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School of Business and Social Sciences
Study period 2014 – 2018
PhD in Marketing Management
1
PhD Program
2014–2018
PhD in Marketing Management
April 20 2013
School of Business and Social Sciences Buskerud University College
Revised November 2013
School of Business and Social Sciences
Study period 2014 – 2018
PhD in Marketing Management
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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
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Study period 2014 – 2018
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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
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Study period 2014 – 2018
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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
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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.
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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
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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.
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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
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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
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Study period 2014 – 2018
PhD in Marketing Management
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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.
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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.
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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.
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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.
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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.
School of Business and Social Sciences
Study period 2014 – 2018
PhD in Marketing Management
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.
1. LEARNING OUTCOMES
At the completion of this course, the candidate will have gained:
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
School of Business and Social Sciences
Study period 2014 – 2018
PhD in Marketing Management
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.
3. TEACHING AND LEARNING STRATEGIES
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.
School of Business and Social Sciences
Study period 2014 – 2018
PhD in Marketing Management
17
4. ATTENDANCE
The seminars and work groups are obligatory. Attendance at scheduled classes is expected and
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
These requirements must be passed during the course before the candidate can take the final
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.
The assessment is graded as passed/failed.
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.
School of Business and Social Sciences
Study period 2014 – 2018
PhD in Marketing Management
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.
School of Business and Social Sciences
Study period 2014 – 2018
PhD in Marketing Management
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.
School of Business and Social Sciences
Study period 2014 – 2018
PhD in Marketing Management
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.
1. LEARNING OUTCOMES
At the completion of this course, the candidate will have gained:
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
School of Business and Social Sciences
Study period 2014 – 2018
PhD in Marketing Management
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.
3. TEACHING AND LEARNING STRATEGIES
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
The seminars and work groups are obligatory. Attendance at scheduled classes is expected and
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.
School of Business and Social Sciences
Study period 2014 – 2018
PhD in Marketing Management
22
5. ASSESSMENT
These requirements must be passed during the course before the candidate can take the final
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.
The assessment is graded as passed/failed.
Learning support
All available support is allowed.
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.
School of Business and Social Sciences
Study period 2014 – 2018
PhD in Marketing Management
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://aisel.aisnet.org/cais/vol30/iss1/23
School of Business and Social Sciences
Study period 2014 – 2018
PhD in Marketing Management
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.
1. LEARNING OUTCOMES
At the completion of this course, the candidate will have gained:
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
marketing management
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
School of Business and Social Sciences
Study period 2014 – 2018
PhD in Marketing Management
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
3. TEACHING AND LEARNING STRATEGIES
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.
School of Business and Social Sciences
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PhD in Marketing Management
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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
These requirements must be passed during the course before the candidate can take the final
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.
The assessment is graded as passed/failed.
Learning support
All available support is allowed.
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.
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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.
School of Business and Social Sciences
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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.
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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).
1. LEARNING OUTCOMES
At the completion of this course, the candidate will have gained:
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
marketing management
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.
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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
3. TEACHING AND LEARNING STRATEGIES
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
The seminars and work groups 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
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 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.
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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.
The assessment is graded as passed/failed.
Learning support
All available support is allowed.
6. REFERENCES (preliminary)
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.
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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.
1. LEARNING OUTCOMES
At the completion of this course, the candidate will have gained:
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
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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?
3. TEACHING AND LEARNING STRATEGIES
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
assessment, and will not pass the course.
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,
School of Business and Social Sciences
Study period 2014 – 2018
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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.
The assessment is graded as passed/failed.
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.
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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
Research, 21(June), 55–70.
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.
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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
Research, 15(June), 129–132.
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.
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PhD in Marketing Management
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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.
1. LEARNING OUTCOMES
At the completion of this course, the candidate will have gained:
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
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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.
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Study period 2014 – 2018
PhD in Marketing Management
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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.
3. TEACHING AND LEARNING STRATEGIES
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
These requirements must be passed during the course before the candidate can take the final
assessment:
School of Business and Social Sciences
Study period 2014 – 2018
PhD in Marketing Management
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.
The assessment is graded as passed/failed.
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
School of Business and Social Sciences
Study period 2014 – 2018
PhD in Marketing Management
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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
Market Research: An International Journal, Vol. 15 Iss: 1, pp.19 – 32
Clive Boddy, (2012) "The Nominal Group Technique: an aid to Brainstorming ideas in research", Qualitative
Market Research: An International Journal, Vol. 15 Iss: 1, pp.6 – 18
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.
School of Business and Social Sciences
Study period 2014 – 2018
PhD in Marketing Management
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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
Market Research: An International Journal, Vol. 14 Iss: 1, pp.7 – 26
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
School of Business and Social Sciences
Study period 2014 – 2018
PhD in Marketing Management
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.
1. LEARNING OUTCOMES
At the completion of this course, the candidate will have gained:
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.”
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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.
3. TEACHING AND LEARNING STRATEGIES
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
The seminars and work groups 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
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 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.
The assessment is graded as passed/failed.
6. REFERENCES (preliminary)
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.
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Study period 2014 – 2018
PhD in Marketing Management
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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.
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Study period 2014 – 2018
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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.
1. LEARNING OUTCOMES
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
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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