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Credit Value: 3.0
Credit Value Notes: N/A
Effective: Fall 2008
Prerequisites:
N/A
Corequisites:
N/A
Equivalents:
N/A
Pre/Co/Equiv Notes: N/A |
Course
Name (short): Vertical Advtg
School: Business
Program(s):
Advertising
Program Coordinator(s):
Peggy Barnwell
Course Leader or Contact: Ian Fisher
Originator: Julie Blair
Designate: Julie Blair
Version: 3.0
Status: Approved (APPR)
Calendar Description
This course explores the differing advertising messages and
strategies necessary for specialized sectors. These sectors may be
characterized by target industry, ad message or medium. Major areas
for review include trade-directed advertising, business-to-business,
political, pharmaceutical, recruitment and advocacy messages.
Typical Instructional Format
Lecture
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42.0 |
| Total hours: |
42.0 |
Courses may be offered in other formats.
Section I Notes:
N/A
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Detailed Description
This course explores the differing advertising messages and
strategies necessary for specialized sectors. These sectors may be
characterized by target industry, ad message or medium. Major areas
for review include trade-directed advertising, business-to-business,
political, pharmaceutical, recruitment and advocacy messages.
Program Context
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| Advertising |
Program Coordinator: Peggy Barnwell |
This course expands students'
exposure to important
specialized segments of the
advertising and promotional
industry. It explores areas
that may provide employment
opportunities for graduates
that perhaps may be
overlooked during cursory
career planning.
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Course Critical Performance and Learning Outcomes
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Critical Performance: Upon successful course completion students will
have demonstrated the ability to differentiate between advertising
messages appropriate to specialized advertising segments.
Learning Outcomes: To achieve the critical performance, students will
have demonstrated the ability to:
1. Contrast the advertising messages between consumer and
business-to-business advertising
2. Describe the nature of political advertising messages and how
they differ from traditional advertising
3. Differentiate between product advertising and recruitment
advertising
4. Distinguish pharmaceutical promotion from mainstream
consumer-directed messages, in terms of its trade and technical
language
5. Assess the impacts, both positive and negative of advocacy
advertising
6. Evaluate specialized advertising messages for various audiences
in terms of their appropriateness for that target group
7. Present message evaluations in a professional manner
8. Execute effective interpersonal and group leadership skills
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Evaluation Plan
Students demonstrate their learning in the following ways:
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Vertical advertising analysis (individual) 20%
Industry sector presentation (team) 30%
2 Tests 50%
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Provincial Context
The course meets the following Ministry of Training, Colleges and Universities requirements:
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Essential Employability
Skills
Essential Employability Skills emphasized in the course:
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Communication
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Critical Thinking & Problem Solving
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Interpersonal
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Numeracy |
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Information
Management |
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Personal
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Notes: N/A
Prior Learning Assessment and Recognition
PLAR Contact: Reg.Off. Share Space
Students may apply to receive credit by demonstrating achievement
of the course learning outcomes through previous life and work experiences.
This course is eligible for challenge through the following
method(s):
| Challenge Exam |
Portfolio |
Interview |
Other |
Not Eligible for PLAR |
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X |
X |
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Notes: N/A
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Some details of this outline may change as a result of circumstances such as weather cancellations, College and student activities, and class timetabling.
Effective term: Fall 2008
Professor: Ian Fisher
Textbook(s): Advertising and Promotion, Belch & Belch
Various Readings
Applicable student group(s): 3rd year Advertising students
Course Details:Week Topic
1 1. Advertising Expectations and Course Introduction
2. Review of Advertising Stratgegy, leading to the development
of a template to be used throughout the course as a
benchmark for all of the different areas to be assessed.
2 1. Comparison of two markets that have has much in common as
they do different; GREYING VS. CHILDREN as targets for
advisors.
2. Who are the advertisers speaking to? How are these markets
reached? What are the similarities and differences?
FOR NEXT WEEK: Greying vs Children Advertising comparison
3 1. Charity/Non-Profit Marketing - What makes it successful?
What are the needs of the organization as well as its
audience?
DUE: Greying vs. Children advertising comparison
14% of Final Mark
4 1. Advocacy
5 1. Pharma - Prescription drugs; regulations, changes
Pharmas Assignment given out: Comparison of Prescription
to non prescription ad.
6 1. Pharma - Cosmetics, Health Supplements, Homeopathic
remedies
7 1. Business-to-Business - a significant economic force
2. Trade advertising and promotion
DUE: Pharma Assignment 15% OF FINAL
8 1. Green Advertising - Food, Healthy lifestyles
9 1. Green Advertising - Environment
Assignment given - based upon guest speaker regarding
Green Advertising
10 1. Government - Agencies, Boards and Commissions: Federal,
Provincial, Regional, Municipal
DUE: Green Assignment 15% OF FINAL
11 1. Political
12 1. Point of Purchase
2. Yellow Pages, Classifieds, HR Appointments & Recruitment
DUE: Scrapbook of Ad Analysis compiled throughout the
term. 25% OF FINAL
13 PRESENTATIONS - 30% OF FINAL
14 PRESENTATIONS - 30% OF FINAL
Academic Honesty
The principle of academic honesty requires that all work submitted for evaluation and course credit be the original,
unassisted work of the student. Cheating or plagiarism including borrowing, copying, purchasing or collaborating on
work, except for group projects arranged and approved by the faculty member, or otherwise submitting work that is not
the student's own violates this principle and will not be tolerated. Instances of academic dishonesty, including
assisting another student to cheat, will be penalized as detailed in the Student Handbook.
Students who have any questions regarding whether or not specific circumstances involve a breach of academic
honesty are advised to discuss them with the faculty member prior to submitting the assignment in question.
Discrimination and Harassment
Sheridan is committed to provide a learning environment that respects the dignity, self esteem and fair treatment
of every person engaged in the learning process. Behaviour which is inconsistent with this principle will
not be tolerated. Details of Sheridan's policy on Harassment and Discrimination are available in the Student Handbook.
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