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MKTG207 Marketing Toolkit OR MKTG100 Marketing: Creating and Capturing Customer Value

Teaching organisation

150 hours over a twelve-week semester or equivalent study period

Unit rationale, description and aim

Information is regarded as a strategic asset in marketing and an essential part of the marketing research process. This unit deals with the practical application of research strategies, methods, and techniques to gather, analyse and infer marketing data considering the dignity and cultural diversity of different stakeholders. This unit also helps marketing managers measure the core factors that drive marketing activity and analyse the consumers and organisation's performance outcomes. The success of organisations can lie in their access and usage of information, to develop competitive advantage. Information has to be gathered by employing appropriate market research that enforces respondents' dignity, cultural diversity, and wellbeing. Marketing research involves the creative and technical approaches to convert unexplained phenomena to useful information about customers, competitors and regulations in local and international markets. This useful information in turn, helps marketers to make smart and informed decisions.

The aim of this unit is to prepare students for marketing research roles and assist them to develop skills and knowledge in managing market research data to make strategic and tactical decisions conforming to high ethical standards.

Learning outcomes

To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.

Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.

Explore the graduate capabilities.

Learning Outcome NumberLearning Outcome DescriptionRelevant Graduate Capabilities
LO1Identify and explain the key approaches to the use of primary and secondary research in marketing decision makingGC1, GC7
LO2Make use of relevant information to address a marketing problem by proposing a research design and data collection instrument.GC1, GC8
LO3Apply the methods of market research in a way not to compromise the dignity of participantsGC1, GC6
LO4Analyse and interpret marketing research dataGC1, GC9
LO5Apply relevant marketing research techniques and technologies to decision-making about brands, customers, and marketsGC1, GC2


Topics will include:

  • Difference between management and marketing problems.
  • Solving marketing problems in the real-world considering stakeholders' dignity and cultural diversity (e.g., indigenous populations)
  • The marketing research process for problem-solving
  • Data, sampling, and collection methods
  • Measures and hypothesis development science
  • Quantitative techniques to solve a real-world marketing problem using SPSS (latest version)
  • Qualitative techniques
  • Writing and presenting the findings for marketing decision-makers. 

Learning and teaching strategy and rationale

The learning and teaching strategy is based on student engagement in the learning process by participation in workshops and in practical activities designed for each workshop. These workshops support students to actively participate in the construction and synthesis of knowledge both individually and in small groups. By taking part in these workshops, students will systematically develop their understanding of the key aspects of marketing research and build skills in marketing research. Students will be involved in a practical data collection and interpretation project to experience the various issues in designing and conducting a marketing research project and writing and presenting marketing research findings. The experiential approach underpinning the learning and teaching strategy for this unit extends to practical analytical approaches used in marketing research based on 'real world' examples.

Mode of delivery: This unit is offered in different modes. These are: "Attendance" mode, "Mixed" mode and "Online" mode. This unit is offered in three modes to cater to the learning needs and preferences of a range of participants and maximise effective participation for isolated and/or marginalised groups.

Attendance Mode

In a weekly attendance mode, students will require face-to-face attendance in specific physical location/s. Students will have face-to-face interactions with lecturer(s) to further their achievement of the learning outcomes. This unit is structured with required upfront preparation before workshops, most students report that they spend an average of one hour preparing before the workshop and one or more hours after the workshop practicing and revising what was covered. The online learning platforms used in this unit provide multiple forms of preparatory and practice opportunities for you to prepare and revise.


In a mixed-mode, students will require intermittent face-to-face attendance determined by the School. Students will have face-to-face interactions with lecturer(s) to further their achievement of the learning outcomes. This unit is structured with required upfront preparation before workshops. The online learning platforms used in this unit provide multiple forms of preparatory and practice opportunities for you to prepare and revise.

Online Mode

In an online mode, students are given the opportunity to attend facilitated synchronous online seminar classes with other students and participate in the construction and synthesis of knowledge, while developing their knowledge. Students are required to participate in a series of online interactive workshops which include activities, knowledge checks, discussion and interactive sessions. This approach allows flexibility for students and facilitates learning and participation for students with a preference for virtual learning.

Assessment strategy and rationale

In order to pass this unit, students are required to attempt all three assessment tasks and achieve an aggregate mark of at least 50%. Marking of each assessment task will be in accordance with rubrics specifically developed to measure student level of achievement of the learning outcomes for each assessment item. Students will be awarded a final grade which signifies their overall achievement in the unit.

The assessment strategy for this unit allows participants to sequentially develop their knowledge and skills in marketing research to the point where they can conduct, interpret and report the findings of marketing research undertaken to resolve a marketing problem or to uncover a marketing opportunity in a real-world scenario. In order to develop this level of capability, students will need to demonstrate knowledge about marketing research, including research design, information collection design, data collection and interpretation.

The assessment tasks for this unit are designed for students to demonstrate their achievement of each learning outcome as indicated in the following Assessment Table.

Overview of assessments

Brief Description of Kind and Purpose of Assessment TasksWeightingLearning OutcomesGraduate Capabilities

Assessment Task 1: Marketing Research Problem

This assessment consists of 1000 words report that highlights the broader marketing problem (e.g., poor performance of a brand) presented by a real-world firm's marketing manager. Students will undertake a literature review, scan information from industrial and trade magazines, or consult external sources to dig out the nature, intensity and possible reasons that cause the marketing problem to occur.

Submission Type: Individual

Assessment Method: Diagnostic Report

Artefact: Written report



Assessment 2. Proposed research design and data collection tool (questionnaire)

This assessment requires students to make a 10-minute video presentation keeping in view the problem that they have identified and justified in the first assessment. In addition to a proposed research design, students will also develop a data collection instrument (i.e., a questionnaire). Students need to consider the dignity and cultural diversity (e.g. indigenous populations) of stakeholders while developing the research design and data collection instrument. 

Submission Type: Group

Assessment Method: Group Presentation

Artefact: Video presentation with slides


LO2, LO3GC1, GC6, GC8

Assessment Task 3: Data analysis and final report

Students will be provided both quantitative and qualitative dataset by the lecturer with a brief about the variables of interest. Students will analyse quantitative data and make decisions from descriptive and inferential analysis.

In addition, students will be required to analyse qualitative data. As an outcome of data analysis, students will develop a report consisting of not more than 1500 words.

Submission Type: Individual

Assessment Method: Analytical report 

Artefact: Written report


LO3, LO4, LO5GC1, GC2, GC6, GC9

Representative texts and references

Burns, AC & Bush, RF 2021, Marketing Research, 10h ed. Person Education, Upper-Saddle River, NJ.

Malhotra, N. 2021, Marketing Research: An Applied Orientation, Global Edition, Pearson

Babin, B, D" alessandro, S, Winzar, H., Lowe, B., Zikmund, W. 2020Marketing Research, 5th Asia-Pacific edition, Cengage learning.

Berger, J. Humphreys, A. Ludwig, S. Moe, W. 2019, Uniting the Tribes: Using Text for Marketing Insight, JM, 84(1), pp 1-25

Cao, G. Duan, Y., Banna, A. 2019, A dynamic capability view of marketing analytics: Evidence from UK firms, IMM, 76, pp 72-83

Strijker, D., Bosworth, G. and Bouter, G., 2020. Research methods in rural studies: Qualitative, quantitative and mixed methods. Journal of Rural Studies78, pp.262-270.

Moisander, J., Närvänen, E. and Valtonen, A., 2020. Interpretive marketing research: using ethnography in strategic market development. In Marketing Management (pp. 237-253). Routledge.

Dolbec, P.Y., Fischer, E. and Canniford, R., 2021. Something old, something new: Enabled theory building in qualitative marketing research. Marketing Theory, p.14705931211032257.

Crick, J.M., 2021. Qualitative research in marketing: what can academics do better?. Journal of Strategic Marketing29(5), pp.390-429.

Farrukh, M., Raza, A., Meng, F., Wu, Y. and Gu, Z., 2021. Shaping social marketing research: a retrospective of the journal of social marketing. Journal of Social Marketing.

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