Study Guide

Objectives

The student is able to:
• analyse their own personal brand by choosing brands to collaborate with (using the mash-up canvas)
• create a brand mash-up framework based on branding literature
• evaluate the financial value of brands and crea te a plan for collaborating brands
• design new service or product brands with brand mash-up tools

Teaching methods

This study unit will be offered online starting on the 7th of September 2022 online in Canvas and with our first meeting online on the 7th of September at 2.30 p.m. (EET) in ZOOM: https://laurea.zoom.us/j/68240966539


Branding is important for any company or organisation or even for persons and phenomena. Brands can collaborate and create new offerings. During this study unit we concentrate on developing branding techniques innovatively by the use of the brand mash-up perspective. Branding will be taken to a new level.

The following themes will be presented in our online platform Canvas Branding in a nutshell, Brand heritage, Brand identity and brand image, Brand Values, Brand Financial Value, Mash-up types, Mash-up Interaction Wheel. The assignments will include quizzes, and a brand mash-up project (group assignment). The course will be finalized at the end of September.

We will meet synchronously according to the following time schedule

Introduction 7th of September at 2.30 p.m. to 4 p.m. (EET) https://laurea.zoom.us/j/68240966539
Group work check on the 21st of September 2.30 p.m. to 4.p.m. (EET) https://laurea.zoom.us/j/68240966539
Presentations on the 28th of September at 2.30 p.m. to 5.30 p.m. (EET) https://laurea.zoom.us/j/68240966539

MODULES:
Orientation and getting acquainted (mandatory)
Module 1 Taste of Brand Mash-Up 2 ECTS
Module 2 Financial Value of brands Group work 1 ECTS
Module 3 Brand Mash-Up Project 2 credits (ECTS) includes online presentations

Learning materials and recommended literature

Aaker, D. & Aaker, J. L. 2016. What are Your Signature Stories? California Management Review, 58(3), pp. 49-65. doi:10.1525/cmr.2016.58.3.49
Besharat, A. (2010), “How co-branding versus brand extensions drive consumers’ evaluations of new products: A brand equity approach”, Industrial Marketing Management, Vol. 39 No. 8, pp. 1240–1249.
Brodie, R. J., Glynn, M. S. & Little, V. 2006. The service brand and the service-dominant logic: Missing fundamental premise or the need for stronger theory? Marketing Theory, 6(3), pp. 363-379. doi:10.1177/1470593106066797
Calonius, H. (2006). Contemporary Research in Marketing: A Market Behaviour Framework. Marketing Theory, 6(4), 419–428. https://doi.org/10.1177/1470593106069936
Grönroos, C. (2017). On value and value creation in service: a management perspective. Journal of Creating Value, 3(2), 125-141.
Li, K., & Wang, X. (2019). HOW DOES CO-BRANDING INFLUENCE BRAND IMAGE: A qualitative research on Supreme’s brand image from consumers’ perspectives.
Liewendahl, H. E., & Heinonen, K. (2020). Frontline employees’ motivation to align with value propositions. Journal of Business & Industrial Marketing.
Roosens, B., Dens, N., & Lievens, A. (2019). Quid pro quo: The impact of explicit brand mentions and reciprocity in brand alliance communications. European journal of marketing.-London, 53(2), 320-344.
Sipilä, M. & Ekström,Maria, k. 2019. Brand mash-up: Collaborations, partnerships & branding re-invented. [Vantaa]: Laurea University of Applied Science (Found as a book or a Kindle-version through Amazon
Mrad, M., Farah, M. F., & Haddad, S. (2019). From Karl Lagerfeld to Erdem: a series of collaborations between designer luxury brands and fast-fashion brands. Journal of Brand Management, 26(5), 567-582.
Rindell, A. (2013). Time in corporate images: introducing image heritage and image?in?use. Qualitative Market Research: An International Journal.
Rindell, A., Santos, F. P., & de Lima, A. P. (2015). Two sides of a coin: Connecting corporate brand heritage to consumers’ corporate image heritage. Journal of Brand Management, 22(5), 467-484.
Urde, M. (2013). The corporate brand identity matrix. Journal of Brand Management, 20(9), 742-761.
Wason, H., & Charlton, N. (2015). How positioning strategies affect co-branding outcomes. Cogent Business & Management, 2(1), 1092192. https://www.cogentoa.com/article/10.1080/23311975.2015.1092192 (Links to an external site.) OPEN ACCESS

These articles are suggestions. More will be found in the CANVAS classroom

Alternative completion methods of implementation

According to degree regulations “All students are entitled to demonstrate their competence. The recognition and accreditation of prior competence is initiated by the students themselves. The competence is recognised and accredited by the teacher responsible for the module or study unit or another person designated by the director of the UAS unit. The assessment is carried out according to the same criteria and grading scale as that adopted for the corresponding study unit.” For further information visit the student intranet.

Co-operation with working life and/or RDI

Students are supposed to contact the organizations included in the brand mashups

Important dates

Please attend the first online session on the 7th of September (mandatory) in ZOOM: https://laurea.zoom.us/j/68240966539

Students workload

One credit equals approximately 26.7 hours of work performed by the student. The different assignments are divided in the following manner:

MODULES:
Orientation and getting acquainted (mandatory) 7th of September in ZOOM
Module 1: Get in the mood for branding 1 ECTS
Module 2: Branding in a nutshell 1 ECTS
Module 3: Defining Mash-Ups and the sustainability challenge 1 ECTS
Module 4: Brand Mash-Up Project Group work 2 ECTS

Content and scheduling

Brand strategy, brand development, branding for growth

Further information for students

The study unit corresponds to the requirements of Master's level education.

Grading scale

H-5

Evaluation methods and criteria

“The evaluation of competence is based on the descriptions of objectives in the curricula and the evaluation criteria provided in the study unit’s implementation plan” (Laurea degree regulations).


To achieve grade 5 (excellent) the student must be able to:

- create a consistent framework/knowledge base making use of both national and international scientific sources in a critical analytic fashion. (Knowledge base)
- solve demanding problems in research, development and/or innovation activities where new knowledge and competence is created as well as to apply and combine information from different fields. (Problem solving)
- develop the activities of the competence area in a target-oriented and communal fashion. (Development)
- communicate convincingly both orally and in writing to audiences within and exterior to the field. (Communication)

To achieve grade 3 (good) the student must be able to:

- gather, process, produce and evaluate information critically and widely making use of both national and international scientific sources. (Knowledge base)
- use concepts of the area of expertise fairly. (Knowledge base)
- solve problems in research, development and/or innovation activities by applying and combining information from different fields. (Problem solving)
- create target-oriented, justified development plans considering the community. (Development)
- communicate in a competent, clear and consistent manner both orally and in writing. (Communication)

To achieve grade 1 (satisfactory) the student must be able to:
- gather, process, produce and evaluate information widely. (Knowledge base)
- use concepts of the area of expertise systematically. (Knowledge base)
- solve problems in research, development and/or innovation activities. (Problem solving)
- recognise and analyse focuses of development making use of the knowledge base. (Development)
- communicate clearly both orally and in writing. (Communication)



All staff and students of Laurea are expected to adhere to good scientific practices, which includes appropriate referencing. Familiarise yourself with the practices and, if needed, ask for more information. All study assignments are to be done as individual work unless otherwise instructed. [If Urkund is used when assignments are checked, the lecturer will inform the students of this.]