SHE Level 5
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code MMN223828
Module Leader Brian Smith
School Glasgow School for Business and Society
Subject Fashion and Marketing
  • B (January start)

Pre-Requisite Knowledge


Summary of Content

Social Marketing is increasingly being applied by governments, public sector agencies and Third Sector organisations when developing interventions to bring about positive social change. Organisations engaged in social marketing must use their resources effectively to achieve optimum results. The aim of this module is to explore the theory and practice of social marketing and in particular its contemporary application in terms of campaign conception, execution and evaluation through both traditional and new media approaches. The module examines environment in which social marketing operates and a range of contemporary social marketing applications.


Exploring theory and practical applications Research in social marketing Competition in social marketing Strategic plans and social marketing The social marketing toolbox: segmentation, targeting and positioning Traditional and new media communication and the limitation of fear Social media and social marketing: The limitation of costs Social marketing campaigns Ethical issues

Learning Outcomes

On successful completion of this module, the student should be able to:1. Critically compare the social marketing approach to the traditional marketing approach 2. Analyse and evaluate the social marketing environment3. Critically review social marketing programmes of government, public agencies and Third Sector Organisations 4. Design and present a social marketing programmes incorporating traditional and new media5. Define suitable evaluation and control methods for a social marketing programme

Teaching / Learning Strategy

The module will be delivered in 36 lectures and seminars. In addition, 8 hours of tutor-led activities will be delivered using applied learning strategies. The teaching and learning strategy uses a combination of lectures and workshops led by academic staff and the students. To contextualise and provide currency to specific issues guest speakers will be invited, as well as using media from a variety of sources (e.g use of the bob box of broadcasts, Emphasis is placed on bridging the gap between theory and practice, where students are introduced to a range of concepts, analytical tools and frameworks, and given the opportunity to discuss and apply them using case studies. The use of case studies is designed to give students responsibility for learning through their joint efforts, with the teaching team acting as facilitators. The case method is a form of experiential learning, and its use on the module is designed to encourage students to acquire knowledge through research, develop skills in evaluating a problem using analytical tools, practice how to make strategic decisions, and present and justify a particular course of action. GCU Learn will support the learning experience in a number of ways, notably as a source of relevant reading and teaching material, but also as a portal for research resources, video clips and related audio-visual sources. GSBS will continue to use the advancement of GCU Learn as a blended learning tool through its teaching and learning as well as through engagement with students.

Indicative Reading

-567 Books and articles: Andreasen, A., (2006) Social Marketing in the 21 st Century, Sage Publications,UK Andreasen, A. (1994) Social Marketing: its definition and Domain, Journal of Public Policy and Marketing , 13, 108-114 Andreasen, A. (1995) Marketing Social Change: Changing Behavior to Promote Health, Social Development, and the Environment, Jossey-Bass US Eagle, L., Dahl, S., Hill, S., Baird, S., (2012) Social Marketing, Pearson, UK -567 French, J. (2011) Social Marketing Casebook (Electronic Resource) French, J. Blair-Stephens, C., McVey, D., Merritt, R. (2009) Social Marketing and Public Health, Oxford Scholarship (Electronic Resource) Hastings, G., and Domegan, C. (2013) Social Marketing from Tunes to Symphonies, Routlidge UK, 2 nd Edit Hastings, G and Angus, K. (2011) When is social marketing not social marketing? Journal <>of Social Marketing <> Volume: 1 Issue: 1 <> Hastings, G. (2013) Social Marketing: Why should the devil get all the best tunes?: Why Should the Devil Have All the Best Tunes? Butterworth UK. Gordon, R. (2011) Critical social marketing: definition, application and domain, Journal of Social Marketing <> Volume: 1 Issue: 2 <> Lee, N. and Kotler, P. (2011) Social Marketing: Influencing Behaviors for Good, Sage UK, 4 th edit Lefebvre, C. (2011) An integrative model for social marketing, Journal <>of Social Marketing <> Volume: 1 Issue: 1 Wymer, W. (2011) Developing more effective social marketing strategies, Journal <>of Social Marketing <> Volume: 1 Issue: 1 <> Online sources: -567 Journal of Social Marketing Social Marketing Quarterly Journal of Digital and Social Media Marketing

Transferrable Skills

By the end of this module students will have gained competence in the following key areas : b7 Analytical skills - through case study analysis in seminars b7 Communication and interpersonal skills - through presenting individual findings in seminars and through group discussions b7 Problem-solving skills - through the application and integration of knowledge gained (from this and other disciplines) to making recommendations on the validity of various tools and techniques b7 Self-management/independent learning skills (reflected in management of coursework and directed learning activities) b7 Writing skills (through the coursework) b7 Research skills - through directed investigative work b7 ICT Skills - through the use of the Internet, Blackboard and Web 2.0 technologies

Module Structure

Activity Total Hours
Practicals (FT) 8.00
Seminars (FT) 12.00
Assessment (FT) 60.00
Lectures (FT) 24.00
Independent Learning (FT) 96.00

Assessment Methods

Component Duration Weighting Threshold Description
Group Presentation 0.50 30.00 45% Group Presentation
Individual Report n/a 70.00 45% Individual Report 3000 words