PhD Program - usn.no · PhD in Marketing Management 1 PhD Program 2014–2018 ... There will be a project plan, including description of the research proposal, prepared in collaboration

School of Business and Social Sciences

Study period 2014 – 2018

PhD in Marketing Management

1

PhD Program

2014–2018


April 20 2013

School of Business and Social Sciences Buskerud University College

Revised November 2013




2

Contents

Introduction ............................................................................................................................... 3

Qualifications ............................................................................................................................ 4

Learning Outcomes ................................................................................................................... 4

Internationalization ................................................................................................................... 5

Teaching and Learning Strategies ............................................................................................ 5

Organization .............................................................................................................................. 6

Course Contents ........................................................................................................................ 6

Marketing Strategy and Management ...................................................................................... 8

Interorganizational Networks and Relationships .................................................................. 15

Advanced Survey Data Collection and Second-Generation Multivariate Statistics ............. 20

Consumer Behavior ................................................................................................................. 24

Theory Construction ................................................................................................................ 32

Qualitative Research ............................................................................................................... 37

Marketing Finance .................................................................................................................. 43

Dissertation .............................................................................................................................. 46




3

Introduction Marketing is a well-defined academic field within the social sciences that has membership

organizations including academics and practitioners, dedicated scientific journals, and academic

programs offered at all levels (bachelor, master, and doctoral). Marketing is a core academic field

within any business school and an important element in all study programs. Marketing is also a core

competency in any organization that must compete for customer preferences and for which fulfilling

customers’ needs is necessary for long-term profitability and sustainability. Marketing competence is

applicable not only to profit-driven companies, but also to nonprofit and public organizations that

must fulfill the needs and goals of their target audiences.

The American Marketing Association defines marketing as:

Marketing is the activity, set of institutions, and processes for creating, communicating,

delivering, and exchanging offerings that have value for customers, clients, partners, and

society at large.1

The term Marketing Management is used to emphasize that the focus of the program is marketing in a

management perspective. This perspective is a natural one, given that the program is offered at a

business school and related to other fields of management research such as organizational theory,

finance, law, economics, IT, and accounting. Also, by including management in the name, the

program is more holistic in terms of research topics, theory, and research methodology.

In the coming years, business schools in Norway will need to substantially increase the number of

faculty members with doctoral degrees because business degrees at all levels are important in a

modern society, and study programs of high international standards require an active, highly

competent, and research-oriented faculty. Also, the business community is increasingly hiring people

with research qualifications. As competition becomes more global and complex, companies and

organizations are in constant need of more scientific and research-based competence to master ever-

changing challenges in demand, more international organizations, more demanding financial markets,

and the need to innovate as new technologies provide opportunities and threats.

The PhD program in Marketing Management at Buskerud University College (BUC), School of

Business and Social Sciences (SoB) is designed to develop academic skills that will meet the

requirements of scientific rigor and be relevant for business and the society. The program will cover

the major fields within marketing management both in terms of theory as well as methodology. The

program is deeply integrated with the research faculty, and PhD students are strategically important for

developing the school’s overall academic quality.

Duration The program’s duration is three full-time years, or four years with 75 percent consisting of the PhD

candidate’s research project and 25 percent work at SoB. The work duty is linked to research

assistance and teaching.

Target group

The target group for the program includes candidates with a Master of Science degree in marketing,

business, management, or equivalent, who are deeply interested in academic subjects related to

marketing management and who command quantitative methodology (statistics and mathematics).

Highly qualified candidates with other master’s degrees may be assessed. The program is targeted for

candidates with international ambitions either in academia or in business.

1American Marketing Association, 2007. http://www.marketingpower.com/AboutAMA/Pages/DefinitionofMarketing.aspx

http://www.marketingpower.com/AboutAMA/Pages/DefinitionofMarketing.aspx




4

Entry requirements To be accepted into the PhD program, the applicant must have a five-year master’s degree or

equivalent qualification that is approved by BUC for entry.

The entry requirements are in accordance with the Regulations for Philosophiae Doctor (PhD) at BUC,

Section 2. BUC processes applications and determines admission based on a comprehensive

assessment of the following factors:

The candidate’s academic course of study at the bachelor’s and master’s levels;

The candidate’s grades, preferably “B” or better;

An academically acceptable description of the project;

A plan for undertaking the PhD program.

The application for admission will contain:

Description of the research project;

Time line for completion of the project;

Budget;

Statement of supervision needs and identification of potential supervisors;

Plan for periods at other research institutions or organizations, including those overseas;

Plan for dissemination of the research;

Documentation of education undertaken that is the basis for the application; and

Details of any intellectual property restrictions in order to protect the rights of others.

There will be a project plan, including description of the research proposal, prepared in collaboration

with the primary supervisor. The plan must specify the topic, research questions, proposed theoretical

perspective and methods, and suggested publication form (articles or monograph). The applicant may

submit a preliminary proposal, but a complete project description must be prepared within 12 months

of admission.

Qualifications Successful completion of the PhD program leads to the award of Philosophiae Doctor (PhD) in

Marketing Management.

Learning outcomes The aim of the PhD program is to produce candidates of the highest international standards who can

carry out high-level research suitable for publication in leading academic journals and other outlets

and who are capable of addressing research issues important to academia and business practice.

The National Qualification Framework for Higher Education (2009) adapted the overarching European

qualification framework for higher education, which was mapped out in the Bologna Process and the

European Qualification Framework for Lifelong Learning (EQF). The prescribed categories contained

in the qualifications framework are knowledge, skills, and general competence. The learning outcome

descriptors for the PhD in Marketing Management have been developed in accordance with these

categories.

After completing the program, the candidate will have the following competences:

Knowledge:

1. Knowledge in the forefront of theories, methods, and specific issues pertaining to marketing

management

2. Knowledge at high international standards of on-going research in the forefront of theory

development in marketing management




5

3. Knowledge at high international standards of philosophy of science and relevant ethical issues

relating to specific issues in marketing management research

Skills:

1. Ability to contribute to the development of new scientific knowledge, theories, and methods

within the field of marketing management, to challenge the existing interpretations, and to use

new forms of documentation to disseminate new knowledge within marketing management

2. Ability to formulate research problems and design relevant to marketing management and to

carry out research at a high international academic level

3. Ability to evaluate the applicability of various research designs, methods, and data analyses

specific to the field of marketing management

4. Ability to relate theories in marketing management to real-world marketing management

issues and to apply research-based knowledge to challenge established practice in relevant

organizations or businesses

5. Ability to evaluate the quality of others’ research in the field of marketing management

General competence:

1. Ability to participate in academic discussions and communicate research work through

recognized national and international academic channels in marketing management

2. Ability to contribute to innovation through dissemination and application of theories in

marketing management to a broader audience outside academia, thereby enhancing knowledge

and improving practice in marketing management

3. Ability to identify relevant ethical issues in marketing management and to work with the

necessary professional integrity both in and outside the academic field of marketing

management

4. Development of transferable skills to manage complex projects fitted for assignments both in

research and the practice field of marketing management

Internationalization PhD candidates are strongly encouraged to study abroad as a part of their educational plan.

Undertaking research abroad will contribute to establishing and advancing international research

collaborations and also will provide further impetus for work on the dissertation. Therefore, it is

important that the candidate visits the selected institution and chooses the actual research environment

are carefully in consultation with the supervisor. To increase the likelihood that the period abroad will

be professionally relevant and worthwhile, an institution where the student, supervisor, and BUC

researchers already have established collaborative contacts is preferred.

Teaching and learning strategies Student-centered education is foundational to the teaching and learning strategies. The teaching and

learning aspects of students’ formal courses take place through BUC’s learning platform.

For the most part, the PhD program consists of active research, including completion of an

independent research project in active collaboration with supervisors, peers, business partners, and

other researchers. Therefore, participation in active research settings – nationally and internationally –

as well as professional dissemination of the candidate’s continuing research is central to the learning

environment. Participation in seminars and use of peer feedback provide the foundation for

establishing a good learning environment among candidates. Course content is provided through, but

not limited to, lectures, group works, plenary sessions, supervision, and presentation of the student’s

own work.

Candidates participate in a series of special seminars to gain skills in developing and writing high-

level academic papers. In these seminars, PhD candidates participate together with research faculty

members.




6

The candidates also undertake a training program in project management of research projects in

collaboration with research centers at the school.

In preparation for a professional career in teaching, students participate in lecturing seminars,

undertake various teaching assignments, and receive professional feedback from lecturing specialists

at BUC.

Organization The PhD in Marketing Management consists of a formal course load of 60 ECTS and the dissertation.

The formal study component contains the following mandatory and elective courses:

The implementation of the various courses and the dissertation are organized as follows in a four-year

duration. For a three- year duration, it will be a different organization:

1.year 2.year 3.year 4.year

1.sem 2.sem 3.sem 4.sem 5.sem 6.sem 7.sem 8.sem

Course 1

Course 2

Course 3

Course 4

Course 5

Course 6

Course 7 Course 8

Dissertation Dissertation Dissertation Dissertation Dissertation Dissertation

22.5 22.5 22.5 22.5 22.5 22.5 22.5 22.5

Course Contents The PhD program consists of two parts: 1) course work and 2) dissertation.

The course work component consists of 60 ECTS. The compulsory coursework comprises 45 credits

and consists of a theoretical component that leads to general competence in theory construction and

the philosophy of science, research ethics, and methods (22.5 ECTS), which is combined with an

introduction to the central concepts of the PhD program (subjects 1, 2, and 3; 22.5 ECTS). The course

work must be completed and passed before the dissertation can be submitted.

Course code Name Credits Mandatory/

Elective MASM500 Marketing strategy and

management

7.5 Mandatory

INTN500 Interorganizational

networks and

relationships

7.5 Mandatory

ASDC500 Advanced survey data

collection and

multivariate statistics

7.5 Mandatory

COBE500 Consumer behavior 7.5 Mandatory

ADEX500 Advanced

experimental data

collection and analysis

7.5 Mandatory

TECON500 Theory construction 7.5 Mandatory

QUAL500 Qualitative research 7.5 Mandatory

MARKFI500 Marketing finance 7.5 Elective

DISS500 Dissertation 120.0 Mandatory




7

Candidates may select two elective courses through which they may delve into topics relevant to their

research projects and dissertations. Candidates also may take courses from other institutions, both

national and international, based on discussions between the candidate and supervisors in the first

program year and included in the individual’s contract for the PhD program.

The assessment described in the individual education plan may include the candidate’s conference

participation and presentations and any study period abroad.

The dissertation is thoroughly described at the end of the curriculum.




8

MASM500

Mandatory

Marketing Strategy and Management

7.5 Credits

Course leader: Professor Fred Selnes

English PhD program in Marketing Management Autumn

This course is designed to provide an overview of the forefront of knowledge in the area of marketing

strategy and management. As such, it identifies, reviews, evaluates, and critiques a variety of topics in

marketing strategy and management. The major objectives are to help participants (1) understand the

main theoretical rationales within the field, (2) understand the methods employed in empirical research

within the area, and (3) identify areas for future research.

The course is related to the overall goals of the PhD program in the following way: First, by exposing

students to state-of-the-art articles in marketing management and strategy, this course contributes to

the students’ in-depth knowledge and a command of theories, issues, and research methods in

marketing management, as well as knowledge of on-going research in the forefront of theory

development in marketing management. Second, the course enables students to contribute to the

development of new scientific knowledge, new theories, methods, interpretations, and documentations

within marketing management. Accordingly, students learn how different research methods can be

applied to theory testing within marketing management and strategy. Finally, the learning strategies

(seminars and workshops) and course content help students to apply theories to marketing

management practice, manage complex theoretical assignments and projects, complete research plans,

participate in academic discussions, and communicate research work through recognized national and

international academic channels, identify relevant ethical issues in marketing management, and carry

out their work with professional integrity.

1. LEARNING OUTCOMES

At the completion of this course, the candidate will have gained:

Knowledge:

Knowledge in the forefront of theories in strategy, innovation, product development, brand

strategy, customer strategy, and organization of marketing

A theoretical foundation for identifying critical strategic and managerial issues related to

marketing management

A theoretical foundation for evaluating the applicability of various methods and process in

research with firms as the unit of analysis

Skills:

Ability to critically evaluate research in marketing strategy and management

Ability to identify, summarize, and communicate issues for marketing practice

Ability to identify and rigorously formulate unresolved and relevant research topics within

marketing strategy and management

Ability to develop an appropriate design for research within marketing strategy and

management

General competence:

Appreciation for the complexity and importance of marketing strategy and management from

both a theoretical and a practical perspective




9

2. CONTENT

Marketing strategy and management is the study of organizational factors in marketing and their

impact on a variety of performances within a firm, including financial, innovation, speed, and

customer attitudes, such as satisfaction and loyalty. The unit of analysis in the marketing strategy and

management area is the firm.

The course starts with a review and discussion of the concepts of strategy and marketing strategy.

Strategy in the field of management theory originates and has developed in several disciplines, with

two the most distinct: the theories of organizations and the theories of industries and economic

environments in which the firm operates. The major purpose of strategy is to organize a firm to exploit

opportunities, avoid threats in the environment (markets), and achieve superior return on invested

resources over a longer period of time. Marketing strategy is closely connected to overall strategy, but

has a unique contribution, first and foremost through the concepts of segmentation (market

heterogeneity) and market positioning. The first topic in the course is composed of central articles

pertaining to theories of organizations and industrial economics and their relationship to marketing

strategy.

The second part of the course is devoted to the role of marketing in innovation and new product

development. Marketing plays an important role in interpreting customers and competitors in the

marketplace and the transformation of such market insight for development of competitive and

valuable products and services. As markets and technologies become global, marketing must adopt a

global approach for developing and implementing marketing strategies. The interplay between

marketing resources and technology resources is vitally important for developing profitability and

sustainable advantages.

The third sequence of the course is related to customer strategy. How firms connect and interact with

their customers through sales and service employees, the Internet, physical stores, and other contact

channels has received vast attention in business and academia. For example, how companies acquire,

retain, and develop customer relationships has major effects on profitability and sustainability.

Managing and developing the economic value of customer portfolios is strategically important to

many companies.

Brand (and communication) strategy constitutes the fourth part of the course. Firms communicate with

their customers in a variety of ways. For example, a firm may employ existing brands to facilitate

marketing of new products because the economic value of well-known brands is substantial greater

than any other resources companies possess. Related to branding, are the important issues of corporate

social responsibility and the company’s reputation among customers, the general public, politicians,

investors, and other stakeholders.

The last sequence of the course examines how companies organize marketing activities, which is

critically important and raises a number of questions. How to becoming and stay market-oriented is a

research topic widely addressed in the past few decades. A related topic is organizational design in

terms of roles, competencies, and responsibilities. Despite the critical importance of organizing

marketing within a firm, the topic has received only marginal attention in the fields of marketing and

management in general. Therefore, existing theories in published scientific articles are more limited on

this topic, and exploration of possible research ideas with high potential for theory development is

particularly important in this sequence of the course.

3. TEACHING AND LEARNING STRATEGIES

The course teaching and learning format includes weekly seminars and workshops, which aid students

to develop their knowledge, skills, and competencies identified as course objectives. Discussions of

course readings are held in a seminar format to learn about marketing strategy and management and

assess the relevance and application of scientific methods within the field. For each seminar meeting, a

limited number of readings are required; each participant is expected to read all assigned readings




10

prior to the meeting and be able to comment upon them during the discussion. Participants make

presentations based on the assigned readings – providing an overview of the articles, their main

contributions, critical comments, methodological issues (for empirical articles), and future research

ideas – and formulate three discussion topics for class discussion and lead the discussion.

To contribute new knowledge to marketing strategy and management theory, students work on their

own research ideas, which they present to each other and course instructors during workshops

throughout the semester. All students are expected to develop their own ideas as well as comment on

the other students’ research ideas. Course instructors facilitate discussions and help students to

develop critical thinking and to pose and adjust their own research ideas in a learning environment.

4. ATTENDANCE

The seminars and work groups are obligatory. Attendance at scheduled classes is expected and

absences listed. Candidates with high number of absences will not be able to do the final assessment

and will not pass the course.

5. ASSESSMENT

These requirements must be passed during the course before the candidate can take the final

assessment:

Three short memos (two to four pages) on one of the assigned readings for each seminar. The

memo must outline the main objectives of the article, methods, and implications of the

findings for marketing managers. Discussion of the article’s strengths and weaknesses must be

included.

Participation in discussions of all assigned readings

Write and present for class one short, two-page research idea paper

Comments in writing and in discussion on the other students’ research idea papers, thus

engaging in a peer-review process.

Final assessment

After presenting and discussing their ideas for a final research proposal, each student must develop the

idea and write it up as a research manuscript paper in the format of an article ready for submission to a

peer-reviewed journal or academic conference. The paper must include conceptual development,

identification of the research problem, hypothesis development, research design, sampling plan,

measurement instruments, and choice and justification of analysis methodology. A major goal of the

final research proposal is to develop a complete research plan that is ready for data collection. The

paper format should match that of a top journal in the field and should be no longer than 3,000 words.

The final proposal is due at the end of the semester, and all students present their research proposals

for fellow students and faculty in a seminar at the conclusion of the course.

Following the presentation, students will be informed whether their final assessments “passed.” The

evaluation criteria are similar to those used by scientific journals, that is, the research proposal must be

novel in providing new theoretical insight, the arguments must be based on existing theory and sound

logic, the central concepts or constructs must be well defined and sensible, and the suggested

methodology must be convincingly valid. Students who fail their final assessment will have the

opportunity to rewrite their proposals based on comments and feedbacks from the seminar and will be

given a due date for the revision.

The assessment is graded as passed/failed.

Learning support

All available support is allowed.




11

6. REFERENCES

The course has a required reading list. An additional list of recommended readings is provided for

each seminar meeting (approximately four papers per seminar).

Students are expected to include other references in their term papers.

1. The concepts of strategy and marketing strategy

Coase, R. H. (1937), “The Nature of the Firm,” in George J. Stigler and Kenneth E. Boulding (eds.), Readings in

Price Theory, Chicago: Irwin, 331–351.

Day, George, and Wensley, Robin (1988). “Assessing Advantage: A Framework for Diagnosing Competitive

Superiority,” Journal of Marketing, 52(April), 1–20.

Dickson, P. R. (1992). “Toward a General Theory of Competitive Rationality,” Journal of Marketing,

56(January), 69–83.

Dickson, P. R., and Ginter, J. L. (1987). “Market Segmentation, Product Differentiation, and Marketing

Strategy,” Journal of Marketing 51(April),1–10.

Gupta, Anil K. (1987). “SBU Strategies, Corporate-SBU Relations, and SBU Effectiveness in Strategy

Implementation,” Academy of Management Journal, 30(3), 477–500.

Hoskisson, Robert, Hitt, Michael, Wan, William, and Yiu, Daphne (1999). “Theory and Research in Strategic

Management: Swings of a Pendulum,” Journal of Management, 25(3), 417–456.

Hotelling, Harold (1929). “Stability in Competition,” Economic Journal, 39, 41–57

Johnson, Richard (1971). “Market Segmentation: A Strategic Marketing Tool,” Journal of Marketing Research,

8(February), 58–62.

Levitt, Theodore (1960). “Marketing Myopia,” Harvard Business Review, July–August, 45–56.

Peteraf, M. A. (1993). “The Cornerstone of Competitive Advantage: A Resource-based View,” Strategic

Management Journal, 14, 171–191.

Porter, Michael (1996). “What is Strategy, Harvard Business Review, November–December, 59–79.

Rumelt, Richard (1991). “How Much Does Industry Matter?” Strategic Management Journal, 12, 167–185.

Srivastava, Rajendra, Shervani, T., and Fahey, Liam (1998). “Market-Based Assets and Shareholder Value: A

Framework for Analysis,” Journal of Marketing, 62, 2–18.

Varadarajan, Rajan (2010). “Strategic Marketing and Marketing Strategy: Domain, Definition, Fundamental

Issues and Foundational Premises,” Journal of the Academy of Marketing Science, 38, 119–140.

2. The role of marketing in innovation and new product development

Davis, F. D., Bagozzi, R. P., and Warshaw, P. R. (1992). “Extrinsic and Intrinsic Motivation to Use Computers

in the Workplace,” Journal of Applied Social Psychology, 22(14), 1111–1132.

Day, George (1977). “Diagnosing the Product Portfolio,” Journal of Marketing, 41(April), 29–38.

Fang, Erik (2011), “Effects of Customer and Innovation Asset Configuration Strategies on Firm Performance,”

Journal of Marketing Research, 48(3), 587–602.




12

Griffin, A., and Hauser, J. R. (1993). “The Voice of the Customer,” Marketing Science, 12(1), 1–27.

Gupta, Anil K., Smith, Ken G., Shalley, Christina E. (2006). “The Interplay Between Exploration and

Exploitation,” Academy of Management Journal, 49(4), 693–706.

Im, Subin, and Workman Jr., P. (2004). “Market Orientation, Creativity, and New Product Performance in High-

Technology Firms,” Journal of Marketing, 68(April), 114–132.

Lovelock, Christopher H. (1983). “Classifying Services to Gain Strategic Marketing Insights,” Journal of

Marketing, 47(Summer), 9–20.

Mahajan, Vijay, Muller, Eitan, and Bass, Frank M. (1990). “New Product Diffusion Models in Marketing: A

Review and Directions for Research,” Journal of Marketing, 54(January), 1–26.

Moore, G. C., and Benbasat, I. (1991). “Development of an Instrument to Measure the Perceptions of Adopting

an Information Technology Innovation,” Information Systems Research, 2(3), 192–222.

3. Brand strategy

Berthon, Pierre (2003). “Understanding and Managing the Brand Space,” MIT Sloan Management Review,

44(2), 49–55.

John, Deborah Roedder, Loken, Barbara, and Joiner, Christopher (1998). “The Negative Impact of Extensions:

Can Flagship Products be Diluted?” Journal of Management, 62, 19–32.

Keller, Kevin L., and Sood, Sanjay (2003). “Brand Equity Dilution,” MIT Sloan Management Review, 45(2), 12–

15.

Keller, Kevin L., Sternthal, Brian, Tybout, Alice (2002). “Three Questions You Need to Ask About Your

Brand,” Harvard Business Review, September, 2–8.

Kumar, Nirmalya (2003). “Kill a Brand,” Harvard Business Review, December, 86–95

Randall, Taylor, Ulrich, Karl, and Riebstein, David (1998). “Brand Equity and Vertical Product Line Extent,”

Marketing Science, 17(4), 356–379.

Sujan, Mita, and Bettman, James (1989). “The Effects of Brand Positioning Strategies on Consumers’ Brand and

Category Perceptions: Some Insight from Schema Research,” Journal of Marketing Research, 26(November),

454–67.

Völckner, Franziska, and Sattler, Henrik (2006). “Drivers of Brand Extension Success,“ Journal of Marketing,

70(2), 18–34.

4. Customer strategy

Anderson, Eugene, Fornell, Claes, and Lehman, Donald (1994). “Customer Satisfaction, Market Share, and

Profitability: Findings from Sweden,” Journal of Marketing, 58(July), 53–66.

Berger, Paul D., and Nasr, Nadal (1998). “Customer Lifetime Value – Marketing Models and Applications,”

Journal of Interactive Marketing, 12(1)

Bolton, R. N., and Lemon, K. N. (1999). “A Dynamic Model of Customers’ Usage of Services: Usage as an

Antecedent and Consequence of Satisfaction,” Journal of Marketing Research, 36(May), 171–186.

Dyer, Jeffrey H., and Singh, Habrir (1998). “A Relational View: Cooperative Strategy and Sources of

Interorganizational Competitive Advantage,” Academy of Management Review, 23(4), 660–679.




13

Fornell, Claes, Mithas, Sunil, Morgeson III, Forrest V., Krishnan, M. S, (2006). “Customer Satisfaction and

Stock Prices: High Returns, Low Risk, Journal of Marketing, 70(1), 3–14.

Oliver, R. L. (1999). “Whence Consumer Loyalty?” Journal of Marketing, 63(Special Issue), 33–44.

Håkansson, Håkan, and Snehota, Ivan (1989). “No Business Is an Island: The Network Concept of Business

Strategy,” Scandinavian Journal of Management, 5(3), 187–200.

Homburg, Christian, Koschate, Nicole, Hoyer, Wayne D. (2005). “Do Satisfied Customers Really Pay More? A

Study of the Relationship Between Customer Satisfaction and Willingness to Pay,” Journal of Marketing, 69(2),

84–96.

Johnson, Michael, and Selnes, Fred (2004). “Customer Portfolio Management: Toward a Dynamic Theory of

Exchange Relationships,” Journal of Marketing, 68(2).

Johanson, Jan, Hallén, Lars, and Seyed-Mohamed, Nazeem (1991), “Interfirm Adaptation in Business

Relationships,” Journal of Marketing, 55(2), 29–37.

Liu, Yuping (2007). “The Long-Term Impact of Loyalty Programs on Consumer Purchase Behavior and

Loyalty,” Journal of Marketing, 71(October), 19–35.

Palmatier, Robert W., Dant, Rajiv P., Grewal, Dhruv, Evans, Kenneth R. (2006). “Factors Influencing the

Effectiveness of Relationship Marketing: A Meta-Analysis,” Journal of Marketing, 70(4), 136–153.

Reinartz, Werner, and Kumar, V. (2002), “The Mismanagement of Customer Loyalty,” Harvard Business

Review, 64(4), 17–35.

Reinartz, Werner, Thomas, Jacquelyn S., Kumar, V. (2005). “Balancing Acquisition and Retention Resources to

Maximize Customer Profitability,” Journal of Marketing, 69(1), 63–79.

Sorescu, Alina B., and Spanjol, Jelena (2008). “Innovation’s Effect on Firm Value and Risk: Insights from

Consumer Packaged Goods,” Journal of Marketing, 72(March) 114–132.

Tuli, Kapil R., Kohli, Ajay, and Bharadwaj, Sundar (2007). “Rethinking Customer Solutions: From Product

Bundles to Relational Processes,” Journal of Marketing, 71(July), 1–17.

5. Managing marketing within the organization

Day, George (2006). “Aligning the Organization with the Market,” MIT Sloan Management Review, 48(1), 41–

49.

Galbraith, Jay R., and Kazanjian, Robert K. (1986). “Organizing to Implement Strategies of Diversity and

Globalization: The Role of Matrix Designs,“ Human Resource Management, 25, 37–54.

Homburg, Christian, Jensen, Ove, and Krohmer, Harley (2008). “Configurations of Marketing and Sales: A

Taxonomy,” Journal of Marketing, 72(2), 133–154.

Kennedy, Karen Norman, Goolsby, Jerry R., and Arnould, Eric J. (2003). “Implementing a Customer

Orientation: Extension of Theory and Application,” Journal of Marketing, 67(October), 67–81.

Kirca, Ahmet H., Jayachandran, Satish, and Bearden, William O. (2005). “Market-Orientation: A Meta-Analytic

Review and assessment of its Antecedents and Impact on Performance,” Journal of Marketing, 69(April), 24–41.

Kohli, Ajay K., and Jaworski, Bernard J. (1990). “Market Orientation: The Construct, Research Propositions,

and Managerial Implications,” Journal of Marketing, 54(April), 1–18.

Kumar, V., Venkatesan, Rajkumar, and Reinartz, Werner (2008). “Performance Implications of Adopting a

Customer-Focused Sales Campaign,” Journal of Marketing, 72(5), 50–68.




14

Sandvik, Izabela, and Sandvik, Kåre (2003). “An Empirical Study of the Impact of Market Orientation on

Product Innovativeness and Business Performance,” International Journal of Research in Marketing, 20(4),

355–376.

Shah, Denish, Rust, Roland T., Parasuraman, A., Staelin, Richard, Day, George S. (2006). “The Path to

Customer Centricity,” Journal of Service Research, 9(2), 113–124.

6. Additional Readings

The following textbooks may be useful for term paper and future reference:

Arrow, Kenneth J. (1974). The Limits of Organization. New York: Norton.

Blau, Peter M., and Scott, Richard W. (1962). Formal Organizations: A Comparative Approach. San Francisco:

Chandler Publishing Company.

Cook, Karen S. (1987). Social Exchange Theory. Newbury Park, CA: Sage Publications Inc.

Cravens, David M., and Piercy, Nigel F. (2005). Strategic Marketing, New York: McGraw-Hill.

Pfeffer, Jeffrey, and Salancik, Gerald R. (1978). The External Control of Organizations: A Resource

Dependence Perspective. New York: Harper & Row Publishers.

Thompson, James D. (1967). Organizations in Action. New York: McGraw-Hill.

http://web.ebscohost.com/ehost/viewarticle?data=dGJyMPPp44rp2%2fdV0%2bnjisfk5Ie43u2O46TreefkrH3m5fGMvqitSa2orkmulrBSs6a4SLaWv2Wk6vB57Onfe%2fLf7Ybn2rtFr6%2b0T7Oork6zpqSE3%2bTlVePkpHzgs%2bCM5pzyeeWzv2ak1%2bxVsKi2UbKtsEmk3O2K69fyVeTr6oTy2%2faM&hid=103

http://web.ebscohost.com/ehost/viewarticle?data=dGJyMPPp44rp2%2fdV0%2bnjisfk5Ie43u2O46TreefkrH3m5fGMvqitSa2orkmulrBSs6a4SLaWv2Wk6vB57Onfe%2fLf7Ybn2rtFr6%2b0T7Oork6zpqSE3%2bTlVePkpHzgs%2bCM5pzyeeWzv2ak1%2bxVsKi2UbKtsEmk3O2K69fyVeTr6oTy2%2faM&hid=103




15

INTN500

Mandatory Interorganizational Networks and Relationships

7.5 Credits

Course leaders: Professor Håvard Ness

Norwegian and

English

PhD program in Marketing Management Autumn/ Spring

Interorganizational relationships (IOR) are a core topic in marketing management, and to understand

and explain the performance of firms, research has documented the importance of understanding the

interorganizational context in which the firm is embedded. Hence, this course covers both traditional

topics and new emerging areas of research to situate the focal firm in the wider business context.

The primary purpose of this course is to expose students to state-of-the-art knowledge regarding

interorganizational relationships. The course identifies, reviews, evaluates, and critiques key topics in

interorganizational research. After completing the course, students will (a) have in-depth knowledge

about theories important for understanding interorganizational relationships, (b) understand how

interorganizational relationships are researched at different levels, (c) understand interorganizational

research in the field of marketing management and closely related areas of research, (d) understand the

methods employed in empirical research within the area, (e) identify areas for future research activity,

and (f) be able to apply the knowledge in practical contexts.



Knowledge:

Knowledge in the forefront of the theoretical traditions, key perspectives, and dominant

paradigms related to interorganizational relationships

State of the art knowledge of research and emerging perspectives within IOR research in

marketing

Knowledge in the forefront of the different levels of analysis in IOR research and their

interdependence, and familiarity with the methods employed in empirical research on IOR

Skills:

Ability to use the terminology of IOR research in advanced research

Ability to evaluate the current state of research on IORs as reflected in marketing management

literature

Ability to identify emerging research areas, develop relevant research questions to close the

knowledge gap in IOR research, and apply existing knowledge in empirical research to

advance the field through theory development and testing

Ability to apply perspectives and theory from related fields such as sociology and strategic

management to strengthen current knowledge about IORs in a marketing management context

Ability to produce academic texts at a high international standard that advance current

knowledge of IORs within the marketing literature

General competence:

Ability to initiate, develop, and report research that meets the standards of the

interorganizational research community in marketing

Ability to understanding and meet the requirements for good academic conduct in

interorganizational research

Ability to improve marketing management practice through matching and applying existing

and emerging knowledge to particular interfirm challenges, situations, and contexts




16

2. CONTENT

Networks, strategic alliances, distribution channels, supply chains, and buyer-seller relationships are

household terms in marketing management and represent core areas of theory development and

applied empirical research. Furthermore, interorganizational relationships play an increasingly

important role in real-world, practical contexts, as competitiveness becomes increasingly dependent on

relationships between firms characterized by nontrivial degrees of integration and commitment.

Therefore, the course identifies, reviews, and evaluates a variety of topics in the field of

interorganizational relationships, in particular traditional dyadic perspectives and interorganizational

networks (triads and many-to-many).

The course provides a brief background in the dominant perspectives in IOR research within

marketing management and covers a set of core theories from classic and highly cited contributions, as

well as exemplary empirical research. Topics include transaction cost economics, agency theory,

relational contracting theory, the governance of relationships, distribution channels, franchising, and

processes in long-term cooperative relationships. Furthermore, network theory covers both structural

approaches and relational perspectives.

In addition, the course addresses methodological issues and challenges in doing empirical research on

IORs. New and emerging topics at the forefront of conceptual and empirical research are considered.

Hence, the course provides an advanced understanding of the current state of research, including

foundational contributions, well-established research themes, and emerging topics of special interest.


The course teaching and learning format includes weekly seminars and workshops. For each seminar

meeting, a set of required readings is assigned. Participants are expected to read the required readings

prior to the meeting and be able to comment upon them during the discussion. Active class

participation is expected.

Participants have the opportunity to make presentations on some of the assigned readings. The

presenter is expected to provide an overview of the articles, their positioning, theory, methodological

issues (for empirical articles), and main contributions. Participants prepare reflections and critical

comments, ideas for future research, and formulate class discussion topics and lead the discussion.

Participants are expected to actively search for empirical literature related to each seminar topic,

except the first and two last sessions. Participants bring one recent (from the last three to five years)

empirical study of relevance for the topic from an internationally recognized (double-blind, peer

reviewed) journal to the class, state the reason for their choice, and present the contribution to theory.

This activity is intended to stimulate discussions and students’ interest in the theories, as well as

generate additional and recent empirical literature. For each seminar, one student-generated article will

be added to the course reading list. In addition, during the seminar sequence students participate in

workshops in which they present, discuss, and help each other to develop writing skills.

The course instructor monitors and facilitates the discussion and assists students to develop critical

thinking and to pose their own research ideas.

Participants are required to develop a written text, a research note, to complete the course. To pass the

course, students complete a first draft, which is peer-reviewed by two or three other class participants,

and then resubmit the research note in accordance with the reviews. Along with the revised research

note, participants are required to enclose a letter explaining how they have addressed the issues raised

in the reviews. A final deadline for the assignment is set at the end of the seminar sequence.




17

4. ATTENDANCE


absences listed. Candidates who miss more than 20 percent of class meetings will not be able to do the

final assessment, and will not pass the course.

5. ASSESSMENT


assessment:

Preparation and presentation of additional empirical literature related to the course

theories/topics

Prepared oral presentations during seminars. Participants prepare and hand in a short memo

(one to two pages) for the assigned presentations, explicating issues for class discussion.

Participants also are expected to hand in the presentation itself.

Review(s) of fellow course participants’ research notes. Every participant is required to

comment in writing and in discussion on other students’ work in the workshops, thus engaging

in a peer-review process

The final research note

A revision letter explaining how the reviews have been addressed in the revision of the

research note

Final Assessment

Participants prepare a scientific term paper in the format of a research note ready for submission to

peer reviewed journal or an academic conference, with supervision of academic staff. Research notes

must be approximately 2,000, plus or minus 10 percent, and in the format required by the chosen

journal or conference. If the assignment is assessed as “fail,” the student has the opportunity to

undertake further work to reach the required standard.


6. REFERENCES

The course has a required reading list.

1. Introduction: The emergence of traditions

Arndt, J. (1979). “Toward a Concept of Domesticated Markets. Journal of Marketing, 43(4), 69–75.

Dyer, J. F., and Singh, H. (1998). “The Relational View: Cooperative Strategy and Sources of

Interorganizational Competitive Advantage,” Academy of Management Review, 23(4), 660–679.

Stern, L. W., and Reve, T. (1980). “Distribution Channels as Political Economies: A Framework for

Comparative Analysis.” Journal of Marketing, 44(3), 52–64.

Warren, R. L. (1967). “The Interorganizational Field as a Focus for Investigation,” Administrative Science

Quarterly, 12, 396–419.

2. Traditional topics:

A. Transaction cost economics

David, R. J., and Han, S-K. (2004). “A Systematic Assessment of the Empirical Support for Transaction Cost

Economics.” Strategic Management Journal, 25, 39–58.

Rindfleisch, A., and Heide, J. (1997). “Transaction Cost Analysis: Past, Present, and Future Applications.”

Journal of Marketing, 61, 30–54.




18

Williamson, O. (1986). “Transaction-cost Economics: The Governance of Contractual Relations,” in O.

Williamson, Economic Organization: Firms, Markets and Policy Control. New York: New York University

Press, 101–130.

Williamson, O. (1991). “Comparative Economic Organization: The Analysis of Discrete Structural

Alternatives.” Administrative Science Quarterly, 36, 269–296.

B. Agency theory

Banerjee, R., Bergen, M., Dutta, S., and Ray, S. (2012). “Applications of Agency Theory in B2B Marketing:

Review and Future Directions,” in G. L. Lilien and R. Grewal (eds.), Handbook of Business-to-Business

Marketing, Cheltenham: Edward Elgar Publishing, 41–53.

Bergen, M., Dutta, S., and Walker Jr., O. C. (1992). “Agency Relationships in Marketing: A Review of the

Implications and Applications of Agency and Related Theories,” Journal of Marketing, 56(3), 1–24.

Dahlstrom, R., Haugland, S. A., Nygaard, A., and Rokkan, A. I. (2009). “An Empirical Investigation of

Governance Structures in the Hotel Industry,” Journal of Business Research, 62, 841–847.

Tate, W., Ellram, L. M., Bals, L., Hartmann, E., and Van der Valk, W. (2010). “An Agency Theory Perspective

on the Purchase of Marketing Services,” Industrial Marketing Management, 39(5), 806–819.

C. Relational contracts and mechanisms of governance

Macneil, I. (1980). The New Social Contract: An Inquiry into Modern Contractual Relations. New Haven, CT:

Yale University Press.

Stinchcombe, A. L. (1985). Contracts as Hierarchical Documents, in A. Stinchcombe and C. Heimer (eds.),

Organization Theory and Project Management, Bergen: Norwegian University Press, 121-171.

Rokkan, A., Heide, J., and Wathne, K. (2003). “Specific Investments in Marketing Relationships: Expropriation

and Bonding Effects. Journal of Marketing Research, 40(2), 210–224.

Gulbrandsen, B., Sandvik, K., and Haugland, S. A. (2009). “Antecedents of Vertical Integration: Transaction

Cost Economics and Resource-based Economics.” Journal of Purchasing and Supply Management, 15(2), 89–

102.

D. Distribution channels and plural forms

Bradach, J. L., and Eccles, R. G. (1989). “Price, Authority, and Trust: From Ideal Types to Plural Forms. Annual

Review of Sociology, 15, 97–118.

Heide, J. (1994). “Interorganizational Governance in Marketing Channels.” Journal of Marketing, 58, 71–85.

Perryman, A., and Combs, J. G. (2012). “Who Should Own It? An Agency-based Explanation for Multi-outlet

Ownership and Co-location in Plural Form Franchising.” Strategic Management Journal, 33(4), 368–386.

Wathne, K. H., and Heide, J. B. (2000). “Opportunism in Interfirm Relationships: Forms, Outcomes, and

Solutions.” Journal of Marketing, 64(October), 36–51.

E. Processes in interorganizational relationships and negotiation/bargaining behavior

Dwyer, F. R., Schurr, P. H., and Oh, S. (1987). “Developing Buyer-seller Relationships,” Journal of Marketing,

51(2), 11–27.

Ganesan, S. (1994). “Determinants of Long-term Orientation in Buyer-seller Relationships,” Journal of

Marketing, 58(2), 1–19.

Ness, H. (2009). “Governance, Negotiations, and Alliance Dynamics: Explaining the Evolution of Relational

Practice,” Journal of Management Studies, 46(3), 451–480.




19

Ness, H., and Haugland, S. A. (2005). “The Evolution of Governance Mechanisms and Negotiation Strategies in

Fixed-Duration Inter-Firm Relationships,” Journal of Business Research, 58(9), 1226–1239.

F. Network perspectives

Brass, Galaskiewicz, Greve, and Tsai. (2004). “Taking Stock of Networks and Organizations: A Multilevel

Perspective,” Academy of Management Journal, 47(6), 795–817.

Provan, K. G., Fish, A., and Sydow, J. (2007). “Interorganizational Networks at the Network Level: A Review of

the Empirical Literature on Whole Networks,” Journal of Management, 33(3), 479–516.

Schilling, M. A., and Phelps, C. C. (2007). “Interfirm Collaboration Networks: The Impact of Large-scale

Network Structure on Firm Innovation,” Management Science, 53(7), 1113–1126.

Uzzi, B., Amaral, L., and Reed-Tsochas. (2007). “Small-world Networks and Management Science Research: A

Review,” European Management Review, 4, 77–91.

G. Embeddedness

Granovetter, M. (1985). “Economic Action and Social Structure: The Problem of Embeddedness,” American

Journal of Sociology, 91(3), 481–510.

Kaufman, P., Jayachandran, S., and Rose, R. L. (2006). “The Role of Relational Embeddedness in Retail Buyers’

Selection of New Products,” Journal of Marketing Research, 43, 580–587.

Rowley, T., Behrens, D., and Krackhardt, D. (2000). “Redundant Governance Structures: An Analysis of

Structural and Relational Embeddedness in the Steel and Semiconductor Industries,” Strategic Management

Journal, 21, 369–386.

Uzzi, B. (1997). “Social Structure and Competition in Interfirm Networks: The Paradox of Embeddedness,”

Administrative Science Quarterly, 42(1), 35–67.

H. Methodological issues in empirical research on interorganizational relations

Heide, J. B., and John, G. (1994). “Measurement Issues in Research on Inter-Firm Relationships,” in D. T.

Wilson and K. Möller (eds.), Business Marketing: An Interaction and Network Perspective, Boston, MA: PWS-

Kent, 531–554.

John, G., and Reve, T. (1982). “The Reliability and Validity of Key Informant Data from Dyadic Relationships

in Marketing Channels,” Journal of Marketing Research, 19(4), 517–524.

Knoke, D., and Yang, S. (2008). Social Network Analysis. Chapters 1-3. Los Angeles: Sage Publications.

Quantitative Applications in the Social Sciences, 154. Second Edition.

Van de Ven, A. H. (1992). “Suggestions for Studying Strategy Process: A Research Note, Strategic Management

Journal, 13(Summer), 169–188.

3. Emerging topics: Destination development, interfirm co-production, and innovation Arikan, A. T. (2009). “Interfirm Knowledge Exchanges and the Knowledge Creation Capability of Clusters,”

Academy of Management Review, 34(4), 658–676.

Haugland, S. A., Ness, H., Grønseth, B-O., and Aarstad, J. (2011). “Development of Tourism Destinations:

An Integrated Multilevel Perspective,” Annals of Tourism Research, 38, 268–290.

Marzano, G., and Scott, N. (2009). “Power in Destination Branding,” Annals of Tourism Research, 36(2), 247–

267.

Sarkar, M. B., Aulakh, P. S., and Madhok, A. (2009). “Process Capabilities and Value Generation in Alliance

Portfolios,” Organization Science, 20(3), 583–600.




20

ASDC500

Mandatory Advanced Survey Data Collection and Second-generation Multivariate Statistics

7.5 Credits

Course leader: Professor Øystein Sørebø

English PhD program in Marketing Management Spring

This course is designed to help PhD students in marketing management to understand the theoretical

basis and practical application of advanced survey methods and second-generation multivariate

statistics. The course’s general nature also makes it suitable for students in strategic management,

sociology, and other fields of business and management studies. Hence, the course’s primary objective

is to provide participants with knowledge needed to conduct advanced survey research and accomplish

second-generation multivariate analyses on the collected data.

The course identifies, reviews, evaluates, and critiques a variety of topics in survey data collection and

second-generation multivariate statistics. The major sub-objectives are to help participants (1) to

understand questionnaire development, measurement issues, and validity challenges from a structural

equation modeling (SEM) approach, and (2) to understand how to utilize various SEM approaches

(such as covariance-based SEM versus variance-based SEM) and be able to report results from SEM

analysis in research papers.



Knowledge:

Knowledge in the forefront of survey research and SEM needed to conduct empirical research

in marketing management in which multidimensional constructs and/or moderator effects are

involved

Necessary high level knowledge to assess the relevance, application, and quality of empirical

research using survey methods and SEM analysis

State of the art knowledge of the strengths and weaknesses of different SEM approaches (such

as covariance-based versus variance-based) and how to select an approach that matches the

research model and the nature of the collected data

Skills:

Ability to conduct an appropriate survey procedure and a subsequent SEM analysis that fits a

quantitative research design and a theoretical approach, with the purpose of realizing empirical

and theoretical contributions

Ability to identify specific survey data collection approaches and second-generation

multivariate techniques that are founded in a defined research problem

Ability to choose an appropriate approach to measurement and data analysis when faced with

advanced survey research problems in which, for example, multidimensional constructs and/or

formative measurement instruments are involved

Ability to evaluate survey research and the chosen SEM approach, including both validity and

reliability concerns

General competence:

Ability to develop and present a detailed plan for survey data collection and the subsequent

SEM-based data analysis




21

Understanding of the importance of ethics, integrity, and high academic standards in the

execution of survey research and data analysis with SEM

2. CONTENT

The purpose of this course is to learn modern methods of survey data collection, measurement, and

second-generation multivariate statistics and the role these issues play in marketing research and

publication. The course builds on basic knowledge and skills within quantitative methods and covers

advanced survey data collection and data analysis techniques.

The course begins with an introduction to path models and the underlying structural logic behind the

SEM approach. Next, the course introduces use of such statistical tools as Mplus, LISREL, and PLS

path modeling with SmartPLS. To apply modern relevancy to these tools, analysis of formative versus

reflective measurement models, multidimensional constructs, and interaction/moderator models are

described and performed in both covariance- and variance-based SEM.

The second part of the course is devoted to evaluation of the validity of data and models when

utilizing SEM analysis. Research heuristics are offered for validation via content, construct,

manipulation, and statistical conclusion validity and reliability. These heuristics are based on state-of-

the-art articles concerning all key instrument validities when utilizing SEM techniques.

More specifically, the following themes are covered:

Selecting suitable survey measures consistent with conceptual definitions within marketing

management

Evaluation of the true nature of a measurement instrument and/or a measurement model

(formative versus reflective measurement)

Traditional path analysis versus structural equation models (SEM)

The nature of measurement models (outer models) versus structural models (inner model)

Identification, estimation, and hypothesis testing in SEM

Mean structures and latent growth models

Interaction effects and multilevel SEM

How to choose between covariance-based (such as Mplus) and variance-based (such as

SmartPLS) SEM.


The course teaching and learning format includes weekly seminars and workshops. For each seminar

meeting, a set of required readings is assigned. Participants are expected to read the required readings

prior to the meeting and be able to comment upon them during the discussion. Participants will make

presentations on the assigned readings in which the presenter is expected to provide an overview of the

articles, their main contributions, and critical comments.

Following the seminar sequence, students participate in workshops in which they present, discuss, and

help each other to develop term papers.

The course instructor monitors and facilitates discussion and assists students to develop critical

thinking and their ideas about appropriate survey data collection and multivariate statistics methods in

applied research.

4. ATTENDANCE


absences listed. Candidates who miss more than 25 percent of class meetings will not be able to do the

final assessment, and will not pass the course.




22

5. ASSESSMENT


assessment:

Three to five short memos (two to four pages) for the assigned readings

Evaluation of a selection of relevant survey and SEM-based research papers, thus

experiencing engagement in the review process.

Final assessment

Participants prepare a scientific term paper in the format of a draft for an empirical article to a peer

reviewed journal or academic conference, with supervision of academic staff, on survey and/or SEM

issues. The term paper must be 3,000 words, plus or minus 10 percent, and in the format required by

the chosen journal or conference. If the term paper is assessed as “fail,” the candidate receives

feedback on the paper and has the opportunity to undertake further work to reach the required

standard.


Learning support


6. REFERENCES (preliminary)

1. Mplus, LISREL and PLS Byrne, B. B. (2012). Structural Equation Modeling with Mplus: Basic Concepts, Applications, and

Programming, Multivariate Applications Series, New York: Routledge.

Garson, G. (2012). Partial Least Squares, Blue Book Series, Kindle Edition, Asheboro, NC: Statistical

Associates Publishers.

Vieira, A. A. (2011). Interactive LISREL in Practice: Getting Started with a SIMPLIS Approach, (SpringerBriefs

in Statistics), Heidelberg: Springer.

2. The choice of SEM approach Gefen, D, Straub, D. W., and Rigdon, E. E. (2011). “An Update and Extension to SEM Guidelines for

Administrative and Social Science Research,” MIS Quarterly, 35(2), iii–xiv.

Hair, J. F. (2012). “An Assessment of the Use of Partial Least Squares Structural Equation Modeling in

Marketing Research.” Journal of the Academy of Marketing Science. 40(3).

3. Validity issues Bove, L. L., Pervan, S. J., Beatty, S. E., Shiu E. (2009). “Service Worker Role in Encouraging Customer

Organizational Citizenship Behaviors.” Journal of Business Research, 62(7), 698–705.

Farrell A. M. (2010). “Insufficient Discriminant Validity: A Comment on Bove, Pervan, Beatty, and Shiu

(2009).” Journal of Business Research, 63(3), 324–7.

Shiu E., Pervan S. J., Bove L. L., Beatty S. E. (2011). “Reflections on Discriminant Validity: Reexamining the

Bove et al. (2009) Findings,” Journal of Business Research 64, 497–500.

Straub, Detmar, Boudreau, Marie-Claude, and Gefen, David (2004). “Validation Guidelines for IS Positivist

Research,” Communications of the Association for Information Systems, 13, Article 24,

http://aisel.aisnet.org/cais/vol13/iss1/24

4. Measurement models Bagozzi, R. (2011). “Measurement and Meaning in Information Systems and Organizational Research:

Methodological and Philosophical Foundations,” MIS Quarterly, 35(2), 261–292.





23

Bollen, K. A. (2011). “Evaluating Effect, Composite, and Causal Indicators in Structural Equation Models,” MIS

Quarterly, 35(2), 359–372.

Diamantopoulos, Adamantios (2011). “Incorporating Formative Measures into Covariance-Based Structural

Equation Models,” MIS Quarterly, 35(2), 335–358.

Finn A., and Wang, L. (2012). “Formative vs. Reflective Measures: Facets of Variation,” Journal of Business

Research, doi:10.1016/j.jbusres.2012.08.001

Lee, N., and Cadogan, J. W. (2012). “Problems with Formative and Higher-order Reflective Variables,” Journal

of Business Research, http://dx.doi.org/10.1016/j.jbusres.2012.08.004

Salzberger, T., and Koller, M. (2012). “Towards a New Paradigm of Measurement in Marketing,” Journal of

Business Research, doi:10.1016/j.jbusres.2012.02.030

Wilcox, J. B., Howell, R. D., and Breivik, E. (2008). “Questions about Formative Measurement, Journal of

Business Research, 61(12), 1219–1228.

5. Moderator/interaction effects Chang, Hsin Hsin, and Chen, Su Wen (2008). “The Impact of Customer Interface Quality, Satisfaction, and

Switching Costs on E-loyalty: Internet Experience as a Moderator.” Computers in Human Behavior, 24(6),

2927–2944.

Kline, R. B. (2010). Principles and Practice of Structural Equation Modeling, 3rd Ed., New York : Guilford

Press. (Especially, Chapter 12)

Steinmetz, H., Davidov, E., and Schmidt, P. (2011). “Three Approaches to Estimate Latent Interaction Effects:

Intention and Perceived Behavioral Control in the Theory of Planned Behavior,” Methodological Innovations

Online, 6(1), 95–110

Wang, Chung-Yu, and Wu, Li-Wei (2011). “Reference Effects on Revisit Intention: Involvement as a

Moderator,” Journal of Travel and Tourism Marketing, 28(8), 817–827.

6. Other issues: Reporting SEM results, analysis of multidimensional constructs, analysis of

interaction effects, and so on Chin, W. W. (2010). “How to Write Up and Report PLS Analyses,” in V. E. Vinzi, W.W. Chin, and J. Henseler,

Handbook of Partial Least Squares: Concepts, Methods and Applications, New York: Springer.

Martınez, Jose A., and Martınez, Laura. (2010). “Some Insights on Conceptualizing and Measuring Service

Quality,” Journal of Retailing and Consumer Services, 17, 29–42.

Steinmetz, H., Davidov, E., and Schmidt, P. (2011). “Three Approaches to Estimate Latent Interaction Effects:

Intention and Perceived Behavioral Control in the Theory of Planned Behavior,” Methodological Innovations.

Wright, Ryan T., Campbell, Damon E., Thatcher, Jason Bennett, and Roberts, Nicholas (2012).

“Operationalizing Multidimensional Constructs in Structural Equation Modeling: Recommendations for IS

Research,” Communications of the Association for Information Systems, 30, Article 23,


http://ezproxy.hibu.no:2097/science/journal/07475632

http://ezproxy.hibu.no:2097/science/journal/07475632/24/6




24

COBE500 Mandatory

Consumer Behavior 7.5 Credits

Course leaders: Associate Professor Marit Gundersen Engeset Professor Hallgeir Halvari

English PhD program in Marketing Management Autumn/ spring

As a core discipline in marketing management, consumer behavior research produces knowledge

about consumers’ acquisition, usage, and disposal of products and how products and consumption

activities create value for consumers.

The primary purpose of this course is to expose students to current knowledge in psychology and

marketing that is important to understand the underlying mechanisms of marketing strategies and their

effects on consumer behavior. The course is designed to help students develop a broad foundation of

knowledge within various theoretical and methodological approaches to consumer behavior. After

completing this course, students will have gained (a) in-depth knowledge about theories important for

understanding consumer behavior, (b) the ability to identify areas for future research within consumer

behavior, (c) the ability to identify how consumer behavior theories can be applied to marketing

management, and (d) an understanding of how different research methods can be applied to theory

testing within the field of consumer behavior.



Knowledge:

Knowledge at a high international level about factors influencing consumer behavior in

different contexts and settings

Knowledge at a high international level about important psychological and social aspects of

consumer search, evaluation, choice, and post-purchase behaviors

State of the art knowledge research in psychology and consumer behavior relevant for


High level knowledge about the relevance and application of scientific methods to consumer

behavior research, such as qualitative methods, survey data, and experimental methods

Skills:

Ability to see the connection between theories from different fields such as psychology and

consumer research and how they relate to different aspects of consumer behavior

Ability to apply theories from consumer behavior and psychology to marketing management

theory and practice

Ability to formulate research problems and plan research aimed at developing new knowledge

about different phenomena in the field of consumer behavior research

Ability to contribute new knowledge to consumer behavior theory

General competence:

Ability to identify new relevant ethical issues within the field of consumer behavior and to

work with high professional integrity

Ability to handle complex projects linking theories from different fields to understand

consumer behavior

Ability to communicate with the scientific community in consumer behavior and marketing

management through national and international channels

Ability to contribute to academic discussions within consumer research in the international

research community




25

2. CONTENT

Consumer behavior is a very broad, multidisciplinary field of research investigated from multiple

perspectives. The objectives of this course is to provide students current knowledge focusing on the

underlying mechanisms of marketing strategies and their effects on consumer behavior, and therefore,

the course content is organized around five main sections described below:

Section 1 – Introduction: This section defines consumer behavior research and describes how it

relates to marketing management. The various theoretical approaches to consumer behavior are

covered with an emphasis on contributions from cognitive and social psychology. Different

methodological approaches included are experimental research, survey designs, and qualitative

approaches. Ethical issues and considerations in consumer behavior research are given special

attention.

Section 2 – Needs, goals, and motivation: Important drivers of consumer behavior are consumers’

needs, motivations, and goals. This section focuses on theoretical frameworks that help to explain

mechanisms underlying different aspects of consumer behavior, including :

o Social learning theory

o Self-determination theory (SDT)

o Consumer goals

o Consumer regulatory behavior.

Section 3 – Consumer response to the environment: This section focuses on how consumers are

affected by information in the environment and by social influences. Topics covered include:

o Perception and attention

o Involvement

o Fluency, memory structure, and categorization

o Attitudes and persuasion

o Learning and knowledge

o Reference group theory

o Consumer socialization theory

Section 4 – Evaluation, choice, and post-purchase behavior: The fourth section focuses on how

consumers make choices and evaluate alternative courses of actions to satisfy their needs. Topics

include:

o Consumer expertise

o Consumer decision making

o Inferences and choice

o Consumer satisfaction and loyalty.

Section 5 – Emerging topics: This section focuses on specific theoretical developments that address

current trends in theory and practice, including:

o Theories on the active consumer

o Consumer coproduction

o Consumer creativity


The course teaching and learning format includes seminars and workshops to achieve the learning

goals. These sessions aid students to develop knowledge, skills, and competencies identified as course

objectives.

Assigned readings are presented and discussed in the seminars. Each student must come to class

prepared to discuss the main ideas, contributions, and shortcomings of all the assigned articles. In

addition, students must lead the discussion on at least one article during each seminar.




26

In workshops throughout the semester, candidates will present their own research ideas to their peers

and the course instructors. All students are expected to develop their own ideas as well as comment on

the other students’ research ideas. Course instructors will facilitate discussions and help students

develop critical thinking as they define and adjust their research ideas in a learning environment.

4. ATTENDANCE

Candidates are encouraged to attend all seminars and workshops. When a candidate is assigned to be

responsible for one or more of mandatory activities listed under the assessment, that candidate’s

attendance is obligatory. Students absent from such activities will not be able to do the final

assessment and will not pass the course.

5. ASSESSMENT


assessment:

Lead the discussion of one paper on each of the five main sections areas of the course

Participation in discussions of all the assigned readings

Write and present four short, two-page research idea papers, one on each section of the course

except the introduction

Read and prepare to act as a discussant during one other student’s presentation of the final

term paper

Final assessment

Building on one of the four short research idea papers prepared during the course, each student

develops the idea and writes a final research proposal to include conceptual development,

identification of the research problem, propositions, hypothesis development, research design,

sampling plan, measurement instruments, and choice and justification of analysis methodology. A

major goal of the final research proposal is to develop a complete research plan that is ready for data

collection. The paper must be written in the format of one of the top journals in the field, and be no

longer than 3,000 words. The final proposal is due at the end of the semester, and the course is

concludes with a seminar in which all students present their research proposals for fellow students and

faculty. If the assignment is assessed as “fail,” the student has the opportunity to rewrite the proposal

based on comments and feedbacks from the seminar audience and is given a due date for the revised

proposal.


Learning support


6. REFERENCES

1. Introduction to the course:

Calder, Bobby J., and Alice M. Tybout (1987). “What Consumer Research Is,” Journal of Consumer Research,

14(June), 136–140.

Holbrook, Morris B. (1987). “What Is Consumer Research?” Journal of Consumer Research, 14(June), 128–132.

Shavitt, Sharon (2012). “What’s New? Novelty in Consumer Research,” in Rohini Ahluwalia, Tanya L.

Chartrand, and Rebecca K. Ratner (eds.), Advances in Consumer Research, 1–6.

Simonson, Itamar, Carmon, Ziv, Dahr, Ravi, Drolet, Aimee, and Nowlis, Stephen M. (2001). “Consumer

Research: In Search of Identity,” Annual Review of Psychology, 52, 249–275.




27

2. Needs, goals, and motivation Bagozzi, Richard P. (1990). “Trying to Consume,” Journal of Consumer Research, 19(September), 127–140.

Bandura, Albert (2001). “Social Cognitive Theory of Mass Communication,” Media Psychology, 3, 265–299.

Baumgartner, Hans, and Pieters, Rik (2008). “Goal Directed Consumer Behavior, Motivation, Volition, and

Affect,” in Curtis P. Haugtvedt, Paul M. Herr, and Frank R. Kardes, (eds.), Handbook of Consumer Psychology,

New York: Lawrence Erlbaum Associates, 367–392.

Burton, K. D., Lydon, J. E., D’Alessandro, D. U., and Koestner, R. (2006). “The Differential Effects of Intrinsic

and Identified Motivation on Well-being and Performance: Prospective, Experimental, and Implicit Approaches

to Self-determination Theory,” Journal of Personality and Social Psychology, 91, 750–762.

Deci, E. L., Koestner, R., and Ryan, R. M. (1999). “A Meta-analytic Review of Experiments Examining the

Effects of Extrinsic Rewards on Intrinsic Motivation,” Psychological Bulletin, 125, 627–668.

Deci, E. L., and Ryan, R. M. (2000). “The ‘What’ and ‘Why’ of Goal Pursuits: Human Needs and the Self-

determination of Behavior,” Psychological Inquiry, 11, 227–268.

Gagné, M., and Deci, E. L. (2005). “Self-determination Theory and Work Motivation,” Journal of

Organizational Behavior, 26, 331–362.

Grant, A. M., and Berry, J. W. (2011). “The Necessity of Others Is the Mother of Invention: Intrinsic and

Prosocial Motivations, Perspective Taking, and Creativity,” Academy of Management Journal, 54, 73–96.

Moller, A. C., Ryan, R. M., and Deci, E. L. (2006). “ Self-determination Theory and Public Policy: Improving

the Quality of Consumer Decisions without Using Coercion,” Journal of Public Policy & Marketing, 25, 104–

116.

Roca, J. C., and Gagné, M. (2008). “Understanding E-learning Continuance Intention in the Workplace: A Self-

determination Theory Perspective,” Computers in Human Behavior, 24, 1585–1604.

Ryan, R. M., and Deci, E. L. (2000). “Self-determination Theory and the Facilitation of Intrinsic Motivation,

Social Development, and Well-being,” American Psychologist, 55, 68–78.

Vohs, Kathleen D., Baumeister, Roy F., and Tice, Dianne M. (2008). “Self-Regulation Goals, Consumption, and

Choices,” in Curtis P. Haugtvedt, Paul M. Herr, and Frank R. Kardes (eds.), Handbook of Consumer Psychology,

New York: Lawrence Erlbaum Associates, 349–366.

3. External influences: Ahluwalia, R., Vurnkrant, R. E., and Unnava, H. R. (2000). “Consumer Response to Negative Publicity: The

Moderating Role of Commitment,” Journal of Marketing Research, 37(May), 203–214.

Ajzen, Icek (2008). “Consumer Attitudes and Behavior,” in Curtis P. Haugtvedt, Paul M. Herr, and Frank R.

Kardes (eds.), Handbook of Consumer Psychology, New York: Lawrence Erlbaum Associates, 525–548.

Celsi, Richard L., and Olson, Jerry (1988). “The Role of Involvement in Attention and Comprehension

Processes,” Journal of Consumer Research, 15(September), 210–224.

Dahl, Darren W., Manchanda, Rajesh V., and Argo, Jennifer J. (2001). “Embarrassment in Consumer Purchase:

The Roles of Social Presence and Purchase Familiarity,” Journal of Consumer Research, 28(December), 473–

481.

Krishnan, H. Shanker, and Chakravarti, Dipankar (1999). “Memory Measures for Pretesting Advertisements: An

Integrative Conceptual Framework and a Diagnostic Template,” Journal of Consumer Psychology, 8(1), 1–37.

Lee, Angela Y., and Labroo, Aparna A. (2004). “The Effect of Conceptual and Perceptual Fluency on Brand

Evaluation,” Journal of Marketing Research, 41(May), 151–165.

Loken, Barbara, Barsalou, Lawrence W., and Joiner, Cristopher (2008). “Categorization Theory and Research in

Consumer Psychology: Category Representation and Category-based Inference,” in Curtis P. Haugtvedt, Paul M.




28

Herr, and Frank R. Kardes (eds.), Handbook of Consumer Psychology, New York: Lawrence Erlbaum

Associates, 133–164.

Moreau, C. Page, Markman, Arthur, and Lehmann, Donald R. (2001). “What Is It? Categorization Flexibility

and Consumers’ Responses to Really New Products” Journal of Consumer Research, 37(March), 489–498.

Petty, Richard E., Cacioppo, John T., and Schumann, David (1983). “Central and Peripheral Routes to

Advertising Effectiveness: The Moderating Role of Involvement,” Journal of Consumer Research,

10(September), 135–146.

Van Osselaer, Stijn M. J., and Janiszewski, Chris (2001). “Two Ways of Learning Brand Associations,” Journal

of Consumer Research, 28(September), 202–223.

Wyer, Robert S. (2008). “The Role of Knowledge Accessibility in Cognition and Behavior,” in Curtis P.

Haugtvedt, Paul M. Herr, and Frank R. Kardes (eds.), Handbook of Consumer Psychology, New York: Lawrence

Erlbaum Associates, 31–76.

Zajonc, (1968). “Attitudinal Effects of Mere Repeated Exposure,” Journal of Personality and Social Psychology,

9, 1–27.

4. Evaluation, choice, and post-purchase behavior: Alba, Joseph, and Hutchinson, J. Wesley (1987). “Dimensions of Consumer Expertise,” Journal of Consumer

Research, 13(March), 411–454.

Bettman, James R., Luce, Mary Frances, and Payne, John W. (1998). “Constructive Consumer Choice

Processes,” Journal of Consumer Research, 25(December), 187–217.

Kardes, Frank R., Posavac, Steven S., and Cronley, Maria L. (2004). “Consumer Inference: A Review of

Processes, Bases, and Judgment Contexts,” Journal of Consumer Psychology, 14(3), 230–256.

Lam, Shun Yin, Shankar, Venkatesh, Erramillim, M. Krishna, and Murthy, Bvsan (2004). “Customer Value,

Satisfaction, Loyalty, and Switching Costs: An Illustration From a Business-to-Business Service Context,”

Journal of the Academy of Marketing Science, 32(2), 293–311.

Oliver, Richard L. (1999). “Whence Consumer Loyalty,” Journal of Marketing, 63, 33–44.

Oliver, Richard L., and deSarbo, Wayne S. (1988). “Response Determinants in Satisfaction Judgments,” Journal

of Consumer Research, 14(March), 495–407.

Ross, William T., and Creyer, Elizabeth H. (1992). “Making Inferences about Missing Information: The Effects

of Existing Information,” Journal of Consumer Research, 19(June), 14–25.

Van Osselaer, Stijn M.J., and Janiszewski, Chris (2012). “A Goal-Based Model of Consumer Evaluation and

Choice,” Journal of Consumer Research, 39(August), 260–292.

5. Emerging topics: Franke, N., and Schreier, M. (2010). “Why Consumers Value Self-Designed Products: The Importance of

Process Effort and Enjoyment,” Journal of Product Innovation Management, 27, 1020–1031.

Dahl, Darren W., and Moreau, C. Page (2007). “Thinking Inside the Box: Why Consumers Enjoy Constrained

Creative Experiences,” Journal of Marketing Research, 44, 357–369.

Moreau, C. Page, and Dahl, Darren W. (2005). “Designing the Solution: The Impact of Constraints on Consumer

Creativity,” Journal of Consumer Research, 32(June), 13–22.

Troye, Sigurd Villads, and Supphellen, Magne (2012). “Consumer Participation in Co-production: “I Made it

Myself” Effects on Consumers’ Sensory Perceptions and Evaluation of Outcome and Input Product,” Journal of

Marketing, 76(2), 33–46.




29

ADEX500

Mandatory Advanced Experimental Data

Collection and Analysis

7.5 Credits

Course leaders: Professor Leif Hem

English PhD program in Marketing Management Autumn/ Spring

Many research problems in marketing management are related to analysis of causal relationships. To

analyze such relationships and evaluate existing theories in marketing management, students need

insight into how such relationships are studied. The overall objective of this course is to provide

students with the competencies needed to develop and execute experimental research design, and to

provide these future academic reviewers the foundations for the methodological evaluation of other

behavioral researchers’ work. The course addresses both true experiments and quasi-experiments and

the challenges related to designing experimental stimuli, collecting data, and analyzing these data with

appropriate statistical tools.

Although statistical concepts are sufficiently discussed, the course takes the perspective of an applied

behavioral researcher, not that of a statistician. That is, the emphasis is on the actual use of proper data

collection procedures (internal validity) and analysis techniques for rigorous theory testing, rather than

on statistical theory per se (as covered in related courses in statistics).



Knowledge:

Knowledge at a high international level about how to develop experimental design for

research problems in marketing management

Knowledge in the forefront of advanced experimental data collection and analysis applicable

to relevant marketing management topics

Skills:

Ability to evaluate the applicability of various experimental research methods within


Ability to contribute to the development of new scientific knowledge by using advanced

experimental data collection and analysis within the field of marketing management

Ability to handle complex experimental data collections to challenge existing theories and

practice within marketing management

General competence:

Ability to identify and handle ethical issues within experimental research

Ability to communicate research work through recognized national and international channels

using experimental research

Ability to manage a thorough methodological evaluation of other behavioral researchers’ work

2. CONTENT

The course is organized under the following topics: Introduction to experimental design and data

analysis, factorial designs, repeated (within-subject) designs, fractional designs, and quasi-

experiments.

In the introduction to experimental design and analysis, the importance of experiments relative to

other research designs is discussed and a statistical foundation is established for analysis of covariance

and statistical tools (such as ANOVA and MANOVA). The section of factorial designs covers within-

subject, between-subject, and mixed designs. The last section of the course highlights different aspects

of experimental analysis, such as analysis of covariance, block designs, tests for mediation, Latin-

squares, fractional designs, and introduction to factorial categorical data analysis.




30

Types of experimental design and validity:

Experimental design relative to other research designs

Field and laboratory experiments

Factorial designs

Repeated (within-subject designs)

Fractional designs

Quasi-experiments

The concept of causality

Internal and external validity

Development and testing of stimuli

Randomization and control

Data analysis

Analysis of variance and covariance

Test for mediation

Factorial categorical data analysis

Use of SEM methodology to analyze experimental data

Ethical considerations


The class is conducted in a seminar format. In addition to lectures, the instructor provides a fair

amount of advice to assist students to design, collect, and analyze data.

Each session includes an analysis component and a design component. The analysis component is

based on the text, Keppel, Geoffrey, and Wickens, Thomas (2004). Design and Analysis: A

Researcher’s Handbook, Latest Edition, Prentice Hall. Assigned chapters must be read before each

class. Selected exercises from the text will be assigned at each class to reinforce the analysis concepts

covered (three to five short memos).

Design skills are best learned through (good and bad) examples; therefore, the design component

draws upon additional readings, discussions of existing published and unpublished studies, and

personal experiences and opinions. Students evaluate other researchers’ designs and their classmates’

work in workshops.

Two take-home assignments test the student’s ability to analyze experimental data.

4. ATTENDANCE


absences listed. Candidates with high number of absences from classes will not be able to do the final

assessment, and will not pass the course.

5. ASSESSMENT


assessment:

Three to five short memos (two to four pages) for the assigned readings

Comments in writing and in oral discussion on other candidates’ work presented in the

workshops, thus experiencing the peer-review process.

Prepare and present an evaluation of an experiment presented in one of the leading journals,

which includes alternative approaches and suggestions for an improved solution to the

investigated paper.




31

Final assessment

Participants prepare a scientific term paper in the format of an article ready for submission. The term

paper should present a conducted experiment. Required elements include:

Designing the experimental study

Data collection

Pre-testing

Analysis

Discussion of the findings

Academic staff members provide supervision of the term paper, which must be 3,000 words, plus or

minus 10 percent. If the term paper is assessed as “fail,” the student will have the opportunity to

undertake further work to reach the required standard. Feedback will be given on the term paper prior

to the student’s undertaking further work.


Learning support



1. Main text

Keppel, Geoffrey, and Wickens, Thomas (2004). Design and Analysis: A Researcher’s Handbook,

Latest Edition, Prentice Hall. Topics: Keppel &

Wickens

Other readings

from:

Introduction to Experimental Design and Data Analysis Ch. 1 JM, JMR, JCR, JCP

Foundations of ANOVA & One-way ANOVA Ch. 2 & 3 JM, JMR, JCR, JCP

Effect Size, Power & ANOVA Assumptions 7 & 8 JM, JMR, JCR, JCP

Planned Comparisons, Trend Analysis & Post-Hoc Comparisons 4, 5 & 6 JM, JMR, JCR, JCP

Between-Subjects Factorial Designs 10, 11, 12,

13, 21 & 22

JM, JMR, JCR, JCP

Introduction to Within-Subjects Designs: One-way repeated ANOVA 16 JM, JMR, JCR, JCP

Factorial Within-Subjects Designs 18 JM, JMR, JCR, JCP

Mixed Designs 19 & 20 JM, JMR, JCR, JCP

Analysis of Covariance, Block Designs, & Tests for Mediation 15 JM, JMR, JCR, JCP

Latin-Squares, Fractional Designs, and Introduction to Factorial

Categorical Data Analysis

JM, JMR, JCR, JCP

2. Some examples of classical articles useful to illustrate different experimental approaches:

Braun, Kathryn A. (1999). “Postexperience Advertising Effects on Consumer Memory,” Journal of Consumer

Research, 25, 319–334.

Dahl, Darren W., Manchanda, Rajesh V., and Argo, Jennifer J. (2001). “Embarrassment in Consumer Purchase:

The Roles of Social Presence and Purchase Familiarity,” Journal of Consumer Research, 28(December), 473–

481.

Sellier, Anne-Laure, and Dahl, Darren W. (2011). “Focus! Creative Success Is Enjoyed through Restricted

Choice,” Journal of Marketing Research, 48, 996–1007.

Van Osselaer, Stijn M.J., and Janisewski, Chris (2001). “Two Ways of Learning Brand Associations,” Journal of

Consumer Research, 28, 202–223.




32

TECON500

Mandatory Theory Construction 7.5 Credits

Course leaders: Professor Kåre Sandvik

English PhD program in Marketing Management Spring

The purpose of this course is to explore the philosophical foundations of marketing theory and

research in order to help participants understand the nature of a theory, the theory construction

process, and to develop skills in building interesting and impactful new marketing management

theory. The course focuses on the philosophy of science as a foundation for the “nuts and bolts” of

building new theory. The program’s core philosophy of science is critical realism, which implies that

theory construction is the core of success within this “ism.” Therefore, the course is entitled “theory

construction” to emphasize theorizing hypothesized models within critical realism.



Knowledge:

Knowledge at a high international level of philosophy of science foundations and implications

for discovering and testing theories

Knowledge at a high international level about the requirements of a “good” theory and

familiarity with criteria for evaluating research

Knowledge at a high international level about ethical issues related to development and testing

of theories in marketing management

Knowledge in the forefront about schools of thought in marketing and the history of the

development of marketing theory and marketing as a science

Knowledge about alternative “isms” in the philosophy of science that are used in marketing

theory development

Knowledge of requirements and opportunities to contribute to conceptual and theory

development in marketing management at a high international level

Skills:

Ability to critically and constructively evaluate and challenge established knowledge and

research in marketing management

Ability to build and publish interesting and impactful new marketing theory at an international

academic level

General competence:

Ability to manage the philosophy of science approach to contribute to the development of

theories in marketing management

Ability to participate with a solid understanding of the nature of philosophy of science and

nature of marketing in academic discussions in marketing management

Ability to identify relevant ethical issues in marketing management and to work with

professional integrity

2. CONTENT

This course uses the philosophy of science literature as a vehicle to address fundamental questions

necessary to foundational knowledge and skills for developing and evaluating theories in marketing

management, including:

1. The Nature of Marketing and Marketing Science

a. The nature and history of conceptualization and theory development in marketing

b. Current challenges of conceptualizations in marketing




33

2. Scientific Methods and “Isms” in Marketing

a. To what extent is marketing science and theory development guided by (or ought to

be guided by) empiricism, rationalism, idealism, logical positivism, logical

empiricism, falsificationism, relativism, or scientific realism?

b. Applications of “isms” in marketing management

3. Developing and Evaluating Theories

a. What is a theory and what is the role of theory in marketing science?

b. What are the criteria for evaluating a theory and theoretical contributions?

c. What are the sources of theory construction?

d. What are three general structures of arguments that can be used to support different

types of theoretical propositions (main effects, interaction effects, and nonlinear

effects).

e. What are characteristics of impactful theories, process of constructing theories, and

guidelines for constructing impactful theories?

f. What are ethical challenges in marketing management research?


The course includes weekly seminars during which students comprehensively discuss the course

topics. The success of the seminars is heavily dependent on all participants having relatively equal

levels of knowledge about each topic; therefore, all participants are expected to read the materials in

advance.

A key component of the course is a hands-on exercise in which participants engage in theory

evaluation and construction to appreciate the nature of theory construction, the difficulties involved,

and the ways to address these difficulties successfully. All students present an evaluation of a

published article using relevant criteria to assess strengths and limitations and to suggest

corresponding future research. Students must pass this presentation to be eligible to complete the final

course paper.

The course begins with the nature of marketing and marketing science to learn about the development

of marketing (marketing history) and leading scholars’ thoughts about the challenges in conceptual

and theoretical development. Next, the various approaches to the philosophy of science in marketing

(“isms”) are discussed to understand the heterogeneity of scientific approaches within the discipline.

Next, students learn to evaluate and challenge existing marketing management knowledge and gain

better understanding of the limitations, weaknesses, and opportunities for further research (“reviewer

skills”). Finally, the course concludes with an examination of the “nuts and bolts” of theory

construction as an application of all topics covered in the course. Theory construction is the key

outcome of the course, and, thus, the students complete a theory construction paper to document the

learning outcomes.

4. ATTENDANCE

The seminars and workshops are obligatory. Attendance at scheduled classes is expected and absences

listed. Candidates with high number of absences from classes will not be able to do the final


6. ASSESSMENT

Weekly quizzes constitute one-third of the final grade, with the six best quiz results counted. Students

are allowed one “crib sheet” per weekly quiz. If the crib sheet is computer printed, a minimum of

seven-point type is permitted.

The final theory development paper counts as two-thirds of the final grade. The paper must be between

20 and 25 pages in length, double-spaced, and typewritten. This paper must develop a marketing

theory (or hypothesized model) that contributes to marketing management theory and is novel,




34

interesting, and well crafted. The paper must address marketing management research question(s) that

are important to practice and related to competitive advantage. The paper must have the potential to be

submitted for review at a leading scientific marketing management journal or be suitable for

submission to an EMAC/AMA/ACR conference. The due date for this assignment is given at the

beginning of the semester.


6. REFERENCES

1. Book: Hunt, Shelby D. (2010). Marketing Theory: Foundations, Controversy, Strategy, Resource Advantage Theory,

Armonk, NY: M. E. Sharpe.

2. The nature of marketing and marketing science AMA Task Force on the Development of Marketing Thought (1988). “Developing, Disseminating, and Utilizing

Marketing Knowledge,” Journal of Marketing, 52(October), 1–25.

Bartels, Robert (1988). “General Marketing (Chapter 10), in Robert Bartels, History of Marketing Thoughts.

Columbus, OH: Publishing Horizon.

Churchill, Gilbert A. (1988). “Comments on the AMA Task Force Study,” Journal of Marketing, 52(October),

26–31.

Garda, Robert A. (1988). “Comments on the AMA Task Force Study,” Journal of Marketing, 52(October), 32–

41.

Gundlach, Gregory T. (2004). “The American Marketing Association’s 2004 Definition of Marketing:

Perspectives on Its Implications for Scholarship and the Role and Responsibility of Marketing in Society,”

Journal of Public Policy & Marketing, 26,(2), 243–250.

Hunt, Shelby D. (2007). “A Responsibilities Framework for Marketing as a Professional Discipline,” Journal of

Public Policy & Marketing, 26(2), 277–283.

Hunt, Shelby D. (1988). “Comments on the AMA Task Force Study,” Journal of Marketing, 52(October), 42–

47.

Kerin, Roger A. (1996). “In Pursuit of an Ideal: The Editorial and Literary History of the Journal of Marketing,”

Journal of Marketing, 60(January), 1–13.

MacInnis, Deborah J. (2011). “A Framework for Conceptual Contributions in Marketing,” Journal of Marketing,

75(July), 136–164.

Reibstein, David J., Day, George, and Wind, Jerry (2009). “Guest Editorial: Is Marketing Academia Losing Its

Way?” Journal of Marketing, 73(July), 1–3.

Ringold, Debra J., and Weitz, Barton (2004). “The American Marketing Association Definition of Marketing:

Moving from Lagging to Leading Indicator,” Journal of Public Policy & Marketing, 26(2), 251–260.

Rossiter, John R. (2001). “What is Marketing Knowledge? Stage 1: Forms of Marketing Knowledge,” Marketing

Theory, 1(1), 9–26.

Shaw, Eric H., and Jones, D. G. Brian (2005). “A History of Schools of Marketing Thought,” Marketing Theory,

5(3), 239–281.

Webster, Frederick E. Jr. (1988). “Comments on the AMA Task Force Study,” Journal of Marketing,

52(October), 48–51.




35

Wells, William D. (1993). “Discovery-oriented Consumer Research,” Journal of Consumer Research,

19(March), 489–503.

Wilkie, William L., and Moore, Elisabeth S. (2003). “Scholarly Research in Marketing: Exploring the ‘4 Eras’ of

Thought Development,” Journal of Public Policy & Marketing, 22(2), 116–146.

Yadav, Manjit S. (2010). “The Decline of Conceptual Articles and Implications for Knowledge Development,”

Journal of Marketing, 74(January), 1–19.

3. Scientific methods and “isms” in marketing Anderson, Laurel, and Ozanne, Julie L. (1988). “Alternative Ways of Seeking Knowledge in Consumer

Research,” Journal of Consumer Research, 14(March), 508–521.

Anderson, Paul F. (1988). “Relative to What – That is the Question: A Reply to Siegel,” Journal of Consumer

Research, 15(June), 133–137.

Anderson, Paul F. (1986). “On Method in Consumer Research: A Critical Relativist Perspective,” Journal of

Consumer Research, 13(September), 155–173.

Anderson, Paul F. (1983). “Marketing, Scientific Progress, and Scientific Method,” Journal of Marketing,

47(Fall), 18–31.

Arndt, Johan (1985). “On Making Marketing Science More Scientific: Role of Orientations, Paradigms,

Metaphors, and Puzzle Solving,” Journal of Marketing, 49(Summer), 11–23.

Arnold, Stephen J., and Fischer, Eileen (1994). “Hermeneutics and Consumer Research,” Journal of Consumer


Arnould, Eric J., and Thompson, Craig J. (2005). “Consumer Culture Theory (CCT): Twenty Years of

Research,” Journal of Consumer Research, 31(4), 868–882.

Bagozzi, Richard P. (1984). “A Prospectus for Theory Construction in Marketing,” Journal of Marketing,

48(Winter), 11–29.

Belk, Russell W. (2009). “The Modeling-Empiricism Gap: Lessons from the Qualitative-Quantitative Gap in

Consumer Research,” Journal of Supply Chain Management, 45(January), 35–37.

Calder, Bobby J., and Tybout, Alice M. (1983). “What Consumer Research Is,” Journal of Consumer Research,

14(June), 136–140.

Easton, Geoff (2002). “Marketing – A Critical Realist Approach,” Journal of Business Research, 55, 103–109.

Firat, A. Fuat, and Venkatesh, Alladi (1995). “Liberatory Postmodernism and the Reenchantment of

Consumption,” Journal of Consumer Research, 22(December), 239–267.

Hirschman, Elizabeth C. (1986). “Humanistic Inquiry in Marketing Research: Philosophy, Method, and

Criteria,” Journal of Marketing Research, 23(August), 237–249.

Holbrook, Morris B. (1987). “What is Consumer Research?” Journal of Consumer Research, 14(June), 128–132.

Holbrook, Morris B., and O’Shaughnessy, John (1988). “On the Scientific Status of Consumer Research and the

Need for an Interpretive Approach to Studying Consumer Behavior,” Journal of Consumer Research,

15(December), 398–402.

Hunt, Shelby D. (2011). “Theory Status, Inductive Realism, and Approximate Truth: No Miracles, No

Charades,” International Studies in the Philosophy of Science, 25(2), 159–178.

Murray, Jeff B., and Ozanne, Julie L. (1991). “The Critical Imagination: Emancipatory Interest in Consumer

Research, Journal of Consumer Research, 18(September), 129–144.




36

Ozanne, Julie L., and Saatcioglu, Bige (2008). “Participatory Action Research,” Journal of Consumer Research,

35(October), 423–439.

Peter, J. Paul, and Olson, Jerry C. (1983). “Is Science Marketing?” Journal of Marketing, 47(Fall), 111–125.

Siegel, Harvey (1988). “Relativism for Consumer Research? (Comments on Anderson),” Journal of Consumer


Sternthal, Brian, Tybout, Alice M., and Calder, Bobby J. (1987). “Confirmatory Versus Comparative

Approaches to Judging Theory Tests,” Journal of Consumer Research, 14(June), 114–125.

Thompson, Craig J., Locander, William B., and Pollio, Howard R. (1989). “Putting Consumer Experience Back

into Consumer Research: The Philosophy and Method of Existential-Phenomenology,” Journal of Consumer

Research, 16(September), 133–146.

4. Developing and evaluating theories Bacharach, Samuel B. (1989). “Organizational Theories: Some Criteria for Evaluation,” Academy of

Management Review, 14(4), 496–515.

Cook, T. D., and Campbell, D. T. (1979). Chapters 1–2 in T. D. Cook and D. T. Campbell, Quasi-

Experimentation: Design and Analysis Issues for Field Settings, Chicago: Rand McNally College Publishing

Company, 1–94.

Judge, Timothy A., Cable, Daniel M., Colbert, Amy E., and Rynes, Sara L. (2007). “What Causes a Management

Article to be Cited – Article, Author, or Journal,” Academy of Management Journal, 50(3), 491–506.

Kilduff, Martin (2007). “Editors Comments: The Top 10 Reasons Why Your Paper may Not be Sent out For

Review,” Academy of Management Review, 32(3), 700–702.

Kohli, Ajay K. (2011). “From the Editor: Reflections on the Review Process,” Journal of Marketing,

75(November), 1–4.

Meehl, Paul E. (1990). “Appraising and Amending Theories: The Strategy of Lakotosian Defense and Two

Principles that Warrant It,” Psychological Inquiry, 1(2), 108–141.

Meehl, Paul E., and Waller, Niels G. (2002). “The Path Analysis Controversy: A New Statistical Approach to

Strong Appraisal of Verisimilitude,” Psychological Methods, 7(3), 283–300.

McKinley, W., Mone, M.A., and Moon, G. (1999). “Determinants and Development of Schools in Organization

Theory,” Academy of Management Review, 24(4), 634–648.

Sutton, R.I., and Staw, B. M. (1995) “What Theory is Not.” Administrative Science Quarterly, 40(3), 371–384.

Weick, Karl E. (1999). “That’s Moving. Theories That Matter,” Journal of Management Inquiry, 8(2), 134–142.

Westen, D., and Rosenthal, R. (2003). “Quantifying Construct Validity: Two Simple Measures,” Journal of

Personality and Social Psychology, 84, 608–618.

Whetten, David A. (1989). “What Constitutes a Theoretical Contribution?” Academy of Management Review,

14(4), 490–495.

Zaltman, Gerald, LeMasters, Karen, and Heffring, Michael (1982). Chapters 2, 3, and 5, in Gerald Zaltman,

Karen LeMasters, and Michael Heffring, Theory Construction in Marketing: Some Thoughts on Thinking. New

York: John Wiley & Sons.




37

QUAL500

Mandatory Qualitative Research 7.5 Credits

Course leaders: Professor Håvard Ness

English PhD program in Marketing Management Spring/ autumn

This course aim at Ph.D. students that intend to either do stand-alone qualitative research projects, or a

multi-method research project involving qualitative data analysis. The course is also useful for

candidates planning to do exploratory qualitative research as a pre-study in order to get sensitized to

particular contexts they intend to study with complementary quantitative methods. The course will be

aiming at marketing management students; however the nature of research methods makes the course

also suitable for students in strategic management and other fields of business and management

studies. Hence, the primary objective in this course is to provide participants with knowledge that will

enable them to conduct advanced qualitative research projects from beginning to end.

Qualitative research will be situated within a critical realist perspective. The case-study method is a

dominant form of qualitative research in Marketing Management, and well suited to a critical realist

perspective. Thus, the course will have a particular focus on designing and conducting advanced case

studies.

Qualitative research, and in particular case studies, typically plays a critical role in theory development

both in terms of further developing emerging perspectives, as well as enhancing integration across

established, but separate, theoretical domains. Qualitative research may also contribute to more precise

theory through providing rich examples of business practices, the discovery of anomalies, and the

boundaries of theoretically relevant application of established perspectives. Theory development

through case studies often involves a combination of induction and deduction (often referred to as

abduction) and development of propositions and hypotheses that allows for subsequent testing. Thus,

the course aims at providing the participants with the ability to contribute in such a way to the

Marketing Management literature through developing their theoretical and analytical competences.

Case studies are characterized by flexibility, non-standardized analytical procedures, and a circular

working process. The course will provide the participants with a thorough understanding of what this

requires with regard to methodological choices, research procedures, and forms of presentation and

communication of results. The latter point is important, as – compared with traditional quantitative

traditions – there are few established standard procedures for reducing and displaying/presenting

qualitative data. Hence, the course will also address reporting of qualitative research. Integral to this is

developing an understanding for securing the scientific quality in case research. Thus, participants will

also be able to critically evaluate and review qualitative research.



Knowledge:

Knowledge and competencies at high international standard of qualitative research that

enables them to conduct advanced empirical research in marketing management based on

analysis of non-numerical data

Knowledge in the forefront to assess the relevance, application, and quality of empirical

research using case research in marketing management

state of the art knowledge about the strengths and weaknesses of different research designs,

and accordingly choose a research strategy that matches the research problem and the current

state of theoretical knowledge about their phenomenon of interest within marketing

management and related fields of research




38

Skills:

Ability to formulate and position research questions within the literature in a way that

identifies knowledge gaps and relates the substantial contribution to current knowledge

ability to make research design choices that are appropriate for answering the research

questions

capable of conducting a qualitative case study, including: development of a case design,

development of a selection framework, and deal with selection issues, prepare for, and collect,

relevant qualitative data such as interview data, archival data and observational data, choose

appropriate approaches to analysis of non-numerical data, data reduction and data display, use

Weft QDA (or similar software) during coding and analysis, discuss findings and development

of theoretical contributions/propositions/hypotheses, secure the credibility of the study,

including validity and reliability concerns, discuss strengths and weaknesses of own research.

ability to evaluate qualitative research

General competence:

advanced knowledge about different qualitative research designs and procedures

advanced knowledge related to how qualitative research complements complements

quantitative and conceptual research

ability to assess the strengths and limitations of different research designs

acquired advanced analytical competencies

Ability to apply theoretical knowledge in practical contexts

Understanding of the importance of ethics, integrity, and high academic standards in the

execution of research

2. CONTENT

Qualitative research is more closely associated with the context of discovery than the context of

justification, and the course will reflect this through a focus on theory development through designing

and conducting qualitative case studies. In Marketing Management, case studies have been widely

applied, and represent a common and productive qualitative research approach. Consequently, the

course will in particular focus on designing, conducting, and reporting case studies. The course will

address the particularities of the case study method, the pros and cons of different case study designs,

and situate the case study method within a critical-realist research perspective. The course will cover

the qualitative research process from the initial questions and theoretical positioning through the

different research cycles the empirical work comprises in order to conclude a finished study. In this

process emphasis will be placed on the iteration between data collection, data analysis, data reduction

procedures, and conclusion drawing. The course will also discuss issues related to validity and

reliability in case research, and address working practices to secure the credibility and integrity of case

study research. Common approaches in marketing management research such as focus groups and

elicitation will be covered. Furthermore, critical issues in doing process and longitudinal research will

be covered as case studies are frequently used for such purposes. Finally, the course will also address

the role of case studies in mixed methods research. During the course sequence, empirical studies will

be assigned to the different topics in order to illustrate with practical examples and enhance the

participants understanding.

The following themes will be covered:

The nature of qualitative research.

Theory development: from discovery to justification, and the role of qualitative research.

Case studies, when they are appropriate research strategies, the framing of research

questions/problem formulation, use of theory, and flexible designs.

Single versus multiple case designs, and the trade between depth and comparative analysis.

Selection procedures and gaining access to research settings.

The circular process of qualitative research.




39

Systematic combining.

Data collection techniques including their strengths, weaknesses and complementarities.

Focus groups, Protocol discussion, Zaltman Metaphor Elicitation Technique, Nominal group

Process research and longitudinal studies

Data analysis, coding, data reduction, and data displays.

Validity, reliability, and credible qualitative research.

Strategies for writing and reporting case studies.


To achieve the learning goals, the teaching format of the course is weekly seminars and workshops.

For each seminar meeting required readings will be assigned, and each participant is expected to read

all the required readings prior to the meeting and be able to comment upon them during the discussion.

Typically, some core issues or papers will be introduced or presented by the lecturer in order to “set

the stage” for the seminar. Then, the lecturer and the participants will engage in discussing the selected

topics. For this to be constructive, the participants are expected to be well prepared and take

responsibility for their own learning and actively participate. Sometimes, the assigned readings will be

presented by the participants where the presenter is expected to provide an overview of the articles,

their main contributions, and to formulate topics for discussion in class. The course readings will also

comprise empirical papers based on case studies, in order to provide good examples from practical

research and expose the participants to relevant research literature. To emphasize the “need-to-read”

empirical literature, participants will be required to one – three times during the course bring to the

class a recent qualitative study illustrating relevant topics.

As research methods are very much a practical issue, learning is assumed to be enhanced through

hands-on experience with the topics covered over the course. Hence, participants will be required to

develop a small-scale empirical study, a research paper, during the course. Ideally, this research task

should be closely related to their own doctoral work. This can be considered a mini-study in order to

develop their skills and as an empirical exercise to prepare the participants for future empirical

research (be it either a preparation for subsequent quantitative research or as a pilot-study for later full-

scale qualitative research). It can also take the form of a pilot study, be a preparation for their own

subsequent data collection, or working with and analysis of already collected data. This way they will

be able to focus on particular and personal areas if interest, and at the same time learn to conduct

qualitative research. In particular, data collection, analysis, display, and/or writing up will be

encouraged.

Consequently, during the seminar sequence students will participate in workshops where they present,

discuss and help each other in developing their work. This also involves reviewing each other’s work.

Reviews of fellow students work will be required handed in in writing. Furthermore, final versions of

the course writing assignment should address the points raised in the reviews, and an adjoining letter

explaining how the reviews have been worked into the final version attached. This is to be handed in

after the course sequence to complete the course. The role of the teacher in the seminars and

workshops is to monitor and facilitate the discussion, to assist students in developing their own critical

thinking, developing their own research ideas, and completing their papers.

4. PREREQUESITES

An introductory course to qualitative methods at the Masters level is required

5. ATTENDANCE

Participation in seminars and workshops is mandatory

6. ASSESSMENT


assessment:




40

Preparation and presentation of additional empirical literature related to the course

theories/topics.

Prepared oral presentations during seminars. Participants will prepare and hand in a short

memo (1-2 pages) for the assigned presentations, explicating issues for class discussion.

Participants will also be expected to hand in the presentation itself.

The review(s) provided to the fellow course participants on their written assignment. Every

participant will be required to comment in writing and in discussion on the work of the other

candidates in the workshops, thus experiencing engagement in peer-review processes.

The final written assignment.

A revision letter explaining how the reviews have been addressed in the revision of the term

paper

Participants will prepare a written text related to their empirical doctoral work. The nature of this work

will depend on the individual participants’ research projects, and agreed upon early in the course.

During the preparation of the assignment supervision will be provided by academic staff. The length

and format of the assignment will be decided based on the nature of the work, and agreed upon during

the first workshop session. The workload will be comparable to the other courses offered in the

program. If the term paper is assessed as ”fail” there will be opportunity to undertake further work in

order to reach the required standard. Before any further work is undertaken the candidate will receive

feedback on the term paper

Final assessment

The five aspects described above will be assessed and evaluated. Each of the five tasks will be

evaluated in terms of “Pass” or “Fail”. All five aspects must be evaluated as “Pass” in order to get the

course credits. Evaluation will be conducted consecutively during the course, and in case of “Fail” the

participant will be given a second chance to meet the expectations.


7. REFERENCES Books:

Belk, R., Fischer, E. and Kozinets, R. V. 2012. Qualitative consumer and marketing research. Sage Publications.

Maxwell, J. A. 2013. Qualitative research design. An interactive approach. Sage Publications, Third edition.

McCracken, The long interview, Sage, 1988.

Miles, M. B., and Huberman, A. M. (1994). Qualitative Data Analysis. Thousand Oaks: Sage Publications.

Yin, Robert K. (2009). Case Study Research, Fourth Edition. Thousand Oaks: Sage Publications.

Articles:

Why qualitative research?

Sutton, R.I. & B. M. Staw (1995): What Theory is Not. Administrative Science Quarterly, 40(3) 371-384.

Weick, K. E. (1995): What Theory is Not, Theorizing Is. Administrative Science Quarterly, 40(3) 385-390.

Gummesson, E. 2005. Qualitative research in marketing: Road-map for a wilderness of complexity and

unpredictability. European Journal of Marketing, 39, 3/4: 309 - 327

Alexandros Kapoulas, Miljana Mitic, (2012) "Understanding challenges of qualitative research: rhetorical issues

and reality traps", Qualitative Market Research: An International Journal, Vol. 15 Iss: 4, pp.354 - 368




41

Case research and critical realism

Easton, G. 2010. Critical realism in case study research. Industrial Marketing Management, 39, 1: 118-128

Wynn, D. and Williams, C. K. 2012. Principles for conducting critical realist case study research in information

systems. MIS Quarterly, 36, 3: 787-810.

Developing theory in case studies

Eisenhardt, K. M. 1989. Building theories from case study research. Academy of management review, 14, 4,

p.532-550.

Dyer, W. G. and A. L. Wilkins. 1991. Better stories, not better constructs, to generate better theory: A rejoinder

to Eisenhardt. Academy of management review, 16, 3, 613-619.

Eisenhardt, K. M. 1991. Better stories and better constructs: the case for rigor and comparative logic. Academy

of management review, 16, 3, 620-627.

Andersen, P. H. and Kragh, H. 2010. Sense and sensibility: two approaches for using existing theory in theory-

building qualitative research. Industrial Marketing Management, 39, 1: 49-55.

Fournier, S. 1998. Customers and their brands: Developing relationship theory in consumer research. Journal of

Consumer Research, 24: 343-373.

Focus groups, Protocol discussion, Zaltman Metaphor Elicitation Technique, Nominal group

Ram Herstein, Moti Zvilling, (2011) "Brand management perspectives in the twenty-first century", Qualitative

Market Research: An International Journal, Vol. 14 Iss: 2, pp.188 – 206

Lorelle Frazer, Scott Weaven, Jeff Giddings, Debra Grace, (2012) "What went wrong? Franchisors and

franchisees disclose the causes of conflict in franchising", Qualitative Market Research: An International

Journal, Vol. 15 Iss: 1, pp.87 – 103

Zeljka Hadija, Susan B. Barnes, Neil Hair, (2012) "Why we ignore social networking advertising", Qualitative


Clive Boddy, (2012) "The Nominal Group Technique: an aid to Brainstorming ideas in research", Qualitative


Systematic combining, analytical choices, and presentation

Dubois, A. and L-E. Gadde. 2002. Systematic combining: an abductive approach to case study research. Journal

of Business Research. 55: 553-560.

Dubois, A. and Gibbert, M. 2010. From complexity to transparency: managing the interplay between theory,

method, and empirical phenomena in IMM case studies. Industrial Marketing Management, 39, 1: 129-136.

Constantino Stavros, Kate Westberg, (2009) "Using triangulation and multiple case studies to advance

relationship marketing theory", Qualitative Market Research: An International Journal, Vol. 12 Iss: 3, pp.307 –

320.

Pratt, M. G. 2009. For the lack of a boilerplate: Tips on writing up (and reviewing) qualitative

research. Academy of management Journal, 52,5: 856-862.

Process research and longitudinal studies

Mohr, L. B. 1982. Explaining organizational behavior. San Francisco: Jossey-Bass. Kap. 2.

Van de Ven, A. H. 1992. Suggestions for studying strategy process: A research note. Strategic Management

Journal, 13: 169-188.

Pettigrew, A. M. 1997. What is a processual analysis? Scandinavian Journal of Management, 13: 337-348.




42

Quintens, L. and Matthyssens, P. 2010. Involving the process dimensions of time in case-based research.

Industrial Marketing Management, 39, 1: 91-99.

McPhee, R. D. 1990. Alternate approaches to integrating longitudinal case studies. Organization Science, 1: 393-

405.

Ness and Haugland. 2005. The evolution of governance mechanisms and negotiation strategies in fixed-duration

interfirm relationships. Journal of Business Research, 58, 9: 1226-1239.

Håvard Ness. 2009. Governance, negotiations, and alliance dynamics: Explaining the

evolution of relational practice. Journal of Management Studies. 46(3): 451-480.

Validity and reliability

Maxwell, J. A. 1992. Understanding and validity in qualitative research. Harvard Educational Review, 62: 279-

300.

Johnson, R. B. 1997. Examining the validity structure of qualitative research. Education, 118, 2, p.282-292.

Gibbert, Ruigrok and Wicki. 2008. What passes as a rigorous case study?. Strategic Management Journal, 29, p.

1465-1474

The role of qualitative research in the marketing theory development cycle: An example

Kohli, A. and Jaworsky, B. J. 1990. Market Orientation: The construct, research propositions, and managerial

implications. Journal of Marketing, 54: 1-18.

Jaworsky, B. J. and Kohli, A. K. 1993. Market Orientation: Antecedents and consequences. Journal of

Marketing, 57: 53-70.

Kohli, A. K., Jaworsky, B. J., and Kumar, A. 1993. A measure of market orientation. Journal of Marketing

Research, 30, 4: 467-477.

Jaworski, B., Kohli, A. K., and Sahay, A. 2000. Market driven versus driving markets. Journal of the Academy

of Marketing Science, 28, 1: 45-54.

Mixed-methods and qualitative research

Robert L. Harrison, Timothy M. Reilly, (2011) "Mixed methods designs in marketing research", Qualitative


Woodside, A. G. 2010. Bridging the chasm between survey and case study research: Research methods for

achieving generalization, accuracy, and complexity. Industrial Marketing Management, 39, 1: 64-75.

Lynn Metcalf, Jeffrey S. Hess, Jeffrey E. Danes, Jay Singh, (2012) "A mixed-methods approach for designing

market-driven packaging", Qualitative Market Research: An International Journal, Vol. 15 Iss: 3, pp.268 – 289




43

MARKFI500

Elective

Marketing Finance

7.5 Credits

Course leaders Fred Selnes, Tonny Stenheim, Dag Øivind Madsen

English PhD program in Marketing Management Spring/ autumn

This course provides an overview of the research frontier in marketing finance, a cutting-edge research

field bridging marketing and finance. The course reviews and evaluates a selection of central topics

and recent developments in the field, with the objective of helping participants to (1) understand how

the fields of marketing and finance intersect, (2) understand the methods used in empirical research

within the area, and (3) identify fruitful areas for future research activity.



Knowledge:

Knowledge at a high international level of theories relevant to marketing finance

High level knowledge of critical financial issues related to marketing

Knowledge in the forefront of how to evaluate the applicability of various methods and

approaches in research on marketing’s contribution to the firm’s bottom-line

Skills:

Ability to evaluate research in the marketing-finance interface

Ability to identify, summarize, and communicate issues for marketing practice

Ability to identify and rigorously formulate unresolved and relevant research topics within

marketing finance

Ability to identify, estimate, and test econometric models relevant for marketing finance

Ability to develop an appropriate research design for research within marketing finance

General competence:

An appreciation for appreciate the importance of research that relates marketing to other

important management areas like accounting and finance

2. CONTENT

Marketing finance is the study of marketing’s contribution to the firm’s bottom-line results. An

important question for managers is how to measure the value added by marketing investments and

market-based assets. This question is particularly important in the so-called “new economy,” where

market-based assets drive a large proportion of a firm’s value creation.

The first part of the course focuses on the interface between marketing and finance, outlining the main

similarities and differences between the two. The course explores how the field of marketing finance

draws on a variety of theoretical perspectives, including accounting, finance, economics, organization

theory, and psychology.

The second part deals with the metrics and methods used in marketing finance. The discussion

includes how risk and return metrics used in traditional finance can be used to study marketing

activities (for example, risk and return of a customer portfolio). In addition, different types of

marketing-oriented metrics (such as retention, acquisition, customer value) are discussed. Relevant

econometric methodology and sources of data are deliberated, and recent developments in

performance measurement are included, such as the increased use of nonfinancial measures and so-

called “balanced scorecards.”




44

The third part of the course focuses on how managers create and sustain firm value and performance.

Key topics include the link between innovation and market value, branding and firm value, the role of

the marketing function in the organization (for example, vis-à-vis the financial department), and

corporate financial policy and marketing strategy.


The course consists of seminars and workshops, and a limited number of required readings are

assigned for each meeting. Participants are expected to read all the required readings prior to the

meeting and be able to comment upon them during the discussion. Students make presentations on the

assigned readings, in which the presenting student provides an overview of the articles, their main

contributions, critical comments, methodological issues (for empirical articles), and future research

ideas, formulates three topics for class discussion, and leads the discussion.

4. ATTENDANCE


absences listed. Candidates with high number of absences from classes will not be able to do the final


5. ASSESSMENT


assessment:

Three to five short memos (two to four pages) concerning one of the assigned readings for

each seminar. The memo must outline the main objectives of the article, methods, implications

of the findings for marketing managers, and a discussion of the articles’ strengths and

weaknesses

Participation in discussions of all the assigned readings

Fulfillment of methodological and empirical assignments

Write and present for class one short, two-page research idea paper

Comments in writing and in discussion on other students’ research idea papers, thus

experiencing the peer-review process.

Final assessment

Participants prepare an empirical term paper in the format of an article ready for submission to an

academic conference, under the supervision of academic staff. The term paper must be 3,000 words,

plus or minus 10 percent, and in a format required by the chosen journal or conference. If the term

paper is assessed as “fail,” the candidate receives feedback on the paper and has the opportunity to

undertake further work to reach the required standard.



1. Books Ganesan, S. (2012). Handbook of Marketing and Finance. Cheltenham, UK: Edward Elgar.

2. Articles (examples) Homburg, Christian, Artz, Martin, and Wieseke, Jan (2011). “Marketing Performance Measurement Systems:

Does Comprehensiveness Really Improve Performance?” Journal of Marketing, 76(3), 56–77, doi:

10.1509/jm.09.0487

Lamest, M., and Brady, M. (2010). “Exploring the Role of Marketing Metrics for Top Management: Towards a

Research Agenda.” Available at SSRN 1722380.

Lehmann, D. R. (2004). “Metrics for Making Marketing Matter.” Journal of Marketing, 73–75.




45

Seggie, Steven H., Cavusgil, Erin, and Phelan, Steven E. (2007). “Measurement of Return on Marketing

Investment: A Conceptual Framework and the Future of Marketing Metrics. Industrial Marketing Management,

36(6), 834–841, doi: 10.1016/j.indmarman.2006.11.001

Selnes, Fred, Billett, Matthew T., Tarasi, Crina O., Bolton, Ruth N., Hutt, Michael D., and Walker, Beth A.

(2011). “Commentaries and Rejoinder to Balancing Risk and Return in a Customer Portfolio,” Journal of

Marketing, 75(3), 18–26, doi: 10.1509/jmkg.75.3.18

Srinivasan, S., and Hanssens, D. (2008). “Marketing and Firm Value: Metrics, Methods, Findings, and Future

Directions,” Boston University School of Management Research Paper No. 2009-6.

Stahl, F., Heitmann, M., Lehmann, D. R., and Neslin, S. A. (2012). “The Impact of Brand Equity on Customer

Acquisition, Retention, and Profit Margin.” Journal of Marketing, 76(4), 44–63.

Tarasi, Crina O., Bolton, Ruth N., Hutt, Michael D., and Walker, Beth A. (2011). “Balancing Risk and Return in

a Customer Portfolio.” Journal of Marketing, 75(3), 1–17, doi: 10.1509/jmkg.75.3.1

Uncles, M. (2005). “Marketing Metrics: A Can of Worms or the Path to Enlightenment?” Journal of Brand

Management, 12(6), 412–418.




46

DISS500

Mandatory Dissertation 120 Credits

Course leaders:

English PhD in Marketing Management Several

semesters

Dissertation The dissertation must be an independent, scientific work of high academic standards regarding

problem statements, definition of concepts, methodological, theoretical and empirical bases,

documentation, and form of presentation. The dissertation must contribute to the development of new

academic knowledge and be at an academic standard justifying its publication as part of the scientific

literature of the relevant field.

The dissertation can be either a monograph or a collection of articles.

If the dissertation consists of a collection of articles, their content shall constitute a whole, bounded

within a dissertation frame. In addition to the individual articles, an introduction and a summary

describing the whole of the dissertation must be provided. The introduction must present the research

agenda and position the research in relation to existing knowledge and the theoretical propositions

addressed in the dissertation. The articles must be at a level of quality required for publication in

acknowledged scientific journals with peer review. The summary must not simply recapitulate, but

rather place the questions raised and conclusions reached in the individual articles in an overall

perspective. The summary also must explain the contributions to the field. The number of articles will

depend on the articles’ quality, depth, and breadth, but normally will be three to five. The articles must

have been written after the candidate’s acceptance to the doctoral program, and work published more

than five years prior to the submission of the dissertation cannot be included. In case of multiple

authors in one or more of the articles, the candidate must document an independent contribution. At

least one of the articles must be single authored by the candidate.

The dissertation must be written in English.


At the completion of the dissertation, the candidate will have gained:

Knowledge:

Knowledge in the forefront of theories, methods, and specific issues pertaining to marketing

management

Knowledge at high international standards of on-going research in the forefront of theory

development in marketing management

Knowledge in the forefront of philosophy of science and relevant ethical issues relating to

specific issues in marketing management research

Skills:

Ability to contribute to the development of new scientific knowledge, theories, and methods

within marketing management, to challenge the existing interpretations, and to use new forms

of documentation to disseminate knowledge within marketing management

Ability to formulate research problems and design relevant to marketing management and to

carry out research at a high international academic level

Ability to evaluate the applicability of various research designs, methods, and data analyses

specific to marketing management




47

Ability to relate theories in marketing management to real world marketing management

issues and apply research-based knowledge to challenge established practice in relevant

organizations and businesses

Ability to evaluate the quality of others’ research in marketing management

General competence:

Ability to participate in academic discussions and communicate research work through

recognized national and international academic channels in marketing management

Ability to contribute to innovation through dissemination and application of theories in

marketing management to a broader audience outside academia to enhance knowledge and

improve practice of marketing management

Ability to identify relevant ethical issues in marketing management and to work with the

necessary professional integrity both in and outside the academic field of marketing

management

Development of transferable skills to manage complex projects fitted for assignments both in

research and the practice of marketing management