Credit Points: 15

Prerequisite: BB105 Marketing Principles

Co-requisite: N/A

Workload: 36 contact hours

Campus: Melbourne, Sydney

Aims & Objectives

This is a third-year elective unit in the Bachelor of Business, majors in Accounting, Marketing and Management. For Course Learning Outcomes and further information relating to Bachelor of Business programs please visit our website: http://www.mit.edu.au/study-with-us/programs/bachelor-business.

This unit explores the application of marketing to the innovative development and management of brands. Bringing together marketing theory and practice, students will develop skills to understand how brands are created to carefully targeted markets and audiences. Students will also learn about and apply cutting-edge ideas and practices to explore the importance of development and innovation in branding.

The unit topics include:

  1. Brand equity;
  2. Brand elements;
  3. Brand elements;
  4. Brand communications;
  5. Brand development and design influences on branding;
  6. The role of innovation in branding.

Learning Outcomes

At the completion of this unit students should be able to:

  1. Assess the fundamental principles involved in the innovative development and management of brands
  2. Review the branding, innovation and development elements and evaluate brand decisions that contribute to creating a competitive advantage for an organisation
  3. Analyse the segments being targeted by an organisation, the brand positioning and value proposition offered to each segment, making recommendations for change to increase impact
  4. Examine the various components of a brand and apply them to a variety of different products and services
  5. Formulate branding strategies and techniques and produce a brand development strategy report

These Unit Learning Outcomes are mapped onto AQF Level 7


Teaching Method

Lecture: 2 hours
Tutorial/Workshop: 1 hour

Assessment

Assessment Task
Learning Outcomes Assessed
Weighting
Contribution in class a-e* 10%
Case Study Analysis (Individual) a-d* 10%
Brand Development Strategy Report (Group) a-e* 20%
Presentation (Group) a-e* 10%
Final Exam (3 hours) a-e* 50%
Total   100%

*refer to learning outcomes above.

Textbook

Wheeler, A. (2017). Designing Brand Identity: An Essential Guide for the Whole Branding Team (5th ed.). John Wiley & Sons.


Reference Reading

  • Keller, K., (2012), Strategic brand management, 4th ed., UK, Pearson Education
  • Knapp, D., (1999), The brand mindset: five essential strategies for building brand advantage throughout your company, 1st ed., USA, McGraw-Hill
  • Laforet, S., (2009), Managing brands, 1st ed., USA, McGraw-Hill
  • Landa, R., (2005), Designing brand experience: creating powerful integrated brand solutions, 1st ed., USA, Cengage
  • O’Guinn, T., Allen, C., Semenik, R., Close Scheinbaum, A., (2014), Advertising and integrated brand promotion, 7 ed., USA, Cengage

MIT is committed to ensure the course is current, practical and relevant so that graduates are “work ready” and equipped for life-long learning. In order to accomplish this, the MIT Graduate Attributes identify the required knowledge, skills and attributes that prepare students for the industry.
The level to which Graduate Attributes covered in this unit are as follows:

Ability to communicate Independent and Lifelong Learning Ethics Analytical and Problem Solving  Cultural and Global Awareness Team work Specialist knowledge of a field of study
             

Legend

Colour coding    

Extent covered

                                The standard  is covered by theory and practice, and addressed by assessed activities in which the students always play an active role, e.g. workshops, lab submissions, assignments, demonstrations, tests, examinations
  The standard is covered by theory or practice, and addressed by assessed activities in which the students mostly play an active role, e.g. discussions, reading, intepreting documents, tests, examinations
  The standard is discussed in theory or practice; it is addressed by assessed activities in which the students may play an active role, e.g. lectures and discussions, reading, interpretation, workshops, presentations 
  The standard is presented as a side issue in theory or practice; it is not specifically assessed, but it is addressed by  activities such as lectures or tutorials
  The standard  is not considered, there is no theory or practice or activities associated with this standard