Department of
Management and
Engineering
10 January 2014 (PRELIMINARY)
Learning objectives, learning forms
and examination
The structure of the course in terms of learning objectives, learning forms and
examination is described in this table:
Learning objectives
Learning forms
Examination elements
1. Relate contemporary marketing thinking to the development of marketing
theory in the 20th century
Participating in lecture.
Reading literature.
Discussion after inspiration
injections such as music
slide-shows
Teamwork
Same as above.
Understanding service logic:
seminar and written paper
(team assignment)
7
E-business: Preliminary
create a poster (team assignment)
Via written exam, and as
integrating in the other
examinations.
Dissection of an offer: seminar and written paper (team
assignment)
4
Branding seminar
No logo seminar
Life style Magazine seminar
(all team assignments)
Real-world problem and
sharp solution (from a service
logic perspective with focus
on communication issues):
Seminar and written report
(team assignment)
Reflections on my own learning (individual written assignment)
Written exam (individual
assignment)
4
4
4
Same as above.
2. Describe psychological aspects of the
consumer and its implications on consumer behaviour
3. Identify dimensions of an organizationʼs
product and its implications for the organizationʼs market communication
4. Evaluate in sufficient detail strengths
and weaknesses of an organizationʼs
branding strategies and market communication
5. Propose strategies for developing an
organizationʼs market communication,
expressed as a market communication
plan.
All objectives above
All objectives above
Participating in lecture.
Reading literature.
Participating in lecture.
Reading literature.
Searching external information
Teamwork.
Participating in lecture.
Reading literature.
Teamwork.
Participating in lecture.
Reading literature.
Working with a company
outside the University
Teamwork.
All activities above.
“Internal
points”
–
7
25
5
40
Sum: 100
The corresponding between learning objectives and examination is much
more complex than the table above illustrates. For example, one examination
can correspond to more than one of the learning objectives. Regarding written
exam as well as reflection paper these examination forms, as showed in the
table, correspond to all of the learning objectives in the course.
Notice the column ”internal points”. The idea is to assess the student’s
achievement for each examination element and then use the sum of these asMaster Course 722A26
Advanced Consumer Marketing
Spring 2014
sessments as a base for the final grade decision. Each examination element has
a maximum “internal points” according to the table above. Overall, students in
the course can achieve maximum 100 such “internal points”. From this, I can
formulate clear grading criteria as follows:
A
90–100
B
80–89
C
70–79
D
60–69
E
50–59
F (Failed)
0–49
To pass the course the student needs at least 50 internal points. But there is
one more important criterion, namely, that the written exam (that is an individual assessment) must be approved for the student to pass the course. To
qualify, at least 50% (20 scores if the exam has 40 written exam scores in total)
of the written exam must be passed.
The examination system means that the student will not have any specific
grade from the written exam but only information about written exam score
and information about if the written exam is passed or failed. The grade of the
course, instead, will be based on the total “internal points” out of 100 in total.
Regarding team assignments it can be so that different members of the same
team get different evaluations in a special examination element. The reason for
such difference can be if the teacher has reasons to believe that the work in the
team was not equal distributed among the team members. All members, however, has the responsibility to try to really make the team work well. Tolerance,
team spirit and focus on brilliant results shall be leading stars.
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