Subject Outline

1   Subject details

1.1  Student participation requirements

The JCULearning, Teaching and Assessment Procedures (2.1.2d) indicates a typical student workload for a three (3) credit point subject requires a 130 hour work load of study related activities, including attendance, assessment and self-directed study over the duration of the subject with equivalency across all attendance modes.

Note that attendance at specified classes will be a mandatory requirement for satisfactory completion of some subjects (Learning, Teaching and Assessment Procedures,3.1.8e) and that additional hours may be required per week for those students in need of English language, numeracy or other learning support.

1.3  Subject description

This subject is designed to develop skills in social media marketing for copy, curation, and discovery. The subject focuses on practical applications of marketing theory to support strategic decisions in market segmentation, communication, metric and evaluation strategies, for the creation and management of online communities. Technical skills are developed through the exploration of social media algorithms, platforms and tools, and the creation of content suited to different platform strategies. Grounding in personal development is provided through increasing learning abilities to concur emerging technologies, strategic thinking, project management and the staffing considerations essential for effective social media campaigns, now and into the future.

1.4  Subject learning outcomes and course learning outcomes

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

•  SLO1. analyse the theory behind social media marketing to support informed marketing decisions

•  SLO2. critically evaluate existing digital metrics from campaign results and formulate new social media marketing assets

•  SLO3. create a social media marketing strategy suitable for an identified market

These outcomes will contribute to your overall achievement ofcourse learning outcomes.

CLO1: Demonstrate essential knowledge and innovative thinking necessary for a careers in ever changing business and not-for-profit environments

CLO2: Synthesize underlying principles and concepts for making sustainable business decisions to meet current and future needs

CLO4: Critically evaluate, interpret and communicate information, data & resources in academic literature and digital contexts

CLO5: Work collaboratively and creatively to promote innovation

CLO6: Apply critical thinking and problem-solving strategies in disruptive domestic and global business contexts

CLO7: Convey information and ideas through effective communication skills appropriate to diverse audiences

CLO9: Evaluate and apply ethical, sustainable and social responsibility in professional practice and decision making

1.5  Student feedback on subject and teaching

Students are at the heart of JCU and as part of our commitment to improving the quality of our subjects and teaching, we   regularly seek feedback on the JCU student experience. YourJCU Surveys are available to all students throughLearnJCU.You will receive an email invitation when the survey opens.

The reason that it is really important for you to take the 5 minutes to complete the student feedback survey is that your response can help inform evaluation of subject and teaching strengths and areas that may need refinement or change. YourJCU Subject and Teaching Surveys provide a formal and confidential method for you to provide feedback about your subjects and the staff members teaching within them. These surveys are available to all students through LearnJCU. You will receive an email invitation when the survey opens.

Our teaching team work hard to ensure you are provided with every opportunity to learn theoretically supported practical skills in an area that is highly sought after by employers. Please take advantage of these opportunities and fully engage with the subject on all levels and make this subject the best experience you can have.

As part of our commitment at JCU to improving the quality of our courses and teaching, we regularly seek feedback and would like to hear about your learning experiences this delivery of the subject as well. So when you receive an invitation to provide student feedback, please do so.

We value your feedback and ask that you provide constructive feedback about your learning experiences for each of your subjects, in accordance with responsibilities outlined in the Student Code of Conduct. Refrain from providing personal feedback

on topics that do not affect your learning experiences. Malicious comments about staff are deemed unacceptable by the University.

1.6  Subject resouces and special requirments

All subject readings and resources, including journal articles, book chapters, websites, videos, print and eTextbooks, are available to view online from your Readings list via your LearnJCU subject site.

Note: readers of eTextbooks are restricted to one reader at a time and make sure you log off after you have finished reading the eTextbook so other people can read the book.

The prescribed textbook is  available to purchase online from the publisher Cengage, in print or ebook form:

https://au.cengage.com/c/social-media-marketing-a-strategic-approach-3e-zahay-roberts-parker- barker-barker/9780357516188/

Zahay, D., Roberts, M. L., Parker, J., Barker, D. I., & Barker, M. (2022). Social Media Marketing: A Strategic Approach. Cengage Learning.

While studying this subject, you are encouraged to pay as much attention as possible to the marketing activities going on around you. You can do this in a number of ways:

• Participaing in the discussion boards and learning from your fellow students.

• Paying attention to social media advertising and to the marketing materials you receive as a customer.

• Developing close working relationships with marketing managers where you work;

• Monitoring marketing trends in the local, national and international business press; • Accessing recent journal articles from JCU electronic databases.

2   Assessment details

2.1  Key dates

2.2  Requirements for successful completion of this subject

In order to pass this subject, you must:

•  Achieve an overall percentage of 50% or more

•  Demonstrate regular attendance and engagement with the content of this subject in accordance with studentparticipation requirements as outlined above, including but not limited to online workshop and tutorial sessionparticipatory attendance.

•  Demonstrate a reasonable attempt on all assessment items. Students who have completed less than 100% of   the assessment will be subject to review by the College Assessment Committee which could result in failing the Subject (F – Fail), and

•  Complete at least 80% of assessment requirements, as listed above.

•  Failure to comply with the above will result in an F (Fail) Result.

Note that the bullet point provided represents the JCU minimum passing requirement.

Note that any individual assessment item, for which students must achieve a satisfactory grade or pass grade in order to meet subject requirements, must be clearly identified in this section (Subject Outline Procedure,2.1)

List all other requirements for a passing grade (including clinical/professional experience requirements) and any special assessment requirements, as presented in CSDB, and reiterate any mandatory attendance requirements as stated in Section 1.1.

Final results for this subject will be graded as described in theStudent Results Policy.

Supplementary examinations/supplementary assessments are available for this subject, in accordance with theLearning, Teaching and Assessment Procedure(3.2.10) and theStudent Results Policy(2.1)

2.2.1   How do I track my progress in this subject?

There are many opportunities for you to obtain feedback and track your learning progress provided in this subject!

In the first two weeks of the subject, you will also have the opportunity to obtain feedback on your early understanding of the subject by undertaking a pre-census test. The census date for JCUTR3 subjects is listed in the key dates in section and has been marked in your weekly subject calendar. A precensus test is a learning tool for you to assess your understanding of the subject and identify any areas that you need to concentrate on to continue the subject with the best chance of success. The precensus test does not contribute to your overall grade for the subject.

During the subject, you will have the chance to interact with other students and regularly share understandings and [mentally and verbally/in print] compare your own understandings and learning progress with others. This can be done by you forming study groups, meeting in the LearnJCU online ‘coffee shops’ via online class discussions, responding to others on regular discussion board posts for topic activities.

The online & workshops tutorials, provide another means of learning feedback through discussion with your lecturer, any industry expert guest speakers and fellow students. This means that to benefit from feedback on your learning, you will need to be prepared for, and attend, the tutorial session each week for others to meaningfully engage with you in discussions.

2.3      AccessAbility Services and Support

Reasonable adjustments may be made to assist you to manage additional circumstances impacting on your studies provided these do not change the academic integrity of a degree. Reasonable adjustments do not alter the need to be able to demonstrate the inherent requirements of the course.

If you believe you will experience challenges completing your degree or course because of a disability, health condition or other reason, you should fill up theAccessibility Intake form(click Forms for Prospective Students to locate this) and submit to the relevantStudent Ambassadorat JCUS who will be in touch with you.

Your course inherent requirements can be found hereCourse and Subject Handbook

2.4     Assessment items

ASSESSMENT ITEM 1: DESCRIPTION

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

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

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

Step 1: Read the Instructions and Rubric for this Assessment

Step 2: Review the article

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

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

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

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

Step 3: Conduct Further Research

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

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

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

Step 4: Tips for writing your assessment

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

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

Do:

•            Present the recommendations in essay format. This requires well-structured paragraphs. Use subheadings.

•             Use Arial font size 12 and right side margin justified.

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

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

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

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

•            Proof read your essays thoroughly, for grammatical and spelling errors.

Do not:

•            Use bullet points unless you are simply presenting a list which is self-explanatory. Bullet points do lend themselves to discussion and

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

Step 5: Check your work

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

Step 6: Submission of Assessment

You are required to submit this assessment online via LearnJCU only.  You are not required to submit a hard copy.  Please do not email a copy of your lecturer as it will not be marked outside LearnJCU due to SafeAssign plagiarism checking requirements. The assessment submission should include the:-

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

•            assessment document

ASSESSMENT ITEM 2: DESCRIPTION

Step 1: Find your team

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

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

Step 2: Choose your Product/Service

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

presentations to give you an idea of the standard required.

Ideas for innovations/inventions can be found at:

http://www.inventor-strategies.com

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

http://www.gizmag.com/

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

Step 3: Obtain approval for your Product/Service

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

Step 4: Conduct Background Research

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

Step 5: Develop Storyboard

Refer to the course materials explaining how to go about building a storyboard, the reasons for their use and the practical requirements of this skill in the workplace. Apply those concepts to your chosen product/service. The storyboard must be annotated with your strategies and relevant references, then submitted as a document on LearnJCU in the assessment folder provided. The storyboard will also assist your lecturer with details not specifically included in your video for marking.

Step 6: Video

Based on your teams storyboard, develop a recorded presentation of 5 mins maximum length around the Blue Ocean opportunity and its application to interactive marketing for 2021. Check off the assessment Rubric to ensure content is covered. If your video exceeds 5 minutes, any section over the 5 minutes will not be marked. The video content should be engaging and informative. This is your opportunity to demonstrate applied course content to the selected Blue Ocean opportunity. This is not to be Powerpoint presentation that is recorded. Imagination is required for this assessment; you can include animation if you wish. Animation tools are available at:

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

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

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

•           iOS & Android: Magisto App

Pay attention to details that may affect the communication of your message including appropriate dress, language, background music, location of filming, use of technology etc. Previous student examples of student work for guidance as to the standard required have been provided on LearnJCU.

Step 7: Generate APP

In addition to your video, your team will be required to generate an App as part of your social media campaign supporting your product/service. Your team may use any free publically available App generators that will suit your Blue Ocean opportunity. Your team will need to submit a YouTube recording link. Your recording should demonstrate the App you have developed and explain why you have developed the App with particular functionality. An explanation should be provided as to the selection, operation and integration of the App into your social media strategy. The maximum length for the recording is 3 minutes.

Step 8: Submission of Assessment

Nominate ONE group member to submit the assessment on behalf of the entire group. The submission should include the:- •            completed group coversheet (template in the assessment folder)

•           storyboard document

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

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

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

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