See Yearbook for year 2.doc.doc

SCHOOL OF MARKETINGFACULTY OF BUSINESS

Certificate in Marketing

DT303/2

Year Two

YEARBOOK 2007-2008

1

Table of Contents

Introduction from the Head of Marketing Studies

Academic Calendar

Course Structure

Programme content and student workload

Course Aims & Objectives

Modules:

Semester OneMarketing Practice

Data Collection & AnalysisMicro EconomicsManagement Accounting for MarketingCommunications and the Organisation Options: Choose OneFrenchSupply Chain ManagementManagement of ICT

Semester TwoMarketing PlanningMarketing Research ApplicationsMacro Economics

International MarketingMarketing CommunicationsOptions: Choose OneFrenchData-Driven MarketingBusiness-to Business Marketing

Continuous Assessment Guidelines

Frequently Asked Questions & Entering for your Examinations

DIT Regulations on the Use of Computers

DIT School of Marketing Style Guide

DIT Organisation Structure

2

Introduction from the Head of Marketing Studies

Firstly, congratulations on successfully completing the first year of your Certificate in

Marketing & welcome back after the summer break.

This final year offers you many challenges, both in terms of the course content and in your

future plans on completion. In particular, your final results will determine the options open to

you at DIT: a strong performance in your assessments & examinations will provide you with

the opportunity to progress to Degree level courses.

This document is your guide to your second year programme. Everything concerning the

academic dimension of your course is contained here. Take your time to read through each

section and make sure that you are familiar with the regulations and requirements.

In particular, all your subjects are detailed here, with the content, assessment methods and

reading lists provided.

If there is anything else that you wish to find out or something that you are unsure of, please

contact myself or any of the team on the programme.

Wishing you an enjoyable and rewarding year.

Roger Sherlock,

Head of Department of Marketing Studies,

DIT Faculty of Business,

School of Marketing.

3

Certificate in Marketing Year TwoAcademic Calendar 2007/2008

Week Week No. DetailsSEMESTER ONE

10/9/07September 2007 17/09/07 1 Lectures Commence

24/09/07 2October 01/10/07 3

08/10/07 415/10/07 522/10/07 629/10/07 7 Reading Week

November 05/11/07 812/11/07 919/11/07 1026/11/07 11

December 03/12/07 1210/12/07 13 Lectures End17/12/07 Christmas24/12/07 Christmas31/12/07 Christmas

January 2008 7/01/08 14 Semester Examinations

14/01/08 15 Semester Examinations

21/01/08

SEMESTER TWO28/01/08 1 Semester Two Lectures Commence

February 04/02/08 2111/02/08 318/02/08 425/02/08 5

March 03/03/08 610/03/08 7

17/03/08 Easter Break24/03/08 Easter Break31/03/08 8 Lectures Resume

April 07/04/08 914/04/08 1021/04/08 1128/04/08 12 Lectures End05/05/08 13 Reading Week

May 12/05/08 14 Examinations Commence19/05/08 15

26/05/0802/06/08

June 09/06/0816/06/08 Results Published

Please Note: These dates should not be considered binding. They are indicative only and are subject to change. They are supplied now on a best-estimate basis to assist students making provisional outline plans for the coming academic year and for the summer of 2008

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Course Structure

Modules: Semester One

ECTSCredits

Modules: Semester Two

ECTSCredits

Marketing Practice 5 Marketing Planning 5

Data Collection & Analysis

5 Marketing Research Applications

5

Micro Economics 5 Macro Economics 5Management Accounting for Marketing

5 International Marketing 5

Communications and the Organisation

5 Marketing Communications

5

Options: Choose One Options: Choose OneFrench 5 French 5Supply Chain Management 5 Data-Driven Marketing 5Management of ICT 5 Business-to Business

Marketing5

Total ECTS Credits 30 Total ECTS Credits 30

Note: the course is fully semesterised and modularised. This will require that you treat the exams in January (semester one) as FINAL exams as they will count for your overall grade and classification.

5

Programme content and student workload

Modules:

Semester Three

LectureHours

TutorialsWorkshopsCase-studiesIndustry speakers

Exam (Hrs)

ReadingSelf-DirectedLearning Hours

TotalHours

ECTSCredits

Marketing Practice 24 6 2 68 100 5

Data Collection & Analysis

24 6 2 68 100 5

Micro Economics 24 6 2 68 100 5Management Accounting for Marketing

36 6 2 56 100 5

Communications and the Organisation

24 6 2 68 100 5

Options: Choose 1French -NA- 60 2 38 100 5Supply Chain Management

24 6 2 68 100 5

Management of ICT 24 6 2 68 100 5Total Learning Hours 180 44 16 560 600 30

Modules:

Semester Four

LectureHours

TutorialsWorkshopsCase-studiesIndustry speakers

Exam (Hrs)

ReadingSelf-DirectedLearning Hours

TotalHours

ECTSCredits

Marketing Planning 24 6 -NA- 70 100 5Marketing Research Applications

24 6 2 68 100 5

Macro Economics 24 6 2 68 100 5

International Marketing 24 6 2 56 100 5

Marketing Communications

24 6 2 68 100 5

Options: Choose 1French -NA- 60 2 38 100 5Data-Driven Marketing 24 6 2 68 100 5Business-to Business Marketing

24 6 2 68 100 5

Total Learning Hours 600 30

6

Course aims and objectives

On successful completion of this programme, students will be expected to have developed knowledge, skill and know-how for immediate employment or progression to further studies. The aims and objectives for this programme are expressed in terms of learning outcomes required at level 6 as defined by the NQAI.

Knowledge: BreadthDemonstrate specialised Knowledge in a broad area of marketing theory and practice, both in the context of the functional area and in regard to the integration of marketing with the other core business functions.

Have a critical awareness of current marketing theory, and be able to evaluate theory in relation to its application to marketing and business practice.

Understand the role of marketing in overall corporate decision-making, and be able to apply tools and techniques.

Knowledge: Kind Some theoretical concepts and abstract thinking, with significant underpinning theory.Have a specialist expertise in the optional subjects chosen.

Demonstrate the ability to research specific elements of marketing activity through the integrated research project.

Know-how and Skill - Range:Demonstrate comprehensive range of specialize skills and tools

Be able to interpret and appraise the implications of a changing business environment.

Be able to assimilate and interpret numerical information in the form of statistical, financial and quantitative data.

Demonstrate and apply the skills and techniques of word processing, Excel, Powerpoint, SPSS, Geoconcept, Clementine, Access, and research databases.

Selectivity:Formulate responses to well defined abstract problemsDemonstrate a level of knowledge of the tools and techniques necessary for the effective operational marketing activity.

Demonstrate the analytical skills and decision-making ability necessary to work as part of a specialist functional team.

Acquire new knowledge and skills, using research techniques and self-directed learning.

Competence: ContextAct in a range of varied and specific contexts involving creative and non routine activities; transfer and/or technical or creative skills to a range of contexts.

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Be able to analyse a changing marketing situations and propose strategic and tactical solutions.

Have an insight into the international and inter-cultural dimensions of marketing.

Be able to prepare marketing plans and programmes, and integrate them with other functional plans and programmes.

Competence: RoleExercise substantial personal autonomy and often take responsibility for the work of others and/or for allocation of resources; form, and function within multiple complex and heterogeneous groups

Be able to use leadership skills, team building and team working, in order to develop synergies and enhance sources of competitive advantage.

Be competent in the operational elements of marketing practice: campaign planning, resource allocation, budgeting, evaluation and appraisal.

Be dynamic team members, with a strong awareness and experience of the issues involved the dynamics of group interactions.

Be strong and confident communicators, with a range of presentation skills and an awareness of the cultural aspects of corporate and personal communication.

Competence: Learning to Learn

Learn to evaluate own learning and identify needs within a structured learning environment; assist others in identifying learning needs

Have developed the capacity for self-directed learning through projects and self study that will facilitate further academic and professional development as part of a commitment to life-long learning.

Competence: Insight

Express an internalized, personal world view, reflecting engagement with othersHave insight into the consequences of marketing decisions for stakeholders and society.

Be empowered to contribute as marketers, to raising the standards of practice and professionalism within their chosen industry.

Critically reflect on the function of marketing and business in society in the context of ethics and social responsibility.

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Modules: Semester One

Pre-Requisite Modules code(s)

Co-Requisite Modules code(s)

ECTS Credits

Module Code

Module Title

5 Marketing Practice

Module author: Mary Lawlor

Module Description:

This module addresses how marketing is typically managed in different profit and not- for- profit contexts. It requires the student to engage with the theory and implementation of a marketing campaign in a variety of sectors. It presents the student with the opportunity to examine best practice in Irish and international marketing campaigns.An introduction to marketing scope and challenges in each sector will be given. Teams of students are required to examine, evaluate and present real-life, current marketing campaigns from each of the sectors.

Module aim

To familiarize the student with the marketing challenges in a variety of business sectors.To give the student the opportunity to present a current integrated marketing campaign for a brand from a consumer, business to business, service or not-for-profit sector. The campaign should represent best practice and, if possible, include an international dimension.To enable the student to bring all the marketing elements together from planning, implementation and control of a campaign.

Learning Outcomes:

On completion of this module, the learner will be expected to:Analyse a market situation for a brandEvaluate market potential for a brandDiscriminate between communication and media alternatives for a brandDevelop a fully integrated brand campaign for a product or service in a profit or not-for-profit sector.

Learning and Teaching Methods:

Active and experiential learning will be encouraged to enable the student to draw on their linguistic, logical and interpersonal intelligences.Formal LecturesStudent presentation and class discussion.

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Module content:

Services MarketingThe Irish and International service industry. Importance for the Irish economy.The key characteristics of services. The challenges for marketers in service businesses. Managing service quality and customer satisfaction. Organization structures and marketing strategies for sevices.

Business to Business MarketingVital differences between the new B2B and B2C models. Organizational buying. Buying situations. Systems buying and selling. Participants in the buying process. Major influences on buying decisions. The purchasing/procurement process. Institutional and government markets. Business-to-business marketing communications

Nonprofit Organizations MarketingScope, challenges and development of the Nonprofit sector. Branding. Marketing programmes.Social Marketing: The marketing of ideas. Fundraising, Arts marketing, Education, Healthcare marketing. Volunteer support and management. Public sector marketing.

Module Assessment

Continuous Assessment (group) 50%

Students are required to select, critically evaluate and present a marketing campaign from different sectors of marketing. The campaign should aim to address the following areas of marketing.Campaign FormatMarket Situation/background 5Branding 5Positioning and product proposition 5Objective 5Segmentation and Target Market Profile 5Communications Strategy 10Media plan 5Budget 5Results 5

Semester Examination 50%

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Essential Reading:

Sargeant Adrian, Marketing Management for Non profit organizations, second edition, Oxford University press, 2005Blythe, Jim and Alan Zimmerman, Business to Business Marketing Management, Thomson, 2005Carroll, John (2002), Microsoft Project in easy steps

Web references, journals and other JournalsInternational Journal of Nonprofit and Voluntary Sector MarketingJournal of Targeting, Measurement and Analysis for Marketing.

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ECTS Credits

Module Code

Module Title

5 Marketing Research 2: Data Collection & Analysis

Module author: Joy Redmond

Module Description:

This module builds on a foundation of the Marketing Research and presents students with a thorough grounding in primary data collection methods.

Module aim

The aim of this module is that students will gain a thorough understanding of the process of primary data collection. They will become aware of a wide variety of primary research approaches and techniques and gain practice in application of some techniques through group and individual project work.

Learning Outcomes:

On completion of this module, the learner will be expected to:

Demonstrate how researchers develop and rationalize research objectivesDesign a qualitative research instrument Design a questionnaire Design an appropriate sampling procedure for their chosen topic within the Dublin region Implement both qualitative and quantitative fieldwork Prepare data for analysisPrepare and present primary research findings.


While much of the subject matter will be presented using lectures, the essential thrust of this course is to focus on the student's own primary research needs and to demonstrate how professional researchers have approached these issues. Where available, video presentations and guest lecturers will illustrate the techniques as they are currently practiced. Weekly tutorials will be given to apply the theory in practical exercises along with workshops to assist in their assessment requirements. Workshops on questionnaire design, sampling will be undertaken, as will trial interviewing.

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Module content:

Primary Research objectives and rationaleSampling theory and practiceQuantitative Research Designs and AnalysisQuestionnaire Design Measurement and ScalingData preparation for analysisIntroduction to SPSSSurvey, Observation and ExperimentsFieldwork and Quality ControlQualitative Research Designs and Analysis

Focus groupsProjective TechniquesDepth Interviews

Reports and their presentation

Module Assessment 100% Continuous Assessment (Individual)

Research objectives mini project 10%Qualitative research instrument design 10%Quantitative research instrument design 20%Sampling Design 10%Fieldwork 10%Primary research report 40%

Essential Reading:

Malhotra, N, D. and Birks D., Marketing Research: An Applied Approach, 2nd European Edition, Financial Times Management, London 2003.

Supplemental Reading

Various chapters of the following texts are useful for particular sections of the course

Domegan, C. and Fleming, D., Marketing Research in Ireland, 2nd Edition, Gill and Macmillan, Dublin 2003.Zikmund, W., Exploring Marketing Research, 8th Edition, Thomson, Ohio 2003.Churchill, G. and Brown, T., Basic Marketing Research, 5th Edition, Thomson, Ohio 2004.Website Web links to further online resources are contained in the website designed for this class group.

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ECTS Credits

Module Code

Module Title

5 Management Accounting for Marketing

Module author: Alice Luby ACMA MSc

Module Description:

Management Accounting for Marketing Students gives a broad overview of the management accounting techniques available for use in planning, decision making and control. The module focuses on the role of management accounting in preparing and presenting financial information within an internal management information system.

Module aim

The aim of this module is to develop an understanding of management accounting principles, models and techniques available to effectively manage dynamic and diverse business situations.

Learning Outcomes:

On completion of this module, the learner will be able to:

Describe the role of management accounting within an organisation Demonstrate an understanding of the nature and elements of cost within an organisation Demonstrate an understanding of the importance of overheads and apportion overhead

cost Calculate the full cost of a product or service Demonstrate an understanding of cost behaviour and demonstrate its relevance in decision

making Describe the relationship between cost – volume and profit and present the results of

break-even analysis Apply the processes of relevant costing and marginal costing in decision making Describe the budgetary control process Apply budgeting principles to present accurate budgets and control statements


This module will be delivered through the medium of lectures, in a context that is relevant for marketing students, supported by an electronic learning environment. The learning and teaching methods employed will include, discussion, problem-solving exercises, case studies and self-directed learning.

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Module content:

Description of syllabus content covered in module:

1. An introduction to management accounting 2. Elements of cost, including direct and indirect cost3. Apportioning overhead cost4. Calculating the full cost of a product or service5. Modern approaches in product and service costing and the control of overhead cost6. Cost behaviour, fixed, variable, step and semi variable cost, including the separation of

semi variable components7. Cost – volume – profit analysis, including breakeven charts8. Relevant costs for decision making9. Marginal costing for decision making10. The budgetary process11. Producing master budgets12. Budget control statements

Module Assessment

Continuous assessment (Individual) 30%

End of year examination 70%

Essential Reading:

Atrill & McLaney (2005) Management Accounting for Decision Makers, FT Prentice Hall, 4th

Edition

Supplemental Reading:

Luby A (1999) Cost and Management Accounting Learning through Practice, Gill and

Macmillan

Web references, journals and other Journals of the major accountancy bodies and other journal articles as directed by the lecturerwww.accaglobal.com/students www.iasb.orgwww.icai.ie www.cimaglobal.com

15



ECTS Credits

Module Code

Module Title

5 Microeconomics

Module author: Siobhan Mc Carthy

Module Description:

This module is an introduction to micro economic theory and some of its applications.

Module aim

The aim of this module is to develop a basic competence in microeconomics.

Learning Outcomes:

On completion of this module, the learner will be able to demonstrate an understanding of:

How a product market functions through the price mechanism and equilibrium analysis Economic Costs and Profit Structure of Firms and the output level that minimises cost and maximises profitThe market structures, including, perfect competition, monopoly, oligopoly and monopolistic competition within which products are producedThe reasons for state intervention such as externalities, monopoly power and inequality in a market economy Market Distortions such as price controls. taxations and quotas


A variety of methods will be used including lectures, tutorials and use of Web CT. There will be a mix of formal teaching, class discussion, problem-solving and case studies.

Module content:

IntroductionIntroduction to Economics as a social science. Concepts of scarcity, choice and opportunity cost. Methods of analysis and presentation.

Microeconomics Demand, supply and the determination of equilibrium price. Elasticity. Maximum and minimum prices. Costs of production in the short and long run. Profit maximisation.Models of market structure. Market failure and externalities. Government intervention and regulation. Inequality and poverty. Taxes, benefits and the redistribution of income. The market for factors of production

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Module Assessment

The module will be assessed by one group assessment 30%

Semester examination 70%

Essential Reading:

Parkin, M, Powell, M and Matthews, K, (2005) Economics European Edition, 6th ed, Pearson Education, Harlow http://www.booksites.net/parkin/euro/


Sloman, J, (2003) Economics, 5th ed, Pearson Education, England http://www.booksites.net/sloman/ http://cwx.prenhall.com/bookbind/pubbooks/ema_uk_he_sloman_economics_5/

Mankiw, NG (2004) Principles of Economics 3rd ed, Thomson South Western, United Stateshttp://www.harcourtcollege.com/econ/mankiw/

Begg, D, Fischer, S and Dornbusch, R (2005) Economics 8th ed, McGraw-Hill International, UKhttp://highered.mcgraw-hill.com/sites/0077107756/student_view0/index.html

Turley, G and Maloney, M (2001) Principles of Economics - an Irish Textbook 2nd ed, Gill and Macmillan, Dublin

WebsitesWebCT http://webcourses.dit.ieThe Central Statistics Officehttp://www.cso.ie/The Central Bank of Irelandhttp://www.centralbank.ie/The Department of Financehttp://www.finance.gov.ie/The Economic and Social Research Institutehttp://www.esri.ie/

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http://www.esri.ie/

http://www.finance.gov.ie/

http://www.centralbank.ie/

http://www.cso.ie/

http://webcourses.dit.ie/

http://highered.mcgraw-hill.com/sites/0077107756/student_view0/index.html

http://www.harcourtcollege.com/econ/mankiw/

http://cwx.prenhall.com/bookbind/pubbooks/ema_uk_he_sloman_economics_5/

http://www.booksites.net/sloman/

http://www.booksites.net/parkin/euro/



ECTS Credits

Module Code

Module Title

5 Communications and the Organisation

Module Author: Valerie Gannon

Module Description:“Communications and the Organisation” builds on the foundation knowledge gained by students in “Essentials of Communications” in year 1, and provides a social-cultural perspective on mass communications to compliment “Marketing Communications” (also in this semester).This module focuses on two broad aspects of research and theory on communications and organisations namely: Communications within the Organisation and Mass-mediated communications. In exploring communications within the organisation this module examines small group and team communications, and the organisational culture and structure that creates the internal communications climate. Mass communications theory is examined via the changing communications environment where mass media is fast losing out to the consumption of multiple one-to-one media.

Module Aim:

The aim of this module is to build on the foundation knowledge of interpersonal communications gained in the “Essentials of Communications” module in year 1. In the “Communications and the Organisation” module the marketing student gains an understanding of a range of organisational communication theories and applications, and a broad overview of the fast-changing mass communicated media environment. Students are also facilitated in building on skills in writing and presentation, with a focus in this module on the business context for written and oral presentation.

Learning Outcomes:

On completion of this module, the learner will be able to:1. Have an understanding of the roles of groups2. Be familiar with roles people play in teams and have an awareness of conflict

management issues in a group setting3. Identify the styles of leadership and their impact on team climate and direction4. Critically engage with current theory on organisational communications and culture5. Demonstrate an understanding of how organisations can be conceptualised in various

ways and how this impacts on the representation of communications6. Distinguish between the formal and informal organisational communications

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7. Have gained insights into the social and business impact of mass mediated and public communications

8. Have explored current issues in the changing media landscape9. Be conversant with the conventions for presenting analytic and persuasive business

writing10. Be equipped to deliver a complex persuasive business presentation – individual or

group - with audio-visual aids


Theoretical material will be delivered in a lecture setting, which will include and require student contribution and discussion. Experiential learning regarding team work will be provided via a group project and a reflective diary exercise. Skills-based learning will take place in a work-shop environment where students will be closely mentored on a one-to-one basis. Group presentations will be video-taped in tutorials so as to allow for self-review and critical self-reflection. Video, internet and interactive tools will be used to stimulate discussion and facilitate self-directed learning.

Module content:

Communication within the OrganisationGroup Roles and Development: Group work forms a cornerstone of modern organisational life. This section explores the characteristics of groups and dynamics of group development.Leadership & Team-building: Leadership styles are acknowledged as key determinants of group direction and climate. Leadership styles are explored along with individual roles within groups, impact of gender, diversity and relationships between group members, and the management of group conflict.Organisational Culture: Cultural ethnographers now commonly accept the organisation as a site of cultural study. This section examines major theories of organisational culture and explores the ways in which organisational culture is communicated and in turn impacts on organisational communications.Organisational Structure and Communication: Organisations can be conceptualised in various ways and the impact of technology is challenging theorists to reconceptualise the modern organisation. Each conceptualisation brings with it a different representation of how communications operate within the organisation. This section looks at both traditional and new organisational structures and crucially at the informal organisation in all cases, and at how these impact on organisational communications.

Mass Mediated CommunicationMass Media Environment: A review of the mass media environment is presented with a particular focus on Ireland. Mass media theory is reviewed. Students are introduced to the main media institutions, relationships between publishers, consumers and advertisers and issues in media consumption.

document.doc-2005 04/18/23

Changing Media Environment: The explosion in new media channels in recent years has lead many commentators to predict a fundamental shift in the relationships and sites of power in the media world. This section will review new media consumption, the growth in power of the media consumer, and the challenge facing traditional advertising media.

Communication SkillsBusiness Writing: Students will be guided through the conventions for business writing in a tutorial setting and required to apply this in their formative assessment.Presentation Skills: Presentation skills developed at a foundation level in the module “Essentials of Communications” are built upon in this module. Advanced skills are explored via the introduction of audio-visual aids and students are required to present groupwork material, thus integrating theoretical learning about groups with the skills to work in such a setting. Advanced oral and non-verbal communications skills are developed via videotaping and review of individual presentations.

Module Assessment:

Formative Assessment (all individual) 50%

Formative assessment will take a number of different forms:1. Short MCQ type assessment in tutorial to determine ongoing assimilation of lecture based material (learning outcomes 1 through 8)2. Group work towards submission of business report (see 3 following) – reflective diary submission on students own experience of groupwork in light of practical and theoretical learning about groups (learning outcomes 1-3)3. Submission of report on organisational communications and culture (learning outcomes 4-6) via business writing conventions which have been introduced in tutorials (learning outcome 9)4. Oral presentation of business report (see 3 above) developing on oral presentation skills which have been explored in tutorial/workshop setting (learning outcome 10).

Semester Examination 50%The examination will determine the students’ assimilation and analysis with respect to theoretical aspects of learning outcomes 1 through 8.

Essential Reading: Gamble, Teri Kwal and Gamble, Michael Communication Works 8th edition (2005) McGraw Hill New York ISBN 0-07-286282-3 Chapters 11-13 and 18-19 and Appendix

Hartley, Peter and Bruckman, Clive G. (2002) Business Communication London: Routledge Chapters 4,6, 7-10, 14Web references, journals and other:http://www.plainlanguage.gov/


http://www.plainlanguage.gov/

Website of Plain Language (Plain English) movement in US, spearheaded by Federal Employees

http://www.plainenglish.co.uk/ Website of Plain English Campaign in UK, an independent pressure group lobbying for clarity in public communications.

http://www.lib.washington.edu/subject/communications/lrcs/index.html “This web site is a springboard that librarians, students, and researchers can use to find information in the area of communication studies.”


http://www.lib.washington.edu/subject/communications/lrcs/index.html

http://www.plainenglish.co.uk/



ECTS Credits

Module Code

Module Title

5 French 3 option

Module Author: laurence Paveau

Module Description:

This module will focus on the continuous acquisition of business French and oral as well as written expression in a business context.

Module aim

The aim of this module is to strengthen the learner’s level of written and oral French.

Learning Outcomes:

On completion of this module, the learner will be able to Establish and maintain business relationships Negotiate in a business environment Attend business meetings Have conversations with native speakers on a variety of topics.


discussion, role-play, video, film, work-based learning, readingsself-directed learning

Module content:

Marketing Advertising Transports Insurance Foreign Trade


The Stock Exchange The Economy

CultureFrancophonie: What it is, where it is, why it is which leads to examine the notion of colonisation for some of the countries concerned which can also bring the next theme.

Changing society: new laws, immigration, multi-cultural society, racism, integration, second generation immigrants, identity, new trend of emigration among young people in France.

Grammar in context

Revision of moods and tenses with particular focus on the subjunctive mood and its tensesword order

Module Assessment

There will be two individual continuous assessments, and an oral examination. The first continuous assessment will be an in-class assessment and the second one will be a self-directed project.

In-class assessment 30%

Continuous assessment 30%

Oral examination 40%

Essential Reading:

No essential readings are required. The students will be working on newspapers articles and magazines


Collins-Robert French Dictionary: Complete & Unabridged, March 2005, Harper Collins Publisher


Binon, J., Verlinde, S., Van Dyck, J., Bertels, A. (2001) DAFA – Dictionnaire d’apprentissage du français des affaires, Didier

Web references, journals and other: Web references, journals and other:

http://www.edufle.net/rubrique52.htmlhttp://fog.ccsf.cc.ca.us/~creitan/grammar.htmhttp://www.lepointdufle.net/p/speciali.htmhttp://platea.pntic.mec.es/~cvera/exfrances/exercicesvoc.htmlhttp://www.dictionnaire-commercial.com/fr/accueil_consultation_dico.htmhttp://walras.u-strasbg.fr/crl/fle_sites_educatifs.htmwww.liberation.frwww.lemonde.frwww.nomade.frwww.voila.frwww.monde-diplomatique.frhttp://www.rfi.fr/http://www.radiofrance.fr/index.php?host=www.radiofrance.comhttp://www.france2.fr/http://www.france3.fr


http://www.france2.fr/

http://walras.u-strasbg.fr/crl/fle_sites_educatifs.htm

http://www.dictionnaire-commercial.com/fr/accueil_consultation_dico.htm

http://platea.pntic.mec.es/~cvera/exfrances/exercicesvoc.html

http://www.lepointdufle.net/p/speciali.htm

http://fog.ccsf.cc.ca.us/~creitan/grammar.htm

http://www.edufle.net/rubrique52.html



ECTS Credits

Module Code

Module Title

5 Logistics and Supply Chain Management Option

Module author: Alacoque McAlpineModule Description:

Logistics can be defined as getting the right product, at the right price, to the right place, in the right quantity, in the right condition, to the right customer at the right time. The changing nature of markets and the globalisation of business has sharpened the focus on the need for better logistics capabilities and supply chain management. Supply chains need to be developed which can deliver the required levels of service at minimum cost. Logistics and supply chain management deals with managing the flow of goods from a business firm's suppliers, through its facilities, and on to its customers. It is of critical importance in establishing a competitive advantage. Proper performance of the logistics functions can contribute to both lower costs and enhanced customer service. While transportation is the heart of logistics, inventory management, warehousing, order processing, materials handling, packaging, plant and warehouse location, and customer service are also important logistics activities.

This course examines all aspects of logistics, including some of the techniques and strategies for planning, organising and managing the overall logistics process including the functional areas of forecasting, inventory management and customer service.

Module Aim

The aim of the module is to give students a good overview of the key areas of logistics and supply chain management and upon completion of the module students should have a good understanding of the basic principles of logistics and supply chain management. This module provides an overview of the importance of logistics and the supply chain process in determining the competitive success of an organisation. Students will be introduced to the various components of the supply chain and their logistical requirements. The module also aims to introduced students to the range of subject areas to be examined in the logistics and supply chain management specialism of the overall degree programme.


Learning Outcomes:On completion of this module, students will be able to:

Demonstrate an understanding of the contribution of logistics to the performance of the business and the economy in general.

Describe the main constituent parts of logistics and supply chain management. Explain the role of supply chain management in relation to the overall business

improvement process. Demonstrate an understanding of the basic concepts of inventory management,

warehousing, forecasting, quality management, Demonstrate an understanding of the interconnectivity of logistics with other business

functions including marketing, information technology, quality management and operations.


The module combines formal lectures, interactive presentations, case studies, participant activities and exercises to maximise the impact of the learning experience. Students will have ample time to consider the ideas and apply the skills discussed and it is expected that these interactive exercises will serve to reinforce some of the learning on the module. In addition, company case histories and video presentations will be presented to illustrate key themes in the module.

Module content:

Topics in the module include:

Basic concepts of logistics and supply chain management: definitions, mission, goals and benefits.

Supply chain management context: the changed business environment, components of the SCM process, primary and secondary chains.

Evolution and development of supply chain management philosophy. Key trends in the business environment and the impact on supply chain management. The logistics mix. A value chain perspective: internal and external relationships, material flows and

information flows. Upstream and downstream material flows. Materials management and operations management. Transportation and distribution management.


The role of technology in effective supply chain management: information flows, characteristics

Trends in logistics and supply chain management. Supply chain decision making. SCM in practice: case studies in logistics and supply chain management.

Module Assessment

Assessment of the course will be a combination of Formative assessment (30%) and summative assessment (70%).

The formative assessment assignment will involve a case study of logistics situation. This will require the individual student to demonstrate an integrated understanding of a range of logistics functions and strategies.

Summative assessment will involve students being assessed on their understanding and knowledge of logistics and supply chain management theory and practice in an examination.

Essential Reading:

John J. Coyle, J.J., E.J. Bardi, C. J. Langley, 2003, The Management of Business Logistics: A supply Chain Perspective, 7th edition, South-Western/Thomson Learning.


Waters, D., 2002, Logistics: An Introduction to Supply Chain Management, Basingstoke: Palgrave.

Handfield, R., 2001, Purchasing and Supply Chain Management, 2nd edition, International Thomson.

Web references, journals and other:

Journals used on this module will include: European Journal of Purchasing and Supply Management Supply Chain Management: An International Journal International Journal of Physical Distribution & Logistical Management International Journal of Retail and Distribution Management International Journal of Logistics – Research and Applications Supply Chain Management Review


Journal of Business Logistics European Journal of Purchasing and Supply Management




ECTS Credits

Module Code

Module Title

5 Management of Information Communication Technologies (ICT)


Module Description:This module involves a thorough examination of the impact of information communication technologies on management practices within the networked economy plus an advanced exploration of the key aspects of e-business strategy.

Module aim

The aim of this module is to give students a fundamental understanding of the specific challenges facing organisations today with a particular emphasis on how technology can be harnessed to affect change. The module provides the learner with rigorous concepts and theories from business and technology, providing the learner with frameworks and analytical tools in developing strategy in today’s multi-linked marketplace.

Learning Outcomes:

On completion of this module, the learner will be able to do the following:- Incorporate ICT and e-business strategy into an organisation’s goals and objectives.- Identify organisational processes and relationships that may benefit from the application of technology. - Gain an in-depth understanding of the key challenges and criticisms relating to ICT and e-business strategy.


The module incorporates formal lectures, class discussions, case studies, readings, project work and class presentations. Guest lecture(s) will also provide the student with real-life applications.

Module content:

Description of syllabus content covered in module.1. Introduction to ICT/E-business


2. Introduction to current technologies3. Market Opportunity Analysis 4. E-Business Models5. Internet Marketing Tactics and Strategy6. Information/Knowledge Management7. Customer Relationship Management8. Supply Chain Management

Module Assessment

Continuous Assessment 40%End of Year Examination 60%

The continuous assessment consists of one individual assignment and one group project.

E-bay Individual Project (15% of total)The project requires students to sell a product through ebay and present their key learnings from this exercise.

ICT Tracker Study (25% of total)The project requires students to conduct a strategic analysis of an organisation, in relation to its ICT business strategy implementation. - Oral presentation of study (5%) - Comprehensive Written Report, one per group (20%)

Essential Reading:

Journal articles and relevant chapters from the two recommended text books will form the dominant element of reading matter for this module. All articles will be uploaded into the course intranet. Students are also encouraged to upload relevant articles.

Text books: Rayport, F. Jeffrey, Bernard J. Jaworski (2002), Introduction to E-Commerce, Second Edition, Mc GrawHill.

Chaffey, D., Mayer, R., Johnston, K., Ellis-Chadwick, F. (2003), Internet Marketing, Second Edition, FT Prentice Hall.


Business Source Premier: Has a multiplicity of journals and relevant articles.Various vertical interest portals relating to each topic.


Modules: Semester Two



ECTS Credits

Module Code

Module Title

5 Marketing Planning

Module author: Aileen Kennedy

Module Description:

This module reinforces what Marketing is for the student by getting to grips with the practicalities of Marketing via a marketing plan. This modules explores what marketing planning is and how it works, how to carry out a marketing audit, how to set objectives and strategies, how to schedule and cost out what has to be done to achieve objectives and how to design and implement a marketing planning system.

Module aim

The module is both process and output based. It aims to familiarise students with the process of strategic marketing planning in a practical and applied manner. In terms of output the aim of the module is to enable students to generate a real time marketing plan for a company of their choice which will reinforce the key steps and issues to consider in the process of developing a marketing plan.

Learning Outcomes:

On successful completion of this module, the learner will:

1: Appreciate the steps involved in the strategic marketing planning process2: Recognise the appropriate marketing diagnostic tools, structures and frameworks to use at each stage of the process.3: Be able o prepare a practical logical strategic marketing plan for an organisation.

Learning and Teaching Methods

The core steps of the marketing planning process will be delivered in lecture format, this content will be supported by the Marketing PlanPro software which will be available to students (Accompanies Wood 2005). Guest lectures from companies engaged in the marketing planning process will also be invited to address participants.


Module Content:

The Marketing Planning ProcessIntroduction to marketing planning. The main steps in the marketing planning process. Defining marketing planning. The strategic and tactical marketing plan. Key components of the strategic marketing plan. Barriers to be overcome in the planning process; confusion; too much detail; separation of strategic and operational planning; failure to integrate strategic market planning into corporate planning; weak support from management.

The Customer, Market and Product AuditDefining customers and consumers. The market segmentation process; market mapping. Defining the products and brands sold. Key diagnostic tools include; life cycle analysis; the Boston Consulting Group Matrix (BCG); the directional policy matrix.

Setting marketing Objectives and StrategiesDefining marketing objectives and their relationship to corporate objectives. Exploring competitive strategies to secure competitive advantage. Using “gap analysis” to start the process of market planning. New product development as a growth strategy. How to set marketing strategies.

Developing the communication plan: Advertising and Sales promotion The difference between personal and impersonal communications. Methods for deciding on the mix. The preparation of an advertising plan. Advertising objectives how to set them and use them. How to prepare and set a sales promotion plan.

Developing the communication plan: The Sales plan Role and importance of personal selling in the marketing mix. Setting quantitative and qualitative sales objectives, improving sales force productivity, managing a sales force. Preparing a sales plan and integrating marketing communications.

The Pricing Plan. Pricing approaches. Portfolio management, life cycle analysis, product positioning and pricing implications. Pricing for channels, for competitive advantage. How to prepare a pricing plan.

The Distribution and Customer Service PlanComponents of the distribution mix, routes to market (channels) including electronic options. Reconfiguring the market map. Selecting the most appropriate channels. Components of customer service.

Marketing information, forecasting and organising for marketing planningMarketing research; approaches, budgets. Marketing information systems (MIS). Data warehousing; mining. Customer Relationship Management (CRM). Forecasting techniques. Organisational structures for marketing planning.


Module Assessment:

The module is based on the preparation of a marketing plan for a company either in the industrial (B2B), consumer (B2C), services sector, non profit examples or company active in international marketing activities. It is based on extensive secondary data sources exclusively. Aim is to build on, extend and integrate the student’s knowledge in these areas gained through previous exposure to these topics in preceding modules. Real world examples will help the students to see how strategic marketing plans are developed and implemented by actual companies (large and small) and this project based focus will effectively illustrate how companies are applying marketing planning in current, real life situations. Marketing PlanPro (version 6.0), a marketing planning software tool will be used to support students in the preparation of their plans.

The module is 100% group assessment based. This includes the presentation of a completed written marketing plan, and an oral presentation of same. The assessment design reinforces learning outcomes number 1, 2 and 3.

Essential Reading:

Wood, M. B. (2004) Marketing Plan Handbook and Marketing Plan pro, 2nd Edition, Prentice Hall. ISBN 0-13-164149-2.

Recommended Reading:

McDonald M. (2002) Marketing Plans: How to Prepare Them; How to Use Them, 5th Edition, Butterworth Heineman.

Cohen W.A. (2005) The Marketing Plan, 4th Edition, Wiley. ISBN 0471230596.

Web References:

Marketing Planpro overview www.palalto.comMarketing Plans Software and sample Marketing Plans www.mplans.comBusiness Plan centre (with a library of real business plans) www.businessplans.orgOther appropriate web references for companies will be provided throughout the module.


http://www.businessplans.org/

http://www.mplans.com/

http://www.palalto.com/



ECTS Credits

Module Code

Module Title

5 Market Research Applications


Module Description:

This module builds on the learning outcomes of the marketing research and statistics modules in semesters 1, 2 and 3, and presents students with a thorough grounding in the application of statistical techniques for the purposes of marketing research.

Module aim

The aim of this subject is that students will gain a thorough understanding of variety of statistical tests available to the market researcher. This module places more emphasis on choice of an appropriate statistical technique and commenting on its relevance to the research problem rather than computation.

Learning Outcomes:

On completion of this module, the learner will be expected to:

Identify and assess a variety of statistical techniques available to the marketing researcher.Choose an appropriate statistical technique for a given data set.Interpret findings of statistical tests in order to answer the research questionInput primary data (collected in semester 3) into SPSS.Manipulate SPSS to compute relevant statistical testsComment on the validity of data collected in semester 3 based on the project work in semester 4.


While much of the subject matter will be presented using lectures, the essential thrust of this course is to focus on the student's own research needs and to demonstrate how professional researchers have approached these issues. Bimonthly tutorials will also be provided.


Module content:

Review of basic statisticsProbability distributionsIntroduction to statistical inferenceEstimation Hypothesis testingNon-parametric distributionsAnalysis of variance (ANOVA)The use of SPSS to compute statistical tests (as outlined above)The Application of statistical tests to marketing research problemsReports and their presentation.

Module Assessment

This subject is partially examined through the use of a project, which builds from the primary data assessment in semester 3. Students will be required to input the primary data into SPSS and to conduct relevant statistical tests.

Module examination 60%Continuous Assessment (Individual) 15%Research Project (Individual) 25%

Essential Reading:

Malhotra, N, D. and Birks D., Marketing Research: An Applied Approach, 2nd European Edition, Financial Times Management, London 2003.

Supplemental Reading

Various chapters of the following texts are useful for particular sections of the courseDomegan, C. and Fleming, D., Marketing Research in Ireland, 2nd Edition, Gill and Macmillan, Dublin 2003.Chisnall, P., Marketing Research, 6th Edition, McGraw Hill, London 2001.Diamantopoulos, A. and Schlegelmilch, B., Taking the Fear out of Data Analysis, The Dryden Press, 1997.WebsiteWeb links to further online resources are contained in the website designed for this class group.




ECTS Credits

Module Code

Module Title

5 Macroeconomics

Module author: Siobhan Mc Carthy

Module Description:

This module is an introduction to macro economic theory and some of its applications.

Module aim

The aim of this module is to develop a basic competence in macroeconomics.

Learning Outcomes:

On completion of this module, the learner will be able to demonstrate an understanding of:

How to measure economic activity in the given year using GDP and GNP and the growth in the economy over time.How to measure and calculate inflation using CPI and the GDP Deflator How to model the aggregate goods and money markets using the classical model and other modelsThe main issues of macroeconomics and the different policies that can be used to achieve objectives including fiscal and monetary policy


A variety of methods will be used including lectures, tutorials and use of Web CT. There will be a mix of formal teaching, class discussion, problem-solving and case studies.

Module content:

IntroductionObjectives of macroeconomic policy. Methods of measuring economic activity. Relevant statistics for the Irish economy

Macroeconomics


Keynesian and monetarist/supply side views. Aggregate demand/aggregate supply analysis. Expenditure: consumption and savings. The nature and effectiveness of fiscal policy. Monetary policy. Role of money. Financial Intermediation. Role and functions of Central Bank. Control of Aggregate Demand Fiscal policy/ Monetary policy and Aggregate Demand.Inflation and Unemployment Definitions and Causes. National/ External Debt. Balance of Payments. Exchange Rates, Fluctuating Euro/Dollar/Sterling exchange rateCurrent/Topical Issues: Inflationary Trends, Wage Spirals, Current State of the Economy, Growth vs Social Provision

Module Assessment

The module will be assessed by one individual continuous assessments for which 30% of the marks will be allocated.

The final examination will account for 70% of the marks.

Essential Reading:

Parkin, M, Powell, M and Matthews, K, (2005) Economics European Edition, 6th ed, Pearson Education, Harlow http://www.booksites.net/parkin/euro/


Sloman, J, (2003) Economics, 5th ed, Pearson Education, England http://www.booksites.net/sloman/ http://cwx.prenhall.com/bookbind/pubbooks/ema_uk_he_sloman_economics_5/

Mankiw, NG (2004) Principles of Economics 3rd ed, Thomson South Western, United Stateshttp://www.harcourtcollege.com/econ/mankiw/

Begg, D, Fischer, S and Dornbusch, R (2005) Economics 8th ed, McGraw-Hill International, UKhttp://highered.mcgraw-hill.com/sites/0077107756/student_view0/index.html

Turley, G and Maloney, M (2001) Principles of Economics - an Irish Textbook 2nd ed, Gill and Macmillan, Dublin


http://highered.mcgraw-hill.com/sites/0077107756/student_view0/index.html

http://www.harcourtcollege.com/econ/mankiw/

http://cwx.prenhall.com/bookbind/pubbooks/ema_uk_he_sloman_economics_5/

http://www.booksites.net/sloman/

http://www.booksites.net/parkin/euro/

Web References

WebCT http://webcourses.dit.ieThe Central Statistics Officehttp://www.cso.ie/The Central Bank of Irelandhttp://www.centralbank.ie/The Department of Financehttp://www.finance.gov.ie/The Economic and Social Research Institutehttp://www.esri.ie/


http://www.esri.ie/

http://www.finance.gov.ie/

http://www.centralbank.ie/

http://www.cso.ie/

http://webcourses.dit.ie/



ECTS Credits

Module Code

Module Title

5 International Marketing

Module author: Aileen Kennedy.

Module Description:

The central focus of this course is the examination and development of strategies for the firm competing in European and Global markets. The course examines the strategic issues arising in the management of the firms international and global marketing operations. The main sections of the module deal with issues such as the nature and significance of International Marketing in the global economy; the components of the international marketing environment and how these impact firm actions; how firms can screen and analyse opportunities which arise internationally; and how to approach the issue of entry strategy selection and management to exploit opportunities in a foreign marketplace.

As the marketing programme alters dramatically outside of the domestic sphere, managing the international marketing mix is examined in some detail as is the area of distribution channel management.

As firms of every type and sector of activity engage in international marketing, the Services firms and the Industrial products firm perspective is also introduced to broaden students understanding of the issues involved.

Module aim

The aim of this module is to develop the students understanding and appreciation of the rapidly changing global marketing environment within which business now operates. The module aims to enable the students understanding of the interaction and complexity among the main methods of entering and competing in international markets and to develop competence in the area of implementation of international marketing plans and entry strategies.


Learning Outcomes:

On completion of this module, the learner will be able to…1: Demonstrate an understanding of the key issues involved in International Marketing theory

2: Examine and appreciate the components and issues of relevance to the development of international marketing strategies for firms in the manufacturing, service and industrial sectors.

3: Evaluate and integrate the key theoretical contributions from the literature and apply these to the examination and analysis of management problems facing international companies,

4: Identify, select and evaluate appropriate courses of action and business strategies for the firm competing in European and Global markets.


Lectures, case study analysis and presentation, as well as guest lecturers will be used to develop students’ awareness and understanding of the increasing internationalisation and globalisation of markets and the challenges associated with marketing at this level. Students will be required to prepare case study materials for use in class, read prescribed journal articles and complete individual and group project work as prescribed.

Module content:

1 Nature & Significance of International MarketingThe Evolution of a Global EconomyAlterations in the patterns of world trade, new economic alliances, the Euro, the consolidation of European trade, trade without frontiers; Ireland’s role in World Trade; the World-Wide-Web and International Marketing.

Determinants of International Trade: Economic and Financial ForcesPatterns of world trade. Trade theories of the firm in international markets. Limitations of trade theory. Trade Restrictions. Balance of Payments. International Agencies - IMF, World Bank, EMS, GATT. Economic Integration.

2 The International Marketing EnvironmentThe Socio-Cultural Forces in International MarketingAnalytical approaches to cultural factors. Characteristics and elements of culture- language, religion, values, communication, education. Operating in multi-cultural


environments. Cultural influences on the international firm and implications for marketing strategy.

The Political and Legal Environment of International MarketingHome and host country political forces and actions. Importance of political stability. Political risk assessment. Risk reduction strategies. International Law. Conflict resolution, dispute settlement and litigation. Regulatory environment (EU & WTO).

3 Analysing International Marketing OpportunitiesInternational Market Screening and SelectionScreening international market opportunities. Market selection decision techniques. Regional market characteristics. Marketing in transitional economies less developed markets (LDC’s) and emerging markets.

International Marketing Information Systems and Market ResearchOverview of Marketing Information Systems. Current issues in international research - complexity, costs, co-ordination, comparability.

Competitive Analysis & StrategiesIndustry analysis forces influencing competition. National and firm competitive advantage. Identifying and analysing international competitors.

4 International Marketing Strategy: Entering International MarketsMarket Entry & Expansion StrategiesExporting as strategy for international market entry. Determinants of export behaviour. The export decision process. Assessing export competitiveness. Entering markets through foreign direct investment (FDI). Trends in FDI. Conditions for success in FDI.

Co-operative Strategies and Global Strategic PartnershipsNature of strategic partnerships & alliances. Key success factors. Co-operative strategies – Japan.

5 The International Marketing Programme

Managing the International Marketing MixProduct: Product design considerations. Geographic expansion & strategic alternatives available. New products in international markets. Price: Environmental influences on pricing, International pricing objectives and strategies, policy alternative. Promotion: Standardisation v.’s adaptation debate. Developing, managing and implementing international brand strategies.

The Services Firm in International MarketsGrowth in services trade world-wide. Issues in the International marketing of services. Internationalising the service firm and market entry modalities for services.

The Industrial Products Firm in International Markets


Nature of industrial markets. Selling & promoting industrial products. Network perspective on internationalising business firms.

The impact of e commerce on International MarketingThe development of e commerce and its effects on international marketing. Impact of e commerce on the marketing programme and entry strategies and market modalities. Components of the electronic value chain.

Personal Selling & NegotiationsSelling in International markets, the international selling sequence. Understanding cross cultural communications, recruitment and management of an international sales force. Cross-cultural negotiations.

6 Implementing the International Marketing ProgrammeManaging International Distribution Channels.Nature of international channels of distribution. Structure, function and effectiveness of channels. Channels objectives and constraints – consumer, industrial and service firms. Channel innovation.

Managing International Marketing OperationsOrganisation structures. Operational control of the international marketing effort. Managing the assessment of marketing performance.

Module Assessment

Continuous assessment(s) 50%, These group assessments will focus on examining and analysing the inter national marketing practices of Irish and international companies through case studies and secondary data collection. Course work will reinforce learning outcomes number 2, 3 and 4.

Semester examination. 50%. This exam format will reinforce learning outcomes number 1, 2 and 3.

Essential Reading:

Ghauri P. & Cateora P. (2005), International Marketing, 2nd Edition, Mc Graw Hill.


Czinkota M.R. & Ronkainen I.A. (2004), International Marketing, 7th Edition, International Student Edition, Thomson, South Western.

Albaum, G, Duerr & Strandskov J. (2005), International Marketing and Export Management, 5th Edition, FT Prentice Hall.


Bradley F. (2002), International Marketing Strategy, 4th Edition, FT Prentice Hall.


Irish Exporters Association www.irishexporters.ieEnterprise Ireland www.enterprise-ireland.comThe World Bank http://www.worldbank.orgEuromonitor http://www.euromonitor.comEuropean Commission site http://www.europa.eu.intIntertradeIreland http://www.intertradeireland.comBord Failte http://www.irishtouristboard.ieEconomic data sources for OECD countries http://www.oecd.org and http://www.oecd.org/publications/fugures.index.htmWorld Trade Organisation http://www.wto.orgCentral & Eastern Europe country information http://www.itaip.doc.gov/eebic/ceebic.htmlA summary of International Business Resources on the web from Michigan State University, Centre for International Business Education and Research.http://ciber.bus.msu.edu/busres.htmInternational Business Resources http://www.ciber.bus.msu.edu/busres.htm

Relevant JournalsColumbia Journal of World BusinessEuropean Journal of MarketingHarvard Business ReviewInternational Business ReviewInternational Marketing ReviewIrish Marketing ReviewJournal of Global MarketingJournal of International Business StudiesJournal of International MarketingJournal of MarketingLong Range Planning Management International ReviewSloan Management Review


http://www.ciber.bus.msu.edu/busres.htm

http://ciber.bus.msu.edu/busres.htm

http://www.itaip.doc.gov/eebic/ceebic.html

http://www.wto.org/

http://www.oecd.org/publications/fugures.index.htm

http://www.oecd.org/

http://www.irishtouristboard.ie/

http://www.intertradeireland.com/

http://www.europa.eu.int/

http://www.euromonitor.com/

http://www.worldbank.org/

http://www.enterprise-ireland.com/

http://www.irishexporters.ie/



ECTS Credits

Module Code

Module Title

5 Marketing Communications

Module Author: Valerie Gannon

Module Description:

Students develop a basic understanding of the marketing communications mix within the marketing context in earlier Marketing modules. This module draws on these basics, on the basics of communications theory provided in “Essentials of Communication”, and on understanding of media in society gained in “Communications and the Organisation”.In this module students are enabled to develop a fuller and more sophisticated insight into contemporary marketing communications theory and practice. The particular emphasis is on the development of understanding and practice in marketing communications strategy and practice. The module explores four broad avenues in theory and practice: Introduction to Integrated Marketing Communications, the IMC process, Management and Planning of IMC and the IMC Mix.

Module Aim:

The aim of this module is to provide the marketing student with an understanding of integrated marketing communications theory, the integrated marketing communications planning process, and to develop skills in the preparation of marketing communications plans and reports.

Learning Outcomes:

On completion of this module, the learner will:Have an understanding of the fundamentals of integrated marketing communications theoryBe conversant with a range of contemporary brands and branding issuesIdentify the main marcomms agency categories, how they operate and their relationship with clientsCritically engage with current issues in advertising regulation and ethicsHave explored the process of meaning creation in advertisingBe informed regarding the contemporary media environment and how it is changingBe equipped to research and write a simple marketing communications planDemonstrate an understanding of how the outcomes of a marketing communications plan may be evaluatedDemonstrate an understanding of the relationship between plans, campaigns and budgetsAnalyse the range and depth of marcomms mix activities as outlined below



Theoretical material will be delivered in a lecture setting, which will include and require student contribution and discussion. Practicee will be reviewed via case histories from the IAPI AdFX and IPA Advertising Works series. Students will gain experiential learning in a simulated environment via the preparation of a marketing communications plan.

Module content:

Introduction to Integrated Marketing CommuncationsOverview of Integrated Marketing Communications: It now axiomatic for marcomms campaigns to aim for synergy and integration among their various elements, but was not so until recent years. This section reviews marcomms activity in general, and IMC activity in particular, and developing theory in this area.

Brands and Branding: Developing and building brands is the core marcomms activity. This section reviews brands, brand-equity building drawing on case histories and students own consumer experiences.The IMC Process

The Advertising Industry: Much marcomms activity relies on third party service providers. This section reviews the advertising industry looking at service provision by agencies, agency internal processes and agency relationships with clients across the range of marketing communications mix activities.

Regulation & Ethics: Advertising in Europe operates in an increasingly regulated environment and within a socio-cultural climate of consumer concern on issues such as teenage drinking and childhood obesity. This section reviews the regulatory environment and the ethical implications of marketing communications activity.

Meaning Creation in Marketing Communications: This section explores how branding draws on the social and cultural world to create shared meaning between advertisers and consumers.

Media in a world of fragmenting audiences: Mass marketing communications are increasingly under challenge from fragmenting audiences, changing consumer lifestyles and new media avenues. Students gain critical insights in this section into media options, planning decisions, and major media research vehicles. Management & Planning of IMCMarketing Communications Planning and Plans: Co-ordination and integration of all marcomm activities requires sophisticated planning. This section equips students to develop a marcomms plan from situation analysis, through objective setting to strategy for each element of the marcomms mix (e.g. advertising, public relations etc. see below).


Evaluating the Marcomms Campaign: Marcomms decisions must be based on solid analysis of research data. This involves an understanding of the research approaches available for message research: both pre-testing and post-testing e.g.understanding of meaning, recognition, recall, brand awareness, tracking studies etc.Determining Budgets, Objectives, Strategy & tactics: The relationship between strategy and implementation is explored, which is intimately tied up with budgeting. How can broad strategic aims be translated into actual marcomms activities, and what kind of constraints does the budget impose?

The IMC MixThis section provides a theoretical underpinning and practical discussion of all aspects of the marketing communications mix including: Advertising, Public Relations, Sponsorship, Sales Promotions, Direct Marketing, Web-based Communications, Personal selling and Sales Management, Merchandising, Packaging, Point-of-sale, Exhibitions and Trade Shows.

Module Assessment:

Individual Formative Assessment: 40%

Semester Examination: 60%

Essential Reading:

Pickton, David & Broderick, Amanda (2004) Integrated Marketing Communications 2nd Edition FT Prentice Hall ISBN 0-273-67645-8

IAPI AdFX and IPA Advertising Works Case History Series – relevant and up-to-date cases will be specified each year.


Shimp, Terence A. (2003) Advertising, Promotion, & Supplemental Aspects of Integrated Marketing Communications Ohio: Thomson/Southwestern ISBN 0-03-035271-1

Smith, P.R. & Taylor, Jonathan (2004) Marketing Communications: An Integrated Approach 4th Edition London: Kogan Page ISBN 0-7494-4265-4


Students will be supplied with relevant sites and journal articles.




ECTS Credits

Module Code

Module Title

5 French 4 option

Module author: laurence Paveau

Module Description:

This module is the last French module for the Certificate in Marketing. Therefore it will focus on revising acquired knowledge and perfecting the learner’s level of French.

Module aim

The aim of this module is to;

Perfect the learner’s knowledge and reinforce his confidence regarding his knowledge and his abilities in the French language.

Learning Outcomes:

On completion of this module, the learner will be able toSustain a conversation with native speakersDiscuss business dealingsUnderstand television and radioDemonstrate an awareness of French culture and the differences between Ireland and France generally and in terms of business practices.


discussion, role-play, video, film, work-based learning, readingsself-directed learning


Module content:

Business French

Participating in product and company presentations Applying for a post in France (letters of application and Curriculum Vitae) Attending an interview Increasing skills in commercial correspondence Dealing with financial institutions, insurance companies, chambers of commerce and

government departments.

Cultural aspects of France

Religions: clergy, place of religion in France, historical image of catholic church compared to Ireland, separation church-state, relationship between different religions in France.

Educational system concentrating maybe on the laicity aspect of school, the existence of national vs private schools. Access to third level, different third-level institutions, number of students, of universities.

Grammar in context:

Passive form and its usesPrepositionsadverbs

Module Assessment

There will be two individual continuous assessments, and an oral examination. The first continuous assessment will be an in-class assessment and the second one will be a self-directed project.

In-class assessment 30%

Continuous assessment 30%

Oral examination 40%


Essential Reading:

No essential readings are required. The students will be working on newspapers articles and magazines


Collins-Robert French Dictionary: Complete & Unabridged, March 2005, Harper Collins Publisher

Binon, J., Verlinde, S., Van Dyck, J., Bertels, A. (2001) DAFA – Dictionnaire d’apprentissage du français des affaires, Didier

Web references, journals and other: Web references, journals and other:

http://www.edufle.net/rubrique52.htmlhttp://fog.ccsf.cc.ca.us/~creitan/grammar.htmhttp://www.lepointdufle.net/p/speciali.htmhttp://platea.pntic.mec.es/~cvera/exfrances/exercicesvoc.htmlhttp://www.dictionnaire-commercial.com/fr/accueil_consultation_dico.htmhttp://walras.u-strasbg.fr/crl/fle_sites_educatifs.htmwww.liberation.frwww.lemonde.frwww.nomade.frwww.voila.frwww.monde-diplomatique.frhttp://www.rfi.fr/http://www.radiofrance.fr/index.php?host=www.radiofrance.comhttp://www.france2.fr/http://www.france3.fr


http://www.france2.fr/

http://walras.u-strasbg.fr/crl/fle_sites_educatifs.htm

http://www.dictionnaire-commercial.com/fr/accueil_consultation_dico.htm

http://platea.pntic.mec.es/~cvera/exfrances/exercicesvoc.html

http://www.lepointdufle.net/p/speciali.htm

http://fog.ccsf.cc.ca.us/~creitan/grammar.htm

http://www.edufle.net/rubrique52.html



ECTS Credits

Module Code

Module Title

5 Data-Driven Marketing

Module author: Mary Lawlor

Module Description:

The module provides an introduction to geographic (GIS) and demographic information systems and their applications in a marketing environment.This modules explores the tasks involved in setting up a marketing database, adding geographic and demographic data and analysing the data to make better marketing decisionsThe module addresses the scope for marketers in analysing customers, making store location decisions and the allocation of marketing expenditure. The focus of this module is on the hands-on experience for learners with three leading-edge software packages. Data issues in customer relationship management (CRM) projects are explored.

Module aim

The aim of this module is to develop an understand of the potential of GIS and Demographic Systems for customer and market analysis to making marketing decisions.

Learning Outcomes:

On completion of this module, the learner will be able to:

Recognise the potential of geographic and geo-demographic information systems for marketing decision making.Analyse and evaluate the value of different geographic regions and discriminate among different customers groupsOrganise geographic marketing information systems Create well-behaved relational databasesStore, retrieve, tabulate and examine data through elementary scriptingAnalyse data using software mining algorithms.



The learning will be computer laboratory based where the learner will become proficient in the use of Geoconcept, Mosaic and Clementine software. The learner will develop specific skills and competences in the analysis of customer and market data. A database will be created, developed and analysed. The learner will be required to demonstrate their understanding of each package through their application of the software to different CRM scenarios.

Module content:

Geographic Information SystemsGrowth and development of GIS. Applications in marketing contexts.An introduction to GIS software, data types, and structure in GeoConcept.Navigation tools within GeoConceptImporting data for analysis in GeoConceptObject selection and presentation styles Queries, including topological queries: catchment areas and penetration ratesApplying thematics and charts for displayConstructing formula to query and present data Labelling and presentation of information Thematics, Styles and Formulae

Geo-demographic Information SystemsIntroduction to Geo-demographic systems. Mosaic software. Importing geo-demographic data into a customer database. Appending life-style indicators on geo-coded data. Analysis of data.

Databases and Data-mining SystemsIntroduction to Databases and Data WarehousingRelational Databases and Normal FormsIntroduction to Data-mining and Knowledge DiscoveryIntroduction to Clementine – Interface and Data handlingData-mining in Clementine


Module Assessment (individual)

Geographic Information Systems Scenario 35%Each learner will be given a scenario using a database and will be required to analyse and discriminate between different customer groups.

Mosaic Scenario 15%Learners will be required to overlay demographic data on GIS data and analyse customer groups and segments.

Clementine Scenario 50%The learner will be required to demonstrate a level of competence in data analysis using software mining algorithms

Essential Reading:

A prescribed set of academic articles on Geodemographics and Datamining will be made available to the learner

Course Software Manuals: Geoconcept and Clementine

Web references, journals and other Journals

Journal of Targeting, Measurement and Analysis for Marketing.Journal of Database MarketingJournal of Direct MarketingJournal of Telephone Marketing




ECTS Credits

Module Code

Module Title

5 Business to Business Marketing

Module Author: Kathleen Hughes

Module Description

This course provides the student with a comprehensive understanding of the unique issues and challenges facing the Business to Business Marketer. It builds on the knowledge of Consumer Marketing which the students have already acquired and identifies both similarities and differences between both aspects of marketing. It presents the distinct approaches required in managing the marketing mix when dealing with such complex and dynamic forces as organizational buyer behavior and relationship management which are unique to this environment. The impact of technology in managing and building relationships with both customers and suppliers will also be explored.

Module Aim

The aim of the course is to provide students with a managerial perspective enabling them to address marketing challenges in an industrial context. Students will deepen their understanding of marketing and develop their ability to apply this knowledge in business to business decision making.

Learning Outcomes

Having completed the course the student should be able to:

1. Analyse a business organizations market environment to identify critical issues and opportunities.

2. Describe the business customers buying behavior and identify relationship management needs.

3. Describe the role of processes such as supply chain management and new product development in business markets.

4. Prepare a Marketing Plan for a Business to Business company.5. Work effectively in a group situation


Learning and Teaching Methods

Lectures: The main method of instruction is by lectures and class discussionCase Studies and exercises: A selected number of case studies, illustrations and video material will be used which reflect key issues and challenges

Module Content Overview and Introduction to Business to Business: Understanding the

structure and nature of markets, customers and goods. Identifying the distinguishing characteristics of business marketing and comparing business and consumer marketing practices.

Organizational Buyer Behaviour: Organizational buyer behavior, the goals of the purchasing organization, managing relationships in business to business markets.

Strategic Planning and assessing market opportunities: Segmenting the business market, organizational demand analysis and the business marketing planning process.

Managing the Marketing Mix in a Business to Business Context: Developing and managing products, managing and the business marketing channel, managing pricing and negotiating to provide customer value. Understanding the key elements of the communications mix for business marketers.

Module Assessment:

Semester Examination 60%

Marketing Strategy Proposal: This is a group assignment. Students will be briefed on a particular business market situation, and will be required to develop a marketing plan to meet objectives. A report and presentation will be required. 40%

Essential Reading

Blythe, J., and Zimmerman, A., Business to Business Marketing Management, Thomson, 1st ed., 2005.

Additional reading and web sites will be assigned to assist learning


CONTINUOUS ASSESSMENT (Guidelines for students)

a) Purpose of Continuous Assessment

Continuous assessment serves four purposes:-

i) Firstly and very often most importantly, it amplifies opportunities for students to engage in self- directed learning. This may not apply in a small number of subjects, particularly quantitative subjects. However, apart from these situations, continuous assessment is structured to provide as much opportunity as possible for self-directed learning and to challenge the student conceptually.

ii) Secondly, it provides a means whereby the student can obtain feedback on their participation and progress on the course.

iii) Thirdly, it eliminates the difficulties and risk of the student performance being wholly dependent on a single examination and provides the student with an opportunity to accumulate marks over a number of assessments.

iv) It provides an alternative and complimentary mode of assessment to formal end of year examinations and allows students scope to show their distinctive strengths.

b) Forms of Continuous Assessment

i) In-class Examinations

This is usually used for quantitative subjects such as accounting and quantitative methods.

ii) Essay Assignment

These may consist of a 1,500-3,000 word essay on a topic, requiring a criticism of ideas, a synthesis of the key ideas in an area etc. Students may be provided with a set of reference readings (5-10) and be encouraged to access additional material themselves. Lecturers will structure each assessment to the particular course requirements.

iii) Project

Projects will involve the study of practical situations where the students access information on their own initiative and will generally include the incorporation of theoretical material in application to a practical issue/problem.


iv) Case

In these, the student is given information on an organisation, which is used for analysis and the setting out of recommendations on particular organisation issues or overall strategy.

v) Other Lecturers may decide on other forms of continuous assessment where appropriate.

c) Giving Assessments

When giving assessments, notice will be given, i.e. at least two weeks for an in-class examination and at least three weeks for other written assignments. Case studies will normally be given one week in advance for all assignments; the proportion of the total marks being assigned to the assessment will be clearly indicated when notice of the assignment is given. For example if it counts for ten percentage points of total year assessment-i.e. one half of all continuous assignment for the year -say 20%, this will be clearly indicated when notice is given of the assignment, so that students know the importance of the assignment.

In addition, in giving assessment the following will be made clear:-

i) The assignment brief.ii) The expected length e.g. 2,000 words.iv) Required reading and general direction for other reading where relevant.iv) The precise deadline for submission e.g. 10.00 am 27th Nov.v) Delivery arrangement to the lecturer, e.g. At the start of the 10.00-11.00 lecture on Monday 27th November in the lecture room.vi) Penalties for late delivery. The following are the agreed regulations in relation to reduction of marks for late delivery on certificate course DT303

25% reduction (of mark achieved) for delivery within 24 hours of deadline. 2% reduction per day (including weekend days) thereafter.

For case studies, lecturers will indicate the total available for continuous assessment by case studies over the course of the year.

Students should note that difficulties often arise at the final stages of preparation of continuous assessment for submission. Such difficulties may include virus infection of disks, corruption of disks, loss of disks, theft of disks, printing difficulties either due to technical difficulties with printing, or unavailability of printing in college due to use of printers for lectures, or because too many students have left printing to the last minute. If a piece of continuous assessment is submitted late for any of the above reasons or related reasons full penalties will be imposed.


Students should plan their work to take account of the possibility of any of the above difficulties arising and should not leave printing to the last moment. In addition, as students advance a piece of work, they should make appropriate back-up copies on floppy disk and by way of hard copy. This will ensure that in the event of the loss of a disk or any technical problem with the disk the student will not have to begin all over again.

d) Continuous Assessment and Feedback

Students will receive feedback on the marks awarded for continuous assessment. Such feedback will normally be given three weeks after the submission date for the assignment or the class examination.

Continuous assessment is retained by the lecturer for availability at examination board meetings. However, lecturers will return assessment to students for perusal of their marked work, but you must return the work to your lecturer, otherwise your mark cannot be included in your overall assessment for the year.

e) Receipt of Continuous Assessment

You must sign in personally your continuous assessment with the lecturer as indicated when the assignment is given. Failure to do so means it cannot be counted for assessment. (See note below on case studies)

You should not hand in continuous assessment to The School Office, The General Office or to the Porters.

f) Authenticity of Student Work

In order to ensure work authenticity all assignments must be signed by the student at the end of the piece of work. Where there is group work, the assignment must be signed by all members of the group who contributed to the work

Where the work is individual, the signature declares that the work is the work of the student concerned, that no plagiarism is involved and in particular that all sources have been fully acknowledged, and that any data gathering has been genuine and authentic.

Plagiarism is a serious breach of examination regulations and may result in exclusion from all examinations for the remainder of the academic year and exclusion or deferral from resuming your studies.

Where the work is a group project, or a group case study, the signatures verify that: -i) The work is as in the above paragraph andii) All members of the group have read and approved the total work,iii) All members have fairly contributed to the work andiv) All members accept that the mark awarded for the group work will be awarded to each individual in the group.


Case studies are not normally signed in, accept where specified by the lecturer. Instead students are assessed on class presentation. Marks awarded assume conditions (i) to (iv) above. Some lecturers will request hard copy of presentations from all groups in the class and will assess all groups. Individual lecturers will clarify their own approach to the issue. Signatures are not required for case studies. It is assumed that if the group presents in class or hands up the work that they are all bound by conditions i)-iv) above unless an individual student dissents in writing when the case is being handed up or prior to presentation in class.

g) Presentation

Assignments submitted by way of essay or project should conform to the following:-

i) There should be a cover page with the following: a) Student name(s)b) Subjectc) Title of essay/projectd) Lecturer’s namee) Submission date

ii) It should be typed in single spacing, font size 12, apart from headings.

iii) Referencing etc. should be as per the ‘Style Guide’.


FREQUENTLY ASKED QUESTIONS BY STUDENTS

IMPORTANT: THE FOLLOWING NOTES ARE NOT INTENDED TO REPRESENT A DEFINITIVE INTERPRETATION OF THE INSTITUTE’S REGULATIONS. THEY ARE INTENDED MERELY AS A SIMPLIFIED RESPONSE TO SOME OF THE QUESTIONS THAT STUDENTS SOMETIMES ASK. IN EVERY CASE, STUDENTS SHOULD READ THE FULL REGULATIONS - ESPECIALLY DIT’S GENERAL ASSESSMENT REGULATIONS BOOKLET WHICH IS INCLUDED AS PART OF THE FIRTST YEAR INDUCTION PACK ANDCAN SLSO BE OBTAINED FROM THE DIT WEBSITE HTTP://WWW.DIT.IE/DIT/STUDENTS/INDEX.HTML

1. Who sets and marks the examinations?The examination for each subject is normally set and marked by the lecturer who teaches that subject on the course. Where there are two or more lecturers for a subject, e.g. French, the paper is jointly set and corrected by both lecturers. The external examiner (see question 9) approves the questions set and review the marks awarded.

2. Do I have to pass all the subjects at one sitting at the end of the year? Not necessarily. You must sit all the subjects in the January & June examinations in one sitting, but if you don’t pass you can repeat subjects. Good students will pass all examinations. It is important to strive towards passing all subjects at the first attempt as second or subsequent attempts are recorded on your transcript of results. The transcript of results is an official document frequently sought by employers to establish your academic record. Employers are obviously much more impressed by students who pass all their subjects at the first attempt.

You have four attempts altogether to pass. Firstly there are a repeat examinations (called “Supplemental” Exams) in early September where failed subjects can be taken again. Subjects still not passed can be repeated the following summer and finally the following autumn. But read the GENERAL ASSESSMENT REGULATIONS booklet carefully on this point.

3. Do I simply have to pass each subject to progress to the next year?Yes, you can progress to subsequent semester or years of the course by simply achieving 40% in each subject. However, it is very unwise to simply seek to achieve 40%. The opportunity to progress to diploma or degree courses is determined by your results. Even if you choose not to continue with further study the quality of your award and what you will bring to a work situation is not determined simply by having a piece of paper stating you have a certificate. The quality of your certificate is largely determined by what you learn in each year. If you have achieved marks of 60%, 70% or 80% in each year, you obviously have achieved an incredibly greater understanding of the ideas, concepts and practical knowledge than the student who has a set of marks in the range 40%-50%. To reflect this, final results are classified as pass, lower merit,


upper merit & distinction (see section 10). Potential employers are much more impressed by a student who has a track record of good marks throughout their course than they are by a student who has just pass marks in each year or just good marks in the final year.

More importantly students who have good marks all the way through bring a very high level of knowledge and competence to a work situation and thus tend to progress much more rapidly in their careers. In addition, a good performance in one year tends to make the subsequent year easier as you have put in place much better building blocks for the material and ideas of the subsequent year.

4. What happens if I pass some subjects and fail others?You must repeat those you failed but you can carry those you have already passed.

5. Can I move on to the next year and carry failed subjects and repeat them subsequently?No. You cannot proceed to the next year of a course until you have passed all subjects.

6. What is meant by “Pass by Compensation”?If you narrowly fail one or two subjects (i.e. have a mark of 35% - 39%) and have surplus marks (marks in excess of the pass mark) in other subjects (i.e. 50% in another subject to compensate for a 35% mark in another) you can pass by compensation.Also, where ONE subject is 30-35% you may, at the discretion of the examination board, be allowed to pass the exam overall where you have surplus in a CLOSELY RELATED subject.. However, if in addition to having some marks between 35 & 39, you also have a mark below 35, compensation will not apply to those at 35 or over. Read the GENERAL ASSESSMENT REGULATIONS carefully on these points.

7. What exactly is the examination board?This is a formal meeting of all examiners on a course, held after the papers have been marked and the marks recorded. This meeting is normally chaired by a Head of Department or Head of School and, if it is a final year examination, it is usually attended by the external examiner and by the Faculty Examinations Secretary and sometimes by the Faculty Director. At the examination board each candidate’s marks are reviewed and, in the case of the final examination of a course, the level at which the award should be made to each candidate is recommended to DIT Academic Council, a broader cross-faculty body which has to approve the awards. Strictly speaking the results then issued are called ‘Provisional’, since they have to be formally approved by Academic Council.

8. What is an external examiner?


Every course has to have an external examiner who is appointed for a three-year period. The external examiner is normally a senior academic from another institution whose role is to monitor the examinations for academic standard and for fairness. (DIT academic staff may also act as external examiners to other institutions.) The external examiner reads and approves the examination papers, may read some or all of the examination scripts, attends examination board meetings and generally monitors standards and reports formally on his/her findings.

9. How do I get my examination results?The results are firstly published on the notice board in the front hall within a day or two of the examination board meeting taking place. The date of publication of examination of results is given in the calendar at the start of this yearbook. The examination numbers are listed - not student names - so you will need to keep your examination number for reference. It is very important that you check these results or have someone check them for you, because if you wish to appeal a result you must do so within seven days of the result appearing on the notice board. In addition to the notice-board results, a more detailed statement of results - giving percentage marks per subject - is posted out to the registered address of each student within a few weeks of the examination board taking place.

10. What happens if I am unable to take an exam due to illness or other unexpected reason?You should immediately contact the school secretary by telephone and prepare to have a medical certificate forwarded. You will have to repeat the missed examination at the next sitting but you will normally not lose one of your four attempts if you miss an examination due to certified illness or similar circumstances but you must formally notify the school immediately.

11. Is continuous assessment compulsory?The end of year marks for each subject are made up of a combination of continuous assessment and end of year examination, the exact combination for each subject being set out after each syllabus in this yearbook. You will automatically lose marks due to not submitting projects or other coursework designated by the lecturer as continuous assessment. Continuous assessment can represent be anything between 10% and 100% of the end of year marks and if you lose these marks you cannot make up for them elsewhere. In theory it is possible to pass by getting very high marks in the end of year examination itself but the higher the proportion of marks for continuous assessment the more difficult this is.

Example: Suppose the end of year marks in a subject is made up of 30% continuous assessment and 70% end of year examination and you do not do any continuous assessment. Suppose you get 46% in the end of year examination. This mark is now reduced to 70% making it equal to 32.2% for the purposes of


your end of year result. Since you get 0% for continuous assessment this makes your end of year mark equal to 32.2% and thus you fail that subject even though you have passed the end of year examination.

12. What happens if I am late submitting material for continuous assessment?There is an automatic prescribed loss of marks penalty, which increases with each day the assessment, is late. Details of this are given in the document on continuous assessment in this yearbook above. The problem is that if lateness is allowed for some students, the students who submitted in time are likely to feel that this is unfair to them.

13. Do I have to attend all lectures?There is no compulsory requirement, but it is unlikely that you will pass the examination without following the course very closely. Remember it is your lecturer who sets and marks the end of year examination and usually only part of a course content is contained in the essential text for each subject. Therefore it is important to attend lectures, follow classroom discussion and take part in coursework, some of which may involve project work some of which may require to be done as part of a student team.

14. Is it compulsory to attend tutorials?The same principle as for attendance at lecture applies to attendance at tutorials, except that, if anything, attendance in these is even more essential to enable you to follow and successfully complete a course.

15. Who actually awards my certificate?The certificate is awarded by Dublin Institute of Technology under statutory powers given to it under the Dublin Institute of Technology Act 1992

16. What is the class tutor’s role?Each class group is allocated a class tutor - normally a member of the academic staff teaching on the course. The tutor takes a particular interest in the performance and well being of the class group and is the first point of contact between students and the Institute on matters academic or in relation to any problems arising.

17. What does the Head of School do?The Head of School (School of Marketing) is responsible for all resources and for academic activities within a school and for its overall management. There are four Schools within the Faculty of Business. (See organisational diagram in this booklet).

18. What do Heads of Departments do?Within each school there are a number of Heads of Department who are responsible for the organisation and development of a suite of courses and for academic leadership within those courses.


21.Can students contact lecturers or talk to them outside of lecture time?Students are encouraged to approach their lecturer about any problems in relation to the subject concerned. Lecturers’ work telephone numbers and e-mail addresses are given at the end of this booklet. Lecturers engage in a variety of tasks besides lecturing, e.g. research, course committee meetings and a range of other academic activities. Consequently, lecturers are not always available in their rooms when they are not lecturing. Thus, if you e-mail them or leave a voice mail message they will seek to return your call as soon as possible. Of course, you should feel very free to approach your lecturers immediately after a lecture.

For More information.see1. DIT Website at: www.dit.ie2. DIT GENERAL ASSESSMENT REGULATIONS


Entering for your Examinations, Examination Results and Repeat Examinations

1. Entering for your examinationsDuring each year of the course you must enter for your examinations. Entry forms are available in November and must be submitted to the examinations office. The form must be signed by your class tutor prior to submission.

2. Examination ResultsExamination results will be published in the front Hall. Simultaneously they will be published on the Student Intranet. If you wish to receive your examination results you will either have to come to the front hall or look up the Student Intranet.

Student results are published by examination number. This a number which you receive when you enter for your examinations in January. Student names are not published so it is not possible to establish your result without your examination number.

DIT does not give results over the telephone or by e mail. This is for reasons of confidentiality as it is not possible to establish the identity of callers on the telephone. Only a registered student receives the results in the normal manner.

Full details of your examination results will be posted to you by early July.

3. Repeat ExaminationsIf you fail any subjects in either of the Semester Examinations you must repeat those subjects in the Supplemental (autumn) Examinations. You only have to repeat the subjects which you fail.

Supplemental examinations will take place between last week of August and first two weeks of September approximately.

An entry form for the supplemental examinations will be posted with your examination results in early July. If you have failed some subjects and if for any reason you have not received an examination entry form by July 30th, you should contact the examinations office in Aungier Street in order to get an entry form and enter for your supplemental examinations. There is an entry fee for supplemental examinations.

4. Results of Supplemental Examinations

These are normally published in the third week of September. You cannot register for second year unless you have successfully completed year 1. We hope to have supplemental examination results prior to that date. The exact date of publication will be given in early September 2007.


DUBLIN INSTITUTE OF TECHNOLOGY

STUDENT REGULATIONS GOVERNING THE USE OF COMPUTER RESOURCES

1. Introduction

A. Email/Internet services are Institute facilities intended for use for teaching, learning, research and administration in support of the Institutes objectives.Email addresses and Internet access, (where available to students), are provided for this purpose.

B. Computing resources are provided to support the academic, research, institutional, and administrative objectives of the Institute. These resources are intended for the sole use of the Institute’s staff, students and other authorised users (“users”) to accomplish tasks related to the user’s status and duties as a member of the Institute consistent with the Institute’s objectives. These resources, including software and data provided by the Institute, must not be used for commercial use or significant personal use.

C. Computers are powerful communication tools and must be used wisely. Use of these resources in a manner which contravenes these Regulations may result in disciplinary action which may include suspension or expulsion from the Institute.

D. The basic principle is that all users are expected to use common sense and to conduct themselves in a professional and appropriate manner in their emails and use of the Institute’s computer facilities and the Internet. Students are reminded that network postings or messages may be archived for years in various Internet search databases. In addition, these messages may be produced to others or to a Court in connection with litigation or disclosed under the Freedom of Information Act.

E. Users are individually accountable for all actions associated with their use of the Institute’s information and technology systems.

F. Use of the Institute’s computer facilities is a privilege granted to Institute students and the Institute reserves the right to withdraw or limit access to such facilities.

G. These Regulations apply to all registered students of the Institute and to all users of Institute computer resources other than members of staff of the Institute.


2. Confidentiality

A. The Institute does not provide users a guarantee or right to privacy or confidentiality in connection with the use of email and internet systems, and users should have no expectation of privacy in this regard.

B. The Institute reserves the right to retrieve information from its computers for the purpose of finding lost information or retrieving information lost due to system failure. The Institute reserves the right to monitor computer usage if there is a suspicion on reasonable grounds of criminal activity or any breach of these Regulations, and in this event there should be no expectation of prior warning or notice.

C. Such monitoring includes the generation of logs which may be posted to detect and establish breaches of these Regulations. The Institute’s computers and networks are Institute property and subject to standard maintenance and auditing activities as well as reasonable cause searches without notice to employees or students.

D. Users consent to such monitoring and accept that it is essential to properly safeguard the business of the Institute and to protect the rights of all employees/students.

E. Data is backed up as a regulator feature of network administration. Deletion of email messages and other data does not necessarily prevent the retrieval of items. The Institute will not accept liability for lost or deleted data.

3. Use of Computer Resources

A. General

Users are required to abide by the law, by these Regulations, by the Data Protection Legislation, by the HEAnet Acceptable Usage Policy (attached), and by any additional regulations as may be laid down from time to time, in relation to the proper usage of computer equipment and materials.

It is the user’s responsibility to be informed of the correct operating procedures for the computer resources or products used. A user who is uncertain as to the correct procedure in any situation should obtain clarification before proceeding.


Users must not engage in conduct which interferes with others’ use of shared computing resources and/or the activities of other users, including studying, teaching, research and administration in or for the Institute.

B. Reporting/Queries

Users must immediately advise the relevant members of staff of any suspected acts of violation, breach in the security system or virus.

If users have any queries about the Institute’s information and technology systems they should seek advice from the relevant member of staff.

C. User Access

Users must not utilise any other person’s access rights.

Users must not attempt to gain access to resources or data for which they have not been specifically authorised nor should they attempt to bypass or probe any security mechanisms governing access to the computer systems.

A user must not misrepresent himself or herself as another individual in electronic communications.

Users must not divulge their Institute email address to any website that is not required by virtue of their designated duties, studies or research.

D. Content

The Institute’s computer facilities and services should not be used to create, send, post, download, forward, view, store or display offensive, abusive, slanderous, vulgar, threatening or defamatory messages, text, graphics, or images or material from whatever source which may put the Institute at risk of prosecution, civil action, embarrassment or loss of reputation. This includes harassment, discrimination and intimidation of individuals on the basis of race, sex, religion, ethnicity, sexual orientation, disability, age marital status, family status or membership of the traveller community, etc. Specific examples include, but are not limited to, material that:

is sexually explicit (whether visually or in written form) including descriptions or images of nudity or sexual acts;

is discriminatory; advocates or supports violent or criminal acts; involves gambling; is by way of chain letter;


violates copyright laws; breaches the Institute’s harassment guidelines; involves use or transfer of unauthorised or unlicensed software; involves knowingly transferring viruses or virus based files; involves participation in responses to SCAMS, SPAMS or illegal activities.

Provided that the user first obtains the consent in writing from his or her Head of School or other designated officer, access to material described above for the purposes of bona fide study or research undertaken as part of an Institute programme of studies is not prohibited.

Email messages should be accurate, courteous and necessary.

Users should note that all messages on the Internet or access to Internet sites coming from the Institute’s information and technology systems are identified as Institute activities. Electronic mail will be treated as a record of the Institute. It may be required to be retrieved as legal evidence. Therefore electronic mail should be used in the same way as other forms of written communication on Institute notepaper and all electronic mail messages should be regarded as permanent documents which will or may become public whether under the Freedom of Information Act or otherwise.

Users must not use Institute computer facilities to comment or communicate unofficially on any legal disputes or actions involving the Institute, its employees or students.

E. Computer Security

Users must not remove the Institute’s information and technology equipment from Institute premises without prior authorisation of Head of Department or more senior officer. Users are responsible for the safekeeping of such information in computers whilst they are off-site and for reporting any associated loss of such information or computers to Head of Department or more senior officer.

Users must ensure that they do not deliberately or otherwise corrupt or destroy any software or data facilities or equipment accessible to them or introduce viruses to these resources. Users must not physically damage or deface any computer, ancillary equipment, documentation or related materials.

Messages should not be sent to a larger audience than is reasonably justifiable, in particular when they contain attachments.

Care should be taken when addressing email messages, to avoid mis-delivery.


Large and non-essential Internet downloads should be avoided, especially during peak hours, when they may be likely to impact on network performance.

Users are advised that software products are covered by licensing agreements. Such products and related materials shall not be copied.

Eating, drinking and smoking are strictly forbidden in any computer service area.

Users may not remove, disconnect, power off or otherwise interfere with any item of computer equipment without authorisation.

F. Compliance

Users must comply with the instructions and advice of Institute staff having responsibility for provision and support of computer services and for regulation of their use.

Users must produce their student card to any member of the Institute staff when requested to do so.

4. Discipline

Any user in breach of these regulations is liable for the legal and disciplinary consequences of that action which may take the form of withdrawal of facilities, suspension, expulsion or prosecution.


Dublin Institute of Technology

Faculty of Business

School of Marketing

STYLE GUIDE

2007/2008


CONTENTS

Part 1

1. Using Sources 1

2. In-Text Citation 2

2.1 Quotation - When to use 2

2.2 Quotation - Handling the in-text citation 3

2.3 Paraphrase - When to use 3

2.4 Summary - When to use 4

2.5 Introducing Material from Sources 4

3. The List of References 7

4. Other Conventions 12

5. Clarity and Effectiveness of Language 12

6. School Policy on Plagiarism 14

7. References 15


Part 1

1. Using Sources

It is an essential part of submitting an essay/assignment/project/dissertation that you reference your sources.

There is a good practical reason for this: a reader of the paper may want to know where you read about a particular issue, idea, company or case study, in order to follow up on it and read it for himself. This is part of the process of academic research; one of the ways academics keep current with developments and thinking in their field is by reading articles in journals and papers at conferences, and then following up on references used.

In addition, if references are not used then the writer is essentially passing off ideas read elsewhere as his own. This is fundamentally dishonest, and is referred to as plagiarism. The School of Marketing has a strict policy on plagiarism and severe penalties will apply where students do not reference their sources, as outlined in section 6 below.

Citations are the way you acknowledge what sources you have used. There are a number of different conventions used for handling citations. The School of Marketing has chosen to adopt the convention which is known as the Harvard (or “in text” system) because we believe that it is easier for both readers and writers, as the reader sees immediately what the source is, and because footnotes are used only in special cases. You should be aware that there are different referencing systems in use, and that the Harvard system is a parenthetical referencing system, meaning that the citation is listed in the text in parentheses (brackets). It is very close to the parenthetical system from The Chicago Manual of Style outlined in Turabian, K.L. (1996) A Manual for Writers of Term Papers, Theses and Dissertations (6th Edition) Chicago: University of Chicago Press, Chapter 10, and also close to the American Psychological Association style. The conventions we wish you to use are outlined below and you must follow them in presentation of your dissertation.

There are two stages to acknowledging the sources of any information or ideas you use. The first is in-text citation: this is where you acknowledge the use of a source in the body of the text. It is your way of letting the reader know that you have just taken an idea or perspective from a source, used the writer’s ideas in your own words, or indeed quoted directly. At this stage in the text you give the reader an abbreviated version of the reference. The second stage is where you give the source of the information in full. In other words you give the reader the full reference so that she can go and look the source up for herself if she wishes. This is done in a list at the end of the work which is headed “References”.

2. In-Text Citation

Once you have decided to use a source in your text there are three different ways in which you can introduce the material: quotation, paraphrase or summary.

2.1 Quotation - When to useThis is where you take the words directly from a source, without changing anything, and where you must use quotation marks. Beware of overuse of quotation. If you feel that the original expresses the idea much better than you can ever do, then there will be a temptation to quote at length from what you have read. This can lead to a situation where a chapter in your dissertation is dominated by quotations and


simply punctuated with your links. As a result the chapter can seem disjointed, and it can be difficult for your lecturer to assess whether you have actually understood what you have read.

The main exception to this is where you are analysing a primary source. Primary sources are first-hand accounts, interviews, research, surveys, experiments and so on. A student of literature who was commenting on a poem, novel or play would have to quote extensively from this primary source. A student of marketing who was asked to evaluate or comment on a specific piece of research, report or set of results would have to do likewise. Qualitative research, for example is a primary source, and if using this you would quote extensively from interviews.

However, many of the texts you cite will be secondary sources, which draw together information and research from a variety of primary sources. A guidebook or encyclopaedia is a secondary source for example. Many of your textbooks will be secondary sources. Where you are using secondary sources the use of direct quotations need not be as extensive.

A useful set of criteria for the use of direct quotation from secondary sources is suggested by Fowler and Aaron (1995) in The Little Brown Handbook:

Tests for direct quotations

The author’s original satisfies one of these requirements: The language is unusually vivid, bold, or inventive The quotation cannot be paraphrased without distortion or loss of

meaning The words themselves are at issue in your interpretation The quotation represents and emphasises the view of an important

expert The quotation is a graph, diagram, or table

The quotation is as short as possible: It includes only material relevant to your point It is edited to eliminate examples and other unneeded material

Source: The Little, Brown Handbook (1995, p.557)

2.2 Quotation - Handling the In-Text Citation: -When quoting directly from another author you must give the author, year and page and ensure that the full reference is given in the reference list.

Normally quotations should be enclosed in single inverted commas in the text. Use double inverted commas only for quotes within a quote.

Quotations over about forty words in length or four lines of text should not be enclosed in inverted commas but should be block indented from the left and typed in single line spacing, for example: -

Kotler (1994: 290-1) notes:

Sellers can take three approaches to a market. Mass marketing is the decision to mass produce and mass distribute one product and attempt to attract all kinds of buyers. Product variety marketing aims to offer a variety of products to broaden the customer base.

Omissions from the material being quoted should be indicated as follows:-Kotler (1994: 290-1) notes that ‘Product variety marketing aims ....to broaden the customer base’.

2.3 Paraphrase - When to use


To avoid excessively long quotations it is sometimes necessary to paraphrase a writer’s words. In addition a paraphrase may be chosen over a quotation:

Where you feel that the author’s expression, language or presentation is likely to obscure the understanding of the reader

In order to make it clear to the reader that you have read and understood the material For variety, to alternate with quotations

Through paraphrasing you restate the author’s idea or line of argument, in your own words. The ideas are not enclosed in quotation marks but must still be acknowledged. It is not essential to give page numbers, however where a paraphrase contains controversial viewpoints or a starting point for a detailed analysis, a page reference may be included following the author and date.

Mass marketing is an approach which aims to attract a wide spectrum of buyers through the mass production and distribution of one product. (Kotler 1994, p.290) OrKotler (1994) argues that mass marketing is an approach which aims to attract a wide spectrum of buyers through the mass production and distribution of one product.

Section 2.5 Introducing Material from Sources outlines the Harvard style of referencing authors within a given body of text.

2.4 Summary - When to useThis is where you record the gist of an author’s idea. You may want to summarise a paragraph, a section, a chapter or indeed a whole article or book. Summary allows you to bring together the thread of an idea which runs throughout a text. For example you may not wish to summarise an entire article, but rather to summarise what the author says throughout that article on a particular theme. A summary is shorter than the original. Obviously the longer the text you are summarising, the shorter the summary in proportion to the original, and the more skill you will need to achieve brevity without sacrificing accuracy. Capturing the essence of what has been said is a skill.

2.5 Introducing Material from SourcesWhether you are using a quotation, paraphrase or summary, you must at all times try to integrate the material as smoothly as possible into your own text. The way in which material from any source is integrated should help to inform your line of thought, and the reader’s understanding. You can help to achieve this by giving your reader additional information which can aid his understanding of the material, or by putting it in context. For example you could let the reader know:

1. Whether the material supports or contradicts your line of thought. For example: - This approach to product positioning is endorsed by the Chief Executive of Coca Cola Ireland who said at a recent conference “.....”

2. Whether the material is in agreement with most of the other sources you have read. For example: - Unlike most other writers on the subject however, McCarthy (1996) contends that......

3. Who the writer is - where relevant. For example: - Subsequent research (Jones, 1982; Murphy, 1995) supports Kotler’s views on this. (Kotler, 1977; 1982)

4. Who the writer is and from which text you are drawing - where relevant. For example: - Katz and Lazerfeld’s book Personal Influence (1955) has become a classic of interpersonal communications literature, and required reading on all relevant courses.

5. Who the writer is, from which text you are drawing, and what the writer’s credentials are - where relevant. For example: - This report, “Consumer Research after the Millennium”


(Fitzgerald, 1985) is particularly relevant in the context of this paper, as its author, Ian Fitzgerald, now head of research with IIR, was for many years a Director of Consumer Marketing with Proctor & Gamble.

You don’t always have to name the author, source or credentials in your text, as the last three examples above do. In fact, you should be careful that such introductions are only done where they will enhance your text, and not obstruct the smooth flow of your thought in any way.

A critical element in the introduction of any source material is the verb you use in constructing your introductory sentence. Again, Fowler and Aaron (1995) in The Little, Brown Handbook provide a useful list:

Verbs for introducing summaries, paraphrases, and quotations

Introduce borrowed material with a verb that conveys information about the source author’s attitude or approach to what he or she is saying. In the sentence Smith________ that the flood might have been disastrous, filling the blank with observes, finds, or insists would create different meanings. (Note that all these verbs are in the present tense, the appropriate tense for discussions of others’ writings.)

AUTHOR IS NEUTRAL AUTHOR INFERS OR SUGGESTS

AUTHOR ARGUES AUTHOR IS UNEASY FOR DISPARAGING

Comments Analyses Claims BelittlesDescribes Asks Contends BemoansExplains Assesses Defends ComplainsIllustrates Concludes Disgraces CondemnsNotes Considers Holds DeploresObserves Finds Insists DeprecatesPoints out Predicts Maintains DeridesRecords Proposes LamentsRelates Reveals AUTHOR AGREES WarnsReports Shows Admits SpeculatesSays Suggests AgreesSees Supposes ConcededThinks ConcursWrites Grants

Source: The Little, Brown Handbook (1995:558)

The Harvard System or author–date system as it is also known is the most widely used method of acknowledging quotations both direct and indirect. It consists of a citation in the text that points forward to a list of references. Readers then may refer to a list of references, ordered alphabetically at the end of the work, for the source of the quotation. The citation is enclosed in parentheses followed by a full stop thus linking the citation to the sentence where it belongs. There is no punctuation between name and date and, where a page reference is given, a comma follows the date. The abbreviation for page (p.) is used or, if the quotation extends over two pages, the abbreviation for pages (pp.) is used. There are a number of alternative methods of referencing authors within a body of text under the Harvard system. Some of the more common methods are as follows:


Where reference is to an author’s work, but not to a specific page or volume for example when one is paraphrasing the arguments of a specific author, the author’s name is followed just by the date. The alternatives in the author-date system are

(Ferguson 1990) …. Or Ferguson (1990) ….

If reference is being made to a specific volume of a work, the volume, and page number too if appropriate are included within the parentheses:

Ferguson (1990, Vol. 2, p.67) noted ….

o Similarly if reference is being made to a specific chapter this is included within the parentheses:

Ferguson (1990, ch 5)

o If there is more than one author, all are included in the citation

Ferguson and Clark (1990) Note: and as opposed to &

Because it is cumbersome to list all names with multiple authors, the usual practice with four or more names is to use the abbreviation for and others (et al.)

Ferguson et al. (1990)

o Sometimes reference is made to different works. The citation then becomes:

(Ferguson 1990; Clark 1991) agree that … or Ferguson (1990, 1991)

o If reference is to works by the same author published within the same year, the different works are distinguished by the letters a, b, c … after the date

(Ferguson 1990a; Ferguson 1990b)

o On occasion, an author may not be stated. If the work is a book, the title of the work takes the place of the author; if the work is a newspaper article, the newspaper replaces the author:

Politics in Fiji (1992) is a …

It was reported (The Irish Times 8th June 1999, p.14) …

3. The List of References

The reference list should contain a full reference of every work directly referred to in the text. If you have read something as background, but have not used it in the body of your text then it should not appear in your reference list. Your reference list should be in alphabetical order by surname of the author, followed by the first name or initials as given in the work cited. The style to be adopted is the Harvard Style. The rules are outlined below along with a number of examples.

Harvard System:

o No punctuation after initials or date

o If there were multiple authors they would be joined by and as opposed to &


o Book and Journal names in title case i.e. Capitals are used for the first letters of the Key words

o Book and Journal names are given in italics

o Commas separate publishing elements

o Edition is given without brackets or punctuation

o Publisher is followed by place of publication

Referencing a Book:-Surname, Initials (Year of Publication) Title of Publication in Italics, Edition, Publisher, Place

For example:-Kotler, P (1994) Marketing Planning Management: Analysis Planning and Control, 8th

ed, Prentice Hall, New York

Where first edition or none specified: - Kotler, P (1994) Marketing Planning Management: Analysis Planning and Control, Prentice Hall, New York

If a book is edited, the abbreviation ed. or eds is placed in parentheses following the name of the author(s)

Note: The book title should come from a full page and not the spine.

Referencing a book with multiple authors:-Blattberg, R C, Glazer, R and Little, J D C (1994) The Marketing Information Revolution, Harvard Business School Press, Boston

Referencing a chapter or article within an edited work:-When reference is made to a chapter or article in an edited book, both the author and title of the chapter or article, together with the editor and other details of the book are included in the one bibliographical entry. Thus the reference has three components- name(s) and initials of author(s) together with date of edited work- title of chapter or article- name(s) of editor(s), title of edited work, publisher and place of publication, this component is preceded by the word In.

McCann, J M (1994) Generating, Managing and Communicating Insights. In Blattberg, R C, Glazer, R and Little, J D C (Eds) The Marketing Information Revolution, Harvard Business School Press, Boston

Referencing a particular chapter in a book by the same author:-


Blattberg, R C (1994) Modelling Market Responses. In Blattberg, R C, Glazer, R. and Little, J D C (Eds) The Marketing Information Revolution, Harvard Business School Press, Boston

Note: The date cited in the list of references is the date of the edited work (not necessarily the date of the original article) since the edited work is listed as the source of information.

Referencing two publications by the same author from one year:-Kotler, P (1994a) Marketing for Schools and Colleges, Prentice Hall, New York

Kotler, P (1994b) Marketing Planning Management: Analysis Planning and Control, 8th ed, Prentice Hall, New York

Note: If in different years arrange by date of publication; if in same year arrange alphabetically.

Referencing a forthcoming publication:-Blattberg, R.C, Glazer, R and Little, J D C (forthcoming) The Marketing Information Revolution, Harvard Business School Press, Boston

Referencing articles:-In the case of journal articles, the place of publication and the publisher are not included since this information is usually well known. However, the volume number, issue number if used, and the inclusive page numbers for the article are given.

Author, Initials (Year of Publication) Name of Article. Name of Journal in Italics, Volume or Series Number, Start of article page number

For example:-Levitt, T (1980) Marketing Success through Differentiation of Anything. Harvard Business Review, January-February, 322-40*

[*Note when referencing page numbers of the article it is important to provide the least amount of information e.g. 332-40 not 332-340, page numbers are specified without accompanying abbreviations (p.) or (pp.)].

Referencing an article with multiple authors:-Wind, Y and Cardozo, R (1974) Industrial Market Segmentation. Industrial Marketing Management, Vol. 3 , 153

Referencing Government Reports and Publications:-Department of Labour (1989) Case Studies in Employee Participation, Stationery Office, Dublin

Irish Congress of Trade Unions (ICTU) (1993) New Forms of Work Organisation, ICTU, Dublin


Sometimes if you have a number of government publications it might be better to place them under a separate headingFor example:-(a) Government Publications(all published by the Government Publications Office, Dublin).(b) Books and Articles(all other books and articles would be referenced as normal under this heading).

Referencing unpublished manuscripts, theses, dissertations and working papers:-Titles of unpublished materials are not italicised or underlined and are in sentence case *

McNally, N (1991) Sales Promotion and Consumer Franchise Building, B.Sc. (Mgmt) unpublished dissertation, Dublin Institute of Technology, Dublin.

McNally, N (1991) Sales Promotion and Consumer Franchise Building, B.Sc. (Mgmt) Working Paper, Department of Business and Management, Dublin Institute of Technology, Dublin.

*Sentence case uses capitals for the first letter of the first word and for proper nouns

Referencing Newspaper Articles:-Newspaper or magazine articles are treated similarly to periodicals except that it is normal to precede the page numbers with the abbreviation p. or pp. as appropriate:

Author, Initials (Year of Publication) Name of Article. Name of Newspaper in Italics, Date, Start of article page number

For example:-Myers, K (2000) The Youth of Today. The Irish Times, 11th March, p.14

Referencing Electronic Sources:

The primary objective in making reference to an item, whether in print or electronic format, is to give enough information so that it can be located by the reader. Referencing electronic sources is not unlike referencing print sources, however two new elements are introduced, a “type of medium” statement such as online, CD-ROM, or disk and an “available” statement, which generally replaces the information on place of publication and publisher. Punctuation must be used sparingly as a stray full stop, comma, or slash can be mistaken for part of an address. The guidelines below adhere closely to the APA (American Psychological Association) style of citation (not the Harvard system), this is the preferred style for referencing electronic sources.


Referencing Electronic Sources – CD-ROM and Commercial Online Databases:-

Author. (Date). Title (Edition), [Type of Medium]. Producer (optional). Available: Supplier/Database identifier or number

Sternberg, M.L.A. (1994). The American Sign Language Dictionary on CD-ROM (Windows version), [CD-ROM]. Available: HarperCollins

If no author is given the title becomes the first element of the reference, and the work is alphabetised in the reference list by the first significant word in the title. The “Type of medium” statement, defining the format of this title, should precede the date.

Title (Edition), [Type of Medium]. (Date). Producer (optional). Available: Supplier/Database identifier or number orOxford English Dictionary Computer File: On Compact Disc (2nd Ed.), [CD-ROM]. (1992). Available: Oxford UP If the work is under regular revision, use the date of the last revision, or if that cannot be determined, give the date on which the search was done.

Referencing Electronic Sources - HTTP:-Author. (Date). Title (Edition), [Type of medium]. Available HTTP: URL orTitle (Edition), [Type of medium]. (Year). Available HTTP: URL

For example:-Lehman, M.A. & Brown, R.H. (1994). Intellectual Property and the National Information Infrastructure [Online]. Available: http://www.uspto.gov/nii/ipwg.html orEducating America for the 21st Century: Developing a Strategic Plan for Educational Leadership for Columbia University - 1993-2000 (Initial Workshop Draft), [Online]. (1994). Available: http://www.ilt.columbia.edu/CONF/EdPlan.html

Note: Citing Electronic Sources is a relatively new phenomenon, which tends not to be outlined in the traditional style guides. A good reference is Li, Xia and Crane, Nancy B. (1996) Electronic Styles: A Handbook for Citing Electronic Information (2nd Edition) New Jersey: Information Today.

4. Other Conventions

Use of Lecture NotesDo not use citations from your lecture notes. These are intended as the framework and the basis from where your reading and self-study begins. Go to the sources suggested and refer to these directly.

AbbreviationsAcronyms should be spelled out in full on first usage, for example European Monetary System (EMS) and as EMS thereafter.Omit full stops in abbreviations consisting of capitals, e.g. ERM, SMEAvoid contractions in the text such as e.g. i.e. viz. as these are a form of shorthand.Non-English worlds should be italicised unless these are reasonably common terms.


Numbers Numbers less than 10 should normally be spelt out e.g. four companies.

Percentages Use ‘per cent’ in the text and % in tables

Figures and GraphsFigures and graphs should have a title and should be numbered in separate series by chapter and in order of appearance e.g.

Figure 4.1 Non Media Expenditure is the first figure in section 4 whileFigure 4.2 Trends in Non Media Expenditure is the second figure in section 4.

The axis of graphs should be clearly labelled. Each line in a graph should be labelled or you may provide a ’key’ or ‘legend’ to the diagram. The source for the graph of table should be given.

TablesAgain tables must have a title and the source for the table be clearly given. Tables should be numbered in separate series by chapter and in order of appearance.

Footnotes and EndnotesThese should generally be avoided. Where footnotes or endnotes are used they should be numbered sequentially within your paper.

Footnotes must appear at the bottom of the page on which they are introduced. Endnotes should be placed at the end of the paper.

5. Clarity and Effectiveness of Language

The reader of your dissertation has only your written word on which to base her judgement. Therefore the clearer and more effective your expression and use of language then the better you will be understood. Some tips follow.

SpellingMicrosoft Word has a spell-check option. Always use the UK English version.

VocabularySpell-checking a document does not ensure that you have chosen the correct word in the context in the first place. Microsoft Word also has a thesaurus, which can be useful and once again you should ensure that you are using the UK English version. In general a hardcopy dictionary and a thesaurus are invaluable aids to good writing and correct use of vocabulary.

GrammarGrammar and the construction of effective sentences is the kernel of clear expression. If in doubt keep it simple. Microsoft Word has a grammar option, but we are cautious in recommending this, having seen some of the more bizarre sentences to emerge from consulting it. As a general rule of thumb use this tool, if at all, with caution. If you are aware that grammar is your weak point we recommend that you avoid this tool in Microsoft Word, and instead purchase, keep close at hand and consult frequently with a good textbook on the subject. There are a number of good textbooks on the market. A particularly good reference, which has been referred to throughout this guide is :Fowler, H. Ramsey and Aaron, Jane E. (1995): The Little, Brown Handbook (6th Edition) New York: Harper Collins College Publishers.

Common ErrorsAvoid confusing the words below. As these words are perceived as basic, their misuse gives your work the appearance of illiteracy.


to, two, toothere, their, they’reyour, you’rewere, whereits, it’sare, our


6. School Policy on Plagiarism

Plagiarism occurs when you fail to acknowledge the words or ideas of others. Specifically it occurs when:

Phrases, sentences, paragraphs or whole sections are copied from a source and not acknowledged

Ideas are paraphrased or summarised without citing the source Other students’ work is handed in as your own Papers are written in conjunction with other students where the requirement is for an individual

piece of work

Deliberate plagiarism is a severe offence, results in a zero mark for the assessment in question, and may result in disciplinary action.

From time to time it is possible that accidental plagiarism occurs. For example a student may give a quotation and reference it, without using quotation marks. This is then read as paraphrase by the assessor. This also constitutes plagiarism but once you have actually cited and referenced your source the offence is relatively minor. In this instance the reader may give the writer the benefit of the doubt that he simply forgot to put in quotation marks. Don’t forget that the difference in style always makes this kind of plagiarism obvious to the reader: your lecturers can easily identify where your writing style stops and the three paragraphs from another source begin. However there is little point in arguing that your plagiarism is accidental to the examiner if it falls into any of the categories described above.

Knowing what to acknowledge is sometimes a difficult task. After all, students ask, isn’t every possible claim you could make already made somewhere? Isn’t it impossible to avoid plagiarising someone, somewhere, even if you don’t know that you are doing it?

A useful guide is to try and distinguish into which of the three categories below the point you are making falls.

Your independent materialYour thoughts, ideas, observations, research results - none of these need to be acknowledged as they are truly your own. For example it is perfectly acceptable to make a point about crowd behaviour in the relevant context, based on your own experience of attending football matches.

Common KnowledgeStandard information in any field of study, together with common-sense observations fall into this category. Standard information includes the major facts of history. So for example the dates of World War II do not have to be referenced, whereas a reference to the causes of the war does, as these are a matter of interpretation, analysis, evaluation and historical scholarship. A common-sense observation could take the following form for example: “Inflation is most troublesome for those on low and fixed incomes”. However, comments from the ESRI regarding the probability of inflation in the Irish economy over the coming year are not common-sense observations, and must be referenced.

Someone Else’s MaterialAll material that does not fall into the above two categories must come from somewhere, and therefore must be acknowledged. If you are using ideas, perspectives, themes, words, phrases, paragraphs - any material - which are neither your own nor common knowledge then they must be referenced. So for example, if you refer to cross-cultural differences in the meanings of gestures in crowds, then it is clear that this could not have come from your observation but must have been researched by someone. Unlike your own observations about the crowds at football matches you have attended, this piece of information must be acknowledged.


7. References

Anderson, J and Poole, M (1994) Thesis and Assignment Writing, 2nd ed, John Wiley & Sons, Brisbane

Fowler, H R and Aaron, J E (1995) The Little, Brown Handbook, 6th ed, Harper Collins College Publishers, New York

Li, X and Crane, N B (1996) Electronic Styles: A Handbook for Citing Electronic Information, 2nd ed, Information Today, New Jersey

Turabian, K L (1996) A Manual for Writers of Term Papers, Theses and Dissertations,6th ed, University of Chicago Press, Chica


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