MANAGEMT 7104NA - Marketing Management
Ngee Ann Academy - Quadmester 2 - 2017
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General Course Information
Course Details
Course Code MANAGEMT 7104NA Course Marketing Management Coordinating Unit Adelaide Business School Term Quadmester 2 Level Postgraduate Coursework Location/s Ngee Ann Academy Units 3 Available for Study Abroad and Exchange Y Restrictions Restricted to Certificate, Grad Dip and Master of Business Administration students only. Assessment Exam/assignments/tests/tutorial work as prescribed at first lecture Course Staff
Course Coordinator: Dr Svetlana De Vos
Course Timetable
The full timetable of all activities for this course can be accessed from .
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Learning Outcomes
Course Learning Outcomes
- Interpret complex marketing issues and problems using relevant theories, concepts and methods with regard to ethical conduct.
- Apply contemporary marketing theories to the demands of business and management practice.
- Find and generate information/data needed to inform problem solving in marketing using appropriate methodology.
- Analyse information/data critically and synthesise new knowledge and communicate that knowledge via engaging written and oral formats.
- Organise information and data to reveal patterns and themes, and manage teams and evidence gathering and problem solving processes.
- Conduct the process of inquiry, and respond to feedback, accounting for ethical, social and cultural (ESC) issues.
最新糖心Vlog Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
最新糖心Vlog Graduate Attribute Course Learning Outcome(s) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
1,2,6 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
3,4,5 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
3,4,6 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
2,3,4,5,6 Intercultural and ethical competency
- adept at operating in other cultures
- comfortable with different nationalities and social contexts
- able to determine and contribute to desirable social outcomes
- demonstrated by study abroad or with an understanding of indigenous knowledges
1,6 Self-awareness and emotional intelligence
- a capacity for self-reflection and a willingness to engage in self-appraisal
- open to objective and constructive feedback from supervisors and peers
- able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
1,2,4,6 -
Learning Resources
Required Resources
Text Book: Kotler, P. And Keller, K. L. (2016) Framework for Marketing Management, Global edition 6e, Pearson, New Jersey. ISBN 9781292093147 (or other appropriate text)
Readings: See Course Materials - Assigned reading material has been provided to generate greater depth of understanding on particular topics and may be discussed during class sessions. It is likely that this material will provide useful examples and references during assessment.Recommended Resources
Readings
Session 1: Comstock; B., Gulati; R., Liguori S. (2010), ‘Unleashing the Power of Marketing’ Harvard Business Review, Oct, Vol.88(10), p.90(9); Rust, R.T., Moorman, C., and Balla, G. (2010) ‘Rethinking Marketing’. Harvard Business Review, Jan-Feb, 94-101
Session 2: Dawar, N. (2013) 'When Marketing Is Strategy',Harvard Business Review December, 3-10.
Van Den Dries, F., Sthanunathan S, Weed K. (2016) ‘Building an Insights Engine: How Unilever got to know its customers’ Harvard Business Review Sept., 64-74
Session 3: Morey, T., Forbath T., Schoop, A., (2015) ‘Customer data: Designing for transparency and trust.’
Harvard Business Review, May, 97-105; Horst, P., and Duboff R., (2015) ‘Don’t Let Big Data Bury Your Brand: What Capital One learned about over-relying on analytics’ Harvard Business Review, October, 79-86
Session 4: Almquist, E., Senior, J., and Block, N. (2016) ‘The elements of value: Measuring - and delivering - what consumers really want.’ Harvard Business Review, Sept, 3-9.; Yankelovich, D., and Meer, D. (2006) ‘Rediscovering market segmentation’. Harvard Business Review, February, 122-131.
Session 5: Edelman, D.C. (2010) ‘Branding in the Digital Age’ Harvard Business Review, December, 62-69.
Magids S., Zorfas A., and Leemon D., (2015) ‘The New Science of Customer Emotions: A better way to drive growth and profitability’ Harvard Business Review, Nov 67-76.
Session 6: Christensen, C. M., Hall, T., Dillon, K., Duncan, D.S. (2016) ‘Know Your Customers’ “Jobs to Be Done” Is innovation inherently a hit-or-miss endeavor? Not if you understand why customers make the choices they do.’ Harvard Business Review, Sept. 54-62;
Mark, T., Niraj R., Dawar N. (2012), ‘Uncovering Customer Proï¬聛tability Segments for Business Customers’
Journal of Business-to-Business Marketing, 19:1–32
Session 7: Holt, D. ( 2016) ‘Branding in the Age of Social Media’ Harvard Business review, March, 41- 50
Dawar, N., &. Bagga, C., K. (2015); ‘A Better Way to Map Brand Strategy’, Harvard Business Review, June, 91-97
Session 8: Gourville, J., T. ‘Eager Sellers & Stony Buyers: Understanding psychology of new product adoption.’ ( 2006) Harvard Business Review, June 99-106
Session 9: Bertini, M., and Wathieu, L. (2010) ‘How to stop customers from fixating on price’, Harvard Business Review, May 2010, 84-91
Session 10: Wong, H. Y.; Radel, K., Ramsaran-Fowdar, R. (2011) Building a Marketing Plan:Planning for Distribution Channels and Market Logistics, Harvard Business Publishing, Jan., 128-142; Retail Free Riding: The Case of the Wallpaper Industry
Doane, M. J., Farris, P.W., Kucuk, S. U., Maddux, R.C.The Antitrust Bulletin, 2013, Vol.58(1), pp.129-158
Session 11: Anderson, J. C., Narus J.A., Van Rossum, W. (2006) ‘Customer value proposition in business markets.’Harvard Business Review, March, 91-99;John L. K., Mochon, D., Emrich O., Schwartz J., What’s the value of a like? Social media endorsements do not work the way you might think (2017) Harvard Business Review, March, 108 – 115
Session 12:Shankar, V., Berry, L.L., and Dotzel, T. (2009) ‘A practical guide to combining products and services’ Harvard Business Review, November, pp. 95-99.; Pernice, M., (2016) Revolutionizing Customer Service: Dramatic turnarounds require counterintuitive strategies. Harvard Business Review April, 26-27; Kumar, V., Bhagwat, Y., and Zhang X. (2016), ‘Winning back Lost Customers: How to target and appeal to the most likely’ returnees’. Harvard Business Review, Mar 22-23
Cases
Case 1 "Unleashing The Power Of Marketing," Harvard Business Review
Case 2 "EILEEN FISHER: Repositioning the Brand", Harvard Business Review
Case 3 "The EpiPen: This is Going to Sting," Harvard Business Review
Case 4 "Can Retailers Win Back Shoppers Who Browse then Buy Online?", Harvard Business Review
case 5 "Bank of America: Mobile Banking (Abridged)", Harvard Business Review
Case 6 "WestJet: A new social media strategy", Harvard Business Review
Case 7 "Local Motors: Designed by the Crowd, Built by the Customer", Harvard Business Review
Case 8 "Mountain Dew: Selecting New Creative", Harvard Business Review
Case 9 "Hamilton Won More Than Twitter", Harvard Business Review
Case 10 "The Walt Disney Studios", Harvard Busness ReviewOnline Learning
Course Website: www.myuni.adelaide.edu.au
“ADAPT” FROM THE UNIVERSITY OF ADELAIDE
ADAPT (Any Device, Any Place and Time) allows staff and students to access their learning and teaching applications on personal devices: desktops, laptops, tablets and smart phones, anywhere:
• On campus via the UofA wireless network; and
• Off campus via broadband access and 3G/4G Mobile networks.
Through this “virtual suite” you will be able to use a range of licensed software products (i.e., Statistical Package for the Social Sciences)
Details for ADAPT can be found at:
http://www.adelaide.edu.au/technology/yourservices/learning-teaching/adapt/ -
Learning & Teaching Activities
Learning & Teaching Modes
Seminars consist of lectures, in-class practical activities and case study presentations. The presentation of case study material seeks to develop a detailed understanding of material covered in lectures. We will also strongly support the face to face work with digital content through the MyUni platform.
This will include:
• Broadcast Emails
• Powerpoints
• Readings and Case Studies all posted online
• Lecture recordings on video
• Feedback on assignments – PDF of assignment rubric & email/Zoom feedbackWorkload
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
The two weekends consist of around 36 hours contact time. You can expect to spend about the same amount of time preparing for these classes. Assignments and exam preparation will demand additional concentrated periods of non-classroom study, on your own or with your allocated student group. As a rough indication, you could expect to spend in the order of 120 hours of study time to complete the course, of which 36 hours would be in class.Learning Activities Summary
Time Activity Topic Text Reading Friday May 12, 2017
7.00 pm – 8.20 pmSession 1 Understanding
marketingCh 1 Comstock; B., Gulati; R., Liguori S. (2010), ‘Unleashing the Power of Marketing’ Harvard Business Review, Oct, Vol.88(10), p.90(9)
Rust, R.T., Moorman, C., and Balla, G. (2010) ‘Rethinking Marketing’. Harvard Business Review, Jan-Feb, 94-101.8.30 pm – 10.00 pm Session 2 Marketing Strategies and Plans Ch 2 &
18Dawar, N. (2013) When Marketing Is Strategy
Harvard Business Review December, 3-10.
Van Den Dries, F., Sthanunathan S, Weed K. (2016) ‘Building an Insights Engine: How Unilever got to know its customers’ Harvard Business Review Sept., 64-74Saturday May 13, 2017
1 pm – 1.50 pmSession 3 Market Research and Analysis Ch 3 Morey, T., Forbath T., Schoop, A., (2015) ‘Customer data: Designing for transparency and trust.’
Harvard Business Review, May, 97-105
Horst, P., and Duboff R., (2015) ‘Don’t Let Big Data Bury Your Brand: What Capital One learned about over-relying on analytics’ Harvard Business Review, October, 79-862.00 pm -3.00pm
In – class activity: Practicing Qualitative techniques.3.00 pm – 4.20 pm Session 4 Connecting with customers: Building customer value, satisfaction and loyalty; Segmentation and Targeting Ch 4 & 6 Almquist, E., Senior, J., and Block, N. (2016) ‘The elements of value: Measuring - and delivering - what consumers really want.’ Harvard Business Review, Sept, 3-9.
Yankelovich, D., and Meer, D. (2006) ‘Rediscovering market segmentation’. Harvard Business Review, February, 122-131.4.30 pm – 5.00 pm Break
5.00 pm – 6.20 pmSession 5 Consumer Behavior Ch 5 Edelman, D.C. (2010) ‘Branding in the Digital Age’ Harvard Business Review, December, 62-69.
Magids S., Zorfas A., and Leemon D., (2015) ‘The New Science of Customer Emotions: A better way to drive growth and profitability’ Harvard Business Review, Nov 67-76.6.30 pm – 8.00 pm In – class activity: Consumer behavior exercise Sunday May 14, 2017
9.00 am – 10. 30 amSession 6 Buyer Behavior in B&B context. Segmenting business markets Ch 5 & 6 Christensen, C. M., Hall, T., Dillon, K., Duncan, D.S. (2016) ‘Know Your Customers’ “Jobs to Be Done” Is innovation inherently a hit-or-miss endeavor? Not if you understand why customers make the choices they do.’ Harvard Business Review, Sept. 54-62
Mark, T., Niraj R., Dawar N. (2012), ‘Uncovering Customer Pro铿乼ability Segments for Business Customers’
Journal of Business-to-Business Marketing, 19:1–3210. 30 am – 11.00 am Case Study Students Conducting Unleashing the Power of Marketing 11. 00 am – 12.30 pm Session 7 Building Brands Ch 7& 8 Holt, D. ( 2016) ‘Branding in the Age of Social Media’ Harvard Business review, March, 41- 50
Dawar, N., &. Bagga, C., K. (2015)
‘A Better Way to Map Brand Strategy’, Harvard Business Review, June, 91-9712.30 pm – 1.00 pm Lunch
1.00 pm – 1.30 pmCase:' EILEEN FISHER: Repositioning the Brand' (Students conducting) 1.30 pm - 2.30 pm Session 8 Product Mix and new offerings Ch 9 Gourville, J., T. ‘Eager Sellers & Stony Buyers: Understanding psychology of new product adoption.’ ( 2006) Harvard Business Review, June 99-106 2.30 pm – 4.00 pm New product design: in-class activity Friday June 16, 2017
7.00 pm – 8.00 pmWelcome back & Session 9 Pricing Strategy Ch 11 Bertini, M., and Wathieu, L. (2010) ‘How to stop customers from fixating on price’, Harvard Business Review, May 2010, 84-91 8.00 pm – 8.30 pm Case: 'The EpiPen: This is Going to Sting' (Students conducting) 8.30 pm – 10.00 pm Conjoint analysis practicum Saturday June 17, 2017
1.00 pm – 2.30 pmSession 10 Distribution strategy: Delivering value Ch
12 & 13Wong, H. Y.; Radel, K., Ramsaran-Fowdar, R. (2011)Building a Marketing Plan: Planning for Distribution Channels and Market Logistics, Harvard Business Publishing, Jan., 128-142
Retail Free Riding: The Case of the Wallpaper Industry
Doane, Michael J ; Farris, Paul W ; Kucuk, S. Umit ; Maddux, Robert C,The Antitrust Bulletin, 2013, Vol.58(1), pp.129-1582.30 pm- 3.00 pm Case: 'Can Retailers Win Back Shoppers Who Browse then Buy Online?' (Students conducting) 3.00 pm - 4.30 pm Session 11 Promotion Strategy- Communicating value Ch 14, 15, 16,
17Anderson, J. C., Narus J.A., Van Rossum, W. (2006) ‘Customer value proposition in business markets.’Harvard Business Review, March, 91-99.
John L. K., Mochon, D., Emrich O.,Schwartz J., What’s the value of a like? Social media endorsements do not work the way you might think (2017) Harvard Business Review, March, 108 – 1154.30 pm – 5.00 pm Break
5.00 pm – 7.00 pmMarketing Communication: in – class activity (advertisement presentation and discussion) 7.00 pm - 7.30 pm Case: 'Bank of America: Mobile Banking (Abridged)'(Students conducting) 7.30 pm – 8.00 pm Case:'WestJet: A new social media strategy' (Students conducting) Sunday June 18, 2017
9.00 am – 10.30 amSession 12 Service Marketing Ch 10 Shankar, V., Berry, L.L., and Dotzel, T. (2009) ‘A practical guide to combining products and services’ Harvard Business Review, November, pp. 95-99.
Pernice, M., (2016) Revolutionizing Customer Service: Dramatic turnarounds require counterintuitive strategies. Harvard Business Review April, 26-27
Kumar, V., Bhagwat, Y., and Zhang X. (2016), ‘Winning back Lost Customers: How to target and appeal to the most likely’ returnees’. Harvard Business Review, Mar 22-2310. 30am – 11.00am Case: 'Local Motors: Designed by the Crowd, Built by the Customer' (Students conducting) 11.00 am – 12.30 pm Voice of the consumer practice: in class activity 12.30 pm – 1.00 pm Lunch
1. 00 pm – 1.30 pmCase: 'Mountain Dew: Selecting New Creative' (Students conducting) 1.30pm – 2.00 pm Case:'Hamilton Won More Than Twitter' (Students conducting) 2.00 pm – 2.30pm Case:'The Walt Disney Studios'(Students conducting) 2.30 pm – 4.00 pm Course Wrap Up: Core concepts learned; Briefing for group course assignment; Exam tips -
Assessment
The 最新糖心Vlog's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Summary
Assessment Date Weight Basis Related Learning Outcome Assignment 1: Participation Visit 1 and Visit 2 5% Individual Deliver an oral presentation in a professional and engaging manners
Evaluate and synthesise new information and existing knowledge from a multitude of sources and experience
Participate constructively in team situations to complete tasks and meet deadlinesAssignment 2: Case Study Visit 2 10% Group Work Presentation and Discussion. The continuing development of good inter-personal and communication skills
Contribute to high level management discussion
A commitment to objectivity, intellectual inquiry and intellectual rigour
Critically analyse case studies to derive at recommendations to address marketing issues and opportunities
Deliver an oral presentation in a professional and engaging manner
Participate constructively in team situations to complete tasks and meet deadlinesAssignment 3: Company Marketing Profile Report
28.05.17
Midnight, Via SafeAssign in the “Assignments” Section of MyUni15% Individual Interpret complex marketing issues and problems using relevant theories, concepts and methods;
Prepare professional, logical and coherent written marketing reports;
Apply contemporary marketing theories to the demands of business and management practice;
An understanding of trends in the political, economic, technological, social and cultural environments within which businesses operate.Assignment 3: Company Marketing Advice Report 02.07.17
Midnight, Via SafeAssign in the “Assignments” Section of MyUni25% Group work Final Exam: 2 hours open book 08.07.17
Details TBA45% Individual Evaluate and synthesise new information and existing knowledge from a multitude of sources and experiences
Critically analyse exam questions to derive at recommendations to address marketing issues and opportunitiesAssessment Detail
Assignment 1- Participation in class discussions and in-class activites ( Individual Grade - 5%)
Assignment 2 - Case Study Presentation and Discussion (Group Grade 10%)
A group of students will briefly present an assigned case, outline relevant questions and facilitate the related discussion. Full details of the cases assigned to be covered are contained in the Topic Schedule. The focus of each session should be on topics covered earlier in the course, and should draw on as much theory as possible.
Presenting students will be expected to (1) provide a brief summary of the case, the relevant environment and issues arising from the case, (2) Provide answers to the case questions for discussion, and (3) give their considered points of view as part of a facilitated discussion of all students in the class. All students should come prepared and be able to take part in the discussion of issues that arise in the course of the case discussion. The presenting students will facilitate discussion among the class to further explore the question and thinking related to formulating an answer to case discussion questions. If required, the lecturer will add additional questions and support facilitation of the relevant discussion. This discussion is a key part of developing the learning and thinking required for the learning objectives of this course and the graduate attributes. Importantly this is the beginning of developing knowledge into thinking and skills required for decision making in marketing areas.Assignment 3: Company Marketing Profile Report (Individual grade 15%)
In 1500 words, using a company/product/brand with which you are familiar (your employer for example) you are required to prepare a Marketing Profile Report. Use a business report format (executive summary, table of contents, appendices). Using the learning from Sessions 1-4 you will need to critically assess the organisation/product/brand and its environment and address:
1. Who appears to be the company's customer?
2. What is the customer's need and how is that need being satisfied by the company.
3. Provide a brief environmental scan for your company and indicate opportunities and threats
4. Provide an outline of how your company would apply the five step market research process
5. Utilise your answers to questions 1-4 to derive recommendations for the company/product/brand.
Assignment 4 – Company Marketing Advice (Group Grade 25%)
3000 words – table of contents, appendices and tables are excluded from a word count.
Students will be formed into pairs and will act as a consultants to the company of your choice. You can choose to consult to one of the companies you covered in assignment 2, or a completely new one.
As a pair, you are required to provide marketing advice to your client. This is loosely in the form of a marketing plan and needs to follow the rubric as given below.
Each week’s lecture and discussion content builds to assist you in creating this piece of marketing advice.
The Marketing Environment
The marketing environment consists of external forces that directly or indirectly influence an organisation’s acquisition of inputs (human, financial, natural resources and raw materials, and information) and creation of outputs (goods, services, or ideas).
SWOT Analysis
One tool marketers use to assess an organisation’s strengths, weaknesses, opportunities and threats is the SWOT analysis.
Strengths and weaknesses are internal factors that can influence an organisation’s ability to satisfy its target markets.
Opportunities and threats exist independently of the organisation and therefore represent issues to be considered by all organisations, even those that are not competitors.
Marketing Objectives
A marketing objective states what is to be accomplished through marketing activities.
Marketing goals should be based on a careful study of the SWOT analysis and should relate matching strengths to opportunities and/or convert weaknesses and threats.
Marketing Strategy
The next phase in strategic planning is the development of strategies for each functional area of the organisation.
Within the marketing area, a strategy is typically designed around two components: (1) the selection of (a) target market segment(s) and (2) the creation of a marketing mix that will satisfy the needs of the chosen target market.
Implementing Marketing Strategies
Marketing implementation is the process of putting marketing strategies into action.
Controlling Marketing Activities
The formal marketing control process includes the establishment of performance standards, evaluation of actual performance by comparing it with established standards, and reduction of differences between desired and actual performance.
Do:
• Present the case in report format with subheadings and paragraphs following a logical structure.
• Use tables, diagrams and further analysis of data to clarify, illustrate and supplement analysis and support your recommendations.
• Use page numbers and 1½ spacing for ease of reading and feedback.
• Use citations from original sources when they are used, using an accepted format such as Harvard. If sources have not been acknowledged, they will be considered as plagiarised!
• Proof read your reports thoroughly, for grammatical and spelling errors.
Do not:
• (DO NOT) Use bullet points unless you are simply presenting a list which is self explanatory. Bullet points do not lend themselves to discussion and explanations.
• (DO NOT) Copy material or use ideas from other sources without acknowledging the source. Failure to acknowledge the source will be interpreted as plagiarism which is a serious offence.
• (DO NOT) Use SWOT analysis as the only form of analysis - this is a good starting point but you will need to go much further using the concepts from the course as the framework. You may summarise the SWOT analysis in a diagram or a table and briefly explain it in the body of the report.Submission
Presentation of Assignments
• Please must retain a copy of all assignments submitted.
• All assignments must be submitted electronically through the MyUni assignments portal
• Please attach an ‘Assignment Cover Sheet’, which is signed and dated by you before submission.
• All group assignments must be attached to a ‘Group Assignment Cover Sheet’, which must be signed and dated by all group members before submission. All team members are expected to contribute approximately equally to a group assignment.
• Lecturers can refuse to accept assignments which do not have a signed acknowledgement of the 最新糖心Vlog’s policy on plagiarism.
No Resubmission
Once your paper is in, it’s in. You can’t take your assessed paper, rework it and resubmit it.
Late Assignment Submission
Students are expected to submit their work by the due date to maintain a fair and equitable system. Extensions will generally only be given for medical or other serious reasons. All requests for extensions must be emailed to the lecturer in charge before the due date. Each request will be assessed on its merits. A late assignment (without prior arrangement) will be penalised (One day late 10% discounted;Two days 20% discounted;Three or more days 50% discounted).
Course Grading
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through .
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Student Feedback
The 最新糖心Vlog places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the 最新糖心Vlog to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
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Student Support
- Academic Integrity for Students
- Academic Support with Maths
- Academic Support with writing and study skills
- Careers Services
- Library Services for Students
- LinkedIn Learning
- Student Life Counselling Support - Personal counselling for issues affecting study
- Students with a Disability - Alternative academic arrangements
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
- Academic Integrity Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment Policy
- Reasonable Adjustments to Learning, Teaching & Assessment for Students with a Disability Policy
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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Fraud Awareness
Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student鈥檚 disciplinary procedures.
The 最新糖心Vlog of Adelaide is committed to regular reviews of the courses and programs it offers to students. The 最新糖心Vlog of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.