Social media marketing

This subject is open to all enrolments for all students who have completed either BU1108 or BU2108 or BU1008 or BU2208 or BU1908 or BU1808; and an additional 18 CP of any other subjects. This means that you do not need to be a marketing major or minor student to undertake BX3081. A 'Prep Pack' is available for any students interested in this subject that are not enrolled in the marketing major or a marketing minor to assist with background knowledge in marketing. Students considering undertaking this subject with no marketing knowledge should contact their lecturer to discuss first and only undertake if prepared to commit to additional study contained in the prep pack.

Please note, the sequence of some topics may change due to staff availability, resourcing, or due to unforeseen circumstances.

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Subject learning outcomes

Students who successfully complete this subject will be able to:

analyse the theory behind digital and social media marketing to support informed marketing decisions

critically evaluate existing digital metrics from campaign results and formulate new strategies for online marketing

demonstrate innovation of an existing product or service to create a digital or social media marketing strategy suitable to an identified market

All subject readings and resources, including journal articles, book chapters, websites, videos, print and eTextbooks, are available to view online from your Readings list via your LearnJCU subject site. Textbooks listed in your Readings list include links to Co-op Bookshop, publishers and library holdings. The JCU Library has limited print copies of prescribed textbooks for two-day loans, and options for viewing available eTextbooks online.

Additionally, you can find the most appropriate library subject resources, including dedicated discipline libguides, relevant databases and access to library services and staff through the Your Library tool, in your LearnJCU subject site.

Prescribed Text (Compulsory)

Barker.M., Barker,D., Bormann,N., Zahay D. & Roberts,M. (2017). Social Media Marketing: A Strategic Approach, (2nd edition). Boston: Cengage.

Recommended Reading:

Dahl, Stephan (2015) Social Media Marketing: theories and applications. Sage Publications, London, UK.

Key resources for this subject are the prescribed text book, the pre-recorded e-lectures, the online tutorials, online formative quizzes and Discussion Board weekly topics to enable you to check your own understanding of the material covered and the specified supplementary readings. Additional material relating to topical issues may also be used.

This subject uses a combination of approaches to teaching and learning, including both participant-centred and lecturer-guided approaches. The content of the subject is disseminated using a variety of teaching strategies including e-lectures lectures, supply of audio-visual materials, conducting online tutorials, guiding online discussion board threads and providing relevant case studies.

However, these teaching methods while designed to engage students are only as useful as the effort the student wishes to place in their own learning. Learning methods that students should exercise for best opportunity to achieve well in this subject include listening to the e-lectures, conducting secondary research (e.g. via library & Internet searches), participating in discussions and tutorials, watching videos clips, being aware of current events in business relevant to content from the course and working through problem-based case studies.

Beyond the classroom, your learning experience will be greatly enhanced by collaborating and sharing ideas with other Participants. One easy way to achieve this is to establish your own study groups, either face-to-face or on-line. In order to be successful in this subject you will need to take ownership of your learning and actively participate in the discussion board, attend the online tutorials and view the e-lectures. JCU has many support mechanisms in place to assist you to meet your learning needs.

External studies provides the convenience of not having to physically attend a campus. External studies requires participation and engagement in online workshops and activities. Your participation in and engagement with the subject site activities and the online workshops is monitored and our analysis of this data strongly evidences a relationship between the degree of engagement and the level of student success.

There is a variety of feedback methods available during this course. Feedback is available through the results achieved on weekly quizzes, via Discussion Board interactions with other students and your lecturer on the weekly topics and through the feedback provided by your lecturer on assessment submission. Feedback on individual assessment items will be made available within 10 days of the submission date.

In order to pass this subject, you must:

· Achieve an overall percentage of 50% or more;

· Submit a credible attempt at all assessment items within this subject. Students who have completed less than 100% of the assessment will be subject to review by the College Assessment Committee which could result in an ‘X’ grade (Fail (did not sit for exam/s or did not complete at least 80% of assessment requirements or deferred exam not granted))

· Demonstrate regular attendance and engagement with the content of this subject in accordance with student participation requirements as outlined above, including but not limited to any mandatory face to face attendance or online session participatory attendance.

ASSESSMENT TASK 1: [Literature review]

ASSESSMENT TASK 1: DESCRIPTION

This assessment task is to COMPARE AND CONTRAST THREE (3) theories from different categories used in social media research.

The purpose of this assessment is to start to develop a theoretical base for your later assessments. It allows you to connect your academic theoretical skills with your practical business skills, and this is a very important attribute for developing a successful professional career. Theoretical concepts should form the basis of analysing information, developing alternative solutions and making recommendations. You should read the paper a number of times before attempting to write anything. This will highlight areas that you need further information on and you can then conduct the necessary secondary research, including academic papers, reports and media coverage. You should then apply marketing concepts, theories and empirics covered in the subject to the problem.

From past experience, the most difficult aspect of this type of assessment for students is the idea of “analysis”. Most students simply repeat what’s in the articles in their own words or simply re-arrange the same information. While the latter is definitely desirable and helps students to break up the article into smaller components that can be analysed, analysis takes one further step and that is to explain, using the language of marketing, the implications of this information for the firm and the key decision makers. For many students, analysis may be new at this stage of the subject. As the word count is relatively short, it is advised that you outline one or two aspects that you find interesting about the theory and go into more depth in those areas. In this assessment academic writing skills are being practised. If you are unsure there are some additional resources on writing styles LearnJCU, there is also assistance available through the libguides.

Step 1: Read the Instructions and Rubric for this Assessment

Step 2: Review the article:

“Social media research: Theories, constructs, and conceptual frameworks” by Ngai, EWT; Tao, SSC; Moon, KKL INTERNATIONAL JOURNAL OF INFORMATION MANAGEMENT, 02/2015, Volume 35, Issue 1

a) Reread the article and lecture materials from week 2.

b) Select one theory from each of the three categories listed in the Ngai article, Table 1 on page 35 being (1) Personal Behaviour Theories, (2) Social Behaviour Theories and (3) Mass Communication Theories. For example, you might choose Switching Behaviour, Social Capital Theory and Media Richness Theory for the focus of your assessment piece as they represent one theory from each of the categories listed. In contrast, choosing Attribution theory, Personality Traits and Technology Acceptance Model would not meet the assessment requirements as all three are listed in the Personal Behaviour Theories category.

If you are unsure about your choice, please ask your lecturer before commencing the assessment.

Step 2: Conduct Further Research

a) Ensure that you conduct further research on your chosen theory. Are there any current articles since the development of the theory? Have there been changes in thought? A good place to start is the reference listed in Table 1 page 35 in column 2 for each theory.

b) Identify the key search terms, keep references of where you locate materials

c) Make notes of the key features of the theories selected to help you compare and contrast them; they also are useful for formulating an appendix table for your assessment submission.

Step 3 Tips for writing your assessment When you start to write your assessment, ensure that you are fulfilling the requirement to COMPARE AND CONTRAST. Hint: What is similar? What is different? What is the relevance of those similarities or differences? If you are unsure check the libguides on LearnJCU.

Following are some general guidelines on presentation and essay writing. Ensure you have a clear introduction, body and conclusion. This assessment piece requires you to work individually to research and then present your submission as a formal written document that is well structured and appropriately referenced.

Do: o:

· Present the recommendations in essay format. This requires well-structured paragraphs.

· The word limit of 1,200 words is a maximum for ALL essays in total.

· Use tables, diagrams and further analysis of data to clarify, illustrate and supplement analysis and support your recommendations. These are not included in your word count.

· Use page numbers and double line spacing for ease of reading and feedback.

· Use citations from original sources when they are used, using APA style referencing.

Do not: o

· Use bullet points unless you are simply presenting a list which is self-explanatory. Bullet points do not lend themselves to discussion and

· Copy material from other sources without acknowledging the source. Failure to acknowledge the source will be interpreted as plagiarism which is a serious offence.

Step 4 Check your work Ensure you thoroughly proof read your assessment prior to submission. Many marks are quickly lost through not addressing rubric criteria, incorrect formatting and basic grammatical errors.

Step 5 Submission of Assessment You are required to submit this assessment online via LearnJCU only. You are not required to submit a hard copy. Please do not email a copy of your lecturer as it will not be marked outside LearnJCU due to SafeAssign plagiarism checking requirements.

The assessment submission should include the:-

· completed group coversheet (template in the assessment folder), and

· assessment document

ASSESSMENT TASK 1: CRITERIA SHEET

See Rubrics in Section 5.

ASSESSMENT TASK 2: [STORYBOARD, VIDEO & APP]

ASSESSMENT TASK 2: DESCRIPTION

Step 1: Find your team

Groups are allocated automatically via LearnJCU random selection during the course (usually after the first assessment or census date, whichever is sooner). Go to the LearnJCU subject site and check which group you have been allocated to. Contact your team members ASAP, exchange details, review the group work module materials and start!

Part of university study is learning to work in groups. This is because it is a particularly important skill in the workplace. In today’s modern workplaces teams are often virtual working interstate or internationally, across time zones, cultures, languages and background experience. A group work package has been included in the course materials for your teams use prior to starting on the project. If team conflict should occur and you are unable to remedy the situation contact your lecturer at your earliest opportunity. Failure to manage a team successfully is a reflection on the entire team’s skills and their capacity to deal with the situation effectively in the required timeframe. Advice on team conflicts may also be obtained from Student Conflict Support Service, email: http://www.jcu.edu.au/scss/enquiry.

Review the rubric for this assessment at each stage and again prior to submission. Ensure that your team has covered each criteria to maximise your chance of the best mark possible!

Step 2: Choose your Product/Service

Your team is to build an interactive marketing presentation around a Blue Ocean opportunity i.e. a new way an existing innovation of the digital world may be used in the future, OR propose a new digital innovation (not currently existing but feasible in the future). You may select, for example, how virtual reality is to be used; how simulations can assist in sales; how scenarios can build understanding of markets and/or products; how game solutions add impact to marketing; how apps may develop new capabilities; how databases add value tomorrow; how social media is marketed tomorrow, etc. There must not be an existing website, social media campaign, or marketing campaign for the product. There are examples of previous student product/services in the support materials in the Assessment folder on LearnJCU and some Youtube links to previous student presentations to give you an idea of the standard required.

Ideas for innovations/inventions can be found at:

· http://www.inventor-strategies.com

· http://www.ideaconnection.com/new-inventions/

· http://www.gizmag.com/

· Another source of ideas can be found on crowd funding websites.

Step 3: Obtain approval for your Product/Service

Register your product/service proposal on the Discussion Board Thread (or as otherwise instructed by your lecturer) as soon as possible. Check to ensure that your team’s idea hasn’t already been proposed by another group. If so, first in best dressed and you will need to find another topic for your group. Each group must use a different innovation/invention. Do not start your assessment work prior to receiving lecturer approval, as another group may have received approval for that innovation/invention first and you will need to restart the assessment.

Step 4: Conduct Background Research

Apply your existing marketing toolbox and the content of this course to conduct a SWOT analysis, identify target markets and relevant marketing theories and current industry practices to base your marketing strategy on. This step will be key in achieving higher marks to the assessment. A ‘good idea’ that is theoretically unsupported is unlikely to pass this assessment.

Step 5: Develop Storyboard

Refer to the course materials explaining how to go about building a storyboard, the reasons for their use and the practical requirements of this skill in the workplace. Apply those concepts to your chosen product/service.

The storyboard must be annotated with your strategies and relevant references, then submitted as a document on LearnJCU in the assessment folder provided. The storyboard will also assist your lecturer with details not specifically included in your video for marking.

Step 6: Video

Based on your teams storyboard, develop a recorded presentation of 5 mins maximum length around the Blue Ocean opportunity and its application to interactive marketing for 2018. Check off the assessment Rubric to ensure content is covered. If your video exceeds 5 minutes, any section over the 5 minutes will not be marked.

The video content should be engaging and informative. This is your opportunity to demonstrate applied course content to the selected Blue Ocean opportunity. This is not to be a Powerpoint presentation that is recorded. Imagination is required for this assessment; you can include animation if you wish. Animation tools are available at:

· Animation tool where basics are free: www.powtoon.com www.muvizu.com

· Windows Movie Maker www.windows-movie-maker.org

· Macs iMovie http://www.apple.com/au/ilife/imovie/

· iOS & Android: Magisto App

Pay attention to details that may affect the communication of your message including appropriate dress, language, background music, location of filming, use of technology etc.

Previous student examples of student work for guidance as to the standard required have been provided on LearnJCU.

Step 7: Generate APP In addition to your video, your team will be required to generate an App as part of your social media campaign supporting your product/service. Your team may use any free publically available App generators that will suit your Blue Ocean opportunity.

Your team will need to submit a YouTube recording link. Your recording should demonstrate the App you have developed and explain why you have developed the App with particular functionality. An explanation should be provided as to the selection, operation and integration of the App into your social media strategy. The maximum length for the recording is 3 minutes.

Step 8: Submission of Assessment

Nominate ONE group member to submit the assessment on behalf of the entire group.

The submission should include the:-

· completed group coversheet (template in the assessment folder)

· storyboard document

· LINK to video presentation. Please ensure that the link remains viewable for future auditing and education purposes. DO NOT UPLOAD FILES EG MP4 to LearnJCU.

· LINK to App presentation. Please ensure that the link remains viewable for future auditing and education purposes. DO NOT UPLOAD FILES EG MP4 to LearnJCU.

If you experience ANY difficulty submitting please contact [email protected] for assistance and cc your lecturer so they are aware of any issues.

Once all teams have submitted the video presentation, their links will be posted on the Discussion Board thread so you can learn from what has been produced by other groups both in this course and as potential exemplars in future courses at JCU.

ASSESSMENT TASK 2: CRITERIA SHEET

See Rubrics in Section 5.

ASSESSMENT TASK 3: [SOCIAL MEDIA PROJECT]

ASSESSMENT TASK 3: DESCRIPTION

This assessment is aimed at developing the practical application of the theoretical marketing skills obtained in the course as relevant to social media platforms. Rather than generating an entire Marketing Plan, which by third year you have done many times already, we will align as closely as possible to what you will actually be requested to do as a marketing professional.

Step 1: Your assessment topic

For this assessment you will be using your Blue Ocean product/service from Assessment 2. However, this assessment will focus on developing your skills in selection of platforms for your product/service, social media content generation, monitoring and evaluation of the platform specific tactics and tools that make the Social Media environment a unique area of marketing. For this assessment while you will be working on the group idea from Assessment 2, you will be working individually for Assessment 3.

Use the course content on LearnJCU along with Chapter 15 and the Appendix XYZ Coffee Company of the Barker as a general guide to what content should be considered.

Step 3: Select your platforms You will need to select a minimum of three (3) different platforms for your Social Media campaign as listed on p78 of the Barker text. For example, you may chose (1) Social Network Site and draft a Facebook page (2) Collaboration tool and draft an entry for WikiTravel and (3) Photo sharing site and generate an Instagram post. This means that each content example you will be generating will be from a different social media platform. (It would not be acceptable to submit an assessment which uses Facebook and LinkedIn as they are from the same social networking site category; or to submit assessment which uses Twitter and Tumblr as they are both from the microblogging category). If you are unsure clarify with your lecturer BEFORE starting the project.

Your assessment document should contain a brief explanation as to why each platform was selected for the particular Blue Ocean social media campaign, and how it fits within your overall marketing strategy.

Step 4: Generate content for each platform A full mock-up of all proposed content should be generated for each platform selected. For example, if Facebook was selected as a platform for your assessment, a ‘mock up’ of the proposed business page should be provided covering the dot points listed on p282 of the prescribed text. The mock up may also be briefly annotated to assist with design explanations. Remember this is your opportunity to show off the skills being acquired in the course.

Step 5: Identify appropriate Monitoring & Evaluating techniques Use the course content on LearnJCU along with Chapter 15 of the prescribed text and the Appendix XYZ Coffee Company of the Barker as a general guide to what content should be considered.

Step 6: Compiling Assessment All work should aim to apply marketing theory. The following is provided as a guide only:-

· 1 Title page

· ½ page intro

· 3 pages platforms (1 page per platform showing annotated ‘mock up’ of content / layout/ explanation of selection for inclusion of element)

· 1 page for explanation of the reasons for selection for each platform

· ½ page conclusion

· 1 page references

The document must be professionally presented, thoroughly checked for grammatical and other errors, APA referenced, use appropriate headings and have a minimum 10 point text size.

Step 7: Submission of Assessment.

The submission should include the:-

· The document containing your platform content for assessment 3,

· List the group names for work in assessment 2, and link to your group APP from assessment 2, (this is to enable your lecturer to quickly identify your original group innovation).

Once everyone has submitted their assessment they may be posted on the Discussion Board thread so you can learn from what has been produced by other students, particularly those from your Assessment 2 group. Your links may also be used as potential exemplars in future courses at JCU.

ASSESSMENT TASK 3: CRITERIA SHEET

See Rubrics in Section 5.

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Subject outline preparation - office use only

This subject outline has been prepared by Tracey Mahony for the College of Business, Law and Governance, Division of Tropical Environments and Societies, James Cook University. Updated [Jan 2020].

Subject outline reviewer – office use only