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200091 Business to Business Marketing School of Business│Learning guide

Spring 2015

HOW TO USE THIS LEARNING GUIDE

ICON KEY

 Activity





Checklist

Deadline

 Handout

 Hint

 Important information

 Online activity

 Reading

 Toolkit

 Warning

This learning guide supplements the unit outline and is designed to help you

navigate through the unit. It will help you focus on what you need to do for

classes and the various assessment tasks. You should consult the relevant

section of the learning guide as you plan your study – it will highlight the main

things that you should be getting out of the resources available and provide

guidance on teaching activities and class preparation.

The learning guide also offers some study tips to assist you in developing the

skills and techniques of an effective learner at university level. In addition to

acquiring information and skills relevant to this unit, you should also focus on

developing the habits and tools of a successful university student. As an adult

learner you need to take control of your own learning and ensure your own

success. This learning guide is specifically designed to help you achieve this.

A standard set of icons is used throughout the learning guide to make

navigation easier. Use the icons to quickly identify important information, things

you need to do and hints for doing them.

STAFF

Unit

Coordinator

Dr Neeru Sharma

Building 11, Room 1.55, Campbelltown campus

Phone: 4620 3469 Email: [email protected]

Point of first

contact

In the first instance, your designated lecturer or tutor should be contacted either

face-to-face or by email. It is your responsibility to obtain the appropriate

contact details of your lecturer and tutor.

Unit

administration

School of Business Student and Academic Services Team

Building ED.G.99, Parramatta campus

Phone: 9685 9200 Email: [email protected]

Teaching team Information about the teaching team for this unit will be provided during the

lecture session of Week 1.

CONSULTATION ARRANGEMENTS

Parramatta, Campbelltown and Bankstown campuses

Consultation days/times will be announced during the lecture session of Week 1.

Please ensure that you email the unit coordinator/lecturer/tutor to secure a consultation appointment at a mutually convenient time.

Editi on: S pring 2015 © Copy ri ght: Uni versi ty of W estern Sy dney, 2015 . No part of this publi cati on may be reproduced or trans mitted in any form or by any means, el ec tronic or mechani cal , i ncl uding photoc opyi ng, recordi ng, or by any i nformati on s torage and retri ev al system, without the pri or w ritten permis si on from the D ean of the Sc hool of B usines s. Copy ri ght for ac knowl edged material s reproduced herein is retained by the c opy ri ght holder. All readi ngs i n this public ati on are c opied under li cenc e i n acc ordance with Part VB of the C opyri ght A ct 1968.

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Contents

SECTION ONE

ABOUT BUSINESS TO BUSINESS

MARKETING 1

An introduction to this unit 1

Textbook 1

Approach to teaching 1

SECTION TWO

ASSESSMENT DETAILS 3

Learning outcomes 3

Assessment summary 3

Assessment 1: Group case study analysis (2 0%) 4

Overview 4

Details 4

Group work and peer as sessment 5

Marking criteria and standards 6

Assessment 2: Individual assignment (3 0%) 7

Marking criteria and standards 8

Assessment 3: Negotiation Exercise (50%) 10

Marking criteria and standards 12

General assessment requirements 13

Referencing 13

Resubmission 14

Late submission 14

Extension of due date for submission 14

Special consideration 14

SECTION THREE

TEACHING ACTIVITIES 15

Schedule of activities 15

Lectures and tutorials 17

Essential equipment and/or resources 18

SECTION FOUR

LEARNING RESOURCES 19

Overview of learning resources and

assessment 19

Recommended reading 20

Referencing requirements 20

Other resources that might help with university

life 20

SECTION FIVE

YOU AND THIS UNIT 22

What is expected of you 22

Unit credits and workload 22

Assumed knowledge 22

Attendance 22

Online learning 22

Student responsibilities and conduct 22

What you can expect from the teaching team 23

Changes to unit as a result of student

feedback 24

Policy and how it affects you 24

What is academic misconduct? 24

What is non-academic misconduct? 25

Raising concerns 25

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About Business to Business Marketing

An introduction to this unit

This unit examines the basic business to business (B2B) concepts, constructs, models, tools

and processes necessary for gaining and sustaining competitive advantage i n today’s B2B

marketing and business environment. Students will be introduced to B2B theoretical

constructs, analytical frameworks, models, marketing strategies and programs that are

essential to understand, explain and predict the success or otherwise of B2B marketing and/or

business decisions. At the same time, they would be exposed to critical yet systematic thinking

approach expected from them in this module.

Textbook

Hutt, M & Speh, TW 2011, Business marketing management: B2B, 11th edn, South Western,

Cengage Learning.

Approach to teaching

The educational philosophy underpinning the unit is outlined below.

Important aspects of the educational philosophy underpinning this unit:

1. Students will be treated as adult learners ; as such they should attend all classes and

tutorials, and be prepared to contribute actively to class discussions and activities.

2. Students are interested in marketing and motivated to learn.

3. Face-to-face class time is a vital aspect of the learning proce ss; students should do a

considerable amount of work outside class reading, revising, researching and discussing

B2B theory and the application of theory with other people, including students.

4. Students should see learning in the unit in terms of understand ing, explaining and

predicting the impact of their B2B marketing and business decisions

5. Students should see the unit as an opportunity to prepare for life after university .

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Overview of resources, assessments and learning outcomes in this unit

Class members

ASSESSMENT

Participation in lectures and

tutorials

Lecture material

Textbook

Library

Teaching team

LEARNING RESOURCES

Group case study analysis

(20%)

Individual essay (30%) See page 3

See page 3

LEARNING OUTCOMES

Negotiation exercise

(50%) See page 3

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Assessment details

Learning outcomes

The unit provides general, specific and contextual understanding, explanation and application

of relevant B2B knowledge in the business and marketing discipline which will be required by

graduates in their business-to-business work environments.

Course learning outcomes that relate to particular assessment items are outlined in the details

for those assessments.

Learning outcomes for the unit are outlined below.

1. Understand and apply the theories and concepts of business -to-business (B2B)

marketing.

2. Demonstrate practical knowledge of B2B marketing management and its

relationship to corporate and business strategy.

3. Demonstrate analytical, interpersonal and decision -making skills appropriate to

achieving B2B marketing objectives.

Assessment summary

ASSESSMENT

NUMBER

ASSESSMENT ITEM AND DUE DATE LEARNING

OUTCOMES

VALUE

(/100)

1. Group case study analysis (online group

submission) (2,000 word equivalency including

references)

Due: Week 8

1 and 3 20%

2. Individual essay (1,200 words plus references)

Note: There is a threshold mark for this essay

Due: Week 5

1 and 2 30%

3. Negotiation exercise

Part A: Decision worksheet (group) (up to 500

words) (10%)

Due: Week 11

Part B: Individual report (up to 1,500 words plus

references) (40%)

Note: There is a threshold mark for this report

Due: Week 12

2 and 3 50%

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 Note: Before you receive your results for each piece of assessment they may be moderated. Moderation is a process whereby the unit coordinator regulates the marking of

individual markers to achieve consistency in the application of unit objectives, performance

standards and marking criteria. Marks for an individual piece of assessment will not be

changed after you have your mark or grade. You should note that, consistent with the C riteria

and Standards Based Assessment policy, the final marks for the cohort may be also adjusted if

results are very high or low or there are inconsistencies between groups.

 Note: To pass this unit: 1. You must submit all assessment items.

2. You must obtain an overall mark of 50 per cent.

3. You must satisfy the “compulsory threshold” by achieving at least 50% in the combined

aggregate for the individual assessments i.e., individual essay (3 0% value of the unit)

and the individual report-negotiation exercise (40% value of the unit). This means you

need to obtain at least 35 out of 70 marks in the individual assesments.

Assessment 1: Group case study analysis (20%)

Overview

Groups of between 4-5 students will be formed in Week 2 from students comprising each

tutorial class. The groups must submit answers to all the questions of the case study.

Group case

study

outcomes

Demonstrate understanding and the provision of analytical insights of the

issues and/or questions, individually and collectively. Understanding, however,

does not equate with mere regurgitation or citation of facts from the case.

Application of relevant B 2B marketing concepts to solving the problems and

challenges found in the case. Application, however, does not equate with mere

recital or definitions of the concepts and theories. Note that this is a case study.

It is not a literature review.

Providing recommendations that are consistent with the group’s overall analysis

of the case and response to all questions in the case. That requires sound

understanding of the case’s issues and dynamics.

Analysis, insights, recommendations must be coherent, well stru ctured and

documented.

Details

Group case study: Three Rivers Optical (TRO)

Question 1 Evaluate the current performance of Three Rivers Optical. Support your answer

by doing a situational analysis of the company. What are the major challenges

faced by TRO?

Question 2 Based on the geographic distribution of optical goods stores, do Steve’s plans

for growth make sense?

Question 3 Are trade shows a viable option for TRO to generate sales, sales leads, and

new customer accounts? Support your answer using relevant theory and the

facts from the case.

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Group case study: Three Rivers Optical (TRO)

Question 4 For the shows TRO already does what should the strategic plan be? What

tactics should be included?

Question 5 Given your analysis, as Steve Siebert, what are you going to do? In which

shows would you invest? How will you implement your plan? Support your

position.

 Note: The case study is available on the Business to Business Marketing vUWS website.

Submission

requirements

The assignment should be typed in question answer format, with 1.5 line

spacing and one-inch (25mm) margins.

Numbering of pages is essential.

There should be no more than 2,000 words including references.

The case study must have a cover sheet and a copy of group case study

marking criteria and standards.

The case study is submitted online on the vUWS site in Week 8 .

 Note: Do not under any circumstances, surf the web or do any secondary or primary research other than what is found in the case.

Group work and peer assessment

Group work is included in many university courses as training for the “real world” of business,

where networking, relationship marketing and sharing of ideas, tasks and responsibilities are

the norm. It is therefore up to you to make a group activity work. Please bear in mind that an

appeal at the end of a semester that “I failed because of my group” – usually falls on deaf

ears!

Tips for

successful

group work

Start with the attitude that you will respect and enjoy working with your

colleagues.

Appoint a team leader and respect the directions of that leader.

Agree to regular meeting times and place – and show up!

Find ways to make meetings fun.

Try to work out a reasonable division of labour – based on each of your

respective skills but do not subdivide t he overall task so it appears incoherent.

Do not delay the start of group work.

Complete written work in time for cohesive editing and collating of all materials

(the excuse that “the printer has broken down” or “Fred has the main report and

is held up in traffic” has been heard too many times to receive sympathy from

lecturers).

Team member evaluations will be undertaken if need arises.

 Note: Try to resolve problems that arise within the team but inform the tutor immediately when serious problems begin to occur. Your tutor may request a

meeting of all members to find a resolution. There is no point in blaming your

group for your failure on an appeal form at semester’s end.

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 Warning: Great teamwork enhances group outcomes. However, in the event of a person in a group project being deemed by the majority of team members to have under -contributed to

the project or when one or a minority of people in the group in circumstances where the

majority of team members have under -contributed to the project, peer assessment may be

invoked. This assessment may be used by your unit coordinator to determine the final project

mark for each person in your team. A peer evaluation form is available on th e vUWS in the

group case study folder. This form is to be handed to the tutor on the day of the case study

submission.

Marking criteria and standards

CRITERIA HIGH

DISTINCTION

(8.5 +)

DISTINCTION

(7.5-8.4)

CREDIT

(6.5-7.4)

PASS

(5-6.4)

FAIL

(BELOW 5)

Understanding

and provision of

analytical

insights of the

issues and/ or

questions –

individually and

collectively.

Demonstrated

superior

understanding

and provided

comprehensive

discussion and

analysis based

on the facts of

the case-

individually and

collectively.

Demonstrated

very good

understanding

and provided

very good

analytical

insights based

on the facts of

the case –

individually and

collectively.

Demonstrated

good

understanding

and provided

good insights

based on the

facts of the

case –

individually and

collectively.

Demonstrated

some basic

understanding,

provided some

basic insights

of the

questions,

individually.

Demonstrated

minimal

understandi ng,

shown minimal

insights,

individually.

Application of

relevant B2B

marketing

concepts to

analysis.

Superior

application of

relevant

theories and

theoretical

frameworks to

analysis.

Very good

identification

and linking of

relevant

theories and

theoretical

frameworks to

analysis.

Good use of

theories and

theoretical

frameworks

superficially

linked to the

analysis.

Limited basic

use of theories

and theoretical

frameworks

incorrectly

applied to

analysis.

No or minimal

linking of

theories and

theoretical

frameworks to

analysis.

Conclusions that

are consistent

with sound

understanding

of the case’s

issues and

dynamics.

Conclusions

consistent with

superior

understanding

of case’s

issues and

dynamics.

Conclusions

are consistent

with sound

understanding

of the case’s

issues and

dynamics with

some gaps.

Conclusions

are consistent

with some

understanding

of the case’s

issues and

dynamics with

some minor

gaps.

Major gaps in

conclusions

despite some

understanding

of the case’s

issues and

dynamics.

Conclusions

are mere

assertions with

very limited

understanding

of the case’s

issues and

dynamics.

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CRITERIA HIGH

DISTINCTION

(8.5 +)

DISTINCTION

(7.5-8.4)

CREDIT

(6.5-7.4)

PASS

(5-6.4)

FAIL

(BELOW 5)

Overall

expression,

structure and

logic.

Very good,

coherent

analysis,

insights and

conclusions,

systematically

and logically

presented and

very easy to

follow. Very

effective and

engaging

writing style.

Sound,

coherent

analysis,

insights, and

conclusions,

systematically

and logically

presented and

easy to follow.

Minor errors

and good

writing skills

displayed.

Analysis,

insights and

conclusions

are coherent,

logical and

easy to follow

but could be

better

structured.

Satisfactory

level of writing

skills displayed

with some

errors which do

not hinder

comprehension

Analysis,

insights and

conclusions

somewhat

coherent and

logical; at

times difficult

to read and

follow. Errors

sometimes

hindering

comprehension

.

Analysis,

insights and

conclusions

are all over the

place, illogical

and very

difficult to

follow.

Excessive

errors and

illogical

paragraphing

seriously

impeding

comprehension

.

Assessment 2: Individual essay (30%)

Students must address the following question:

Some products that are sold to both business customers and consumers originate in consumer

markets, while others were first sold to business customers. What are the advantages of

starting to sell business products to consumers? What are the potential pitfalls? What are the

advantages of starting to sell consumer products also to business custom ers? What are the

potential pitfalls?

Individual assignment outcomes

Demonstrated understanding with substantive, analytical insights, given your position taken in response to the question. Do not merely regurgitate concepts from the text.

Application of relevant, important B2B concepts, constructs, theories and themes to the analysis. This however is not an exercise in literature review.

Analysis, explanation and discussion that are company and industry specific [where relevant].

Demonstrated normative insights as a result of the analysis.

A focused and structured approach in presentation of analysis, critique and application of concepts.

Submission requirements

The individual assignment should be typed in essay format, 1.5 line spacing, with one-inch (25mm) margins.

Numbering of pages is essential .

There should be no more than 1 ,200 words. Any tables, diagrams and references are extra. The assignment must have a cover sheet and a copy of marking criteria and standards.

The assignment should be submitted in hard copy in Week 5. There is no need to Turnitin.

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 Note: This assessment task assures course learning outcome 1.1 as follows:

Course

learning

outcome 1.1

Communicate effectively through discipline -appropriate written and visual

materials that are suited to audience and context

Marking criteria and standards

CRITERIA STANDARDS

Discussion and

analysis of the

assignment

question

Superior and

comprehensive

discussion and

analysis of the

question.

Very good

discussion and

analysis of the

question

Good discussion

and analysis of

the question

Some

discussion and

analysis of the

question.

Minimal or no

analysis of the

question.

9-10 7-8 5-6 3-4 0-2

Application of

relevant B2B

marketing

theories and

concepts to

analysis.

Superior

application of

relevant

theories and

concepts to

analysis

Very good

identification

and linking of

relevant

theories and

concepts to

analysis.

Good use of

theories and

concepts/conce

pts superficially

linked to the

analysis.

Limited use of

theories and

concepts/conc

epts

incorrectly

applied to

analysis.

No or minimal

linking of

theories and

concepts to

analysis.

4.1 - 5.0 3.1 - 4.0 2.1 - 3.0 1.1 - 2.0 0 - 1.0

Conclusions are

consistent with

the analysis.

Good

conclusions

consistent with

analysis.

Sound

conclusions

consistent with

analysis with

some gaps

Conclusions

generally

consistent with

analysis but with

some minor

gaps.

Major gaps in

conclusions

despite

analysis.

Conclusions

are mere

assertions

with very

limited

analysis.

3.1 – 4.0 2.1 – 3.0 1.1 – 2.0 0.1 – 1.0 0

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CRITERIA STANDARDS

Range of

sources used to

develop the

essay

Uses an

extensive

range of

sources (2-3

books, 5-6

scholarly

journal

articles, 2-3

practitioner

articles from

business

magazines,

some internet

websites)

which clearly,

logically and

consistently

support

discussion

Uses a

comprehensive

range of

sources which

are primarily

linked to and

support

discussion

Uses a large

range of

sources which

are marginally

linked to

discussion

Uses a limited

range of

sources (only

text book,

lecture notes,

internet

websites and

some

magazines)

Uses only a

very limited

range of

sources (only

text book,

lecture notes

and some

internet

websites)

4.1 – 5.0 3.1 – 4.0 2.1 – 3.0 1.1 – 2.0 0-1.0

Structure,

writing

organisation and

layout

Essay is

effective and

engaging.

Focus of text

is immediately

apparent and

there is a

consistent and

logical flow

throughout.

Layout is

exemplary

using a good

mix of tables,

diagrams and

visuals.

Essay is

interesting to

read and ideas

are structured

for a logical flow

from issues to

conclusions but

could be better

structured and

logically

supported.

Layout could be

improved for

better

comprehension.

Essay provides

some insights

with satisfactory

structure and

logic. Text has a

clear focus with

minimal

repetition. Key

issues are

logically and

clearly

presented.

Layout is

satisfactory.

Essay

provides few

insights and

lacks logical

structure. Not

all key issues

identified.

Errors

sometimes

hindering

comprehensio

n. Acceptable

logical steps

and layout.

Disjointed and

poorly

sequenced

paragraphs

and ideas

making

reading and

comprehension

problematic;

Key issues are

hard to follow.

Poor layout

seriously

impeding

comprehension

1.6- 2.0 1.1-1.5 0.6-1.0 0.1-0.5 0

Language,

spelling,

grammar

Spelling and

grammar are

error free.

Choice of

words and

sentence

structure is

precise and

compelling and

demonstrates

outstanding

command of

B2B marketing

language

skills.

Spelling and

grammar are

error free.

Language is

appropriate for

B2B marketing

situations.

Minor errors in

spelling and

grammar.

Meaning is clear

and

unambiguous.

Choice of

language is

satisfactory in

communicating

intended

meaning.

Spelling and

grammatical

errors are

present. Text

doesn’t clearly

articulate an

argument or a

cogent

conclusion.

Text has many

spelling and

grammatical

errors.

Language not

appropriate for

B2B marketing

situations.

1.6-2.0 1.1-1.5 0.6-1.0 0.1-0.5 0

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CRITERIA STANDARDS

Use relevant

sources and

correct

referencing

Sources are

well chosen

and are

accurately

identified and

acknowledged

in approved

referencing

style. Text

shows

evidence of

thorough and

comprehensive

editing.

Excellent level

of

presentation.

Good in-text

citations,

paraphrasing

and referencing,

with a few minor

errors. Good

level of

presentation.

Sources are

generally

identified and

acknowledged

with some minor

inaccuracies in

referencing.

Text shows

some evidence

of referencing.

Text

demonstrates

little evidence

of crediting.

Sources are

not

appropriately

identified and

acknowledged.

No in-text

citations and

referencing.

1.6-2.0 1.1-1.5 0.6-1.0 0.1-0.5 0

Assessment 3: Negotiation exercise (50%)

Overview

Negotiation exercise is an interactive assessment to be completed by students in groups

consisting of two students-one group member represents a retailer and the other member

represents a manufacturer. The manufacturer firm is Sydney shirts, manufacturing high quality,

differentiated, and nationally advertised brand of business shirts. In this exercise, the

distribution manager of Sydney shirts enters into negotiations with retailer’s representative on

a number of issues like minimum quantity ordered, retail margin, advertising frequency and

cost split, sales promotions, order time, discount period for payment, packaging, product mix,

shelf space etc. Students are provided with Manufacturer and retailer information material an d

a decision worksheet in Week 5 tutorial for preparation of negotiation exercise. This

assessment is completed in two parts as explained below:

NEGOTIATION

EXERCISE

DESCRIPTION VALUE DUE

Part A: Decision worksheet

10% Week 11

Part B: Individual report (1500 words plus references)

40% Week 12

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Details

Part A

In Week 5, groups will be formed in tutorial. Each group consists of two students. Students will

decide in their group which role they are interested to take - manufacturer or retailer. Groups

will submit their group sheet to the tutor with the details of students performing these roles.

Tutor will provide the groups with ‘Negot iation Decision Sheet’ (a two page sheet outlining

agreements to be reached) and instruction manuals for manufacturer and retailer.

In Week 10, students com plete the negotiation in lecture/workshop class. Make additional

copies of the negotiation decision worksheet outlining the agreement you reached befo re

submitting to your tutor in W eek 11. Each member should keep one copy of the decision sheet.

This along with your preparation notes and any notes you make during your negotiation should

form the basis of the negotiation individual report completed as Part B and submitted in Week

12.

Negotiation exercise- Decision sheet submission requirements

Complete the decision sheet form using blue or black pen. Both representatives sign on page 2 and submit hard copy to your tutor in the beginning of Week 11 tutorial.

No literature review is necessary for submitting this sheet.

There is no need to turn -it-in.

Marking for Part A

As stated above, the negotiation exercise is completed in week 10 and the decision sheet is

submitted in Week 11 tutorial, if a group fails to submit their decision sheet in week 11, they

will be awarded an AF grade. Marking of submitted decision sheets will be done based on how

many sections of the sheet were completed during t he negotiation. 100% marks for all

agreements reached and all sections completed, and the sheet signed by the both

representatives. Pro rata marks if the sheet is partly complete.

Part B

Write a report outlining the negotiation framed as if for your superiors at the firm you

represented in the negotiation. The report should include:

 An executive summary of the agreement jointly reached,

 An explanation of why you agreed to the result, i.e., what benefits are there for your firm

in the long-run and short-run, the arguments made by the other party, the congruence or

deviation from what you wanted and what you got.

 Why you think the other party agreed.

Submission requirements of Part B

The Part B must be typed in report format using Arial, size 12 with single line spacing. All

referencing must be in Harvard style. There is a word limit of 1500. References, diagrams etc.

are extra. Your report must have a cover page with your student name and ID. Your report

must also have the following documents:

 Name and student ID of your negotiation partner;

 Marking criteria and standards;

 Executive summary of agreements reached;

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 Table of contents;

 Rationale behind the final agreements;

 Conclusion;

 Reference list (containing at least 5 journal articles);

 Appendices (if any)

If you wish to insert any diagrams or tables, you must place them in the Appendices section

and they must not appear in the body of the report.

The assignment should be submitted in hard copy in Week 12. There is no need to Turnitin.

 Note: This assessment task assures course learning outcome 2.1 as follows:

Course

learning

outcome 2.1

Apply critical thinking and problem solving in Business contexts

Marking criteria and standards- Negotiation Exercise Part B

CRITERIA STANDARDS

Assessment and

Identification of

multiple issues

of the

manufacturer-

retailer

relationship

e.g.,

participating

firms’ situation,

goals and

priorities while

negotiating

agreements

Does not

identify the

manufacturer-

retailer

relationship

issues while

negotiating

agreements

Very limited

assessment

and/or lack of

identification of

the

manufacturer-

retailer

relationship

issues while

negotiating

agreements

Satisfactory

assessment and

identification of

the

manufacturer-

retailer

relationship

issues while

negotiating

agreements

Good

assessment

and

identification

of the

manufacturer-

retailer

relationship

issues while

negotiating

agreements

Superior

assessment

and

identification

of the

manufacturer-

retailer

relationship

issues while

negotiating

agreements

0 1-2 3-4 5-6 7-8

Critically

analyse

negotiation

issues using

relevant theory

and research

No or minimal

linking of B2B

marketing

concepts

provided in

justification of

the decisions.

Limited use of

B2B marketing

concepts/conce

pts inaccurately

used in

justification of

decisions

Good use of

B2B concepts

but concepts

superficially

discussed in

justification of

decisions

Very good

linking of B2B

concepts to

justification of

decisions

Superior

application of

B2Bconcepts

to justification

of decisions

0 1-2 3-4 5-6 7-8

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CRITERIA STANDARDS

Reach

agreements in

negotiation

exercise and

provide

Justifications of

agreements

No attempt to

state the

agreements

reached in

negotiation/the

agreements

stated are not

in line with the

factors

suggested in

the exercise.

No justification

for the

agreements

provided.

An attempt has

been made at

stating the

agreements, but

no specific

decisions made

under the

agreements.

Some

justification for

the agreements

provided but

there is no

supporting

analysis or

evidence.

An attempt has

been made at

stating the

specifics of

agreements.

However there

could be errors

e.g.,

quantitative

aspects of

decisions.

Satisfactory

justification for

the negotiation

decisions

supported by

analysis and

evidence

Good attempt

to state the

negotiation

agreements.

Good

justification for

the negotiation

decisions

supported by

analysis and

evidence

Each

agreement is a

refined

statement

clearly

indicating the

specific

decisions

made.

Superior

justification for

the negotiation

decisions well

supported by

analysis and

evidence.

0 1-2 3-4 5-6 7-8

Use of

negotiation

exercise

sources

Limited use of

provided

sources

Some use of

exercise

material

Satisfactory use

of exercise

material

Good use of

exercise

material

Superior use

of exercise

material

0 1-2 3-4 5-6 7-8

Overall

expression,

choice of

language,

Layout,

Spelling,

grammar,

referencing, and

presentation

Inadequate

presentation.

Choice of

language fails

to make

meaning clear.

Text has many

errors of

referencing,

spelling and

grammar.

Simplistic

language.

Presentation

needs attention.

Some errors in

referencing,

spelling and

grammar

Satisfactory

report. Layout

shows a clear

and integrated

writing across

all parts of the

report. Minor

errors in

referencing,

spelling and

grammar.

An interesting

report. Very

good layout

and minor

spelling and

grammar

errors. Good

in-text citation

and a diverse

range of

sources as

reference

material.

Effective and

engaging

report.

Excellent

layout and no

spelling and

grammar

errors.

Sources are

accurately

identified and

referenced in

approved

style.

0 1-2 3-4 5-6 7-8

General assessment requirements

Referencing

The school’s referencing requirement is Harvard UWS style. A full range of resources for

searching and citing references is available at http://library.uws.edu.au/citing.php

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Resubmission

No resubmission of assignments is permissible.

Late submission

A student who submits a late assessment without approval for an extension will be penalised

by 10 per cent per calendar day up to 10 days, i.e. marks e qual to 10 per cent of the

assignment’s worth will be deducted as a “flat rate” from the mark awarded. For example, for

an assignment that has a possible highest mark of 50, the student’s awarded mark may have

five marks deducted for each late day. Saturda y and Sunday count as one day each.

Assessments will not be accepted after the marked assessment task has been returned to

students who submitted the task by the due date.

Extension of due date for submission

Requests for extensions, with evidence of extenuating circumstances, may be submitted

before, on or up to two days after (by 5.00pm) the due date of an assessment. A student may

apply for an extension of the due date for an assessment task if extenuating c ircumstances

outside their control, and sufficiently grave in nature or duration, cause significant disruption to

their capacity to study effectively. Applications should be submitted with supporting

documentation, to the Unit Coordinator or other designat ed staff member (with a copy to the

lecturer). If a late application is not approved the late penalty will apply from the due date.

The Request for Extension Form is available at:

http://www.uws.edu.au/currentstudents/current_students/managing_your_study/forms .

Guidelines for Students – Assignment Extensions is available at :

http://policies.uws.edu.au/view.associated.php?id=00227

Special consideration

Where special consideration is sought for circumstances involving more than three

consecutive days or more than five days within a teaching period, students should co mplete a

Special Consideration Application , available as an e-form via the UWS website

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Teaching activities

Schedule of activities

WEEK LECTURE/WORKSHOP TUTORIAL STUDENT ACTIVITIES

1.

20-24 July

Introduction to unit and

assessments;

A Business marketing

perspective.

No tutorial. Read learning guide-the

introduction to unit,

teaching approach and

learning resources

Refer to vUWS site for

online resources for Week

1.

Prepare your notes for

classroom exercises for

this Week.

 Textbook reading: Chapter 1.

2.

27-31 July

Organisational buying

behaviour

Segmenting the business

markets

 Note: Team formation for group case study

assessment

Tutorial activity –refer to

Week 2 online resources

for details

Refer to vUWS site for

online resources for Week

2.

Prepare your notes for

classroom exercises for

this Week.

 Textbook reading: Chapter 2 and 4.

3.

3-7 August

Business marketing

planning

Managing products for

business markets

Tutorial activity –Writing,

structuring and referencing

exercise.

Refer to vUWS site for

online resources for Week

3.

Prepare your notes for

classroom exercises for

this Week.

 Textbook reading: Chapter 5 and 7.

4.

10-14 August

Managing innovation and

new industrial product

development

Managing business

marketing channels.

 Note: Brief review of individual assignment in

the beginning of tutorial .

Tutorial activity –refer to

Week 4 online resources

for details

Refer to vUWS site for

online resources for Week

4.

Prepare your notes for

classroom exercises for

this Week.

 Textbook reading: Chapters 8 and 10.

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WEEK LECTURE/WORKSHOP TUTORIAL STUDENT ACTIVITIES

5.

17-21 August

Business marketing

communications:

advertising and sales

promotion

 Due: Individual assignment. Hand in hard

copy in the beginning of

Week 5 tutorial.

 Note: Negotiation Exercise assessment -

group formation for Week

10 exercise

 Note: Collect your negotiation manual from

the tutor to prepare for

Week 10 exercise.

Tutorial activity –refer to

Week 5 online resources

for details

Refer to vUWS site for

online resources for Week

5.

Prepare your notes for

classroom exercises for

this Week.

 Textbook reading: Chapter 13.

6.

24-28 August

Business marketing

communications: managing

the personal selling

function

 Note: Brief review of group case study in the

beginning of Tutorial.

Tutorial activity –refer to

Week 6 online resources

for details

Refer to vUWS site for

online resources for Week

6.

Prepare your notes for

classroom exercises for

this Week.

 Textbook reading: Chapter 14.

7.

31 August- 4

September

Managing services for

business markets.

Refer to Week 7 online

resources for details

Refer to vUWS site for

online resources for Week

7.

 Textbook reading: Chapter 9.

8.

7-11 September

Pricing strategies for

business markets

Due: Submit group case study on the vUWS.

 Note: Brief review of Negotiation Exercise in the

beginning of Tutorial.

Tutorial activity –refer to

Week 8 online resources

for details

Refer to vUWS site for

online resources for Week

8.

Prepare your notes for

classroom exercises for

this Week.

 Textbook reading: Chapter 12.

9.

14-18

September

INTRA SESSION BREAK

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WEEK LECTURE/WORKSHOP TUTORIAL STUDENT ACTIVITIES

10.

21-25

September

 Note: Do negotiation exercise and complete your

decision sheet

Tutorial activity –refer to

Week 10 online resources

for details

Refer to vUWS site for

online resources for Week

10.

Prepare your notes for

classroom exercises for

this Week.

 Textbook reading: As advised on vUWS

11.

28 September-2

October

Supply chain management  Due: Negotiation decision sheet in the

beginning of tutorial

Tutorial activity –refer to

Week 11 online resources

for details

Refer to vUWS site for

online resources for Week

11.

Prepare your notes for

classroom exercises for

this Week.

 Textbook reading: Chapter 11.

12.

5-9 October

Marketing performance

measurement

 Due: Negotiation report. Hand in hard copy in the

beginning of Week 12

Tutorial.

Tutorial activity –refer to

Week 12 online resources

for details

Refer to vUWS site for

online resources for Week

12.

Prepare your notes for

classroom exercises for

this Week.

 Textbook reading: Chapter 15.

13.

12-16 October

Refer to vUWS online

resources for workshop

details

Tutorial activity –refer to

Week 13 online resources

for details

Refer to vUWS site for

online resources for Week

13.

Prepare your notes for

classroom exercises for

this Week.

 Textbook reading: As advised on vUWS

14.

19-23 October

Unit overview

SFU Completion

Unit overview Unit overview

15.

26-30 October STUVAC

 Note: Scheduling of coverage of chapters and tutorial activities may vary.

Lectures and tutorials

This unit is taught by way of a two -hour lecture/workshop and a one-hour tutorial. As far as

mode of delivery is concerned for Spring 2015, this unit is taught on a face-to-face basis at the

Parramatta, Bankstwon and Campbelltown campuses. The unit is not offered online or by

distance modes such as the University’s e -learning site.

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 Note: Students must register for a tutorial class using Platform Web. Some scheduled tutorials will only be opened if there is sufficient demand. Please note, once class registration

limits have been reached students should not request preferential treatment to attend classes

either side of the lecture slot because of work or social arrangements.

In the event of public holidays, affected classes will be informed about coverage of material by

the lecturer. Any topics not covered in class, due to public holidays, should be studied as part

of out of class student workload.

Essential equipment and/or resources

 Note: Students are requested to bring the current unit textbook to every lecture/workshop and tutorial class, as material from it will constitute essential source material for class work.

PowerPoint slides relating to textbook material will be made available from the unit’s university

e-learning site. However, the availability of this material should not be influence class

attendance. Rather than being a substitute to attending classes or reading the textbook,

PowerPoint slides are provided to support learning. Moreover, it is likely that some customised

supplementary slides will also be shown in class that will not be available on the vUWS site.

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Learning resources

Overview of learning resources and assessment

RESOURCE ASSESSMENT 1:

GROUP CASE STUDY

ANALYSIS

ASSESSMENT 2:

INDIVIDUAL ESSAY

ASSESSMENT 3:

NEGOTIATION

EXERCISE

Teaching team Your tutor should always

be your first point. But if

you need more help you

can make an

appointment to meet

with the unit coordinator.

Your tutor should always

be your first point. But if

you need more help you

can make an

appointment to meet

with the unit coordinator.

Your tutor should always

be your first point. But if

you need more help you

can make an

appointment to meet

with the unit coordinator.

Library See the library home

page to get help from a

librarian

http://library.uws.edu.au/

The Library Search Box

is a great library

resource that will help

you find information for

this assessment

http://library.uws.edu.au/

The Library Search Box

is a great library

resource that will help

you find information for

this assessment

http://library.uws.edu.au/

Textbook Undertake prescribed

readings.

Undertake prescribed

readings.

Undertake prescribed

readings.

Lecture

material

This material contains

valuable information and

activities designed to

assist students to

successfully complete

the assessment tasks.

This material contains

valuable information and

activities designed to

assist students to

successfully complete

the assessment tasks.

This material contains

valuable information and

activities designed to

assist students to

successfully complete

the assessment tasks.

vUWS Notes and materials can

be downloaded from the

Business to Business

Marketing vUWS

website.

Notes and materials can

be downloaded from the

Business to Business

Marketing vUWS

website.

Notes and materials can

be downloaded from the

Business to Business

Marketing vUWS

website.

Participation Attend and participate in

lectures and tutorials.

Attend and participate in

lectures and tutorials.

Attend and participate in

lectures and tutorials.

Other students Meet regularly with team

members

 Note: Wikipedia articles should not be used in assessment tasks.

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Recommended reading

Textbook Hutt, MD & Speh, TW 2013, Business marketing management: B2B, 11th edn, South Western, Cengage Learning. (Or latest edition)

Recommended

reading

Ford, D, Gadde, L, Hakansson, H & Snehota, I 2006, The business marketing course: managing in complex networks , 2nd edn, Wiley Publication.

Dwyer & Tanner 2006, Business marketing: connecting strategy, relationships, and leaning, 3rd edn, McGraw-Hill Irwin.

Rangan, K, Shapiro, B & Moriarty, R 1995, Business marketing strategy: cases, concepts and applications , Irwin Publications.

Journal of Marketing

Industrial Marketing Management

Journal of Business to Business Marketing

Journal of Business and Industrial Marketing

Journal of Business Research

Harvard Business Review

Californian Business Review

Business Review Weekly

 Note: It will be assumed that students will have read through the chapters/readings assigned each week prior to attending lectures and tutorials. The text covers most of the basic

materials and provides numerous examples.

Referencing requirements

This unit uses the Harvard UWS referencing system. Examples of the Harvard system are

available on the library website http://library.uws.edu.au/citing.php

Other resources that might help with university life

University life Find out about life outside the lecture theatre – news and events, services and

facilities, career information and more!

http://www.uws.edu.au/uwsconnect .

vUWS Check your vUWS sites regularly for unit announcements and to keep up with

online discussions. If you do not have access to vUWS please contact e -

learning on https://vuws.uws.edu.au/

Disability

Service

Students with a disability should visit:

http://www.uws.edu.au/currentstudents/current_students/getting_help/disability_

services

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Course and

unit rules

This site provides information on pre -requisites, co-requisites and other matters

concerning how your course is structured.

http://www.uws.edu.au/currentstudents/ current_students/enrolment/course_and

_unit_rules

The Learning

and Teaching

Unit

The Learning and Teaching Unit provides valuable online resources for

academic writing. Visit the Learning and Teaching Unit:

http://www.uws.edu.au/learning_teaching/learning_and_teaching

Policies This site includes the full details of policies that apply to you as a UWS student.

http://www.uws.edu.au/policies/a -z

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You and this unit

What is expected of you

Unit credits and workload

For a 10-credit point unit, students would be expected to work 10 hours per week. For

example, as class time totals three hours per week (two -hour lecture and one -hour tutorial)

students are expected to work for seven hours out of class per week.

Assumed knowledge

It is assumed that students will have a basic knowledge of marketing concepts, theories and

frameworks. As the unit is at level three, it is generally recommended that students enrolling in

the unit should be in their second or final year of stu dy.

Attendance

It is recommended that students attend all scheduled classes in order to succeed in this unit.

Students may be eligible to apply for special consideration if illness, bereavement or any other

extenuating circumstances affect participation in scheduled activities (refer to the Special

Consideration Policy on the UWS website).

Online learning

Students should access the Business to Business Marketing vUWS website as well as che ck

their student email account on a regular basis. The website will be used to provide students

with PowerPoint slides, marking criteria and standards for the final exam.

Student responsibilities and conduct

Student responsibilities

Familiarise yourself with university policies on assessment and examinations.

Ensure that you understand the requirements, including timetables, for

examinations and other assessments tasks.

Ensure you read and understand the assessment requirements and n ote the

submission dates, and seek assistance from the lecturer and/or unit coordinator

when needed.

Notify relevant staff (e.g. lecturer, unit coordinator, disability adviser) as soon

as possible prior to, or at the beginning of, the semester to have special

requirements accommodated.

Submit your own individual and unassisted assessment work, except as

otherwise permitted. Cheating, plagiarism, fabrication or falsification of data will

be severely dealt with.

Behave ethically and appropriately, avoidin g any action or behaviour which

would unfairly disadvantage or advantage another student. Where group work is

assigned, ensure that every group member has the opportunity to contribute in

a meaningful way to the assignment.

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Student conduct and behaviour

Attend all lectures and tutorials – failure to attend is often the main cause for

low final grades.

Respect the needs of other students who are participating in any class

activities.

Pay attention in lectures and tutorials – these provide key information f or all

examinable material.

Do not use mobile phones during the lecture and tutorials and do not have

ongoing conversations with fellow students during the lecture or if another

student is presenting work in the tutorials.

Please use notebooks for taking n otes, not surfing the net or checking email.

Use vUWS discussion boards constructively – they are there for interaction

between the students and between teaching staff and the students. Unfounded

criticisms will be removed from the relevant disc ussion board.

If issues arise with other students, or teaching staff, please see the unit

coordinator in the first instance rather than broadcasting your concerns in a

public forum.

What you can expect from the teaching team

Academic staff carry out their teaching responsibilities under the authority of the Dean of the

School of Business. The responsibilities of staff are outlined below.

Staff responsibilities

Assess students' work fairly, objectively and consistently and when in doubt

consult with the unit coordinator or Director of Academic Program.

Provide students with appropriate, helpful and explanatory feedback on all work

submitted for assessment.

Make reasonable accommodation (e.g. length of time to complete) in

assessment tasks and examinations for students with special requirements and

to seek assistance from the Disability Advisor and Counsellor where

appropriate and needed.

Ensure deadlines for the submission of examination papers to the Academic

Registrar are met.

Immediately report any issues or concerns related to student academic and

non-academic misconduct to the Director of Academic Program.

The Business to Business teaching team is committed to assisting students to achieve their

learning goals, consistent with the UWS Teaching and Learning – Fundamental Code

(http://policies.uws.edu.au/view.current.php?id=00139 ). As part of this commitment, the

Business to Business Marketing teaching team can be expected to:

 Prepare for each teaching session.

 Start and end class on time.

 Treat all students with respect and courtesy.

 Be open to constructive input from students in the course.

 Ensure that students understand subject requirements and material.

 Ensure that opportunities to participate are enjoyed equally by all students in the course.

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 Be available to assist students during set consultation times.

 Provide constructive feedback on a ssessments.

Changes to unit as a result of student feedback

The University values student feedback in order to improve the quality of its educational

programs. As a result of student feedback, learning guide is refined and adjustments of topics

have recently been made.

Policy and how it affects you

The University has a number of policies that relate to teaching and learning. Important policies

affecting students include:

 Assessment Policy

 Bullying Prevention Policy and Guidelines

 Disability Policy

 Enrolment Policy (includes a section on the UWS Student Email Account)

 Examinations Policy

 Misconduct – Student Academic Misconduct Policy (see extract below)

 Misconduct – Student Non-academic Misconduct Policy (see extract below)

 Review of Grade Policy

 Sexual Harassment Prevention Policy

 Special Consideration Policy

 Teaching and Learning – Fundamental Code

There are two policies that relate to misconduct – academic and non-academic misconduct.

Breaches of these policies can have very serious consequences. It is essential that you are

familiar with these policies and how to avoid misconduct of any type.

What is academic misconduct?

Academic misconduct may involve plagiarism, collusion or cheating. Plagiarism involves

submitting or presenting work in a unit as if it were the student's own work when, in fact, it was

not. Collusion includes inciting, assisting, facilitating, concealing or being involved in

plagiarism, cheating or other academic misconduct with others. Cheating includes dishonest

conduct (or attempted dishonest conduct) in exams.

For the full definition of academic misconduct and the consequences of such beha viour, you

are advised to read the Misconduct – Student Academic Misconduct Policy in its entirety (refer

to http://policies.uws.edu.au/view.current.php?id=00051 ).

There are many resources to help you avoid academic misconduct. Library staff can help you

with referencing and the Student Learning Unit can assist with academic writing and

plagiarism. If you are unsure about any of your work you should also ask your tutor or lecturer

for advice and feedback. The University also has text matching software (called Turnitin) which

can help you check to see if your work might have problems. You can access Turnitin on the

vUWS site for this unit.

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What is non-academic misconduct?

Non-academic misconduct includes unlawful activities and crimes, falsifying documents (like a

medical certificate or academic records), harassing other students (or staff), stealing or

damaging university property (like library books or computers) and disr upting other students or

staff. These are just some of the types of non -academic misconduct and while these things are

rare they do happen. If you believe you have been the victim of non -academic misconduct or

you are aware of any academic misconduct it is very important that you report it.

You should report all matters of non -academic misconduct directly to the Dean or the head of

the relevant section of the University. For example, you can report matters to the Manager of

Security on your campus or to the Campus Provost or the Dean of your school. You must do

this in writing. You may write to the Dean on [email protected]

Raising concerns

If you have a concern about this unit please contact your lecturer or tutor in the first instance.

If the matter is not resolved, then you may contact the unit coordinator (see inside front cover).

If you would prefer to speak to someone else, you are advi sed to contact the Director of

Academic Program responsible for this unit Daniela Spanjaard on [email protected] .

Please note the Director of Academic Program may refer your concern to a delegate to

investigate and to respond to you.

The University also has a confidential Complaints Resolution Unit (see link below). You may

contact this unit of the University at any time; however, we would appreciate the opportunity to

resolve the complaint in the first in stance.

http://www.uws.edu.au/about_uws/uws/governance/complaints_management_and_resolution