This version of the course guide is provisional until the period for editing the new course guides ends.

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Strategic Planning and the Planner

Code: 43401 ECTS Credits: 9
2024/2025
Degree Type Year
4314947 Strategic Planning in Advertising and Public Relations OB 0

Contact

Name:
Anna Fajula Payet
Email:
anna.fajula@uab.cat

Teachers

David Roca Correa
Alejandro Martínez Moreno
Jorge Menal Casas
Miquel Campmany Muñoz
Carolina Serra Folch
Ana Maria Enrique Jimenez
(External) Iolanda Casalà Surribas
(External) Samanta Júdez Fuentes

Teaching groups languages

You can view this information at the end of this document.


Prerequisites

There are no prerequisites.

Objectives and Contextualisation

The objectives of the module are:

- To know the figure of the planner: functions, capabilities and skills in the current communicative context.

- To acquire basic knowledge and skills in strategic planning.

- To value the importance of strategy as a previous step in any brand building and communication process.

- To allow students to broaden and deepen their knowledge in the field of strategy in order to face their professional activity with greater success.

- To design communication plans.

- Contextualize strategic planning within the current communication environment and within the framework of corporate communication.

 


Competences

  • Be able to evaluate inequalities for reasons of sex or gender to design solutions.
  • Display familiarity with the literature and adapt available results in order to address new or little-known problems, making innovative proposals.
  • Set communication objectives and design strategies that are suited to the dialogue between brands and consumers.
  • Situate the current problems in the field of communication in their historical context.
  • Solve problems in new or little-known situations within broader (or multidisciplinary) contexts related to the field of study.
  • Use acquired knowledge as a basis for originality in the application of ideas, often in a research context.
  • Work in a team, showing respect for the roles of its members (workload, responsibilities, merits, etc.) and its dependencies.

Learning Outcomes

  1. Analyse the advantages and problems of working in teams within the businesses and organisations being studied.
  2. Apply the different theoretical models of strategic planning to solve practical problems in real communication scenarios.
  3. Carry out the communication diagnosis, which will be the basis for the strategic communication plan.
  4. Decide on the most appropriate communication strategy to deliver advertising to the target audience.
  5. Identify and question the biases, stereotypes and gender roles in the discipline and in professional practice.
  6. Identify the historical origins of the figure of professional planner.
  7. Know and use the contributions of women and gender studies in the discipline.
  8. Know how to use inclusive and non-sexist language.
  9. Learn to make visible the contributions made by women in all areas of society and consider their experience as a documentary source of primary importance.
  10. Manage advertisers' brand strategies effectively and efficiently.
  11. Understand how the discipline of strategic communication has evolved in recent years.
  12. Understand the original approach of this master's degree and the function performed by planners in advertising and PR.

Content

  1. Corporate communication and intangible values.
    2. The current communication context: the planner's framework of action.
    3. The figure of the planner within a communication agency: the effective construction of the brand strategy.
    4. Brand strategy. Point of view and Purpose of the brand.
    5. Brand strategies and architectures. Premiumnization versus white label.
    6. Positioning.
    7. Communication target: segmentation and profile definition.
    8. Emotional motivations and insights. The key to communication effectiveness.
    9. The seed of a good strategy: from the opportunity faced by a brand to the communication objective.
    10. From the problem to the measurement of results: the phases of the communication process.
    11. From the communication concept to the big idea and execution.
    12. Evolution of strategic planning: identifying the essential contact points to successfully activate a creative big idea.
    13. The creative keys. Ingredients of a good idea or concept.
    14. How to evaluate a creative proposal, idea and execution.


Activities and Methodology

Title Hours ECTS Learning Outcomes
Type: Directed      
Case method 37 1.48 1, 2, 12, 11, 4, 3, 10, 6
Master classes 31 1.24 2, 12, 11, 4, 3, 10, 6, 8
Type: Supervised      
Follow-up tutorials for the final project 10 0.4 2, 12, 4, 3, 10, 8
Type: Autonomous      
Final module assignment 110 4.4 2, 12, 4, 3, 10, 8
preparation of cases, reading of articles 17 0.68 2, 4, 3

The approach to learning and teaching is interactive and will involve lectures, case analyses, a group project, and presentations, as well as preparation before class and reflection during and after class.

The major concepts discussed will be illustrated with real-world examples and/or cases with the objective to learn fundamental concepts related to the planner and the strategic planning. 

  

This module consists of two main areas of activity: (1) working on the keys to a good strategy and (2) working on the application of the strategy in the creation phase.

Lectures will be combined with sessions based on the case method where the preparation of a case linked to each topic will be carried out, its resolution and the related theoretical aspects will be addressed through an exposition of the teaching staff and the reading of articles.

The topics are organized sequentially from the more generic topics (which act as a context) to the more specific ones. However, this organization may be altered due to unforeseen events that may require a change in the schedule.

 

The best learning experiences occur when students participate actively. Students must be prepared to discuss all assigned readings and cases.

 

Note: The content of the course will be sensitive to aspects related to the gender perspective. 

Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.


Assessment

Continous Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Case studies 25 5 0.2 2
Final project 50 10 0.4 1, 2, 9, 12, 7, 11, 4, 3, 10, 6, 5, 8
Module participation and follow-up 10 2 0.08 2, 12, 4, 3, 10
Oral presentation 15 3 0.12 1, 2, 12, 4, 3, 10, 8

The evaluation of the module is carried out through the participation of the students in the following activities:

1- 50% a group project, in which a specific case will be developed from the knowledge and skills acquired throughout the sessions of the module.

2- 15% the oral presentation of the project.

3- 25% the practical cases that will be carried out in the sessions of professors Miquel Campmany and Anna Fajula.

4- 10% Participation and follow-up of the module: attendance and participation in the sessions.

 

The University is founded on honesty and integrity. So, any work submitted must be your own original work. Any use of generative artificial intelligence (AI),including ChatGPT, is prohibited and constitutes academic misconduct except the use as a tool in order to improve your project or presentation (e.g. image generation).

Any student suspected of submitting work that includes AI generated content may be asked for preliminary work or other materials to evidence the student’s original and unaided authorship. The student may also be asked to separately explain or support their work. AI identification methods may also be employed by the professors. After review, if it is determined by the instructor that submitted work likely contains AI generated content, the work may receive a zero and the student may be subject to further misconduct measures.

PLAGIARISM. VERY IMPORTANT:

The student performing any irregularity (copy, plagiarism, impersonation,...) will be graded with 0 for this assessment act. In the event of several or repeated irregularities, the final score of the subject will be 0


Bibliography

  • Alloza, A. y Fontán, C. (2018). El propósito corporativo como palanca para la transformación organizacional. Economía Aragonesa.
  • Batey, Mark (2015). Brand meaning (2nd edition). Routledge
  • Drue, Jean Marie (1996). Disruption. Eresma
  • Enrique, A.M. y Morales, F. (Coord.) (2015). Somos estrategas. Dirección de comunicación empresarial e institucional. Gedisa. 
  • Fortini-Campbell, Lisa (2001). Hitting the sweet spot. The Copy Workshop
  • Gladwell, Malcolm (2002). The tipping point. Back Bay Books
  • Lindstrom Martin (2005). Brand Sense. Free Press
  • Keller, Kevin L. (2019). Strategic Brand Management (5th edition). Prentice Hall.
  • Kwak, Jiwon y Roca, D. (2015). La figura del planner en el mundo de la publicidad. UAB.
  • Laermer, Richard (2009). Punk Marketing. HarperCollins
  • Levinson, Frishman & Lublin (2020). Guerrilla Publicity. Morgan James.
  • Marqués-Pascual, J. y Domínguez, M. (2021). repensando la ética empresarial. El propósito como eje central del management del futuro. En Tendencias y organización empresarial frente al nuevo entorno tecnológico. Una perspectiva multidisciplinar. Aranzadi thomson Reuters.
  • Maslow, AD (1943). A theory of human motivation. Start Publishing
  • Núñez Gómez, P.; García guardia, M.L y Llorente, C. (2011). Importancia de la figura del planner: sus competencias reales. Aportación y evolución como representante del consumidor en las empresas publicitarias. ADResearch ESIC International Journal of Communication Research, 3(3), 8-26.
  • Osterwalder, Alexander (2014). Value proposition design: How to create products and services customers want. John Wiley & Son
  • Pearson, Carol & Mark, Margaret (2001). The Hero & the Outlaw; McGraw-Hill
  • Reiss, Steven (2002). Who am I?. Berkley
  • Reynolds & Olson (2001). Understanting consumer decision making: the means-end approach. Laurence Earlbaum.
  • Sánchez Blanco, C. (2014). Relevancia del papel del planificador esratégico en la investigación publicitaria. revista Mediterránea de Comunicación 5(2), 131-146.
  • Sebastián, A.; Ayestarán, R.; Rangel, C. (2012). Planificación estratégica y gestión de la publicidad. ESIC.
  • Selva, D. (2019). El risk me sabe a poco: el planner o planificador estratégico. En Especies Publicitarias. UOC.
  • Sutherland & Sylvester (2008). Advertising and the mind of the consumer. Routledge
  • Schmitt, Bernd (2000). Experiential marketing. Free press
  • Villemus, Philippe (1997). Comment juger la création publicitaire. Editions d'Organization
  • Zaltman, Gerald (2003). How customers think. Harvard BS Press
  • Zaltman, Gerald (2008). Marketing Metaphoria. Harvard BS Review

Software

The subject does not require any specific software.


Language list

Name Group Language Semester Turn
(TEm) Theory (master) 30 Spanish first semester afternoon