English   Danish

2019/2020  KAN-CBCMO1011U  Scientific Marketing Project

English Title
Scientific Marketing Project

Course information
Language English
Course ECTS 7.5 ECTS
Type Mandatory
Level Full Degree Master
Duration One Quarter
Start time of the course Spring
Timetable Course schedule will be posted at calendar.cbs.dk
Study board
Study Board for MSc in Economics and Business Administration
Course coordinator
  • Boris Uzelac - Department of Marketing (Marketing)
  • Torsten Ringberg - Department of Marketing (Marketing)
Main academic disciplines
  • Marketing
Teaching methods
  • Face-to-face teaching
Last updated on 27-04-2020

Relevant links
Learning objectives
At the end of the course the student is expected to be able to:
  • Undertake a literature review, in which relevant theory/ literature is reflected and a research gap is identified;
  • Develop relevant research-propositions based on the research interest derived from the literature review (i.e. provide a concise and comprehensible line of argumentation based extant scientific literature);
  • Identify and discuss relevant potential methodological approaches to address subject of interest;
  • Critically reflect about the used theories, proposed research approach and the underlying research question(s);
  • Develop a research plan including a realistic time schedule;
  • Follow academic conventions in the written presentation.
Examination
Scientific Marketing Project:
Exam ECTS 7,5
Examination form Home assignment - written product
Individual or group exam Group exam
Please note the rules in the Programme Regulations about identification of individual contributions.
Number of people in the group 2-3
Size of written product Max. 15 pages
Assignment type Case based assignment
Duration Written product to be submitted on specified date and time.
Grading scale 7-point grading scale
Examiner(s) Internal examiner and second internal examiner
Exam period Spring
Make-up exam/re-exam
Same examination form as the ordinary exam
same form as ordinay exam
Course content, structure and pedagogical approach

The course aims to develop the students’ ability to apply research knowledge to practice and to develop research skills to prepare them for their master thesis, by providing skills and knowledge for writing a scientific research proposal.

 

To enable students to fulfill the requirements the course will introduce and present basic research methodologies, tools and research and case study designs. In particular focusing on the following areas: literature review, research question identification, theory identification and methodology, planning and conducting research, and scientific writing and argumentation. In doing so, the course will give students the knowledge and expertise to undertake a research project on a master thesis level.

 

Aim of the course

The overall aim of the advanced project work is to develop the students’ ability to apply research knowledge to practice and to develop research skills to prepare them for their master thesis. Thus, the aim of the course is to develop the skills and knowledge for writing a scientific research proposal that entails a review of literature relating to the chosen topic and the development of and argumentation for a relevant research question. Furthermore, students will be enabled to generate a rough research plan, including an appreciation of applicable methods for answering their research question.
Description of the teaching methods
Through providing an overview of relevant literature about scientific writing and methods, as well as some hands-on insights from (research) practice the course is designed to be highly interactive. The course builds upon the principles of active learning: students are expected to comment on readings, and do group exercises (e.g., collegial feedback) throughout the course.
The written research proposal will be conducted in random groups of two students (as one part of the active learning experience) and be open to different research topics within the area of the BCM line.
Feedback during the teaching period
Feedback will be given mainly through four different forms:

1. Online Peer Review: Assignment groups will submit their research question to each other and will receive reviews from each other.

2. A ‘pitch your idea’ workshop: Each group has to present their research idea several times in five-minutes elevator pitches to several groups, receiving immediately feedback. At least once they will also present the idea to the course teachers – also receiving their feedback.

3. Group presentations and in-class discussion: In an extended classroom-teaching situation groups can voluntarily present their research plan. Teaching sessions are also planned with enough time and space for in-class discussion. General feedback from faculty will be given at the end of each discussion.
Student workload
Teaching 30 hours
Preparation 126 hours
Exam 50 hours
Expected literature

Indicative literature (more literature will be announced upon enrollment):

  • Alvesson, M. and Sandberg, J. (2011). Generating Research Questions Through Problematization, TheAcademy of Management Review, 36(2), 247-271.

  • John, D. R., Loken, B., Kim, K., and Monga, A. B. (2006). Brand concept maps: A methodology for identifying brand association networks, Journal of Marketing Research, 43, 549-563.

  • MacInnis, D.J. (2011). A Framework for Conceptual Contributions in Marketing, Journal of Marketing, 75, 136-154.

  • MacKenzie, S. B. (2003). The Dangers of Poor Construct Conceptualization, Journal of the Academy of Marketing Science, 31 (3), 323-326.

  • Schnittka, O., Sattler, H., and Zenker, S. (2012). Advanced Brand Concept Maps: a new approach for evaluating the favorability of brand association networks, International Journal of Research in Marketing, 29(3), 265-274.
Last updated on 27-04-2020