This course introduces you to the twin subjects of marketing and business communications where principles of EBM are applied to audience selection, message framing, stakeholder identification and problem solving.  In business communication, you will have the opportunity to develop your communication skills by understanding theories of communication, and applying them to the practical aspects of tailoring a message to a targeted audience. By reflecting on your own work, and the work of your peers, you will gain insight into the processes of developing your own communication style.  In stakeholder-based marketing, you will focus on the use of marketing concepts to create, communicate and deliver marketing solutions that are of value to an identified business audience. This includes engaging the needs of different audience stakeholders to ensure an ethically balanced approach between the needs of the organisation, market and society at large.

Learning Outcomes

Upon successful completion, students will have the knowledge and skills to:

1. Determine stakeholder interests and requirements
2. Employ evidence-based decision making to determine appropriate methods of communicating to stakeholders
3. Establish the relevant stakeholder groups that the organisation needs to address in their marketing activity
4. Justify the choice of target audience for marketing communication
5. Integrate stakeholder knowledge and communication to solve customer needs
6. Deliver effective communication that reflects the complexity of real-world stakeholder issues

Research-Led Teaching

This course brings current research and the theoretical foundations of management to address in an evidence-based manner a range of practical problems encountered in contemporary organisations.

Field Trips

Not applicable

Additional Course Costs

Not applicable

Examination Material or equipment

Not applicable

Required Resources

All required reading materials will be provided on Wattle.

Recommended Resources

Any recommended resources or readings will be advised on Wattle.

Staff Feedback

Feedback: Students may receive feedback in any of the following ways:

1. Feedback on their online discussion forum participation

2. Synchronous live feedback as part of occasional live online classroom discussion as set up by the online tutor after consultation with learners

3. Feedback on the assessment pieces in in numeric, tabular, and graphical formats, and/or written or audio qualitative comments; feedback can be both to individual learners and consolidated for the whole online class. Rubrics will be used so students can identify areas for improvement.

4. Personalised, in-depth feedback can be provided to students in consultation with the online tutor. Please make an appointment with your online tutor.

Disagreement and dispute of assessment marks and feedback: It is suggested that any unresolved disagreement with assessment marks and feedback be addressed by email to the online tutor and with a copy of the email sent to the Course Convenor, including a clear description of the area(s) of dispute.

Important: Most updates and announcements for this course will be circulated via emails and/or Wattle site. Please ensure that your official ANU email address is effective, that you have access to Wattle, and that you regularly check both your email and Course Announcements.

Student Feedback

ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). The feedback given in these surveys is anonymous and provides the Colleges, University Education Committee and Academic Board with opportunities to recognise excellent teaching, and opportunities for improvement. The Surveys and Evaluation website provides more information on student surveys at ANU and reports on the feedback provided on ANU courses.

Other Information

Online learning: This course is delivered in an online mode. Online teaching and learning does not mean that students are isolated from their instructors or tutors. In fact, it opens up new ways through for intensive, interactive and engaging communication that facilitates students' learning experiences and achievement of learning outcomes.

 

Differences from other modes of teaching: Online courses may differ in some aspects of delivery, assessment details, and weightings from the on-campus delivery. These changes are designed to adjust for the different delivery modes and ensure that all students achieve the same learning outcomes, regardless of delivery mode.

Personal portfolio: As an online student you may benefit from a different range of learning tools. Consider keeping a personal journal throughout the course to record the thoughts, issues and dilemmas that arise for you. Such a journal may be electronic, using tools such as e-Portfolio on Wattle, or maintained in any other format that suits you. The journal is used to record insights gathered from course reading and other sources, as well as for noting personal reflections as the course proceeds. Students should reflect on the skills, resources, capabilities, thinking and learning styles and consider how they will prepare themselves for working in a management role deploying the skills and knowledge gained in this course.

 

Applicable timezone: The Australian National University is situated in Canberra, Australian Capital Territory and all references to times and dates refer to time in the Australian Capital Territory. Be aware that the Australian Capital Territory observes Australian Eastern Daylight Saving Time in summer months; the effect of this is to shift the time by one hour from Australian Eastern Standard Time (AEST) to Australian Eastern Daylight-saving Time (AEDT). This shift is taken into account in setting times for submission of assessment items or other activities so the set time will be as specified, but in AEST or AEDT depending on the time of year. To avoid confusion in converting the specified times, to your local time, consider using a time converter such as this https://www.timeanddate.com/worldclock /australia/canberra

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Topic 1: Interpersonal communication
2	Topic 2: Business writing	Week 1 Writing Exercise Week 1 Discussion Forum posts
3	Topic 3: Presentation skills	Week 2 Writing Exercise Week 2 Discussion Forum posts Responses to Week 1 Discussion Forums
4	Topic 4: Rhetoric and persuasion	Week 3 Writing Exercise Week 3 Discussion Forum posts Responses to Week 2 Discussion Forums Video: Persuasive presentation
5	Data Visualisation	Week 4 Writing Exercise Week 4 Discussion Forum posts Responses to Week 3 Discussion Forums
6	Stakeholders and communication	Week 5 Writing Exercise Week 5 Discussion Forum posts Responses to Week 4 Discussion Forums Customer service report Reflection essay - Module 1
7	Marketing concepts	Week 6 Writing Exercise Week 6 Discussion Forum posts Responses to Week 5 Discussion Forums
8	Strategy and applications	Week 7 Writing Exercise Week 7 Discussion Forum posts Responses to Week 6 Discussion Forums
9	Tactics In marketing	Week 8 Writing Exercise Week 8 Discussion Forum posts Responses to Week 7 Discussion Forums
10	Defining the audience	Week 9 Writing Exercise Week 9 Discussion Forum posts Responses to Week 8 Discussion Forums
11	Marketing by evidence	Week 10 Writing Exercise Week 10 Discussion Forum posts Responses to Week 9 Discussion Forums
12	Context and applications	Week 11 & 12 Writing Exercise Week 11 & 12 Discussion Forum posts Responses to Week 10, 11 & 12 Discussion Forums Marketing report Reflection essay - Module 2

Tutorial Registration

Not applicable

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
Discussion Forums	20 %	04/03/2019	31/05/2019	1,2,3,4,5,6
Writing Exercises	10 %	04/03/2019	31/05/2019	1,2,3,4,5,6
Video: Persuasive presentation	5 %	22/03/2019	05/04/2019	1,2,4,6
Reflective Essay - Module 1	5 %	05/04/2019	22/04/2019	1,2,3,4,5,6
Customer Service Report	25 %	05/04/2019	22/04/2019	1,2,6
Reflective Essay - Module 2	5 %	31/05/2019	05/06/2019	1,2,3,4,5,6
Marketing Report	30 %	31/05/2019	04/07/2019	3,4,5,6

* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details

Policies

ANU has educational policies, procedures and guidelines, which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Misconduct Rule before the commencement of their course. Other key policies and guidelines include:

• Student Assessment (Coursework) Policy and Procedure
• Special Assessment Consideration Policy and General Information 
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure

Assessment Requirements

The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the ANU Online website. In rare cases where online submission using Turnitin software is not technically possible; or where not using Turnitin software has been justified by the Course Convener and approved by the Associate Dean (Education) on the basis of the teaching model being employed; students shall submit assessment online via ‘Wattle’ outside of Turnitin, or failing that in hard copy, or through a combination of submission methods as approved by the Associate Dean (Education). The submission method is detailed below.

Moderation of Assessment

Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.

Participation

Participation is expected in all activities.

Examination(s)

Not applicable

Assessment Task 1

Discussion Forums

Purpose: As part of learner-centered instruction, courses in RSM include self-reflective tasks that develop skills in critical analysis and meta-cognition (thinking about thinking). Critical analysis assist the student to understand and internalise the skills and knowledge; meta-cognitive skills help learners realize, develop and reflect on their own approach to their thinking and the learning outcomes. Discussion Forums offer students the opportunity to exercise and develop these skills and so enhance their attainment of the learning outcomes week by week over the course.

Description: Weekly online discussion of case studies and reflection on personal experiences from the perspective of the week's learning materials. Further details and marking criteria are provided on Wattle.

Note: The Assessment Calendar specifies only the first week in which forum posts are required and the final date on which feedback will be provided; in fact posts are required for all weeks of the semester, and feedback on these submissions will be provided at various times during the semester. Posts for Weeks 1-11 are due at 23:59 on the Monday of the following two weeks, but for Week 12 all posts are due at 23:59 on Friday of Week 12.

Assessment Task 2

Writing Exercises

Purpose: The writing exercises are focused on the skills of demonstrating what the students has learned and how will you apply it.

Description: Each week students prepare responses to three exercises set by the tutor to develop critical analysis and meta-cognitive thinking. Further details and marking criteria are provided on Wattle.

Note: Each submission for Weeks 1-11 is due at 23:59 on the Monday of the following week, but for Week 12 the submission is due at 23:59 on Friday of Week 12.

Assessment Task 3

Video: Persuasive presentation

Purpose: Communication is a practical skill as well as an area of study, and this task is intended to allow the student to demonstrate their skill in planning and delivering effective communication.

Description: Upload a video recording of two (2) minutes in length. The video will show the student introducing themselves in order to either:

(i) persuade relevant stakeholders to invest in a product, service, or organization; for example a job recruiter in their office; or

(ii) show the learner’s ability to befriend an individual.

Further details and marking criteria are provided on Wattle.

Assessment Task 4

Reflective Essay - Module 1

Purpose: Courses in RSM include self-reflective assessments which aim at tracing and gauging meta-cognitive skills (thinking about thinking). Meta-cognitive skills help learners realize, develop and reflect on their own approach to their thinking and learning, supporting their development of critical, analysis, synthesis, transfer, application, and creative skills.

Description: A short reflective essay of no more than 1000 words written at the conclusion of Module 1, exploring the leadership, meta-cognitive and critical thinking skills you have developed throughout the module that are relevant to the management practitioner. Further details and marking criteria are provided on Wattle.

Assessment Task 5

Customer Service Report

Purpose: Students will be required to analyse and evaluate key issues in management thinking and to develop their skills in critical analysis. The report requires students to draw upon concepts and issues identified in Module 1.

Description: A report of no more than 2000 words on a real-world case that has significant impact on customers, covering:

• An update on status or progress,
• A consideration of impact on stakeholders,
• At least two forms of original graphical or visual evidence,
• Recommendations, and
• A 150 word bio for the student (this is not counted in the word limit)

Further details and marking criteria are provided on Wattle.

Assessment Task 6

Reflective Essay - Module 2

Purpose: Courses in RSM include self-reflective assessments which aim at tracing and gauging meta-cognitive skills (thinking about thinking). Meta-cognitive skills help learners realize, develop and reflect on their own approach to their thinking and learning, supporting their development of critical, analysis, synthesis, transfer, application, and creative skills.

Description: A short reflective essay of no more than 1000 words written at the conclusion of Module 2, exploring the leadership, meta-cognitive and critical thinking skills you have developed throughout the module that are relevant to the management practitioner. Further details and marking criteria are provided on Wattle.

Assessment Task 7

Marketing Report

Purpose: Students will be required to analyse and evaluate key issues in management thinking and to develop their skills in critical analysis. The report requires students to draw upon concepts and issues identified in Module 2.

Description: A report of no more than 3500 words that covers either:

• a comprehensive marketing audit of a brand, organisation or experience, or
• a complete marketing brief of responses to different marketing scenarios that may affect a firm.

Further details and marking criteria are provided on Wattle.

Academic Integrity

Academic integrity is a core part of our culture as a community of scholars. At its heart, academic integrity is about behaving ethically. This means that all members of the community commit to honest and responsible scholarly practice and to upholding these values with respect and fairness. The Australian National University commits to embedding the values of academic integrity in our teaching and learning. We ensure that all members of our community understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. The ANU expects staff and students to uphold high standards of academic integrity and act ethically and honestly, to ensure the quality and value of the qualification that you will graduate with. The University has policies and procedures in place to promote academic integrity and manage academic misconduct. Visit the following Academic honesty & plagiarism website for more information about academic integrity and what the ANU considers academic misconduct. The ANU offers a number of services to assist students with their assignments, examinations, and other learning activities. The Academic Skills and Learning Centre offers a number of workshops and seminars that you may find useful for your studies.

Online Submission

Use of Turnitin: Unless an exemption has been approved by the Associate Dean (Education) submission must be through Turnitin.

Lodgement: You will be required to electronically sign a declaration as part of the submission of your assignment. Please keep a copy of the assignment for your records.

Identification: On all assignments you should only give your student number as identification; your name should not be included anywhere in the document.

Hardcopy Submission

For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.

Late Submission

Weekly assessment tasks: Late submissions are not accepted.

Other assessment tasks: Late submission of an assessment task without an extension is penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the Class Summary for the return of the assessment item. Late submission is not accepted for take-home examinations.

Referencing Requirements

Accepted academic practice for referencing sources that you use in presentations can be found via the links on the Wattle site, under the file named “ANU and College Policies, Program Information, Student Support Services and Assessment”. Alternatively, you can seek help through the Students Learning Development website.

Returning Assignments

All assignments will be marked and/or returned according to the timeline specified above.

Extensions and Penalties

Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. The Course Convener may grant extensions for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.

Resubmission of Assignments

You are allowed to resubmit your assignments before the specified submission time. Any submission done after the specified submission date and time will be considered a late submission and the listed penalty conditions will apply.

Privacy Notice

The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information.
In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service – including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy.
If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.

Distribution of grades policy

Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes.

Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.

Support for students

The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).

• ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
• ANU Diversity and inclusion for students with a disability or ongoing or chronic illness
• ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
• ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents undergraduate and ANU College students
• PARSA supports and represents postgraduate and research students