Marketing Concepts

Topics: Book design, Citation, Reference Pages: 18 (4930 words) Published: September 19, 2009
STYLE GUIDELINES FOR LILYDALE MARKETING UNITS
(including PRESENTATION REQUIREMENTS AND HINTS)

All marketing units taught at Swinburne’s Lilydale campus place great emphasis on the development of written and oral communications skills. These communications and presentation skills are regarded as essential by prospective employers. Besides, marketing is basically all about communication - if you cannot communicate effectively, you cannot market successfully!).

This section sets out style guidelines for

1) Written assignments
2) Harvard referencing, and
3) Oral presentations,

to assist you not only in this unit but for other studies and general business/personal use. Please do not regard these pages as the only source of information in these areas - continually use other references and ongoing experience to further develop your research and presentation techniques. These guidelines and requirements are fairly generic in nature. Additional ones may be issued to students enrolled in later marketing units.

(See also the valuable and compact booklet “A Presentation Style Guide for Business Students” compiled by Mark Tucker and Trevor Tonkin, and available online.)

1 WRITTEN ASSIGNMENTS

1.1 Some Hints on Getting Started

All assignments in MAR110 - Marketing Concepts are designed to illustrate not only your ability to understand the theoretical frameworks but also the practical application of such theory to marketing practice. For any assignment, students should

ocarefully read the assignment requirements,
othoroughly read the appropriate chapter(s) in their text and course materials, oplan your response, and
osearch out (and then show evidence of using) further references on the topic (e.g., in a variety of texts, the general and industry press, and in academic or industry journals).

Once a topic has been chosen, it is best to make a rough plan of the major facets of the topic that the paper will address. In practice, however, this is frequently not possible, and the first step is to build up a set of topic references using the library catalogue, unit or subject indexes and abstracts. The bibliographies in the text books are also useful.

The sources on the reference list should be collected and quickly examined to see how useful they will be. This is done by looking at the Contents pages, Indexes, Introductions and Chapter Summaries (where provided). Try to select two or three that seem to give a good general cover of the selected topic. Skim through these books, or the relevant sections of them, making a note of what appear to be the most important aspects of the question or topic being considered. Judicious use of the Contents and Index pages can considerably lessen the amount you need to read. From this overview reading, draw up a rough plan of the major facets of the topic that you believe should be covered in your response to the requirements. Double-check the assignment requirements at this early stage to ensure that you have not only included all facets but have not included irrelevant (but usually very interesting! ) areas. KEEP TO THE POINT!

When taking notes, use a separate sheet of paper for each section. (Some people prefer to use 5 x 3 cards for this purpose.)

In selecting texts and source material to read first, preference should be given to the most recently published works and to books which give a good general cover of the unit. Frequently, several books will have the same piece of information. In such cases, cite the source which is most recent or which appears to be most authoritative. For example, a recent article in a professional journal by an expert in the particular field is preferable to a small section in a book intended for the general public that was published some years ago.

When studying a particular text, put the full details on a “References” sheet and use an abbreviated version on the section sheets. Leave a fairly wide...

References: The name and year may be placed in brackets at the end of the relevant clause or sentence:
e.g. This phenomenon came to notice more than a decade ago (Barr 1977).
More than one work may be cited in a single reference:
(Simons 1985; Paysaye & Chignell 1988) or
Simons (1985) and Parsaye and Chignell (1988) describe how...
(Barr 1977, 1985)
(Robertson 1988a, 1988b)
Robertson (1984, 1988b) showed that ...
Barr (1985, p.29) described...
e.g., ...in seventeenth century England (On Travelling to London 1683) (Age 11 Oct. 1989, p.10)
3. ORAL PRESENTATIONS
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