1. Essence of marketing

2. Concepts of market management

3. Marketing frameworks

4. Firm’s identification and market potential

5. Identification of market boundaries and key features

6. Market key characteristics and firm’s market position

7. Methods of competitors identification and analysis

8. Market segmentation

9. Product positioning

10. Marketing macro-economic factors

11. Marketing socio-demographic factors

12. Marketing goals and strategies planning

13. Marketing strategies models

14. Market research processes

15. Marketing characteristics measurement

16. Primary methods of information collection

17. Secondary methods of information collection

18. Information collection Сбор информации на предприятии

19. Методы обработки within company

20. Product structure

21. Methods of product analysis

22. Process of marketing innovation

23. Methods of getting and sources of new ideas

24. Product range and line formation

25. Cost-based pricing, its advantages and disadvantages

26. Market-based pricing

27. Competition-based pricing

28. Process of pricing

29. Terms and conditions of delivery and payment

30. Main elements of distribution system

31. Formation of distribution channels

32. Main kind of product and firm advertising

33. Advertising planning

34. Advertising media main characteristics and choice of media

35. Sales promotion

36. Direct marketing

37. Public relations (PR) and publicity

Recommendations for the course faculty

These recommendations are about managing academic processes to make sure the students deliver outputs that meet the Department of Economics requirements.

Listed below are the main generic skills which need to be applied in managing academic processes.

Communicating Information management Analysing Assessing

Presenting information Influencing Persuading Negotiating

Problem solving Prioritising Thinking systematically Thinking creatively Reviewing

Outcomes of effective management of academic processes

Faculty must be able to do the following:

1. Design academic processes that deliver outcomes based on academic objectives.

2. Identify and provide the resources needed for the course.

3. Take account of influences that may affect and shape how academic processes work.

4. Link academic processes so that they interact across the University to form a complete system.

5. Provide information and support for students and other staff involved.

6. Define academic process responsibilities.

7. Develop academic process measures that are affordable and provide enough information for people to decide how to manage the academic process.

8. Establish and use effective methods to review and improve the academic process.

Behaviours which underpin effective faculty performance

1. Keep students, other faculty and staff informed of plans and developments.

2. Clearly agree what is expected of others and hold them to account.

3. Take repeated or different actions to overcome obstacles and respond positively and creatively to setbacks.

4. Comply with, and ensure others comply with, legal requirements, regulations, organisational policies and professional codes.

5. Monitor the quality of work and progress against plans and take appropriate corrective action, where necessary.

6. Focus personal attention on specific details that are critical to achieving successful results.

7. Identify systemic issues and trends and recognise their impact upon current and future work.

8. Take opportunities when they arise to achieve longer-term aims.

Faculty general knowledge and understanding

Faculty need to know and understand the following:

1. Principles and models of effective academic process management.

2. How to define academic processes.

3. Types of academic process measures and how to assess their suitability.

4. The difference between process outputs and outcomes.

5. How to carry out cost and benefit analysis.

6. Types of analytical and problem-solving tools that can be used when developing academic processes.

7. How to measure the effect of changes in the academic process.

This course specific knowledge and understanding

1. Conditions in which the course is delivered.

Department specific knowledge and understanding

1. Course objectives.

2. Department’s structure, values and culture.

3. The needs of the students and other key faculty and staff.

4. Department’s services and processes and the interdependencies between them.

5. Measures of academic process performance that are relevant to the course.

Recommendations for the course students

These recommendations are mainly about making sure the students have the personal resources (particularly knowledge, understanding, skills and time) to undertake their academic role and reviewing their performance against set objectives. They also cover identifying and undertaking activities to develop their knowledge, understanding and skills where gaps have been identified.

Skills

Listed below are the main generic skills which need to be applied in managing students’ own resources. These skills are explicit/implicit in the detailed content of the course and are listed here as additional information.

• Setting objectives

• Communicating

• Planning

• Time management

• Evaluating

• Reviewing

• Learning

• Obtaining feedback

• Self-assessment

Outcomes of students’ effective academic performance

Students must be able to do the following:

1. Identify and agree the requirements of their academic work with those they report to (the lecturer and instructor).

2. Discuss and agree personal study objectives with those they report to and how they will measure progress.

3. Identify any gaps between the requirements of their academic work and their current knowledge, understanding and skills.

4. Discuss and agree, with those they report to, a development plan to address any identified gaps in their current knowledge, understanding and skills.

5. Undertake the activities identified in their development plan and discuss, with those they report to, how they have contributed to their performance.

6. Get regular and useful feedback on their performance from those who are in a good position to judge it and provide them with objective and valid feedback.

7. Discuss and agree, with those they report to, any changes to their personal study objectives and development plan in the light of performance, feedback received, any development activities undertaken and any wider changes.

8. Check, on a regular basis, how they are using their time in academic work and identify possible improvements.

9. Ensure that their performance consistently meets or goes beyond agreed requirements.

Behaviours which underpin effective academic performance

1. Students recognise changes in circumstances promptly and adjust plans and activities accordingly.

2. Students prioritise objectives and plan academic activities to make best use of time and resources.

3. Students take personal responsibility for making things happen.

4. Students take pride in delivering high quality performance.

5. Students agree achievable objectives for themselves and give a consistent and reliable performance.

6. Students find practical ways to overcome barriers.

7. Students make best use of available resources and proactively seek new sources of support when necessary.

General knowledge and understanding

Students need to know and understand the following:

1. Why managing their resources (particularly knowledge, understanding, skills and time) is important.

2. How to identify the requirements for their academic work.

3. How to set academic objectives which are SMART (Specific, Measurable, Achievable, Realistic and Time-bound).

4. How to measure progress against academic objectives.

5. How to identify development needs to address any identified gaps between the requirements in their academic work and their current knowledge, understanding and skills.

6. What an effective development plan should contain.

7. The type of development activities which can be undertaken to address identified gaps in knowledge, understanding and skills.

8. How to identify whether/how development activities have contributed to their performance.

9. How to get and make effective use of feedback on their performance.

10. How to update academic objectives and development plans in the light of performance, feedback received, any development activities undertaken and any wider changes.

11. How to record the use of their time and identify possible improvements.

Course specific knowledge and understanding

1. “World economy” speciality requirements for the development or maintenance of marketing knowledge, understanding and skills.

Department specific knowledge and understanding

1. The agreed requirements for students’ academic work including the limits of their responsibilities.

2. Students’ agreed personal academic objectives.

3. The reporting lines in the University.

4. Students’ current knowledge, understanding and skills.

5. Identified gaps in students’ current knowledge, understanding and skills.

6. Students’ personal development plan.

7. The University policy and procedures in terms of personal development.

8. Available development opportunities and resources in the University.

9. Possible sources of feedback in the University.