Unit description. Unlike commercial marketing which seeks to simplify changes in purchasing patterns, social marketing seeks to change strongly ingrained behaviours or firmly held beliefs in a manner that benefits individuals and society at large. Examples of social marketing include: campaigns to prevent or reduce alcohol consumption, smoking, drug abuse, domestic violence and unsafe driving. This unit examines how to design a marketing strategy that will move the target audience from indifference to action and ultimately maintenance. The unit uses a case study approach drawing on current and historic Australian and international campaigns.

Student Workload and Performance Level. Students are expected to complete all assessment tasks for this subject. Failure to complete all assessment tasks will normally result in failure of the entire subject, other marks notwithstanding. Students should note that each credit point normally requires about 2 hours of study per week. Thus, MKTG309 Social Marketing  which is a 3 credit point unit requires that students commit about 6 hours study a week, including attendance at lectures and tutorials. Plagiarism. Students must not engage in plagiarism in the process of doing assessments tasks for this unit, or any unit whilst at University. Please read the University policy on academic honesty - details can be found in the 'Policies and Procedures' section of this Unit Guide.

Plagiarism: Using the work or ideas of another person, whether intentionally or not, and presenting this as your own without clear acknowledgement of the source of the work or ideas. This includes, but is not limited to, any of the following acts: • copying out part(s) of any document or audio-visual material or computer code or website content without indicating their origins • using or extracting another person's concepts, experimental results, or conclusions • summarising another person's work • submitting substantially the same final version of any material as another student in an assignment where there was collaborative preparatory work • use of others (paid or otherwise) to conceive, research or write material submitted for assessment (e.g. ghost writing) • submitting the same or substantially the same piece of work for two different tasks (self plagiarism).

Lectures and Tutorials: • This unit consists of 3 hours face-to-face teaching per session, one 2 hour lecture and one 1 hour tutorial. 

Required Reading: Textbook (an electronic pdf version will be made available free of charge on the unit's iLearn website)

• Webster, C., Carter, L., D’Alessandro, S. and Gray, D. (2014) Social Marketing: Good Intentions. 1st Edition, TUP.  

Required Reading: Journal Articles (students are required to source pdf versions of the following articles from the Macquarie University library)

• Baca-Motes, K., Brown, A., Gneezy, A., Keenan, E.A. And Nelson, L. D. (2013). Commitment and Behavior Change: Evidence from the Field. Journal of Consumer Research, 39, 5, 1070-1084.

• Duhachek, A., Agrawal, N. and Han, D. (2012). Guilt versus Shame: Coping, Fluency, and Framing in the Effectiveness of Responsible Drinking Messages. Journal of Marketing Research, 49, 928-941.

• Lim, W.M. (2017). Inside the Sustainable Consumption Theoretical Toolbox: Critical Concepts for Sustainability, Consumption, and Marketing. Journal of Business Research, 78, 69-80.

• Pechmann, C., Delucchi, K., Lakon, C.M. and Prochaska, J.J. (2016). Randomised Controlled Trial Evaluation of Tweet2Quit: A Social Network Quit-Smoking Intervention. Tobacco Control, pp.tobaccocontrol-2015.

• Rothschilds, M.L. (1999). Carrots, Sticks, and Promises: A Conceptual Framework for the Management of Public Health and Social Issue Behaviors. Journal of Marketing, 63, 24-37.

• Van Cappellen, P., Rice, E.L., Catalino, L.I. and Fredrickson, B.L. (2018). Positive Affective Processes Underlie Positive Health Behaviour Change.Psychology & Health, 33, 1, 77-97.

Required Viewing: (links to these videos will be made available on the unit's iLearn website)

• The Story of Stuff with Annie Leonard (http://www.storyofstuff.org/movies-all/story-of-stuff/)

• Drive: The Surprising Truth about What Motivates Us by Dan Pink (http://www.youtube.com/watch?v=u6XAPnuFjJc)

Useful supplementary text on social marketing:  (available on loan from MQ library):

French, J & Gordon, R. (2015). Strategic Social Marketing, Sage: London

Lee, N.R. and Kotler, P. (2011). Social Marketing: Influencing Behaviors for Good, 4th edition, Sage, Thousand Oaks, California.

The timetable for classes can be found on the University web site at: (http://www.timetables.mq.edu.au/)

Other Resources are available on the MKTG309 iLearn website

Technology Used and Required: Students are required to have access to a personal computer, use power point, word processing and ilearn.

Unit Webpage: Course material is available on the learning management system (iLearn): http://ilearn.mq.edu.au

MKTG309  S1 2018  Social Marketing & Sustainability Weekly Guide

                                                              Mid-Semester Break:  16 April to 27 April 2016

MKTG309  S1  2018 Social Marketing & Sustainability Weekly Guide

Dropped Individual Case Study (30%) assessment item and increased Group Creative Production weighted from 30% to 60%..

Updated required reading list.

Deleted:

• Burton, S., Hoek, J., Nesbit, P., & Khan, A. (2015). “Smoking is Bad, It's not Cool… yet I'm still Doing It”: Cues for Tobacco Consumption in a ‘Dark’ Market.Journal of Business Research, 68, 2067-2074.
• Pechmann, C., Zhao, G., Goldberg, M.E. and Reibling, E. T. (2003) What to Convey in Antismoking Advertisements for Adolescents: The Use of Protection Motivation Theory to IdentifyEffective Message Themes, Journal of Marketing, 67 (April), 1-18.
• Sheth, J.N., Sethia, N.K. and Srinivas, S. (2011). Mindful Consumption: A Customer-Centric Approach to Sustainability. Journal of the Academy of Marketing Science, 39, 1, 21-39.

Added:

• Lim, W.M. (2017). Inside the Sustainable Consumption Theoretical Toolbox: Critical Concepts for Sustainability, Consumption, and Marketing. Journal of Business Research, 78, 69-80.

• Pechmann, C., Delucchi, K., Lakon, C.M. and Prochaska, J.J. (2016). Randomised Controlled Trial Evaluation of Tweet2Quit: A Social Network Quit-Smoking Intervention. Tobacco Control, pp.tobaccocontrol-2015.

• Van Cappellen, P., Rice, E.L., Catalino, L.I. and Fredrickson, B.L. (2018). Positive Affective Processes Underlie Positive Health Behaviour Change.Psychology & Health, 33, 1, 77-97.

Email Etiquette: Consultation with your subject coordinator and/or teachers via email

You must use your formal Macquarie University student email when communicating with teaching staff.  Teaching staff will not respond to messages sent from a personal email account.

Your teachers receive a very large number emails each day. Before sending an email to teaching staff please - you must check whether the answer to your enquiry is already contained within the unit guide or the iLearn site for the unit. The vast majority of emails from students to teaching staff relate to information that has already been provided. If you send an email of this type you will not receive a reply. Therefore, you must please carefully read the unit guide and iLearn site before sending a query by email.

In order to enable teaching staff to respond to your emails appropriately and in a timely fashion, students are asked to observe basic requirements of professional communication: Consider what the communication is about

• Is your question addressed elsewhere (e.g. in the unit guide or on the unit iLearn site)? • Is it something that is better discussed in person or by telephone? This may be the case if your query requires a lengthy response or a dialogue in order to address. If so, see consultation times above and/or schedule an appointment or see your tutor/lecturer in class.

• Are you addressing your request to the most appropriate person - please note that teaching staff do not deal with IT or student administration issues?

Specific email title/ header to enable easy identification of subject related/ student emails

• Identify the unit code of the subject you are enquiring about (as your teacher may be involved in more than one subject) in the email header. Add a brief, specific header after the unit code where appropriate

Professional courtesy

• Address your teacher appropriately by name (and formal title if you do not yet know them).

• Use full words (avoid 'text-speak' abbreviations), correct grammar and correct spelling.

• Be respectful and courteous.

• Academics will normally respond within 1-3 days. If the matter is urgent, you may wish to telephone the Teaching Staff whose contact details are given in this subject outline or contacting the Department.

• Please ensure that you include your full name, and identify your seminar or tutorial group in your email so that your teachers know who they are communicating with and can follow-up personally where appropriate.

• This unit uses research by Macquarie University researchers

• This unit uses research from external sources (see journal article reading list)

• This unit gives you practice in applying research findings in your assignments

• This unit gives you opportunities to conduct your own research