Applying the Consumer-Based Social Marketing Framework to Encourage Students to Adopt a New…

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Applying the Consumer-Based Social Marketing Framework to Encourage Students to Adopt aNewSustainable Behaviour on Campus

When purchasing goods or services, or just doing things in our life, we have the opportunity to do so in a way that is sustainable, or not so sustainable. Sustainability issues are pervasive in business and our world. Social marketing provides a framework to bring about necessary changes in behaviour for societal and environmental wellbeing. The study of consumer behaviour provides a solid foundation for the application of social marketing efforts. The Community-Based Social Marketing (CBSM) approach provides a toolbox for marketers to use to bring about improved environmental outcomes with individuals, by influencing their behaviours that support more sustainable outcomes.

Your task

Draw upon your knowledge of CBSM, together with the CB principles you learned regarding themotivations,values,personality,perceptionsandself-conceptthat drive consumers to behave in certain ways, to:

· Design a program to changeyour behaviour, andstudents like you, towards an improved sustainable behaviour on Swinburne’s Hawthorn campus

You will need to use the CBSM framework (first 3 steps) and the tools for influencing behaviour change to complete this task. Be sure to first think about ‘what’ you want ‘students like you’ to do!

1. Decide on the behaviour you want to target (5%)

2. Identify any barriers and benefits to this behaviour if it were adopted (10%)

3. Using the toolbox, design a program that would help overcome these barriers and thus motivate you, and students like you, to adopt the new behaviour (55%)

4. Draw upon your knowledge of other aspects of the course (weeks 3-5) to supplement your points above. For example, does your understanding of ‘perception’ influence how you might design strategies to reach ‘you’? (30%)

Write this as though you are doing this work for a client – so imagine that Swinburne’s Executive Committee has commissioned you to do this work. Be sure to provide them with clear recommendations on what should be involved in your CBSM program.

You need to produce a well-articulated, succinct no more than10-page business-style reportcontaining:

· Cover Page (Title and name, student ID, date, etc)

· Executive Summary (no more than 1 page – not included in the word count)

· Table of Contents (no more than 1 page – not included in the word count)

· Introduction, sustainability issues on campus, CBSM framework, target market (students like you) (no more than 1.5 pages)

· Identify the behaviour you want to change and why (justify using the benefits) – and discuss what barriers students currently experience which explains why they are not readily (or easily) taking up this new behaviour. Draw upon your knowledge of other aspects in the unit (maximum two theoretical areas) to explain these barriers (no more than 2 pages)

· Using the toolbox, providethree sound CBSM recommendationsfor your client to consider and implement that you feel will best bring about the change in students’ behaviour. You may also wish to draw upon other aspects in the unit (maximum two theoretical areas) to justify your recommendations (no more than 2 pages)

· A brief conclusion (1 paragraph – 0.5 pages)

· Full reference list (no more than 1 page of well-selected references – not included in the word count)

· Appendices if required (note: these should be supplementary reading only and not form a substantive part of your report)

Be sure to review the assessment rubric to optimise the best way to approach these sections.

More information onTurnitin.

Upon submitting your report, we assume that you have read and adhered to the following:

Declaration and Statement of Authorship

All students must agree to the following declaration when submitting assessment items

1. I/we have not impersonated, or allowed myself/ourselves to be impersonated by any person for the purposes of this assessment.

2. This assessment is my/our original work and no part of it has been copied from any other source except where due acknowledgement is made.

3. No part of this assessment has been written for me/us by any other person except where such collaboration has been authorised by the lecturer/teacher concerned.

4. I/we have not previously submitted this work for a previous attempt of the unit, another unit or other studies at another institution.

5. I/we give permission for my/our assessment response to be reproduced, communicated, compared and archived for plagiarism detection, benchmarking or educational purposes.

I/we understand that:

· Plagiarism is the presentation of the work, idea or creation of another person as though it is your own. It is a form of cheating and is a very serious academic offence that may lead to exclusion from the University.

· Plagiarised material may be drawn from published and unpublished written documents, interpretations, computer software, designs, music, sounds, images, photographs, and ideas or ideological frameworks gained through working with another person or in a group.

· Plagiarised material can be drawn from, and presented in, written, graphic and visual form, including electronic data and oral presentations. Plagiarism occurs when the origin of the material used is not appropriately cited.

I/we agree and acknowledge that:

1. I/we have read and understood the Declaration and Statement of Authorship above.

2. I/we accept that use of my Swinburne account to electronically submit this assessment constitutes my agreement to the Declaration and Statement of Authorship.

3. If I/we do not agree to the Declaration and Statement of Authorship in this context, the assessment outcome may not be valid for assessment purposes and may not be included in my/our aggregate score for this unit.

Penalties for plagiarism (Links to an external site.)range from a formal caution to expulsion from the university, and are detailed in the Student Academic Misconduct Regulations 2012. (Links to an external site.)

Rubric

MKT20025_A1_2020 (1)

MKT20025_A1_2020 (1)

Criteria

Ratings

Pts

This criterion is linked to a learning outcomeIntroduction and justification for the report, and concise conclusion

10.0to >7.9Pts

High Distinction

The introduction uses sophisticated logic and evidence to justify the purpose of the report and the client. Provide relevant sustainability statistics to support the arguments. The conclusion is well-articulated and captures the meaning of the report ‘s findings.

7.9to >6.9Pts

Distinction

The introduction uses a well-justified argument and evidence supporting the purpose of the report and the client. Provide relevant sustainability statistics. The conclusion captures the main findings of the report.

6.9to >5.9Pts

Credit

The introduction provides a sound, thorough justification for the report and the client. Provide sufficient evidence of sustainability issues. The conclusion is clear and provides some interpretation of the findings.

5.9to >4.9Pts

Pass

The introduction is basic and provides adequate justification for the report and the client. Provide some understanding of sustainability issues. The conclusion is a repeat of earlier parts of the report.

4.9to >0Pts

Not pass

The introduction is poorly articulated, and the purpose of the report not clear. Contain little understanding of the current sustainability issues or the purpose of the client in ‘commissioning’ this work. The conclusion is vague or repetitive.

10.0pts

This criterion is linked to a learning outcomeQuality of analysis of the target consumers (students)

25.0to >19.9Pts

High Distinction

Comprehensive and critical analysis of consumer behaviour (motivations, values, personality, perceptions and self-concept) that drive them to behave in certain ways, including their responses to social marketing and CBSM. Sophisticated insights into and high standard of analysis of the behaviours of the target market.

19.9to >17.4Pts

Distinction

Thoroughly analyses consumer behaviour (motivations, values, personality, perceptions and self-concept) that drive them to behave in certain ways, including their responses to social marketing and CBSM. Effective insights into and analysis of the behaviours of the target market.

17.4to >14.9Pts

Credit

Development of ideas reflects a good understanding of consumer behaviour (motivations, values, personality, perceptions and self-concept) that drive them to behave in certain ways, including their responses to social marketing and CBSM. Good insights into and analysis of the behaviours of the target market.

14.9to >12.4Pts

Pass

Demonstrate some levels of analysis of consumer behaviour (motivations, values, personality, perceptions and self-concept). But the analysis partially addresses the behaviours listed above. Some insights are revealed into the behaviours of the target market, but mostly descriptive.

12.4to >0Pts

Not pass

Unsatisfactory analysis of consumer behaviour (motivations, values, personality, perceptions and self-concept) with poor analysis of consumer behaviours. A lack of insights are revealed into the behaviours of the target market, and descriptions are poorly explained with insufficient evidence and logic.

25.0pts

This criterion is linked to a learning outcomeApplication of the CBSM process and tools

25.0to >19.9Pts

High Distinction

Apply CBSM extremely well into the described situation (e.g., select a clearly articulated behaviour to change). Show extensive knowledge of relevant theories which are well-articulated and applied. Excellent use of examples – demonstrates a deep understanding of complex consumer behaviours.

19.9to >17.4Pts

Distinction

Apply CBSM very well into the described situation (e.g., selects a defined behaviour to change). Excellent coverage of relevant theories which are well selected and applied to support a good argument with logic. Good use of examples to demonstrate a good understanding of theories.

17.4to >14.9Pts

Credit

Apply CBSM well into the described situation (e.g., identifies a behaviour to change). Cover relevant theories in good depth and accuracy with clear applications of selected theories to support independent thought. Good use of examples.

14.9to >12.4Pts

Pass

Apply CBSM sufficiently into the described situation (e.g., identifies a behaviour to change), but it is ‘reducible’. Key theories and concepts are covered with reasonable understanding. Contain sufficient examples and application of key theories.

12.4to >0Pts

Not pass

Apply CBSM poorly into the described situation (e.g., unable to clearly identify behaviour to change and unable to provide suitable or sufficient evidence and logic). Irrelevant concepts applied without logic. Weak arguments that lack robust theoretical evidence and poor selection of theories. Examples were descriptive in nature.

25.0pts

This criterion is linked to a learning outcomeClear and actionable recommendations

20.0to >15.9Pts

High Distinction

Comprehensive, creative, realistic and effective recommendations with clear and logical links to preceding analysis and insights. Contain meaningful and relevant details for implementation.

15.9to >13.9Pts

Distinction

Realistic, novel and effective recommendations with links to preceding analysis and insights. Contain relevant details for implementation.

13.9to >11.9Pts

Credit

Credible recommendations, displaying cognisance of the preceding analysis and insights. Contain details for implementation.

11.9to >9.9Pts

Pass

Basic recommendations have been provided. Few links to previous analysis are made. Provide basic details for implementation.

9.9to >0Pts

Not pass

No effective recommendations provided – too general to be of use. No links to previous analysis. Lack of focus and detail for implementation.

20.0pts

This criterion is linked to a learning outcomeUse of evidence from credible sources

10.0to >7.9Pts

High Distinction

Demonstrate skilful use of high-quality and credible sources and relevant academic journal articles (more than 8 articles) to support and develop appropriate ideas. Correct use of the Harvard style of referencing.

7.9to >6.9Pts

Distinction

Demonstrate skilful use of high-quality and credible sources and relevant academic journal articles (around 8 articles) to support appropriate ideas. Correct use of the Harvard style of referencing.

6.9to >5.9Pts

Credit

Demonstrate consistent use of high-quality and credible sources and relevant academic journal articles (6 to 7 articles) to support appropriate ideas. Correct use of the Harvard style of referencing.

5.9to >4.9Pts

Pass

Demonstrate the use of credible sources and relevant academic journal articles (minimum of 5 articles) to support ideas. The Harvard style of referencing is employed, but with inconsistency.

4.9to >0Pts

Not pass

Demonstrate limited use of credible sources and relevant academic journal (less than 5 articles). There are missing references and the report did not correctly use the Harvard style of referencing.

10.0pts

This criterion is linked to a learning outcomeStructure, presentation and quality of communication

10.0to >7.9Pts

High Distinction

Demonstrate detailed attention to and successful execution of the assigned task, including formatting, and stylistic choices. The report is logically and purposefully structured with a professionally written executive summary. Use sophisticated, expressive and appropriate business language with no grammar or spelling errors.

7.9to >6.9Pts

Distinction

Demonstrate consistent use of important conventions particular to the assigned task, including organisation, presentation, and stylistic choices. The report is well structured with a well-written executive summary. Use expressive and appropriate business language without grammar and spelling errors.

6.9to >5.9Pts

Credit

Meet expectations appropriate to the assigned task as such as organisation, and presentation. The report has a clear structure with adequate details in an executive summary. Use language that generally conveys meaning to readers with clarity and without grammar and spelling errors.

5.9to >4.9Pts

Pass

Attempt to use a consistent system for basic organisation and presentation. The report has an implicit structure and needs editing. Poorly written executive summary. Use straightforward language that generally conveys meaning to readers. The language is readable but contains grammatical and spelling errors.

4.9to >0Pts

Not pass

Minimal, inappropriate or no attempt to use a consistent system to organise and present assignment. The report has an illogical or no structure and/or is difficult to understand. No executive summary. Use language that sometimes impedes meaning because of errors in usage. Contain many grammar and spelling errors.
 
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