S P JAIN

DUBAI,
SINGAPORE &
SYDNEY

MGB Jan 16 BATCH

Singapore

Marketing Audit & Evaluation

Credit

1.0

Faculty

Dr. Atul Parvatiyar

Sessions

SECTION 1 GENERAL INFORMATION

1.1

1.2

Administrative details
Associated higher
education awards
(for example, Bachelor,
Diploma)
Master of Global
Business

Duration
(for example, one
semester, full
year)

Level
(for example, introductory,
intermediate, advanced level,
1st year, 2nd year, 3rd year)

16 months

Term 3

Subject
Coordinator

Dr. Atul
Parvatiyar

Core or elective subject

Indicate if the subject is a
core subject
elective subject
other (please specify below):

1.3

1.4

Subject weighting
Using the table below, indicate the credit point weighting of this subject and the
credit point total for the course of study (for example, 10 credit points for the subject
and 320 credit points for the course of study).
Subject credit points
Example: 10 credit points

Total course credit points

Example: 320 credit points

1 credit points

41 credit points

Student workload
Using the table below, indicate the expected student workload per week for this
subject.
No. timetabled hours
No. personal study
Total workload hours per week***
per week*
hours per week**
9
9
18
*
Total time spent per week at lectures, tutorials, clinical and other placements
etc.
**
Total time students are expected to spend per week in studying, completing

assignments, etc.
*** That is, * + ** = workload hours.
For those students requiring additional English language support, how many
additional hours per week is it expected that they will undertake?
Additional English language support: _____ hours per week
1.5

Delivery mode
Tick all applicable delivery modes for the subject:
Face to face on site
E-learning (online)
Intensive (provide details)
This subject will be taught over 4 weeks with 36 hours of classroom contact.
Block release (provide details)

Work-integrated learning activity

Mixed/blended
Distance/independent learning (untimetabled)
Full-time
Part-time
External
Fast track (provide details)

Other (please specify)

1.6

Pre-requisites and co-requisites

Are students required have undertaken a prerequisite or co-requisite subject for this
subject?
Yes

No

If YES, provide details of the prerequisite or co-requisite requirements below.

Marketing in Management 2

1.7

Other resource requirements

Do students require access to specialist facilities and/or equipment for this subject
(for example, special computer access, physical education equipment)?
Yes

No

If YES, provide details of specialist facilities and/or equipment below.

SECTION 2 ACADEMIC DETAILS

2.1a AQF Mapped Course Learning
Course
name:
AQF
specification
Knowledge

Master of Global Business

Level 9 Requirement
Graduates of a Masters Degree
(Coursework) will have :
a body of knowledge that includes
the understanding of recent
developments in a discipline and/or
area of professional practice
knowledge of research principles and
methods applicable to a field of work
and/or learning

Skills

Graduates of a Masters Degree

(Coursework) will have:
Cognitive skills to demonstrate
mastery of theoretical knowledge
and to reflect critically on theory
and professional practice or
scholarship
cognitive, technical and creative
skills to investigate, analyse, and
synthesize complex information
problems, concepts, and theories
and to apply established theories to
different bodies of knowledge or
practice
cognitive, technical, and creative
skills to generate and evaluate
complex ideas and concepts at an

Learning outcomes

Graduates of MGB will have:

mastery of the latest core concepts,
frameworks in business management
knowledge of the principles, methods
and ethics of research applicable to
the business management discipline

Graduates of MGB will :

Global Intelligence: understand and
evaluate local and global business
perspectives and their significance
and role in business management

Creativity, Innovation: understand

and pursue practical approaches and
insights used in creative and
innovative problem solving
Decision Making: think critically and
reason analytically to acquire skills to
make reasoned and sound business
decisions
Effective Communication: attain
essential professional written and
verbal communication skills for
business and practice

abstract level
communication and technical
research skills to justify and interpret
theoretical propositions,
methodologies, conclusions and
professional decisions to specialist
and non-specialist audiences

Teamwork and Leadership: acquire

skills to work independently and in
teams with an appreciation of various
cultural, economic, political and
technological aspects in the business
and work environment

technical and communication skills

to design, evaluate, implement,
analyse and theorise about
developments that contribute to
professional practice or
scholarship.
Application
of
knowledge
and skills

Graduates of a Masters Degree

(Coursework) will demonstrate the
application of knowledge & skills:
with creativity and initiative to new
situations in professional practice
and/or for further learning

Graduates will demonstrate the

application of knowledge and skills when
they :
contribute to make sound business
decisions independently with the use
of tools and models

with high level personal autonomy

and accountability

apply creative and innovative

techniques to generate new
ideas for problem solving and
business situations
plan and execute research based
project/s within their respective areas
of expertise and specialisation with a
high level of personal autonomy and
accountability

to plan and execute a substantial

research-based project, capstone
experience and/or piece of
scholarship

2.1.b MGB Mapping of course learning Outcomes and Graduate Attributes

MGB Course Learning Goals and Outcomes AQF Level 9
Learning Outcome 1: Knowledge of business and management
Students should have mastery of the latest core concepts, and frameworks in business
management
Learning Outcome 2: Knowledge of research methods and principles
Students should have knowledge of the principles and methods of research for the purpose
of responsible investigation from an applied perspective in the field of global business
Learning Outcome 3: Global intelligence
Students should comprehend and evaluate local and global business perspectives and their
significance and role in business management
Learning Outcome 4: Creativity and Innovation

Students should understand and pursue practical approaches and insights used in creative
and innovative problem solving in different business situations
Learning Outcome 5: Decision making
Students should think critically and reason analytically to acquire skills and tools to
make reasoned and sound business decisions
Learning Outcome 6: Effective communication
Students should attain essential professional written and verbal communication skills for
business and its practices
Learning Outcome 7: Teamwork and Leadership
Students should acquire skills to work independently and in teams with an appreciation of
various cultural, economic, political and technological aspects in the business and work
environment
Learning Outcome Goal 8: Research Competence
Students should plan and execute research based project/s within their respective areas of
expertise and specialisation with a high level of personal autonomy and accountability
2.1.c Mapping of Course Learning Outcomes, Graduate Attributes, Subject
Learning outcomes and Assessments
Course Learning Goals &
Outcomes and Graduate
Attributes

Subject Learning Outcomes (SLO)

On successful completion of this subject,
the students will be able to:

Assessment
Item

Class Participation

Knowledge of business
and management

Explain the process of integrated

marketing communications

Quizzes
Final Examination

Knowledge of research
methods and principles

Global intelligence

Not addressed

Not addressed

Analyse global cases in sales

promotions and public relations

SBR/Group
Assessment
Class Participation
Final Examination

Creativity and
innovation

Design an innovative process for

measuring, evaluating, enhancing
and monitoring the performance
of marketing activities.

Quizzes
SBR/Group
Assessment
Final Examination
Class Participation

Decision making

Effective

Not Addresses
D

Select appropriate online

Not addressed
SBR/Group

communication

platforms to communicate
marketing decisions

Teamwork and
leadership

Not addressed

Final Examination
Not addressed

Research
competence.

Not addressed

Not addressed

Assessment

2.1.d Assessment tasks

Subject Learning
Outcomes (SLO)
On successful
completion of this
subject, the students will
be able to:

Assessment tasks

SLO

Class Participation

When assessed
year, session
and week
(for example,
year 1, semester
1, week 1)
Ongoing

SLO A, C

Quizzes

1&9

SLO B,C,D

Student Board Room

Discussions and group
assessment
Final Examination

A,B, C

SLO A,B,C,D

Type *
(see examples noted
below this table)

Weighting
(% of total marks
for subject)

20%
10%
20%

Ongoing
Exam week

50%

Total

100%

2.1.e Session wise details

Session Theme
1
Introduction to Metrics
Share of Hearts, Minds & Wallets

Readings/ Articles/ Cases

Articles: 1. Marketing
Metrics: Note for Marketing
Managers (2014), Ivey
Publishing
2. The Metrics that
Marketers Muddle (2016),
Sloan Management Review

Pedagogy
Engaged
Learning
Student
Board Room
Discussion

Session Theme
2
Managing Margins & Profits

Product & Portfolio Management

Customer Profitability
Identify Profitability of Individual
Customers
Customer Lifetime Value
Acquisition vs. Retention cost

Metrics for Evaluating Distribution &

Promotion Strategies

Metrics for Evaluating Pricing

Strategies

Readings/ Articles/ Cases

Articles: 1. Note on
Marketing Performance
Assessment (2006), Ivey
Management
2. Navigating Retail Brands
for Staying Alive (2012),
EuroMed Journal of
Business
Case: Analyzing the
Success of Retailers,
(2015), Ivey Publishing
Article: A Better Way to
Map Brand Strategy
(2015), HBR
Case: Choosing the Right
Metrics for Listerine Brand
Management in Brazil
(2016), Darden Business
Publishing
Article: Word of Mouth
Referral (2002), HBS
Case: A Taste of
Frankenmuth: A Town in
Michigan Thinks About
Word of Mouth Referral
(1999), HBS
Exercise: Calculating
lifetime value of a customer
(2014), Darden

Pedagogy
Engaged
Learning
Student
Board Room
Discussion

Article: Getting Beyond

Show Me the Money,
(2015), HBR
Case: Hewlett Packard
Computer Systems
Organization: Selling to
Enterprise Customers
(2005), HBS
Article: Making effective
pricing decisions (2006),
BH.
Case: Markdown
Optimization for an Indian
Apparel Retailer (2016), IIM
Bangalore

Engaged
Learning
Student
Board Room
Discussion

Engaged
Learning
Student
Board Room
Discussion

Engaged
Learning
Student
Board Room
Discussion

Engaged
Learning
Student
Board Room
Discussion

Session Theme
7
Advertising Media and Web metrics

2.2

Metrics for Profitability

Summary of all the topics so far.

Readings/ Articles/ Cases

Articles: 1. Online Metrics:
What Are You Measuring
and Why? (2011), Ivey.
2. Conducting a Social
Media Audit (2015), HBR
Case: Intel Asia-Pacific:
The Catch & Win
Campaign (2013), Ivey
Publishing
Articles: 1. Add Customer
Profitability Metric To Your
Balanced Scorecard, HBS
2. Marketing Analysis
Toolkit: Pricing and
Profitability Analysis
(2011), HBS
Case: Slots, Tables, And
All That Jazz: Managing
Customer Profitability at the
MGM Grand (2006), HBS

Pedagogy
Engaged
Learning
Student
Board Room
Discussion

Group Presentations &

Review Discussions

Group
Presentations

Engaged
Learning
Student
Board Room
Discussion

Prescribed and recommended readings

Provide below, in formal reference format, a list of the prescribed and
recommended readings for the subject.

Prescribed Readings:
Articles & Cases
Bendle, N. T. & Bagga, C.K. (Spring 2016), The Metrics That Marketers Muddle. Sloan
Management Review, vol. 57, no. 3, pp. 7282.
Bendle, N. T. & Wang, X. (2015), Analyzing the Success of Retailers. Ivey Publishing,
pp. 15.
Berger, J. (2012). Bad reviews can boost sales. Harvard Business Review , pp. 1-2.
Campbell, D., Martinez-Jerez, F. A., and Epstein, M. J. (2006), Slots, Tables, and All
That Jazz: Managing Customer Profitability at the MGM Grand Hotel. HBS, pp. 1-26.
Cox, A. D., & Cox, D. (2010, March 15). A defence of direct- to- customer prescription
drug advertising . Business Horizons , pp. 1-9..
Dawar, N. and Bagga, C. K. (June 2015), A Better Way to Map Brand Strategies.
Harvard Business Review, pp. 1-9.
Dingle, P. M., Supersad, A. & Lyons, J. (Oct. 28, 2014), Intel Asia-Pacific: The Catch
& Win Campaign. Ivey Publishing, pp. 1-9.
Evaluation of performance in a product development context. (2010, July 15).
Business Horizons , pp. 1-11.
Farris, P. W., & Venkatesan, R. (2011, September 2). SVEDKA Vodka (C): Marketing
Mix in the Vodka Industry. Darden School of Business , pp. 1-3.
George, D., Kuram, K., Subramanian, R., and Kumar, U. D. (2016), Markdown
Optimization for an Indian Apparel Retailer. IIM Bangalore, pp. 1-16.

Grandhi, B., Singh, J. A., & Patwa, N. (2012). Navigating Retail Brands for Staying Alive.
EuroMed Journal of Business, 7(1), 66 - 82.
Guissoni, L. A., Vargas, F. G., and Farris, P. W. (2016), Choosing the Right Metrics for
Listerine Brand Management in Brazil. Darden Business Publishing, pp. 1-11.
Hallowell, R. and Ruberto, C. (2002), Word-of-Mouth Referral. Harvard Business
School. Harvard Business School, pp.1-8.
Hansen, A. J. and Hallowell, R. (Sept 9, 1999), A Taste of Frankenmuth: A Town in
Michigan Thinks About Word-of-Mouth Referral. Harvard Business School, pp. 1 - 16.
Indounas, K. (2006) Making Effective Pricing Decisions. Business Horizons, vol. 49,
pp. 415-424.
Johnson, R., Carraway, R. I., Shames, E. R., & Farris, P. W. (2010, December 3).
Benecol Spread and Media Planning. Darden School of Business , pp. 1-21.
Kaplan, R. S., Add a Customer Profitability Metric to Your Balanced Scorecard.
Harvard Publishing, pp. 3 - 5.
Narayandas, D. & Dudley, R. C. (Feb. 2005), Hewlett Packard - Computer Systems
Organization: Selling to Enterprise Customers. Harvard Business School, pp. 1-19.
Ofek, E., & Johnson, R. (2012, May 18). Nike Football: World Cup 2010 (B). Harvard
Buisness School , pp. 1-9.
Pearce, Michael R, (2006), Note on Marketing Performance Assessment. Richard Ivey
School of Business, pp. 1-20.
Perry, V. G., & Motley, C. M. (2009, November 1). Wheres the fine print . California
management review , pp. 1-17.
Pfeffer, P.E., Farris, P. W. & Bendle, (June 2014), Customer Lifetime Value. Darden
Business Publishing, pp. 1-9.
Pirouz, D., Pirouz, R., & Mark, K. (2011, October 17). Sushilicious: Standing Out in a
Crowded Field. Ivey Publishing , pp. 1-19.
Pirouz, R., & Bendle, N. (2011, June 15). Online Metrics- What are you measuring and
why? . Ivey Publishing, pp. 1-16.
Queensberry, K. A. (Nov. 18, 2015), Conducting a Social Media Audit. Harvard
Business Review, pp. 1-5.
Singhvi, S. R., & Gera, R. (2010, December 10). Snacko India Limited: Leveraging
Trade Promotions for Competitive Advantage. Ivey Publishing , pp. 1-18.
Stanko M. A. & Fleming, M. (2014), Marketing Metrics: Note for Marketing Managers.
Ivey Publishing, pp. 1-16.
Steenburgh, T. & Avery, J (Dec. 2011), Marketing Analysis Toolkit: Pricing and
Profitability Analysis. HBS, pp. 1-8.
Wei, W., Lin, Y., Kok, & Q, M. (2011, October 6). Experience China: A National Image
Campaign in the United States. Ivey Publishing , pp. 1-8.
Wong, H. Y., Radel, K., & Ramsaran-Fowdar, R. (2011, January 31). Building a
Marketing Plan: Chapter 8: Planning for Integrated Marketing Communications. pp. 116.
Zoltners, A. & McGinn, D. (April 2015), Getting Beyond "Show Me the Money." HBR,
pp.1-6.
Recommended Readings:
Books
Marketing Metrics: 50+ metrics every executive should master (Farris, Bendle,
Pfeifer & Reibstein)
The 4 As of Marketing: Creating Value for Customers, Companies and Society
(Jagdish N. Sheth & Rajendra S. Sisodia), Routledge, 2012.

3. 0 Other Matters
3.a Engaged Learning
Engaged Learning is defined as interactive, high impact, application-based problem
solving in which students directly participate in their learning, facilitated by faculty. It
includes any/all of the following (this list is not exhaustive):
Case discussions
Exercises
Simulations
Role plays
Live, in-class projects
Field work
3.b Student Board Room (SBR)
The SBRs are required part of each session of each course. These help reinforce
teamwork, preparation, leadership and in-class contribution.
SBRs are designed to be evaluated as another type of contribution/participation.
1. The SBRs will elect a team leader for the duration of that sequence of courses (i.e.
after each Immersion course, and after each set of two 2-week courses, the teams will
change).
2. The SBRs will meet twice each day: the night before their morning session, and in the
morning before their afternoon session.
a. SBRs will be used for students to discuss assignments for the next class (not to
review previous classes). The assignments (readings/articles/cases/videos) are
given by faculty as part of the required preparation. The purpose is for students to
work in their SBR team to get prepared for the next class.
b. SBR team leaders are required to write meeting minutes that summarize the
discussion and assess each team members contribution.
i. These minutes will be submitted to faculty before the start of class each day.
ii. Faculty will use the meeting minutes to call on teams and gauge their actual
preparation, as compared to the teams meeting minutes. This will be one of
several inputs to student participation and contribution in class.
3.c Assessment of Class Participation
Subject: Rubric for assessing Class Participation / Contribution applicable to all courses at S P
Jain. This rubric is a scoring tool that clearly characterizes the performance of class participation
/ contribution of a student and to provide formative feedback, to support and guide.
Points

(<4/10 points)

(4 to < 6 /10 (6 to < 8 /10 (8 to

points)
points)
points)

Measurement

Fail/Low Pass

Satisfactory

Good

Excellent

Prepared for
Learning (40
to 45%)

Student does not

come to class with
an attitude to
learn and does
not demonstrate

Student
demonstrates a
surface
understanding of
the assigned

Student comes
to class with an
attitude to learn
and familiar with
assigned

Student comes to
class with an
attitude to learn,
well versed on
the assigned

10

/10

any familiarity with

assigned readings

readings and is
able to ask and
answer questions

readings and is
readings and is
able to ask and
able to ask and
answer
answer questions
questions
Student is not
Student can only
Student does not Student actively
Level of
able to answer
respond if
volunteer but
contributes to
engagement
questions.
questions are
able to answer
class discussion
(40 to 45%)
Appears to be
repeated or when all questions
unengaged with
clarifications
without any
the class
provided
assistance
Class
Student makes
Students
Student listens
Student never
decorum and
inappropriate or
occasionally
to others without makes disruptive
behaviour (10 disruptive
makes
interrupting and
or inappropriate
to 20%)
comments
inappropriate or
rarely make
comments
disruptive
inappropriate or
comments
disruptive
comments
Note: Rubric prepared after referring to several Australian and American University teaching
excellence and resource centres
Process to administer this tool:
I.
II.

III.
IV.

Course Coordinator (PC) is expected to share this rubric with the concerned instructor
and students before start of a particular subject.
PC expected to add this note with student pictures (see Annexure 1) as well detailed
picture profile of the class in the welcome kit and hand it over to instructor at the
beginning of a particular subject.
Instructor is expected hand over these sheets with marks after completing the last
session to PC.
PC is expected to share marks on to grade book and provide students two days time to
get back to instructor for any clarifications, conclude the process within 5 days of
completion of the subject.

3.d. Assessment of Group Work/Assignment/Presentation

This rubric describes a set of components for assessing written group work / assignment as
well group presentation (to be filled by the instructor). Marks will vary among group members
while assessing group presentation.
Group No:
Name of the Subject:
Date:
Measurement

Use of a relevant framework

Score ( 1- 10) where 1

is poor and 10 is
excellent

Comments if any

Analysis of data / information

Understanding of key issues
Quality of content (extent of
research and relevance)
Quality of recommendation
(feasibility and impact)
Quality of Presentation
Visual Group effort
Oral Presentation & defence
Individual effort
Student 1:_________________
Student 2:_________________
Student 3:_________________
Student 4:_________________
Total / Average score
Student 1:
Student 2:
Student 3:
Student 4:
Note: Rubric adopted from SBR document
Process to administer this tool:
I.
II.
III.

Course Coordinator (PC) is expected to share this rubric with the concerned instructor
and students before start of a particular subject.
Instructor is expected hand over these sheets with marks after completing assessment
to PC.
PC is expected to share marks on to grade book and provide students two days time to
get back to instructor for any clarifications, conclude the process within 5 days of
completion of the assessment.

3.e Assessment of Final Examination

The subject concludes with the individual final examination comprising main questions with
several sub-sections by comprehensive coverage of the syllabus (including coverage of portions
under other assessment types). The format and content of questions will closely resemble with
the exercises, cases, and write-ups etc., distributed in the class. The rationale of the final
examination is to assess the student understanding of the knowledge, skills and their application
imparted in the subject in relation to achievement of the learning outcome and goals of the
course and the learning outcome described in this subject outline. Marking criteria and
assessment rubrics will be made available to students in class.

3.f Quality Assurance by demonstrating the achievement of course learning outcome and
goals and learning outcome of the individual subject.
S P Jain monitors the quality of student learning and student experience for its entire course.
For this purpose, both internal audit by designated academic staff and external audit by external
examiners of good standing from reputed universities are conducted periodically. These audits
are conducted to determine the extent to which both course and subject learning goals and
outcomes are achieved. For this purpose, test check of answer scripts and other assignments
are also undertaken periodically. The reports arising as a result of these audits will be used to
implement changes aimed at improving the quality of S P Jain courses.