Introductory description

The focus of this module is on creating engagement with service users (e.g. students) and other stakeholders so that they are aware of how and why to engage in career development learning activities delivered by a university careers service, placement unit, alumni services, volunteer centre or other department. The benefits of engagement with all of these can be better explained to service users and stakeholders through the application of effective marketing and communications concepts, theories and models

Module web page

Module aims

Outline syllabus

This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.

Marketing and communication of services.
Service user mapping and engagement.
The marketing mix.
Service marketing.
Technological advancements in tracking and creating engagement.
Ethical and professional considerations.
Strategy implementation.

Learning outcomes

By the end of the module, students should be able to:

• Demonstrate knowledge and understanding of theories of marketing, communication and engagement
• Create strategies for service user engagement with career development services through the application of marketing and communications theories, as well as career development theories from core modules.
• Critically analyse and evaluate existing engagement strategies and activities.
• Present material in clear written form by identifying, analysing and applying key texts and practices using appropriate and adequate structure, spelling, grammar, syntax, length and referencing.

Indicative reading list

• Brassington, F. and Pettitt, S. (2013) Essentials of Marketing (3rd edition), Pearson: Harlow
  Andreasen, A.R. and Kotler, P. (2015) Strategic marketing for Nonprofit Organisations (7th edition), London : Pearson Education
  Baron, P. and Corbin, L. (2012) Student Engagement: rhetoric and reality, Higher Education Research and Development, 31 (6) 759-772
  Brookes, M. (2006) Higher Education: Marketing in a quasi-commercial service industry, International Journal of Nonprofit and Voluntary Sector Marketing, 8 (2): 134- 142 Campus Media, (2018) The Popularity of Pop-Up Shops, Agency Website [online] Available at: http://www.campusmedia.co.uk/ (accessed 18 March 2019)
  Delauzun, A. (2015) Reaching the ritualists, Phoenix, 145: 3 7
  Kettunen, J., Vuorinen, R. and Sampson, J.P. (2013) Career practitioners' conceptions of social media in career services, British Journal of Guidance & Counselling, 41 (3): 302-317
  Kolb, B.M. (2013) Marketing cultural organisations (3rd edition), New York : Routledge
  Ng, I.C.L. and Forbes, J. (2009) Education as Service: The Understanding of University Experience Through the Service Logic, Journal of Marketing for Higher Education, 19 (1): 38-64
  Patino, A. Pitta, D. and Quinones, R. (2012) Social media's emerging importance in market research, Journal of Consumer Marketing, 29 (3) 233 237
  Pickle Jar Communications (2017) Consultancy website [online]Available at: http://www.picklejarcommunications.com/(accessed 18 March 2019)
  Silver, L. et al (2013) The Essentials of Marketing Research (3rd edition), New York : Routledge The Digital Marketing Institute (2019) Eight ways to create a digital strategy that attracts and engages students, Professional Body website [online] Available at: https://digitalmarketinginstitute.com/en-gb/institute (accessed 18 March 2019)
  Tomlinson, M. (2007) Graduate employability and student attitudes and orientations to the labour market, Journal of education and work, 20 (4): 285-304.
  Tymon, A. (2013) The student perspective on employability, Studies in Higher Education, 38 (6): 841-856

• new edition in e book format requested from the Warwick University Library

Subject specific skills

Subject specific skills:
By the end of the module, students should have developed professional skills in the design and delivery of marketing, communications and engagement.

Transferable skills

By the end of the module, students should be able to communicate verbally in the effective delivery of marketing, communications and engagement; and in clear written form by critiquing marketing, communications and engagement practice using the current course guides to presentation and referencing.