APPLIED SOCIAL MARKETING

SHE Level 5
SCQF Credit Points 15.00
ECTS Credit Points 7.50
Module Code MMN224967
Module Leader Brian Smith
School Glasgow School for Business and Society
Subject Fashion and Marketing
Trimesters
  • B (January start)
  • A (September start)
  • C (May start)

Pre-Requisite Knowledge

None

Summary of Content

Social Marketing is increasingly developing into a recognised marketing specialism linked to but distinct from traditional commercial marketing theory and practice. It is predominantly employed by governments, public and third sector institutions and voluntary organisations when developing interventions to bring about social change for the common good. Social Marketing is becoming increasingly important as an influencer in social norm perceptions and is now recognised as a powerful tool in mobilising behavioural change in the development of civil society, well-being and the movement towards a more social economy underpinned by such sub-disciplines such as Empathy Marketing and its use in the development of a more compassionate society. The aim of this module is to explore the theory and practice of strategic and operational social marketing, including planning, effectively implementing and evaluating social marketing strategy and campaigns through both traditional and contemporary approaches. The module focuses on training student thought processes to effectively understand and evaluate the social marketing environment (nationally, internationally and cross culturally) and its linkages to behavioural change. There is a strong focus on the application of theory in a consultancy-based approach to learning, development and assessment.

Syllabus

1 . Fundamentals and Principles 2. Environment, Scope and behavioural social marketing theory 3. Social Marketing Research 4. Models, Methods and Modern Applications 5. Consultative approaches and presentations 6. Behavioural Economics, Behavioural Change and Social Engineering 7. Empathy Marketing, norm perceptions and their influence in the development of well-being and civil society. 8. Strategic Plans, Campaigns and Ethical Considerations

Learning Outcomes

On successful completion of this module, the student should be able to:1. The ability analyse the social marketing environment and understand how it can be influenced to stimulate changes human behaviour2. To successfully apply social marketing theory, tools and techniques to develop social marketing strategy and campaigns for public, private and voluntary sector institutions including the effective use of monitoring and control mechanisms.3. Absorb, articulate and answer a consultancy brief to deliver a robust solution on time and in line with stated resources.4. Understand the impact that social marketing can have on societal norming resulting in the improvement of well-being in target audiences.

Teaching / Learning Strategy

The teaching and learning strategy uses a combination of lectures and seminars led by academic staff. To deliver a consultancy based approach to assessment, external clients will be invited to pose challenging social marketing briefs to students for which they must deliver a robust solution, presented back to the client and their invited audience. In addition, a blended learning approach will be used where appropriate to facilitate the use of case study, new media (especially broadcast such as Ted.com) engagement techniques such as discussion boards and Padlet. 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 problems using analytical tools, practice how to make strategic decisions, and present and justify a particular course of action. Occasionally the Socratic Method will be used in seminars as it focuses on the need for student preparation. 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 in a varied and engaging blended learning approach. 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

Core texts in BOLD Eagle, L., Dahl, S., Hill, S., Baird, S., (2012) Social Marketing, Pearson, UK Lee, N. and Kotler, P. (2011) Social Marketing: Influencing Behaviours for Good, Sage UK, 4 th edit -567 Andreasen, A., (2006) Social Marketing in the 21 st Century, Sage Publications,UK Additional reading. 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 -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 <http://www.emeraldinsight.com/journals.htm?issn=2042-6763>of Social Marketing <http://www.emeraldinsight.com/journals.htm?issn=2042-6763> Volume: 1 Issue: 1 <http://www.emeraldinsight.com/journals.htm?issn=2042-6763&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 <http://www.emeraldinsight.com/journals.htm?issn=2042-6763> Volume: 1 Issue: 2 <http://www.emeraldinsight.com/journals.htm?issn=2042-6763&volume=1&issue=2> Lefebvre, C. (2011) An integrative model for social marketing, Journal <http://www.emeraldinsight.com/journals.htm?issn=2042-6763> of Social Marketing <http://www.emeraldinsight.com/journals.htm?issn=2042-6763> Volume: 1 Issue: 1 Wymer, W. (2011) Developing more effective social marketing strategies, Journal <http://www.emeraldinsight.com/journals.htm?issn=2042-6763>of Social Marketing <http://www.emeraldinsight.com/journals.htm?issn=2042-6763> Volume: 1 Issue: 1 <http://www.emeraldinsight.com/journals.htm?issn=2042-6763&volume=1&issue=1> Online sources: -567 Journal of Social Marketing Social Marketing Quarterly

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
Independent Learning (FT) 75.00
Seminars (FT) 18.00
Lectures (FT) 18.00
Assessment (FT) 39.00

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 2000 words