module specification

This module introduces the students to a developing specialist new field associated with marketing. It provides the students with the opportunity to build on their knowledge about marketing to apply it to situations where the aim is to help address social problems. Social marketing is a developing new science that make use of several disciplines in addition to marketing to help improve the welfare of our societies. This field has been applied to many social ills ranging from obesity, drinking and driving to discrimination and domestic violence. 
Students will be first introduced to the history and concepts of social marketing and shown the procedures used by social marketers to address social problems. The students will be encouraged to develop their critical as well as applied abilities during their studies.
By the end of the module the students will not only be able to appreciate the benefits of social marketing but also learn very useful skills about how to apply it. The knowledge and skills will prove very useful to enable the students to apply their marketing skills to both commercial and social situations. It will also help develop their social responsibility attitude and enable them to specialise in this area should they choose to do so.

A brief outline of the indicative syllabus in narrative form identifying key subject areas to be addressed in discreet elements of the course

• Purpose, definitions and scope of the dimensions of SM LO1

• The principles of SM LO1

• Planning the SM process LO1

• Partnerships and ethical issues LO2

• Understanding the SM consumer and effective targeting LO1,LO2

• Critical understanding of social change LO3

• Designing an optimal intervention LO2,LO3

• Message framing LO3

• Creativity in SM LO2,LO3

• Media planning in SM  LO3

• The challenges of evaluation LO3

The module will be delivered over a 15-week period consisting of 2 hour weekly sessions. The module will use a blended learning delivery approach covering lectures/workshops, video demonstrations and student projects. We will use extensively Weblearn for both delivery of teaching and practice material as well as for the submission of assessment.

Each seminar will include introductions to key concepts as well as opportunities for practice of the concepts using real-life examples. Students will be given the opportunity to prepare for sessions by encouraging them to undertake tasks before sessions.

During classes students will be encouraged to present their reflections about tasks so they may also develop their ability to speak confidently to audiences.
Students will be encouraged to keep a learning log to help them see how they are developing and note any areas of difficulties which can be discussed with the tutor.

On successful completion of the module students should be able to:

1. Critically appreciate the importance of SM as an effective tool in improving society. This means also understanding its history and how it came to be considered a specialist field of marketing.
2. Critically appreciate the challenges addressed by SM locally and globally and the concepts and models it makes use of to make a difference in our societies
3. Use a range of key social marketing tools to help understand a problem and develop a strategy to change behaviour.

The assessment strategy consists of 2 components: One group assessment and the other, a report. All assessment assesses not only the level of familiarity with the concepts covered but also the ability to apply them critically in a real-life context.
The assessment will ensure all dimensions of learning are covered.

All assessments address the content covered in the learning. The assessment components are as follows:

Assessment 1 (Group presentation) (50%)
This assessment encourages the students to work together to research and evaluate a Social Marketing project degree of success or failure based on the procedure adopted by the project. They will suggest recommendations for the future that may improve the result in the future. The report will make use of secondary data in developing the arguments.

Assessment 2: Written Assignment (Weighting: 50%)
This assignment requires the students to identify a social marketing topic that has been addressed in two countries and report about the difference of approach and critically assess the reasons behind the difference and achieved outcomes. The student will provide a list of recommendations for future workers on the selected topic.

All assessments outcomes will be accompanied by feedback to students on the positive aspects of their submissions as well as areas for improvements.

Identify core and additional reading
Liaise with Library Services to confirm availability of on-line licenses in academic year

Where possible, the most current version of reading materials is used during the delivery of this module.  Comprehensive reading lists are provided to students in their handbooks.  Reading Lists will be updated annually.

Textbooks:

1.  Core Reading

 Eagle, Lynne & Dahl, Stephan & Hill, Ms Susie & Bird, Sara & Spotswood, Fiona & Tapp, Alan (2012). Social Marketing. London: Pearson.

 Fourali, C (2016). The Promise of Social Marketing: A powerful tool for changing the world for good. London: Routledge.

Other Texts

 Andreasen, A. (2006) Social Marketing in the 21st Century, Thousand Oaks, CA: Sage.
 Donovan, R. and Henley, N. (2010) Principles and Practice of Social Marketing: An International Perspective, Cambridge University Press: Cambridge.
 Fourali, C. (2009) Developing world-class Social Marketing standards: a step in the right direction for a more socially responsible Marketing  profession, Social Marketing Quarterly, 15(2), 14–24.
 Fourali, C. (2017). Qualitative Research Methods: Elements of a Good Design, in Benzo, R., Gad-Mohsen, M. and Fourali, C. (Eds). Marketing Research: Planning, Process, Practice. London: Sage.
 Fourali, C. (2017). From Theory to Practice: Illustrating the Qualitative Research Process, in Benzo, R., Gad-Mohsen, M. and Fourali, C. (Eds). Marketing Research: Planning, Process, Practice. London: Sage.
 Development Education and Social Marketing: Two Disciplines with One Purpose. Policy and Practice: A development Education Review. Centre for Global Education.  
 French, J. and Gordon, R. (2015) Strategic Social Marketing, London: Sage.
 Hastings, G. and Domegan, C. (2014) Social Marketing: From Tunes to Symphonies, Abingdon: Butterworth Heinemann/Elsevier.
 Kotler, P. (2013) World Social Marketing Conference (WSMC), www.youtube.com/watch?v=aLHgyxW1WD8 (accessed 29 November 2014).
 Kotler, P. and Lee, N. (2008) Social Marketing: Influencing Behaviours for Good, London: Sage.
 Peattie, S. and Peattie, K. (2003) Ready to fly solo? Reducing social marketing’s dependence on commercial marketing theory, Marketing Theory, 3(3), 365–385.
 WSMC (2008) World Social Marketing Conference, Brighton and Hove City, 29–30 September, www.tcp-events.co.uk/wsmc/speakers.html (accessed 10 July 2015).

Journals:
• Social Marketing Quarterly
• Journal of Social marketing
• Journal of marketing
• The Marketer
• International Journal of Research in Marketing
• European Journal of Marketing
• Journal of Consumer Psychology
• Journal of International Marketing

Websites:

Chartered Institute of Marketing (CIM)
http://www.cim.co.uk

Other:
Financial Times, The Economist, Harvard Business Review, Marketing Week, Business Week.
• World conference on Social Marketing
• Agents of Change conference USA
• Australian Social Marketing Conference 9 Biannual)
• American Social Marketing Association Conference (Biannual)
• European Social Marketing Conference (Biannual)
• CIM annual conference on marketing
• African Social Marketing Conference