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2021/2022  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 18-06-2021

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 on extant scientific literature);
  • Identify and discuss relevant potential methodological approaches to address the subject of interest;
  • Critically reflect on 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.
Scientific Marketing Project:
Exam ECTS 7,5
Examination form Oral exam based on written product

In order to participate in the oral exam, the written product must be handed in before the oral exam; by the set deadline. The grade is based on an overall assessment of the written product and the individual oral performance, see also the rules about examination forms in the programme regulations.
Individual or group exam Oral group exam based on written group product
Number of people in the group 2-3
Size of written product Max. 10 pages
Assignment type Written assignment
Written product to be submitted on specified date and time.
20 min. per student, including examiners' discussion of grade, and informing plus explaining the grade
Grading scale 7-point grading scale
Examiner(s) Internal examiner and external 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 at preparing students for writing their master thesis by developing the abilities and critical faculties necessary for applying research knowledge to practical questions and dilemmas, and for compiling a academic research proposal.


In pursuit of these aims, the course offers an overview of research methodologies, research designs and tools, as well as important milestones on the way towards an academic research proposal. These include a literature review, a problem statement, and a research plan.


The course is structured such that it accompanies the students’ funnel-like journey across important milestones from broad literature and theory identification, and problematization to research planning. This requires students to apply and continuously develop their knowledge, skills, and abilities.


The pedagogical approach is problem-based. Faced with the task/of compiling an academic research proposal, students will be guided through the process of identifying and addressing a research problem. Doing so, students will not only apply their existing knowledge and skills but will also be challenged to question their knowledge and opinions, to identify dilemmas, as well as explore the implications of different premises.

Description of the teaching methods
The teaching methods consist of a rich compilation of tasks and activities designed to support the students’ funnel-like journey across important milestones.

The teaching method entails the provision of relevant literature, for example, on methodologies for identifying relevant research questions and different kinds of contributions, including examples.

It further entails individual tasks like quizzes and group tasks like writing assignments as well as different feedback mechanisms.

The course builds upon the principles of active learning, whereby students are not only expected to produce content that they receive feedback on, but also to comment on content that others have produced (i.e., to comment on reading as well as work of their peers).
Feedback during the teaching period
Feedback will be given in four ways:

1: Quizzes: Students will have the chance to participate in quizzes, which will provide them with immediate feedback.

2. Peer review: Student groups are offered to partake in an online peer grading task where they submit their assignments and then receive/give feedback from/to each other.

3. Workshop: Student groups will have the opportunity to present their assignments to multiple other groups consisting of their peers and lecturers from whom they receive feedback. This approach ensures that each student group has multiple opportunities to receive feedback.

4. In-class feedback: The teaching sessions are planned to accommodate time for in-class discussions at the end of each session. Moreover, the course accommodates time for voluntary group presentations, feedback and in-class discussion in the last session.
Student workload
Teaching 30 hours
Preparation 126 hours
Exam 50 hours
Expected literature

Expected literature:


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


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


Luna , D., Ringberg, T., & Peracchio, L. A. (2008).One Individual, Two Identities: Frame Switching among Biculturals. Journal of Consumer Research,35(2), 279-293.


Ringberg, T., Odekerken-Schröder, G., & Christensen, G. L. (2007). A Cultural Models Approach to Segmenting Consumer Recovery Expectations. Journal of Marketing, 71(3), 194-214.


Ringberg, T., Reihlen, M., & Rydén, P. (2019). The Technology-mindset Interactions: Leadingto Incremental, Radical or Revolutionary Innovations. Industrial Marketing Management, 79, 102-113.


Rydén, P., Ringberg, T., & Wilke, R.  (2015). How Managers' Shared Mental Models of Business–Customer Interactions Create Different Sensemaking of Social Media. Journal of Interactive Marketing,31, 1-16.


Last updated on 18-06-2021