to help you prepare your group project presentation. We will review some of the concepts and techniques that are essential to doing a brand audit. In the mornings, we will do case discussions. Essential Preparation: Case: Cacharel Parfums de LOral: Decoding and Revitalizing a Classic Brand (see preparation questions in appendix). Chandon, Pierre (2004), Note on Brand Audit: How to Measure Brand Awareness, Brand Image, Brand Equity and Brand Value, INSEAD. Kapferer, Jean-Nol (1997), Brand Identity, in The New Strategic Brand Management: Creating and Sustaining Brand Equity Long Term (Second ed.), London: Kogan Page, pp. 90-119. Preparation questions: Question 1: a. Using the identity prism developed by Kapferer (see reading in your course pack) to describe a brands identity, construct the identity prism for the Cacharel brand as well as Anais, Anais. You may use the print ads and information from the case to develop your answer and you may also look at videos of Anais and Anais ads available online. b. In what ways did the advertising for Cacharel distinguish the brand from its competitors? Question 2: Was the root cause of Cacharels decline genuinely a branding problem driven by inconsistent new product launches? Was the whole crisis due to an inappropriate marketing mix or was it due to a failure to adapt to changing customer needs and values? Week 4 Special Topic: Branding in Asia 02/10

Note the special timing for this class which will start at 11:00 am and will be followed by a buffet lunch. Guest Speaker: James Parsons, Managing Director at Flamingo (http://www.flamingo-international.com/)

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Week 5

Brand Audit II

09/10

Agenda Guest Speaker: Todd Sampson, CEO Leo Burnett Australia Readings: Case: Diesel For Successful Living: Strategies for Upward Brand Extension in the Fashion Industry. Aaker, David A., and Erich A. Joachimsthaler, (2000), The Brand Relationship Spectrum: The Key to the Brand Architecture Challenge, 42/4 (Summer), 8-23. Preparation Questions:

During this class, we will discuss the branding strategy Diesel should use for the launch of Style Lab.
1. Using the brand identity prism already covered in the previous class, develop an analysis of Diesels brand identity, and Stylelabs brand identity. What are the main differences between these two brand identities? 2. Examine Aakers Brand Relationship Spectrum and determine whether Diesel should opt for a branded house or a house of brands (see figure 2 on page 26, Aaker, David A., and Erich A. Joachimsthaler, "The Brand Relationship Spectrum: The Key to the Brand Architecture Challenge"). Based on the data in the case, make sure you develop a well-structured argument to justify this important decision for Diesel.
Week 6 Brand Audit Research Skills 16/10

Essential Preparation: Keegan, Sheila (2009), Improving Interviewing (and other) skills," in Qualitative Research: Good Decision Making Through Understanding People, Cultures and Markets. Kogan. Case Study: Exploring Brand-Person Relationships: Three Life Histories (Condensed). Harvard Business School Case 9-597-091. Preparation Questions: 1. Think about the life stories of our three informants and the quotes regarding the brands they use. Is it appropriate to say that these consumers have formed relationships with the brands they know and use? What kinds of connections form between consumers and their closely-held brands? Are Jean's brand relationships different from Karen's or Vicki's? Whose brand relationships are strongest? Why? 2. Now think about the methodology employed to gain these insights about these three consumers and their relationships with brands a. What kinds of insights do you gain from these in-depth interviews, and how do you compare these insights to the information gathered in surveys about brand preferences? b. What kinds of insights do you gain from these in-depth interviews that you would not be able to obtain using a survey methodology?

MNGT5357 Integrated Marketing Communications

Week 7

From Advertising to Building Brands Without Mass Media

23/10

Essential Preparation: Case: Mountain Dew: Selecting New Creative. Holt, Doug (2003), What Becomes an Icon Most, Harvard Business Review, March, 43-49. Holt, Doug (2003), Brands and Branding, Harvard Business School Note 9-503-045. Lecture: Lecture: From Advertising to Building Brands Without Mass Media Preparation Questions: You have decided on a marketing career. You are at a meeting with BBDO and Pepsicos senior executives. It is a career-making meeting. You know that the question your boss is going to ask: which ads should we produce for the Super Bowl? This is an important decision given the amount of money involved in this decision. You should go through the storyboards as they appear in the CD Rom of the case and be prepared to defend your selection Most importantly, you need to think about the criteria you are using to evaluate these different storyboards. Write down your list of 3 selected storyboards and be prepared to justify your decision in class. Week 8 Building Brands without Mass Media Non Traditional Marketing 30/10

In this class, you will learn about the new challenges that companies are facing, such as the growing skepticism of consumers with traditional marketing communication channels, the difficulty to measure non traditional marketing initiatives such as sponsorships and the increasing importance of digital marketing.
Essential Preparation: Case Study: Launching the BMW Z3 Roadster (see preparation questions in appendix). Joachimsthaler, Erich and David A. Aaker (1997), Building Brands Without Mass Media, Harvard Business Review, January-February, 38-50. Agenda Guest Speaker: Dominic Walsh, Managing Director, Landor Case Discussion. Lecture: Building Brands without Mass Media I Preparation Questions: 1. What is the strategic significance of the Z3 launch for BMW? 2. What are the specific elements of the launch plan, and what is their tactical importance? 3. Why did BMW shift to a nontraditional launch strategy? 4. Is the launch of the Z3 the success McDowell contends it to be? What worked, what did not work, and why? 5. What does BMW really need to accomplish in Phase II?

MNGT5357 Integrated Marketing Communications

Week 9

Building Brands without Mass Media Tribal Marketing

6/11

Essential Preparation: Case Study: Building Brand Community on the Harley-Davidson Posse Ride. Preparation Questions: 1. Should Harley-Davidson continue to sponsor the Posse Ride? Why or why not? What role should the Posse Ride play in the HOG events mix? 2. How should the Posse Ride be designed to maximize its effectiveness and profit-making potential, should you decide to keep it? 3. What is HOGs role in developing community for the Harley Davidson brand? 4. How can HOG itself be maximized? 5. How do you define a community? What about a brand community? Do you have examples of brand communities? Week 10 Building Brands without Mass Media 13/11

Essential Preparation: Case Study: Dove, Evolution of a Brand. Li, Charlene and Josh Bernoff (2008), Talking with the Groundswell, in Groundswell: Winning in a World Transformed by Social Technologies, Boston, MA: Harvard Business Press, 99-119. Agenda: Guest Speaker: TBA. Case Discussion. Lecture: Building Brands without Mass Media Preparation Questions: 1. What was Doves market positioning in the 1950s? What is its positioning in 2007? 2. How did Unilever organize to do product category management and brand management in Unilever before 2000? What was the corresponding structure after 2000? 3. How was brand meaning controlled before 2000? How was it controlled at the time of the case? What are the risks and rewards of its strategy? Week 11 Building Brands in Emerging Markets 20/11

Essential Preparation: Case Study: Unilever in Brazil: Marketing Strategies for Low Income Consumers.

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Preparation Questions: Question 1: Should Unilever invest in a lower-margin segment of the market instead of continuing to invest in its premium brands? Does Unilever has the right skills and structure to make money in a market in which even small local entrepreneurs struggle to break even? In the long run, what exactly would Unilever gain and what would it risk losing? Question 2: Unilever already has three detergent brands with distinct positioning. Does it need to develop a new brand with a distinct value proposition, or can it adapt the promise of its existing brands, perhaps with a brand extension? Question 3: What price, product, promotion, and distribution strategy would allow Unilever deliver value to low-income consumers at a profit without cannibalizing its own premium brands too much? It is just a question of price? Week 12 Week 13 Week 13 Group Presentations: Brand Audit No exam Brand audit and individual reports due 04/12 27/11

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Appendix 1: Individual essay

The individual essay is designed to go deeper into some of the key issues of marketing communication and brand building. You will be asked to research a topic, by doing intensive secondary research and by going beyond the course materials to search for and analyze the most relevant articles and books on your topic. There is a fair amount of flexibility in terms of the format, and the sources that you use. The main objective is for you to gain some expertise about a communication topic, to achieve some depth of understanding, and complement in that sense the breadth of topics we see in this class. You have the choice of three different topics: 1. Social Media and Brand Building Although there are already many social media experts, we still know very little about the ability to build brands by using social media. Your objective with this individual essay is develop an analysis of two brands, not covered in class, that have used social media in their brand building efforts. You will need to pick a brand that has been successful at using social media to build their brand, and another brand that has been less successful at doing so. You can pick a brand from any cultural context. You will structure your essay to 1) first present the two case studies that you picked, drawing from secondary research about the two brands; 2) drawing from academic articles on social media, evaluate these two campaigns; have these campaigns been successful? Are these good integrated marketing communication campaigns? 3) Provide lessons or recommendations based on these case studies.

2. Social Communication Social marketing is the application of marketing techniques, and the use of marketing communication channels, to achieve specific behavioral goals for a social good. There have been wide range of social communication campaigns, destined to reduce violence, encourage healthy behaviors, or curb alcohol consumption. Your objective with this individual essay is to analyze two social marketing campaigns. You will need to pick a social communication campaign that has been successful, and another campaign that has been less successful (according to criteria you will define). You can pick a campaign from any cultural context. You will structure your essay to 1) first present the two case studies that you picked, drawing from secondary research about the two brands; 2) drawing from academic articles on social marketing and communication, evaluate these two campaigns; have these campaigns been successful? Are these good integrated marketing communication campaigns? 3) Provide lessons or recommendations based on these case studies.

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3. Celebrity Endorsements and Brand Building Celebrity endorsements have increased in the past twenty years but they have always been somewhat risky and controversial. Your objective with this individual essay is to identify two brands /companies that have used celebrity endorsements. You will need to pick a company/brand that has been successful, and another campaign that has been less successful (according to criteria you will define). You can pick campaigns from any cultural context. You will structure your essay to 1) first present the two case studies that you picked, drawing from secondary research about the two brands / companies; 2) drawing from academic articles on marketing and celebrity endorsements, evaluate these two campaigns; have these campaigns been successful? Are these good integrated marketing communication campaigns? 3) Provide lessons or recommendations based on these case studies. Format: I am flexible about the length of these essays but a general guideline is approximately 8 single-spaced pages (excluding references, tables or appendixes). Essays that manage to be concise yet professional, well-referenced and wellresearched will be rewarded. Use a style guide to build your reference section. My expectation is that you find and analyze at least 10 different sources (in addition to the class resources), but preferably more, which may be books, academic articles, newspaper articles etc. related to your topic. How to do well: make sure you become familiar with the different online resources available to you through the UNSW library. For all three essays, you will have to do an intensive bibliographical search on the topic of your choice. Try to become familiar with databases like Proquest ABI, JSTOR, or EBSCO. You should become familiar journals such as Harvard Business Review, California Management Review, MIT Sloan Management Review, the Journal of Marketing, Bloomberg Business Week, the Financial Times, the Economist etc. Deliverables: Your essay should be submitted using turnitin/ blackboard on or before the 4th of December. If you would like some feedback/guidance before that date, please submit a hard copy of your essay's outline in class.

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EVALUATION OF INDIVIDUAL ESSAY Assessment Criteria Case Studies

Ability to re-engineer the strategy behind each campaign Ability to develop a rich and detailed case study for each brand that draws from a variety of secondary sources

Marks 40

Analysis
Original (does not just copy frameworks seen in class) Evidence of critical thinking about what a good integrated marketing communication is Ability to provide recommendations informed by academic and the case studies

35

Writing
Concise Interesting and engaging well structured and easy to follow Attention to grammar and spelling

25

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Appendix 2: Group Project Guidelines

AGSM Full time MBA Program 2012 Overview Brand image is a key component of customer-based brand equity, and refers to the associations a consumer holds in memory. The image of a business is vital to its success. Strong brands can generate customer trust, which is particularly important in e-commerce where there are often concerns over privacy and security.

This project requires you to use qualitative and quantitative market research techniques in order to evaluate and measure the image of a brand of your choice. This hands-on project will involve collecting data from small convenience samples (through in-depth interviews and a quantitative survey). This experiential exercise is the best way to learn some useful market research techniques described in the course.
This year, students will do this exercise as a kind of short consulting project for the firm Interbrand. Interbrand will pick 4-5 brands. You will need to select one of these brands to audit and make recommendations. Your final presentation will be evaluated by the class instructor and Damian Borchok, the CEO of Interbrand. Step-by-Step 1. Form a group of 3 to 5 people. 2. Select a brand that you would like to audit among the brands that we have listed. Bear in mind that comparing your brand of choice to another brand is a good way to structure your report and to evaluate how your brand is faring in the marketplace. 3. Construct a convenience sample of 15 consumers. You will have to select a group of customers that is sufficiently aware of your brand so that they can hold a small conversation about it. It is all right to select informants from amongst your friends and colleagues. 4. Develop a questionnaire / protocol based on projective techniques. Projective techniques are unstructured, indirect forms of questioning that encourage respondents to project their underlying beliefs and attitudes. We will review some of these techniques in class when we look at the Cacharel case study. There are three main types of projective techniques: a. Association techniques: consumers see a stimulus and are asked to respond with the first thing that comes to mind. Start with the brand: When you think of Nike, what comes to mind? What does Nike mean to you? Continue with product attributes: What does the air pocket in Nike shoes evoke for you?

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User: Who is the typical user of the Nike? (ask for demographic profile, lifestyle etc) Brand personality: if Nike were a person, what would its personality look like? Feelings and Experiences: If I say Nike, what kind of feelings does it evoke? b. Construction Techniques: This requires your respondents to construct their response in the form of a story or dialogue. It is less structured in format. Picture response techniques: you ask your respondent to describe the picture (say of a Nike commercial ad; or of someone wearing a Nike shoe) that you are showing them. Cartoon test: you develop a cartoon where for example, two people are talking to each other. One character is talking about Nike. The respondent has to fill the bubble of what the other is saying. c. Third Person Techniques: informants are presented with a hypothetical person and are asked to tell you the beliefs and attitudes of that third person (e.g. imagine that a Martian visits a Nike store. What would he tell his friends when he goes back home? Use a variety of these techniques to elicit a list of associations. Select the ones that you find especially important and relevant to test in a quantitative survey. You will select the ones that tend to come up frequently. You will have to do some amount of your own interpretation of the data you just collected in order to come up with that list. For example, the drawings or the stories that people told you may not tell you directly what the association is, but some amount of interpretation will give you ideas about associations to test. For example, if people talked about the Nike user as someone who is trying to show off or if when you asked If Nike were a person, what would its personality be like people answered unsure about themselves, trying to show off, you might construct an association Nike is for people who want to show-off. Other examples of brand image associations may be Nike is down-to-earth, Nike is up-to-date or Nike is cheerful or Nike is successful. 5. Once you have determined which associations are recurring or frequent, construct a questionnaire that will allow you to test the strength of all these associations. For example: Overall I think that Nike is down-to-earth: Disagree 1 2 3 4 5 6 Agree 7

Ask 30-40 of your friends, colleagues, relations, and/or family to fill the questionnaire. The representativeness of your sample is not so important here because you dont have the resources to construct a representative sample. But you need to collect data about your sample and tell us how far or close it is to the likely consumers of the brand. Of course, the closest your informants can be

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to the potential target of the brand, the better. Collect some data that can inform you about: 1) their demographic profile; 2) their usage in the category; 3) their past experience with the brand (loyal user; lapsed user; never used etc.). You will devote part of your report to describe your sample so we can judge its representativeness. 6. Enter your data in a spreadsheet and, by computing scores, determine which brand associations are the strongest / weakest. You might construct some bar graphs showing what associations are the strongest. 7. Use the structure given below for your report and start writing up your findings in a report and a presentation (see below some instructions on how to structure these). Mention the ones that you found especially surprising. Give some context about the Australian market which may explain some associations (for example why did respondents seem to find David Jones to be unapproachable and cold?).You will look for articles in the press and for books that talk about the history of these brands, which will help you interpret your findings. Look for best practices in brand strategy and communication from other parts of the world, to help you ground your recommendations. This should take the form of 2-3 case studies of brands that have faced similar challenges / issues and offered innovative solutions. 8. Make a list of recommendations, as if you addressed your report to the CEO of your brand (say the Nike CEO) to succeed in the Australian market. You should think about marketing strategy recommendations but more specifically, your should devote special attention to communication issues: can your brand change its communication to alter the brand image problem / challenges it faces? Which media should be used to communicate and why? How would the media that you selected work together to achieve maximum impact? 9. Prepare a presentation for the Interbrand team, to be done on the last day of class. See details below. 10. Submit a hard copy of the report to the MBA office and a soft copy using turnitin on blackboard before the 4th of December 2011, close of business time (5:00pm). See details below for the format of your report. Deliverables: Final Presentation: You will have 20 minutes to present your findings. You will be evaluated by a member of the Interbrand team and by the instructor. Your presentation will be evaluated on: Brand Identity: your ability to decode the brands identity from the brands history, your own observations, articles in the press and other sources [see Cacharel case for an example] (20 points); Brand Image: your ability to do thorough and creative research; your ability to go beyond the readings in the course pack to research projective techniques and other methods to research brand associations (30 points)

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Recommendations: the strategic viability of your recommendations and the ability to ground your recommendations in your findings (25 points); Form: your ability to deliver a powerful, concise, well-structured and lively presentation in 20 minutes (25 points).

Final Report: You will need to submit a report (approximately 10-12 pages +appendices): Executive summary of your report (key question / problem e.g. How do Australian consumers view McDonalds and Hungry Jacks differently?; key findings; key recommendations in a bullet point format); one page. Methodology; characteristics of your sample for the qualitative part and the quantitative part (approx. 1 page). Findings from your Qualitative Study with some consumer quotes, cartoons, stories they told you (approx. 4 pages) Findings from your Quantitative Study with one or two telling graphics (approx. 2 pages). Recommendations (approx. 1-2 pages) Appendix with additional graphs, statistics about your sample, qualitative findings.

Your report will be evaluated by the instructor on: Methodology: your description of the sample, your understanding of the different techniques and how to use them (20 points) Interpretation: Ability to explain and to contextualize your findings by drawing from a range of resources including articles in the press, academic articles (if relevant), published data about the companies and brands studied (30 points). Integration: your ability to integrate insights from the course, from the course handbook and other resources available to you, and from your own readings about integrated marketing communications to develop the best recommendations for the brand you are auditing (30 points). Writing: the quality of your report including the clarity of your writing, the conciseness of your report, its structure and your ability to convey your points in a concise fashion (20 points).

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Appendix 3: Assessment of Participation

The assessment of your class participation will be made using the following five criteria. Each criterion describes a type of behavior that will facilitate group learning in the class setting. Your feedback will, where possible, indicate where you might focus to improve. You are expected to attend all of the class sessions, and a part of the participation assessment mark is obviously contingent on your attendance. The other criteria are listed below, with some explanation of the components of it.

Your ability to synthesize and add to others comments This ability is concerned with a preparedness to listen to others comments, respect their ideas and add constructively to the group understanding. It is concerned with skills of analysis and synthesis. Low High

Your level of preparedness. At a basic level, I expect you to be familiar with assigned readings but to obtain maximum participation points, you will need to synthesize and critically analyze information contained in the readings.

Low

High

Your ability to apply theoretical frameworks to marketing communication problems This criteria focus on your ability to move from the practical to the theoretical, and to offer theoretical underpinnings to explain real world phenomena.

Low

High

Your use of practical experiences and examples to illustrate theory and/or augment discussions This criteria focus on your ability to move from the theoretical to the practical, and to offer real world examples to assist understanding.

Low

High

Your active participation in all classes This criteria focus on your demonstration of a positive attitude to learning and the subject including interest and motivation, a willingness to contribute to discussion, and the support for those with initial difficulty.

Low

High

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PART B: KEY POLICIES, STUDENT RESPONSIBILITIES AND SUPPORT 1 ACADEMIC HONESTY AND PLAGIARISM
The University regards plagiarism as a form of academic misconduct, and has very strict rules regarding plagiarism. For UNSW policies, penalties, and information to help you avoid plagiarism see: http://www.lc.unsw.edu.au/plagiarism/index.html as well as the guidelines in the online ELISE and ELISE Plus tutorials for all new UNSW students: http://info.library.unsw.edu.au/skills/tutorials/InfoSkills/index.htm. To see if you understand plagiarism, do this short quiz: http://www.lc.unsw.edu.au/plagiarism/plagquiz.html For information on how to acknowledge your sources and reference correctly, see: http://www.lc.unsw.edu.au/onlib/ref.html For the ASB Harvard Referencing Guide, see ASB Referencing and Plagiarism webpage (ASB >Learning and Teaching>Student services>Referencing and plagiarism)

2 STUDENT RESPONSIBILITIES AND CONDUCT

These are basic ground rules that will hopefully help us develop a classroom environment that enhances the learning experience for all students. Students are expected to adhere to common standards of classroom etiquette based on the following key principles: Attendance: Students are expected to attend every class throughout the term. As a courtesy, when students are unable to attend class, due to illness or for other work or school related reasons, they should notify the professor in advance. Punctuality: Students are expected to arrive for class on time so that the professor may start and end the class according to schedule. Exiting and Entering: Students are expected to remain in the classroom for the duration of the class. If a student must depart early due to unavoidable circumstances, the student should inform the professor prior to the start of class. Students should ensure they return from classroom breaks at the specified time. Respect for the classroom: Students should demonstrate respect for the professor and fellow students during the class period. Students are expected to refrain from activities unrelated to class material, such as holding side conversations, checking e-mail or eating during class time.

Network policy: During the first 10 minutes of class time, you may download any files that you will need to use during the class. After the initial 10-minute period, no network connections are allowed without instructor consent.
Students are expected to be familiar with and adhere to university policies in relation to class attendance and general conduct and behaviour, including maintaining a safe, respectful environment; and to understand their obligations in relation to workload, assessment and keeping informed.

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Information and policies on these topics can be found in the A-Z Student Guide: https://my.unsw.edu.au/student/atoz/A.html. See, especially, information on Attendance and Absence, Academic Misconduct, Assessment Information, Examinations, Student Responsibilities, Workload and policies such as Occupational Health and Safety. .

2.1

Workload

It is expected that you will spend at least ten hours per week studying this course. This time should be made up of reading, research, working on exercises and problems, and attending classes. In periods where you need to complete assignments or prepare for examinations, the workload may be greater. Over-commitment has been a cause of failure for many students. You should take the required workload into account when planning how to balance study with employment and other activities.

2.2

General Conduct and Behaviour

You are expected to conduct yourself with consideration and respect for the needs of your fellow students and teaching staff. Conduct which unduly disrupts or interferes with a class, such as ringing or talking on mobile phones, is not acceptable and students may be asked to leave the class. More information on student conduct is available at: https://my.unsw.edu.au/student/atoz/BehaviourOfStudents.html

2.3

Occupational Health and Safety

UNSW Policy requires each person to work safely and responsibly, in order to avoid personal injury and to protect the safety of others. For more information, see http://www.ohs.unsw.edu.au/.

2.4

Keeping Informed

You should take note of all announcements made in lectures, tutorials or on the course web site. From time to time, the University will send important announcements to your university e-mail address without providing you with a paper copy. You will be deemed to have received this information. It is also your responsibility to keep the University informed of all changes to your contact details.

3 SPECIAL CONSIDERATION AND SUPPLEMENTARY EXAMINATIONS

You must submit all assignments and attend all examinations scheduled for your course. You should seek assistance early if you suffer illness or misadventure which affects your course progress.

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General Information on Special Consideration: 1. All applications for special consideration must be lodged online through myUNSW within 3 working days of the assessment (Log into myUNSW and go to My Student Profile tab > My Student Services channel > Online Services > Special Consideration). You will then need to submit the originals or certified copies of your completed Professional Authority form (pdf - download here) and other supporting documentation to Student Central. For more information, please study carefully the instructions and conditions at: https://my.unsw.edu.au/student/atoz/SpecialConsideration.html. 2. Please note that documentation may be checked for authenticity and the submission of false documentation will be treated as academic misconduct. The School may ask to see the original or certified copy. 3. Applications will not be accepted by teaching staff. The lecturer-in-charge will be automatically notified when you lodge an online application for special consideration. 4. Decisions and recommendations are only made by lecturers-in-charge (or by the Faculty Panel in the case of UG final exam special considerations), not by tutors. 5. Applying for special consideration does not automatically mean that you will be granted a supplementary exam or other concession. 6. Special consideration requests do not allow lecturers-in-charge to award students additional marks.

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4 STUDENT RESOURCES AND SUPPORT

The University and the ASB provide a wide range of support services for students, including: ASB Education Development Unit (EDU) http://www.asb.unsw.edu.au/learningandteaching Academic writing, study skills and maths support specifically for ASB students. Services include workshops, online and printed resources, and individual consultations. EDU Office: Room GO7, Ground Floor, ASB Building (opposite Student Centre); Ph: 9385 5584; Email: edu@unsw.edu.au Blackboard eLearning Support: For online help using Blackboard, follow the links from www.elearning.unsw.edu.au to UNSW Blackboard Support / Support for Students. For technical support, email: itservicecentre@unsw.edu.au; Ph: 9385 1333 UNSW Learning Centre www.lc.unsw.edu.au Academic skills support services, including workshops and resources, for all UNSW students. See website for details. Library training and search support services: http://info.library.unsw.edu.au/web/services/services.html IT Service Centre: Technical support for problems logging in to websites, downloading documents etc. https://www.it.unsw.edu.au/students/index.html UNSW Library Annexe (Ground floor) UNSW Counselling and Psychological Services http://www.counselling.unsw.edu.au Free, confidential service for problems of a personal or academic nature; and workshops on study issues such as Coping With Stress and Procrastination. Office: Level 2, Quadrangle East Wing; Ph: 9385 5418 Student Equity & Disabilities Unit http://www.studentequity.unsw.edu.au Advice regarding equity and diversity issues, and support for students who have a disability or disadvantage that interferes with their learning. Office: Ground Floor, John Goodsell Building; Ph: 9385 4734

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