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MKX3002 Enhanced research skills - Semester 2, 2013

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The purpose of this unit is to offer a broad appreciation of academic marketing research and to provide an understanding of the Honours year. The unit offers the opportunity to read widely in marketing theory with the intention of identifying a potential research project. The unit is taught through the seminar method and students will read from leading marketing journals and the business press. Seminars will be offered by staff members or visiting academics. The unit will introduce students to critical analysis of marketing theory with a view to assessing research topics and encourage/facilitate the development of independent research.

Mode of Delivery

  • Caulfield (Day)
  • Clayton (Day)

Workload requirements

6 points, SCA Band 3, 0.125 EFTSL

Unit Relationships


Students of honours standard will be invited to enrol in this unit.

Chief Examiner(s)

Dr Mauricio Palmeira

Campus Lecturer(s)


Dr Mauricio Palmeira
Campus: Caulfield
Phone: +61 3 990 31592
Contact hours: Contact by email for appointments

Academic Overview

Learning Outcomes

The learning goals associated with this unit are to:
  1. develop and enhance appropriate research reading and analytical skills in marketing theory
  2. develop critical reading skills
  3. develop an understanding of the Honours year
  4. provide opportunity for highly able students to spend time with research active staff.

Unit Schedule

Week Activities Assessment
0   No formal assessment or activities are undertaken in week 0
2 Introduction to the unit and academic research  
3   submit critical analysis 1
4 Readings (cause-related marketing) and introduction to experimental design submit critical analysis 1 (revised)
5   submit critical analysis 2
6 Readings (choice and satisfaction) and overview of academic research submit critical analysis 2 (revised)
7   submit critical analysis 3
8 Readings (uninteded behaviour) and literature review submit critical analysis 3 (revised)
9   submit critical analysis 4
10 Readings (food decisions) and the publication process submit critical analysis 4 (revised)
12 Students presentations submit literature review
  SWOT VAC No formal assessment is undertaken SWOT VAC
  Examination period LINK to Assessment Policy:

Assessment Summary

Second marking

Where an assessment task is given a fail grade by an examiner, that piece of work will be marked again by a second examiner who will independently evaluate the work, and consult with the first marker. No student will be awarded a fail grade for an assessment task or unit without a second examiner confirming the result.

Note: Exceptions to this are individual pieces of assessment contributing 10% or less of the final mark, unless the total of such pieces exceeds 30% of the final mark.

Return of final marks

Faculty policy states that 'the final mark that a student receives for a unit will be determined by the Board of Examiners on the recommendation of the Chief Examiner taking into account all aspects of assessment'.

The final mark for this unit will be released by the Board of Examiners on the date nominated in the Faculty Calendar. Student results will be accessible through the portal.

Assessment criteria

Assessment Criteria Grading Descriptors available at:

Assessment Task Value Due Date
Literature Review 60% 21st of October
Critical analysis 40% throughout the semester

Teaching Approach

This teaching and learning approach provides facilitated learning, practical exploration and peer learning.

Assessment Requirements

Assessment Tasks

  • Assessment task 1

    Literature Review
    Due date:
    21st of October
    Details of task:
    For this assignment students are asked to prepare a literature review on a particular topic. A list of suggested topics will be provided, but students are welcome to suggest their own.

    An Assignment Agreement Form is to be submitted before the third class identifying an agreed topic including 3 potential journal references from which to start the research process. The form will be available on moodle.

    Through presentation of their Research Topic Critical Review assignment in week 12 students will have the opportunity to get feedback from the class. Students will present an overview comprising the key points of their assignment and how these points are linked to each other. A presentation will be up to 8 slides, or about 10 minutes.
    Word limit:
    2,000 words
    Estimated return date:
    Learning objectives assessed:
    All unit objectives assessed
    Submission details:
    Submission of a hard copy of the assignment to the presenter at the final class.

    Students will bring a summary or copies of the slides as a handout for each member of the class.

    An electronic copy of both the presentation and the written assignment is to be sent to the unit presenter on the day of submission.

    Students: You must keep a copy of your assignment in electronic format. We suggest you keep a print out also.
    Assessment coversheet:
    Assignments are to be submitted with an assignment coversheet. The coversheet is accessible via the Faculty specific forms page at:
  • Assessment task 2

    Critical analysis
    Due date:
    throughout the semester
    Details of task:
    Students are required to read the assigned readings and critically think about them before coming to class. For classes 2, 3, 4 and 5, students will prepare a one-page critical analysis of a selected paper. This analysis may consider points like the following: What is the key idea of the paper? How does it relate to previous research? How interesting is it? Why should it be published? What did they do in their studies? What else could they have done? What you liked about it and what you did not like about it? Can you relate to the situation investigated in the paper? This is just a suggested list of issues, but students may discuss others or focus on a narrow point. More information on how to provide a critical review will be provided in class 1. Students should then exchange reviews with an assigned partner, who will provide feedback. More details on this procedure will be provided in class 1. Finally, students should bring their revised critical analysis and hand-in to the presented in classes 2, 3, 4 and 5. Class contributions are part of the critical analysis assessment.
    Word limit:
    Estimated return date:
    There won't be individual marking per assignment. Students will receive a final marking for this task on week 12.
    Submission details:
    Students should submit their criticial analysis by Friday of weeks 2, 4, 6 and 8 through Moodle.

    Their revised assignment should be handed in to the unit presenter in class for weeks 4, 6, 8 and 10.

Learning resources

Monash Library Unit Reading List

Feedback to you

Types of feedback you can expect to receive in this unit are:
  • Other: Informal feedback through class discussion and self review

Assignment submission

Online submission

If Electronic Submission has been approved for your unit, please submit your work via the VLE site for this unit, which you can access via links in the portal.

Prescribed text(s) and readings

All readings are available for download from Moodle.

Class 1 – August 5th (1 page)

Rauscher, F.H., Shaw, G.S, & Ky, K.N. (1993). Music and Spatial Task Performance, Nature, 365, 611.

The Mozart Effect How Music Makes You Smarter. Downloaded from

Gender imbalance – where does it STEM from? Monash University News, 5 June 2013.

Class 2 – August 19th

d’Astous, A. & Mathieu, S. (2008). Inciting Consumers to Buy Fairly-Traded Products: A Field Experiment. Journal of Consumer Marketing, 25, 3, 149-157.

Barone, M. J., Norman, A. T., & Miyazaki, A. D. (2007). Consumer Response to Retailer Use of Cause-Related Marketing: Is More Fit Better? Journal of Retailing, 83 (4), 437-445.

Class 3 – September 2nd

Thompson, D. V., Hamilton, R. W., & Rust, R. T. (2005). Feature Fatigue: When Product Capabilities Become Too Much of a Good Thing, Journal of Marketing Research, 42 (November), 431-442.

Ariely, D., & Levav, J. (2000), “Sequential Choice in Group Settings: Taking the Road Less Traveled and Less Enjoyed”, Journal of Consumer Research, 27 (3), 279-290.

Class 4 – September 16th

Shiv, B., Carmon, Z., & Ariely, D. (2005). Placebo Effects of Marketing Actions: Consumers May Get What They Pay For, Journal of Marketing Research, 42 (November), 383-393.

Morales, A. C. (2005). Giving Firms an “E” for Effort: Consumer Responses to HighâEffort Firms, Journal of Consumer Research, 31 (4), 806-812.

Mazar, N., & Zhong. (2010). Do Green Products Make Us Better People? Psychological Science, 21 (4), 494-498.

Class 5 – October 7th

Wansink, B., & Chandon, P. (2006). Can “Low-Fat” Nutrition Labels Lead to Obesity? Journal of Marketing Research, 43 (4), 605-617.

Tomiyama, A. J, Moskovich, A., Haltom, K. B., Ju, T., & Mann, T. (2009). Consumption After a Diet Violation Disinhibition or Compensation? Psychological Science, 20 (10), 1275-1281.

Recommended text(s) and readings

These readings are optional.

Trim, M. (2006) Practicing Peer Review, Pearson Longman. Also available at 808.042071T831W

Wilkie, W. L. & Moore, E. S. (2003) Scholarly Research in Marketing: Exploring the “4 Eras” of Thought Development, Journal of Public Policy & Marketing, 22 (2), 116-146.

Palmeira, Mauricio M. (2011), “The Zero-Comparison Effect,” Journal of Consumer Research, 38 (June), 16-26.

Other Information


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Key educational policies include:

  • Plagiarism;
  • Assessment in Coursework Programs;
  • Special Consideration;
  • Grading Scale;
  • Discipline: Student Policy;
  • Academic Calendar and Semesters;
  • Orientation and Transition; and
  • Academic and Administrative Complaints and Grievances Policy.

Graduate Attributes Policy

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Moodle 2

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