S P JAIN

MGB Jan 18 BATCH DUBAI,

Sydney SINGAPORE &
SYDNEY
Strategic Brand Management

Credit 1.0 Faculty Prof Rutu Mody Sessions 9

SECTION 1 – GENERAL INFORMATION

1.1 Administrative details

Associated higher Duration Level Subject
education awards (for example, one (for example, introductory, Coordinator
(for example, Bachelor, semester, full intermediate, advanced level,
Diploma) year) 1st year, 2nd year, 3rd year)
Master of Global Prof Rutu
16 months Term 2
Business Mody

1.2 Core or elective subject

Indicate if the subject is a
core subject
elective subject
other (please specify below):

1.3 Subject weighting

Using the table below, indicate the credit point weighting of this subject and the
credit point total for the course of study (for example, 10 credit points for the
subject and 320 credit points for the course of study).
Subject credit points Total course credit points
Example: 10 credit points Example: 320 credit points
1 credit points 41 credit points

1.4 Student workload

Using the table below, indicate the expected student workload per week for this
subject.
No. timetabled hours No. personal study Total workload hours per week***
per week* hours per week**
9 9 18
* Total time spent per week at lectures, tutorials, clinical and other placements etc.
** Total time students are expected to spend per week in studying, completing
assignments, etc.
*** That is, * + ** = workload hours.
 For those students requiring additional English language support, how many
additional hours per week is it expected that they will undertake?
Additional English language support: _____ hours per week

1.5 Delivery mode

Tick all applicable delivery modes for the subject:
Face to face on site
E-learning (online)
Intensive (provide details)

This subject will be taught over 2 weeks with 18 hours of classroom contact.

Block release (provide details)

Work-integrated learning activity

Mixed/blended
Distance/independent learning (untimetabled)
Full-time
Part-time
External
Fast track (provide details)

Other (please specify)

1.6 Pre-requisites and co-requisites

Are students required have undertaken a prerequisite or co-requisite subject for this
subject?
Yes No
If YES, provide details of the prerequisite or co-requisite requirements below.

Marketing in Management 2
 1.7 Other resource requirements
Do students require access to specialist facilities and/or equipment for this subject
(for example, special computer access, physical education equipment)?
Yes No
If YES, provide details of specialist facilities and/or equipment below.

SECTION 2 – ACADEMIC DETAILS

2.1a AQF Mapped Course Learning

Course Master of Global Business

name:
AQF Level 9 Requirement Learning outcomes
specificatio
n
Knowledge Graduates of a Master’s Degree Graduates of MGB will have:
(Coursework) will have :
 mastery of the latest core concepts,
 a body of knowledge that includes frameworks in business
the understanding of recent management
developments in a discipline
 knowledge of the principles,
and/or area of professional practice
methods and ethics of research
 knowledge of research principles and applicable to the business
methods applicable to a field of management discipline
work and/or learning
Skills Graduates of a Master’s Degree Graduates of MGB will :
(Coursework) will have:  Global Intelligence: understand and
 C evaluate local and global business
ognitive skills to demonstrate perspectives and their significance
mastery of theoretical knowledge and role in business management
and to reflect critically on theory  Creativity,
and professional practice or Innovation: understand and pursue
scholarship practical approaches and insights
 cognitive, technical and creative used in creative and innovative
skills to investigate, analyse, and problem solving
synthesize complex information  Decision Making: think critically and
 problems, concepts, and theories reason analytically to acquire skills
and to apply established theories to make reasoned and sound
 to different bodies of knowledge business decisions
or practice  Effective Communication: attain
 cognitive, technical, and creative essential professional written and
skills to generate and evaluate verbal communication skills for
complex ideas and concepts at an business and practice
abstract level  Teamwork and Leadership: acquire
 communication and technical skills to work independently and in
research skills to justify and teams with an appreciation of
interpret theoretical propositions, various cultural, economic, political
methodologies, conclusions and and technological aspects in the
professional decisions to specialist business and work environment
and non-specialist audiences
 technical and communication skills
to design, evaluate, implement,
analyse and theorise about
developments that contribute to
professional practice or
scholarship.
Application Graduates of a Master’s Degree Graduates will demonstrate the
of
(Coursework) will demonstrate the application of knowledge and skills
knowledge
application of knowledge & skills: when they :
and skills
 with creativity and initiative to new  contribute to make sound business
situations in professional practice decisions independently with the
and/or for further learning use of tools and models
 with high level personal autonomy  apply creative and innovative
and accountability techniques to generate new
ideas for problem solving
 to plan and execute a substantial
and business situations
research-based project, capstone
 plan and execute research based
experience and/or piece of
project/s within their respective areas
scholarship
of expertise and specialisation with a
high level of personal autonomy and
accountability
2.1.b MGB Mapping of course learning Outcomes and Graduate Attributes
MGB Course Learning Goals and Outcomes AQF Level 9
Learning Outcome 1: Knowledge of business and management

Students should have mastery of the latest core concepts, and frameworks in business
management
Learning Outcome 2: Knowledge of research methods and principles
Students should have knowledge of the principles and methods of research for the purpose
of responsible investigation from an applied perspective in the field of global business
Learning Outcome 3: Global intelligence
Students should comprehend and evaluate local and global business perspectives and their
significance and role in business management
Learning Outcome 4: Creativity and Innovation
Students should understand and pursue practical approaches and insights used in creative
and innovative problem solving in different business situations
Learning Outcome 5: Decision making
Students should think critically and reason analytically to acquire skills and tools to
make reasoned and sound business decisions
Learning Outcome 6: Effective communication
Students should attain essential professional written and verbal communication skills for
business and its practices
Learning Outcome 7: Teamwork and Leadership
Students should acquire skills to work independently and in teams with an appreciation of
various cultural, economic, political and technological aspects in the business and work
environment
Learning Outcome Goal 8: Research Competence
Students should plan and execute research based project/s within their respective areas of
expertise and specialisation with a high level of personal autonomy and accountability

2.1.c Mapping of Course Learning Outcomes, Graduate Attributes, Subject Learning

outcomes and Assessments
Course Learning Goals & Subject Learning Outcomes (SLO) Assessment Item
Outcomes and Graduate On successful completion of this
Attributes subject, the students will be able to:
1 Knowledge of business A Explain brand management  Class Participation
 and management concepts and theories  Quizzes
 Final Examination
2 Knowledge of research Not addressed Not addressed
methods and principles
3 Global intelligence B Recognize differences in
managing brands across
 SBR/Group
different cultures, global
Assessment
locations and heterogeneous
market segments  Final Examination

4 Creativity and C Develop brand strategies for  SBR/Group

innovation new and existing products Assessment
 Final Examination
5 Decision making D Evaluate luxury brand  SBR/Group
information to make brand Assessment
extension decisions.
 Quizzes
 Final Examination
6 Effective E Not addressed  Not addressed
communication
7 Teamwork and Not Addressed Not Addressed
leadership
8 Research - Not addressed Not addressed
competence.

2.1.d Assessment tasks

Subject Learning Assessment tasks
Outcomes (SLO)
Type * When assessed Weighting
On successful
(see examples noted below – year, session (% of total marks
completion of this
this table) and week for subject)
subject, the students will
(for example,
be able to:
year 1, semester
1, week 1)
SLO A,B,C,D Class Participation 10%
Student Board Room 2,5,7 10%
SLO A,B,C,D,E Group Work 20%
Subject Learning Assessment tasks
Outcomes (SLO)
Type * When assessed Weighting
On successful
(see examples noted below – year, session (% of total marks
completion of this
this table) and week for subject)
subject, the students will
(for example,
be able to:
year 1, semester
1, week 1)
SLO A Individual Assignment 10%
SLO A,B,C,D Final Examination Exam week 50%
TOTAL 100%

2.1.e. Session wise details

Sessi on Theme Readings/ Articles/ Cases Pedagogy
1 Class will be divided in groups- each
Introduction to Brand group will be given one corporate brand
Management to study. Major deliverables include: Presentation + Class
• Branding, Integrated o Understanding the Discussion
Branding corporate brand image
• Brands- Definition, through vision, mission,
Importance of Brands values and culture
• Overview of Process of o Understanding the core
Managing Brands competency, product lines,
• Corporate Brand Analysis opportunities

Reading Material:

What is a Brand- A Chapter from the

Economist Book-Brands and Branding by
Interbrand

HR Review, Activating Brand Culture-

Rethinking the Internal Communications
HBR, The Customer Centered Innovation
Map

Case:
o Virgin Atlantic: Still pioneering
after all these years by Marketing
Excellence (In Class
o Video Case Study: The birth of
Google: History Channel
o Documentary (In Class)
2 Customer Based Brand SBR 1: Groups will be required to Presentation + Class
Equity measure and map out the brand equity Discussion
 Concept of Brand Equity of their assigned corporate brands
 Four Components of Brand based on Kevin Lane Keller’s brand
Equity- through which equity model
brands are built
 Creating Customer Value Reading Material:
and Customer Equity o Customer Centered Innovation
Map, Harvard
Business Review, May 2008
3 Brand Ideation through Presentation + Class
Insights Reading Material: Discussion
o Customer Centered Innovation
Map, Harvard Business Review, May
 What is an Insight and 2008
unravelling Insights
 Consumer Understanding
and Deep Dive Research
 Competitor Understanding
and Identifying a Gap
 Brand Semiotics
 Insight Assimilation for
4 Brand Idea Presentation:
Ideation Student
and Innovation Student
Presentations and Jury Groups Presentations +
will present their new brand Evaluations
ideas along with the logic and
rationale of choosing the new
brand idea using the research and
analysis tools discussed in the
previous sessions

5 Building Brand Strategy: SBR 2: Presentation +

Brand Positioning Groups will be required to create the Group Work
 Segmentation, Targeting brand positioning maps through
and Profiling Consumers worksheets provided in class
 Identifying gaps and Reading Material:
opportunities o Kellogg on Branding, Chapter 1:
 Brand Positioning Brand Positioning by Alice M.Tybout and
 Managing positions over Brian Sternthal
time Case Study:
o Song Airlines: Video Case Study (in
class)
o Nike vs Adidas (in class)
o Dove: Real Beauty Campaign
6 Building Brand Strategy: Reading Material:
Brand Identity + Brand  Kellogg on Branding, Chapter 3:
Values Brand Meaning by John F.Sherry Jr
 BrandIdentity, Associations,
Benefits, Tone, Personality
using David Aaker, Jean
Noel Kapferrer and Brand
Key Frameworks
7 Articulating Brand Strategy: SBR 3: Student
Brand Elements, Design : Groups will be required to physically Presentations +
Marketing Programs to Build create their brand ideas through Evaluations
Brand Equity packaging design, logos, experience
design and digital design

 Brand Exploratory and Reading Material:

Mood Board Techniques
• Future Sense: Defining Brands
 Communication Design, through Scent, Insight
Digital Design and • Voices Carry: Brand Voice Basics,
Experience Design Interbrand
 Brand Elements: Brand
Names, Logos, Slogans and Case Study:
Taglines, Jingles, Packaging • Vueling Airlines (in class)
 Integrated Marketing and • Island of the Bahamas (in class)
Branding Communications • Share a Coke Campaign- Video
and Activities- Product, Case
Pricing, Promotion and • McDonald’s Make your own
Distribution Burger- Video Case
8 Brand Architecture, Extensions Reading Material: Presentation
and Hierarchy  Aaker & Joachimsthaler,
Brand Relationship Structure,
• New Products and Brand California Management Review
Extensions Case Study:
• Brand Architecture-  Taj Hotels Branding (in class)
Breadth and Depth  Rustomjee Group Brand
• Brand Hierarchy Architecture (in class)
9 Managing Brands over Time and Reading Material Presentation
Geographic Boundaries o Brand & Deliver,
 Reinforcing and Emerging Asia’s New
Revitalizing Brands Imperatives, Economist, 2010
 Global Marketing and
Branding
2.1 Prescribed and recommended readings
Provide below, in formal reference format, a list of the prescribed and recommended
readings for the subject.
Case:
• Virgin Atlantic: Still pioneering after all these years by Marketing Excellence (In
Class)
• Video Case Study: The birth of Google: History Channel
Documentary (In Class)

Case Study:

o Song Airlines: Video Case Study (in class)

o Nike vs Adidas (in class)

o Dove: Real Beauty Campaign

Case Study:
o Vueling Airlines (in class)
o Island of the Bahamas (in class)

o Share a Coke Campaign- Video Case

o McDonald’s Make your own Burger- Video Case

Case Study:

o Taj Hotels Branding (in class)

o Rustomjee Group Brand Architecture (in class)

Recommended Book :
Strategic Brand Management, 4th Edition: Kevin Lane Keller, Tuck School of Business,
Dartmouth College
Course OVERVIEW

Many management leaders mistakenly believe that branding is essentially a marketing

problem, reserved primarily for companies that have big budgets to advertise and
reach out to mass audiences. This perspective of branding is one sided, with focus
being merely on the end user or consumer of the product or service. However, brands are
the sum total of associations and promises offered to every stakeholder of the
organization, whether he is the customer, employee, shareholder or channel partner.
This integrated approach puts the subject of branding at the very heart of business
strategy, where every decision of the organisation is steered and geared by the
brand’s principles, promises and values.

The subject of branding has been elevated to the level of corporate strategy today.
Along with building the vision, mission, values and culture of the organization, it is
essential to build the organization’s brand which essentially drives and synergises the
company’s actions at the front and back end. Major concentration of the seminar is in
learning to ‘build an integrated brand’, with a macro look at the process of branding,
within and outside the organization. The course uses live case studies and gives
students hands on experience in building a brand.

OBJECTIVES

1 To equip students to take a contemporary view of branding, demonstrating to

them the power of branding as a company-wide action strategy
2 To equip students to plan, strategize and implement integrated branding
programs by means of live case studies
GROUP WORK

The class will be divided into 4-5 groups (depending on size of class). Each
group will be assigned an existing Indian ‘corporate brand’ to work on.

Task: To study the corporate brand, identify a new brand extension that can be
launched from the stable of the corporate brand. The group work will consist of
ideating a new product, doing consumer and competitor research, developing
brand strategy, developing communications, product prototyping and launching of
the new brand.

• Brand DNA Analysis

• Company Appraisal: Analysing the Company’s Vision, Value, Mission, Goals,
Culture

• Existing Brand Equity Appraisal: Analysing the current brand equity

of the company
• Brand Extension Analysis and Product Idea Generation

• Brand Research
• Market, Competitors, Consumer appraisal for new brand t to be launched
• Identifying strengths, competencies, gaps and opportunities for
company to enter with new product

• Brand Strategy
• Segmenting, Targeting and Positioning Strategy for the new Brand
• Building Brand Identity- Brand Associations, Brand Personality,
Brand Customer Relationships and Benefits of the Brand using
Frameworks
c.

• Brand Communication
• Brand Articulation through Design and Experience- Visual and
Verbal Language
• Integrated Brand Communications- Developing a Brand Plan for Launch
INDIVIDUAL ASSIGNMENT

Identify a company/brand in Asia that is having significant difficulties in establishing

and maintaining its brand. You will need to create a detailed assessment of the brand
and its equity and create a strategic branding initiative for the company to undertake.

Your role is to revitalize and re-energize the brand. The following will need to be done for
the assignment:

1. Brand history/company analysis/brand inventory: origins of the brand, the

company, product line analysis, key stages of growth, brand elements
currently in use

2. Brand equity analysis: identify the current status of the brand and the sources
of consumer based brand equity. Conduct a qualitative survey with the target
audience and identify the areas where the brand is facing a problem.
a. Awareness for the brand
b. Performance
c. Imagery
d. Judgments
e. Feelings
f. Relationship

3. Recommend a strategy for the revitalization of the brand. Should the brand
enter a new market, a new category or improve its performance in the existing
market and category?

4. Reposition the brand in the market that you have chosen. Identify consumer

segments, competitors and key points of parity and difference for the brand

5. Create the brand identity strategy using the brand identity frameworks

6. Create a long-term strategy to maintain brand equity- through brand portfolio

planning- brand extension strategies that can
3. Other Matters

3.a Engaged Learning

Engaged Learning is defined as interactive, high impact, application-based problem

solving in which students directly participate in their learning, facilitated by faculty. It
includes any/all of the following (this list is not exhaustive):
 Case discussions
 Exercises
 Simulations
 Role plays
 Live, in-class projects
 Field work

3.b Student Board Room (SBR)

The SBRs are required part of each session of each course. These help reinforce
teamwork, preparation, leadership and in-class contribution.

SBRs are designed to be evaluated as another type of contribution/participation.

1 The SBRs will elect a team leader for the duration of that sequence of courses (i.e. after
each Immersion course, and after each set of two 2-week courses, the teams will
change).
2 The SBRs will meet twice each day: the night before their morning session, and in the
morning before their afternoon session.
a SBRs will be used for students to discuss assignments for the next class (not to
review previous classes). The assignments (readings/articles/cases/videos…) are
given by faculty as part of the required preparation. The purpose is for students to
work in their SBR team to get prepared for the next class.
b SBR team leaders are required to write meeting minutes that summarize the
discussion and assess each team member’s contribution.
i These minutes will be submitted to faculty before the start of class each day.
ii Faculty will use the meeting minutes to call on teams and gauge their actual
preparation, as compared to the team’s meeting minutes. This will be one of
several inputs to student participation and contribution in class.

3.c Assessment of Class Participation

Subject: Rubric for assessing Class Participation / Contribution applicable to all courses at S P
Jain. This rubric is a scoring tool that clearly characterizes the performance of class participation
/ contribution of a student and to provide formative feedback, to support and guide.

Points (<4/10 points) (4 to < 6 /10 points) (6 to < 8 /10 (8 to 10 /10 points)
points)
Measurement Fail/Low Pass Satisfactory Good Excellent

Prepared for Student does not Student Student comes to Student comes to
Learning (40 to come to class with an demonstrates a class with an class with an
45%) attitude to learn and surface attitude to learn attitude to learn,
does not understanding of and familiar with well versed on the
demonstrate any the assigned assigned readings assigned readings
familiarity with readings and is able
and is able to ask and is able to ask
assigned readings to ask and answer and answer and answer
questions questions questions
Student is not able to Student can only Student does not Student actively
Level of answer questions. respond if questions
volunteer but able contributes to class
engagement (40 Appears to be are repeated or to answer all discussion
to 45%) unengaged with the when clarifications
questions without
class provided any assistance
Class decorum Student makes Students Student listens to Student never
and behaviour inappropriate or occasionally makesothers without makes disruptive or
(10 to 20%) disruptive comments inappropriate or interrupting and inappropriate
disruptive comments
rarely make comments
inappropriate or
disruptive
comments
Note: Rubric prepared after referring to several Australian and American University teaching
excellence and resource centres

Process to administer this tool:

I. Course Coordinator (PC) is expected to share this rubric with the concerned instructor
and students before start of a particular subject.
II. PC expected to add this note with student pictures (see Annexure 1) as well detailed
picture profile of the class in the welcome kit and hand it over to instructor at the
beginning of a particular subject.
III. Instructor is expected hand over these sheets with marks after completing the last
session to PC.
IV. PC is expected to share marks on to grade book and provide students two days’ time to
get back to instructor for any clarifications, conclude the process within 5 days of
completion of the subject.

3.d. Assessment of Group Work/Assignment/Presentation

This rubric describes a set of components for assessing written group work / assignment as well
group presentation (to be filled by the instructor). Marks will vary among group members while
assessing group presentation.

Group No:

Name of the Subject:

Date:

Measurement Score ( 1- 10) where 1 Comments if any

is poor and 10 is
excellent
Use of a relevant framework
Analysis of data / information
Understanding of key issues
Quality of content (extent of
research and relevance)
Quality of recommendation
(feasibility and impact)
Quality of Presentation

Visual – Group effort

Oral Presentation & defence –

Individual effort
Student 1:_________________

Student 2:_________________

Student 3:_________________

Student 4:_________________

Total / Average score

Student 1:
Student 2:
Student 3:
Student 4:
Note: Rubric adopted from SBR document

Process to administer this tool:

V. Course Coordinator (PC) is expected to share this rubric with the concerned instructor
and students before start of a particular subject.
VI. Instructor is expected hand over these sheets with marks after completing assessment to
PC.
VII. PC is expected to share marks on to grade book and provide students two days’ time to
get back to instructor for any clarifications, conclude the process within 5 days of
completion of the assessment.

3.e Assessment of Final Examination

The subject concludes with the individual final examination comprising main questions with
several sub-sections by comprehensive coverage of the syllabus (including coverage of portions
under other assessment types). The format and content of questions will closely resemble with
the exercises, cases, and write-ups etc., distributed in the class. The rationale of the final
examination is to assess the student understanding of the knowledge, skills and their application
imparted in the subject in relation to achievement of the learning outcome and goals of the
course and the learning outcome described in this subject outline. Marking criteria and
assessment rubrics will be made available to students in class.

3.f Quality Assurance by demonstrating the achievement of course learning outcome and
goals and learning outcome of the individual subject.
S P Jain monitors the quality of student learning and student experience for its entire course. For
this purpose, both internal audit by designated academic staff and external audit by external
examiners of good standing from reputed universities are conducted periodically. These audits
are conducted to determine the extent to which both course and subject learning goals and
outcomes are achieved. For this purpose, test check of answer scripts and other assignments are
also undertaken periodically. The reports arising as a result of these audits will be used to
implement changes aimed at improving the quality of S P Jain courses.