Graduate Course Proposal Form Submission Detail - VIC6316
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Approved by SCNS
Submission Type: New
Course Change Information (for course changes only):
Comments: Elective for Mass Comm (MA) - GC Approved; to USF Sys 11/21/13; to SCNS 12/3/13. Approved effective 2/1/15
- Department and Contact Information
Tracking Number Date & Time Submitted 4735 2013-04-17 Department College Budget Account Number Mass Communications AS USF01 TPA 124700 10000 000000 0000000 Contact Person Phone Dr. Kelly Page Werder 9746790 email@example.com
- Course Information
Prefix Number Full Title VIC 6316 Brand Management Is the course title variable? N Is a permit required for registration? Y Are the credit hours variable? N Is this course repeatable? N If repeatable, how many times? 0 Credit Hours Section Type Grading Option 3 C - Class Lecture (Primarily) R - Regular Abbreviated Title (30 characters maximum) Brand Management Course Online? Percentage Online C - Face-to-face (0% online) 0
This course focuses on developing an understanding of brand equity in strategic communication management. It investigates how to build, measure, and manage brand equity, including management of brands over time, geographic boundaries, and market segments.
A. Please briefly explain why it is necessary and/or desirable to add this course.
Needed to compete with national trends
B. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service?
The M.A. in Mass Communications, which includes a program in Strategic Communication Management, currently requires 6 hours of elective credits, which students have been taking outside of the School of Mass Communications. This course provides a much needed elective course that focuses on advertising and brand management, topics that are not currently included in the Strategic Communication Management curriculum.
In addition, this course, once fully approved, will be a required course for the ZAP 5-year Accelerated B.S./M.A. in Advertising, an interdisciplinary program being developed with the College of Business.
C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?
D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)
Ph.D. in appropriate discipline.
- Other Course Information
To increase student understanding of the important issues in planning, implementing and evaluating brand strategies;
To provide relevant theories, models and tools for the making of brand decisions;
To understand the terminology, concepts and activities of brand management;
To understand the brand equity concept, including the general steps we take to create and grow brand value: 1) Identify and establish the brand values and positioning, 2) Plan and implement brand communication programs, 3) Measure and interpret brand performance, and 4) Continue to grow and sustain brand equity and reputation over the long-term
To provide a forum for students to apply these principles.
B. Learning Outcomes
Upon completion of this course, students will be able to:
Describe and identify all the components of brand management and how they affect and improve marketing decision-making;
Determine how new products should be introduced and how they should be named;
Design, implement and evaluate branding strategies;
Be able to describe and identify all the components of brand equity and how it can be built and developed;
Understand how strong brands are created and what should be done to maintain strong brands over time;
Measure brand equity and evaluate the value of brands to both customers and firms; and
Evaluate sources of brand equity as well as outcomes of brand equity.
C. Major Topics
Key determinants for brand management
Key dimensions of brands
Brand management process
Brand identity vs. brand image
Customer-Based Brand Equity
Corporate reputation in an ethical economy
Planning and implementing brand marketing programs
Strategic media selection and management
Measuring and interpreting brand performance
Growing and sustaining brand equity
Keller, K. (2013). Strategic Brand Management, 4rd Ed. Upper Saddle River, NJ: Prentice Hall.
Keller, K. (2007). Strategic Brand Management, 3rd Ed. Upper Saddle River, NJ: Prentice Hall.
E. Course Readings, Online Resources, and Other Purchases
Arvidsson, A. (2005). Brands: A critical perspective. Journal of Consumer Culture, 5(2), p. 235-258.
Cornelissen, J. (2011). Corporate Identity, Corporate Image and Corporate Reputation. In Corporate Communication: A Guide to Theory and Practice. Thousand Oaks: Sage.
Walker, K. (2010). A systematic review of the corporate reputation literature: Definition, measurement, and theory. Corporate Reputation Review, 12(4), p. 357-387.
Jones, B., Temperley, J., & Lima, A. (2009). Corporate reputation in the era of Web 2.0: The case of Primark. Journal of Marketing Management, 25, p. 927-939.
Arvidsson A., & Petersen N., (forthcoming). Introduction. In The Ethical Economy, Columbia University Press.
Schultz, M. & Hatch, M. J. (2010). Toward a theory of brand co-creation with implications for brand governance, Journal of Brand Management, 17, p. 590–604.
Kozinets, R., Hemetsberger, A., & Schau, H. (2008). The wisdom of consumer crowds: Collective innovation in the age of online community. Journal of MacroMarketing, 28(4), p. 339-354.
Syncapse. (2010). The value of a Facebook Fan: An Empirical Review.
360 White Paper. (2010). Twitter and the Consumer Marketer Dynamic.
Zwick, D., Bonsu, S., & Darmody, A. (2008). Putting Consumers to Work: 'Co-creation` and new marketing govern-mentality. Journal of Consumer Culture, 8(2), p. 163-196.
Ahonen, T., & A. Moore. (2005). Communities dominate brands: Business and marketing challenges for the 21st century. London, UK: FutureText.
Bilgram, V., Bartl, M., & Biel, S. (2011). Getting Closer to the Consumer–How Nivea Co-Creates New Products. Marketing Review.
Dellarocas, C. (2003). The digitization of word of mouth: Promise and challenges of online feedback mechanisms. Management Science, 49(10), 1407-1424.
Reichheld, F. (2003). The one number you need to grow. Harvard Business Review,. (http://www.netzkobold.com/uploads/pdfs/the_one_number_you_need_to_grow_reichheld.pdf )
Kozinets, R., DeValck, K., Wojnicki, A., & Wilner, S. (2010). Networked Narratives. Understanding word of mouth marketing in online communities. Journal of Marketing, 74, 71-89.
Metzger, M. J., Flanagin, A. J., & Medders, R. (2010). Social and heuristic approaches to credibility evaluation online. Journal of Communication, 60(3), 413-439.
den Hond, F., & de Bakker, F. (2007). Ideologically motivated activism: How activist groups influence corporate social change activities. Academy of Management Review, 32, 901-924.
Gladwell, M. (2010). Small change: Why the revolution will not be Twitted. The New Yorker.
Klasseen, A. (2009). How to weather a Twitterstorm. Advertising Edge. (http://adage.com/article/digital/weather-a-twitterstorm/135991/)
Crane, A., & Matten, D. (2010). From conflict to collaboration? Greenpeace´s Greenfreeze campaign. In Business Ethics, 3rd Ed., Oxford, pp. 486-489.
Von Hippel, E. (2001). Innovation by user communities: Learning from Open-Source software, MIT Sloan Management Review, 42(4), p. 82-86.
Howe, J. (2006). The rise of Crowd-sourcing. Wired Magazine, 14. (http://www.wired.com/wired/archive/14.06/crowds.html)
Pisano, G. P., & Verganti, R. (2008). Which kind of collaboration is right for you? Harvard Business Review, p. 1-9.
Kozitens, R. (2010). Netnography: The Marketer´s Secret Weapon. Netbase Working Paper.
Pisanu, F., & Teli, M. (2010). Ethnography in a brave new world: Exploring research in cyberspace. University of Milan Working Paper.
SUGGESTED WEB SITES
BrandChannel (by Interbrand): brandchannel.com
McKinsey & Company: mckinseyquarterly.com
Prophet Strategy: prophet.com
Brand Keys Research: brandkeys.com
Upshaw Brand Consulting site: brandbuilding.com
Brand Republic: brandrepublic.com
F. Student Expectations/Requirements and Grading Policy
Seminar preparation and participation . . . . . . . . . . . . . 15%
Discussion leader assignment . . . . . . . . . . . . . . . . . . . 15%
Special topics paper . . . . . . . . . . . . . . . . . . . . . . . . . . .35%
Brand case presentations . . . . . . . . . . . . . . . . . . . . . . .35%
G. Assignments, Exams and Tests
Discussion leader assignment: Each student will have the opportunity to lead a weekly seminar discussion. Possible discussion topics are listed on the course schedule. Students are responsible for presenting and discussing the topic during class and writing a 2-page handout that summarizes the topic, including related references, to distribute to other members of the class. As discussion leader for a topic, students are required to use at least FIVE sources that are NOT included in the course readings. In addition, each presentation must include a case analysis of a current brand issue relevant to the topic area under discussion.
Special Topics Paper: Each student will select a topic relevant to strategic brand management and complete a 20-page paper that reviews the literature related to that topic. Manuscripts should provide a critical analysis of the strengths, weaknesses, and utility of any theoretical frameworks they draw from. You may choose a topic; however, your selection must be approved by the professor by the date designated on the course schedule. Papers should be double-spaced, use a standard 12-pt. font, and have 1” margins on all sides.
Brand Case Presentations: The goal of this assignment is to develop brand analysis skills, encourage preparation and critical thinking for class discussions, and provide opportunities to speak in public about your thoughts and opinions. At the beginning of the semester, you all will be placed on teams based on your interests and background. Each team will choose a brand for which they will prepare a case study for class discussion.
Responsibilities for the presenting team include:
Researching and identifying at least 5 articles that discuss your brand, industry, and its issues (you’ll turn these articles in with your presentation and cite them in your presentation).
Selecting and distributing reading material for your classmates to read in preparation for the discussion. The set of reading material should be 10-20 pages of reading and should be distributed at least 1 week before your class presentation day.
Proposing a question or two for the rest of the class to consider as they prepare their case responses.
Developing a presentation to use in leading a class discussion on the case that focuses on the recommendations that you all have developed as well as any other questions you think the class should consider - focus on teaching rather than presenting!
Leading the class discussion, attempting to draw out the ways in which we can learn from this case study
Presentations should be structured as follows:
1. Synthesis of the class concepts. Discussion and analysis should be based on the key concepts or models that we have been using in class and, in particular, those that are focused on the topic that your group is assigned to consider. Certainly, you can present ways in which your case study is contradictory to the models that we’ve been discussing.
2. Class discussion. You should attempt to motivate discussion in each part of your presentation, but, at the very least, you will need to open up the conversation for critical thinking and discussion.
3. Other interesting considerations and questions. Present other interesting aspects of this case study for us to discuss more broadly.
Responsibilities for all other students not presenting include:
1. Reading the assigned article(s) and being prepared to participate in the case discussion
2. Writing a one-page response (single-spaced) to the question(s) posed by the team on the topic and brand. Additionally, you may also consider the following questions - What did you learn from the case? What other questions/factors would have been interesting to consider? Do you connect it to any other brands? Are there any other analysis approaches that would be especially interesting for this brand?
3. Providing feedback to the presenting team
H. Attendance Policy
Attendance and participation impact your grade. Attendance is mandatory. You are responsible for scheduling other classes and appointments so that they do not overlap with this class. Excessive absences will result in lower grades. Excused absences will be granted only (a) in cases of extreme emergency, (b) prior to the absence, and (c) if supported with appropriate written documentation. Students who anticipate being absent from class due to a major religious observance must provide written notice of the date and event to me by the end of the second week of class.
Course Attendance at First Class Meeting – Policy for Graduate Students: For structured courses, 6000 and above, the College/Campus Dean will set the first-day class attendance requirement. Check with the College for specific information. This policy is not applicable to courses in the following categories: Educational Outreach, Open University (TV), FEEDS Program, Community Experiential Learning (CEL), Cooperative Education Training, and courses that do not have regularly scheduled meeting days/times (such as, directed reading/research or study, individual research, thesis, dissertation, internship, practica, etc.). Students are responsible for dropping undesired courses in these categories by the 5th day of classes to avoid fee liability and academic penalty. (See USF Regulation – Registration - 4.0101,
Attendance Policy for the Observance of Religious Days by Students: In accordance with Sections 1006.53 and 1001.74(10)(g) Florida Statutes and Board of Governors Regulation 6C-6.0115, the University of South Florida (University/USF) has established the following policy regarding religious observances: (http://usfweb2.usf.edu/usfgc/gc_pp/acadaf/gc10-045.htm)
In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.
I. Policy on Make-up Work
Make-up work will be allowing in cases of excused absences, as determined by the instructor on a situational basis.
Your USF Student Handbook contains policies on academic dishonesty, plagiarism, and disruption of academic processes, as well as the punishment guidelines for violating these policies. In essence, the policies state that you are expected to do your own work and be truthful about how you completed it. There is absolutely no tolerance for academic dishonesty. To ensure that you understand the USF Academic Honesty Policy, please read and sign the attached contract and submit it at the end of this class.
J. Program This Course Supports
M.A. in Mass Communications (Strategic Communication Managment program track)
- Course Concurrence Information