This course is designed to provide students with a comprehensive understanding of services marketing, focusing on the unique challenges and opportunities associated with marketing intangible products. The course covers key topics such as understanding customer behavior, developing service strategies, managing service delivery, measuring and improving service quality, and promoting services through various channels. Students will explore the key principles and techniques of services marketing, including service design, service innovation, pricing strategies, promotion, and service recovery. The course will also cover the role of technology and digital marketing in services marketing, as well as the challenges of managing global service businesses.

Throughout the course, students will be encouraged to think critically and analytically about services marketing, applying theoretical concepts and frameworks to real-world marketing problems. By the end of the course, students will have developed the knowledge and skills necessary to design, implement, and evaluate effective

services marketing strategies. This course will utilize a range of teaching methods, including lectures, case studies, group discussions, and projects.

 

Learning Outcomes

Upon successful completion, students will have the knowledge and skills to:

1. Identify how “service” can be a source of competitive advantage in organizations;
2. Distinguish the unique challenges involved in marketing and managing services;
3. Differentiate the role of customer experience in service marketing;
4. Apply services marketing concepts underpinning the design, planning and implementation of services marketing plans and strategies;
5. Critically evaluate case studies in a services marketing context;
6. Design a Service Blueprint to provide a comprehensive understanding of the customer experience and service system; and
7. Reflect on ways in which contemporary issues, emerging technologies, and social influences inform the practice of services marketing and management.

Research-Led Teaching

This course draws insights from scholarly research, industry publications, case studies, and market analyses. Students are able to develop and apply their understanding of the content through assessments that link research and practice. 

Field Trips

This class does not have any field trips

Additional Course Costs

This class does not have additional costs.

Examination Material or equipment

This class does not include an examination. 

Required Resources

Jochen Wirzt and Christopher Lovelock (2021). Services Marketing: People, Technology, Strategy, 9th ed.

Print Edition:

• ISBN 978-1-944659-79-0 (hardcover) ISBN 978-1-944659-82-0(softcover) e-book: ISBN: 978-1-944659-81-3
• https://www.worldscientific.com/worldscibooks/10.1142/y0024
• ANU Library copy

PDF Made available by the author (Jochen Wirzt):

https://www.researchgate.net/publication/348960657_Services_Marketing_People_Technology_Strategy_9th_edition

Recommended Resources

The seminars include insights from various marketing journals, industry magazines, and business media. The references will be on the lecture slides and students are encouraged to access those sources for full details. The key sources for such insights include the following. 

 

Academic journals that are particularly relevant include;

1. Journal of Services Marketing
2. Journal of Service Management
3. Journal of Service Research
4. Journal of Marketing
5. Journal of the Academy of Marketing Science

 

Academic journals can be accessed via the ANU library: https://anulib-anu-edu-au.virtual.anu.edu.au/

For contemporary issues and examples, the following sources are particularly relevant;

·       ABC Business News https://www.abc.net.au/news/business/

·       Harvard Business Review https://hbr.org/

·       Marketing Week https://www.marketingweek.com/

·       The Conversation https://theconversation.com/au/business

Staff Feedback

Students will receive written and verbal feedback in the following forms:

·       Feedback to the whole class, groups, and individuals during class discussions and consultations

·       Feedback on marked assessments, including descriptive marking rubrics, quickmarks, and written comments

Student Feedback

ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). Feedback can also be provided to Course Conveners and teachers via the Student Experience of Learning & Teaching (SELT) feedback program. SELT surveys are confidential and also provide the Colleges and ANU Executive with opportunities to recognise excellent teaching, and opportunities for improvement.

Other Information

Support of students: The University offers a number of support services for students. Information on these is available online from http://students.anu.edu.au/studentlife/.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Week 1: Creating Value in the Service EconomyWirtz and Lovelock, 9th Edition, Services Marketing, Chapter 1	I’ll walk the class through the course expectations, including how assessments will work, the guidelines for class participation, the service marketer portfolio, and the optional opportunity to submit your work to the Service Design Challenge if you're interested. We’ll also choose our service topics as a group and form teams for the project. In the coming weeks, I’ll conduct tutorials on infographics, visual storytelling (including poster-style and pictorial assessments), service blueprinting, and how to create service marketing posters and write proposals. These skills will help you present your ideas clearly and professionally.Examples of National/International Competitions (Optional):ACM DIS 2026 Student Design Competition: A global competition for students to present innovative design solutions to contemporary challenges.Service Design Challenge: A global platform for students to create sustainable, people-centered service solutions.A' Design Award - Service Design Category: A prestigious award celebrating outstanding service design projects worldwide.Government Innovation Showcase 2026 (Canberra): A showcase of innovative service solutions.List of service challenge concepts/issues for Assessment 5 (Group Project) will be provided in Canvas. Themes will be diverse and may relate to marginalised and Indigenous groups. Note on Indigenous and marginalised communities:Some project themes involve Indigenous or other marginalised communities. While these contexts are included to illustrate real-world social and cultural diversity in service design, the course does not teach Indigenous ways of knowing, being, or doing. Students are expected to approach these contexts with cultural sensitivity and respect, recognising perspectives without misrepresenting the course as an Indigenous pedagogy program.
2	Week 2: Understanding Service Consumers & Positioning Services in Competitive MarketsWirtz and Lovelock, 9th Edition, Services Marketing, Chapter 2 & 3	The class will learn how to create infographics, with templates provided to help get started.Groups will be formed (more information will be provided in Canvas)
3	Week 3: Developing Service Products and Brands & Distributing Services Through Physical and Electronic ChannelsWirtz and Lovelock, 9th Edition, Services Marketing, Chapter 4 & 5	Groups interested to participate in National/International competition should register their intention with the lecturer. More information in Canvas. Assessment 1: IDENTIFY & EXPLORE: Product-Service Logic & Value Proposition(Linked Learning Outcomes: 1, 3, 4) Individual, 10% Submission: Infographic + 200-word transcript Description: Analyse a product and show how it creates value as a service. Map product features to service benefits and illustrate the value proposition visually. *This assessment establishes the conceptual foundation for subsequent customer journey mapping and service design tasks.
4	Week 4: Service Pricing and Revenue ManagementWirtz and Lovelock, 9th Edition, Services Marketing, Chapter 6	The class will learn how to create and use a visual narrative template (pictorial style), with templates provided to help get started. In addition, the methodology for the case study task (assessment 4) will be covered (i.e., secondary comparative analysis and retrospective analysis). In this week, groups
5	Week 5: Service Marketing CommunicationsWirtz and Lovelock, 9th Edition, Services Marketing, Chapter 7	Assessment 2: EMPATHISE & DISCOVER: Consumer Journey Mapping(Linked Learning Outcomes: 2, 3, 4) Individual, 10% Submission: Infographic + 200-word transcript Description: Map the customer journey, highlighting key touchpoints, pain points, and opportunities to enhance customer experience and value. *Insights from this assessment inform process design and blueprint development in Assessment 3.
6	Week 6: Designing Service Processes & Balancing Demand and CapacityWirtz and Lovelock, 9th Edition, Services Marketing, Chapter 8 & 9	Assessment 3: FRAME & DEFINE: Service Blueprinting(Linked Learning Outcomes: 4, 6) Individual, 10% Submission: Infographic + 200-word transcript Description: Integrate the customer journey into a service blueprint. Define processes, roles, and value propositions for each touchpoint. This assessment develops individual service system design capability that is later extended and integrated in the group service concept project (Assessment 5).
7	Week 7: Crafting the Service EnvironmentWirtz and Lovelock, 9th Edition, Services Marketing, Chapter 10	Class and discussion activities related to the week's chapter
8	Week 8: Managing People for Service AdvantageWirtz and Lovelock, 9th Edition, Services Marketing, Chapter 11	Assessment 4: IDEATE & DEVELOP: Case Study(Linked Learning Outcomes: 1, 2, 3, 5, 7) Individual, 20% Submission: Report, 1,500 words (pictorial style), Method: Secondary comparative analysis or retrospective Description: Compare a traditional service with an AI/robot-enhanced service. Analyse changes in customer experience, service processes, and value creation. *“Pictorial style” refers to a visually supported analytical report in which diagrams, tables, service system visuals, or comparative frameworks complement (but do not replace) written analysis. The 1,500-word limit applies to written content. Clear rubric criteria and annotated exemplars will be provided by Week 2 to ensure consistent expectations and equitable assessment. Preparing a pictorial takes time and effort. Unlike papers, the process of writing a pictorial is not about formatting text at the end according to a template, but starting to shape your report as a visual narrative. Students are expected to explicitly apply relevant service marketing theories ( Wirtz & Lovelock frameworks) alongside contemporary AI/robotics examples, and to critically evaluate trade-offs in experience, efficiency, ethics, and inclusion.
9	Week 9: Managing Relationships and Building LoyaltyWirtz and Lovelock, 9th Edition, Services Marketing, Chapter 12	Class and discussion activities related to the week's chapter
10	Week 10: Complaint Handling and Service RecoveryWirtz and Lovelock, 9th Edition, Services Marketing, Chapter 13	Class and discussion activities related to the week's chapter
11	Week 11: Improving Service Quality and ProductivityWirtz and Lovelock, 9th Edition, Services Marketing, Chapter 14	Assessment 5: IDEATE & DEVELOP: Service Concept Challenge: Design the Future of Services(Linked Learning Outcomes: 1, 2, 4, 5, 7) Group, 25% Submission: Report (3,000 words) + Poster + Group-based Marketing Career Portfolio as cover page Description: Collaboratively design an innovative service concept for a real-world problem. Integrate AI or robotics, demonstrating creativity, feasibility, and customer-centric design. Posters and reports can be submitted to international/national competitions. This is optional and “More information about the competitions will be provided in Week 1. List of service challenge concepts will be provided in week 1. *This assessment also functions as an integrated service marketing plan proposal. Teams must address core services marketing elements, including service value proposition, pricing and revenue logic, service communications, customer experience design, relationship and loyalty strategies, and complaint handling/service recovery where relevant. Students are required to critically justify strategic decisions, evaluate trade-offs, and assess feasibility, thereby strengthening Learning Outcome 5 (critical evaluation).Peer Feedback – Assessment 5 Poster Purpose: Encourage active engagement, constructive critique, and collaborative learning. Scope: Students provide feedback only on the group poster (not the full report). Method: Each student evaluates all posters except their own. Criteria: Clarity of communication (1–5) Creativity & innovation (1–5) Feasibility & alignment with brief (1–5) Optional Comment: Students can write 1–2 sentences of constructive feedback for each poster. Submission: Completed via the online LMS by the designated date (before final grading) or emailed to the lecturer. Outcome: Aggregated scores and comments are shared with each group to support reflection and improvement. Notes: No in-class presentations are required. All students can participate, regardless of location or schedule. This satisfies the course’s co-production and active participation goals while keeping it feasible and fair. Some modifications to projects may be required for the national/international competitions.
12	Week 12: Building a World-Class Service OrganizationWirtz and Lovelock, 9th Edition, Services Marketing, Chapter 15
13	End of Semester Examination Period	Assessment 6: REFLECT & CAPSTONE: Marketing Career Portfolio(Linked Learning Outcomes: 4, 5, 7) Individual, 25% Submission: Video (3 minutes) Description: Present a professional marketing portfolio. Reflect on learning outcomes: What did you experience? (Observation) Why did your experience unfold that way? (Critical Reflection) How could you do things differently next time? (Critical Evaluation & Improvement) How can you apply your learning to future experiences and your business career? (Application & Transfer) *This assessment reinforces critical evaluation and reflective capability by requiring students to assess limitations, learning outcomes, and future application of their service design and marketing decisions.

Tutorial Registration

Classes in this course will be run in three-hour face-to-face only seminars and thus there will be no tutorials. Further details about the structure and teaching activities for this course will be available on the course Canvas site two weeks prior to Week 1 of the semester.

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
Assessment 1: IDENTIFY & EXPLORE – Product-Service Logic & Value Proposition (Individual - 10%)	10 %	13/03/2026	23/03/2026	1, 3, 4
EMPATHISE & DISCOVER – Consumer Journey Mapping (Individual - 10%)	10 %	23/03/2026	02/04/2026	2,3,4
FRAME & DEFINE – Service Blueprinting (Individual - 10%)	10 %	31/03/2026	10/04/2026	4, 6
IDEATE & DEVELOP – Case Study (Individual - 20%)	20 %	29/04/2026	11/05/2026	1,2,3,5,7
IDEATE & DEVELOP – Service Concept Challenge: Design the Future of Services (Group - 25%)	25 %	18/05/2026	25/05/2026	1,2,4,5,7
REFLECT & CAPSTONE – Marketing Career Portfolio (Individual - 25%)	25 %	05/06/2026	02/07/2026	4,5,7

* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details

Policies

ANU has educational policies, procedures and guidelines , which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Integrity Rule before the commencement of their course. Other key policies and guidelines include:

• Academic Integrity Policy and Procedure
• Student Assessment (Coursework) Policy and Procedure
• Extenuating Circumstances Application
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure
• Code of practice for teaching and learning

Assessment Requirements

The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the Academic Skills website. In rare cases where online submission using Turnitin software is not technically possible; or where not using Turnitin software has been justified by the Course Convener and approved by the Associate Dean (Education) on the basis of the teaching model being employed; students shall submit assessment online via ‘Canvas’ outside of Turnitin, or failing that in hard copy, or through a combination of submission methods as approved by the Associate Dean (Education). The submission method is detailed below.

Moderation of Assessment

Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.

Participation

Participation is required: students are expected to actively engage in sessions through in-class activities, group discussions, peer feedback, and workshop exercises. Participation emphasises active contribution rather than attendance alone. There is no mark attached to the participation.

(Linked Learning Outcomes: 4, 7)

Examination(s)

This class does not include an examination.

Assessment Task 1

Assessment 1: IDENTIFY & EXPLORE – Product-Service Logic & Value Proposition (Individual - 10%)

Assessment 1: IDENTIFY & EXPLORE – Product-Service Logic & Value Proposition

(Linked Learning Outcomes: 1, 3, 4)

• Individual, 10%
• Submission: One-page Infographic [Template will be provided] + 200-word transcript, via Canvas [any part of the assessment in excess of the word limit will NEITHER be read NOR assessed].
• Description: Analyse a product and show how it creates value as a service. Map product features to service benefits and illustrate the value proposition visually.
• This assessment establishes the conceptual foundation for subsequent customer journey mapping and service design tasks.

Due date: 13-03-2026, via Canvas

Note: Late submissions are not accepted for this assessment because of the class discussion that follows the presentation. A template for the infographic, along with guidelines for its use, will be provided. Infographics designed using AI image generation will not be accepted and will be marked as zero.

Further details and marking criteria: to be provided on Canvas two weeks prior to Week 1 of the semester.

Background guidance to be provided in the Week 1 seminar

I’ll walk the class through the course expectations, including how assessments will work, the guidelines for class participation, the service marketer portfolio, and the optional opportunity to submit your work to the Service Design Challenge if you're interested. We’ll also choose our service topics as a group and form teams for the project. In the coming weeks, I’ll conduct tutorials on infographics, visual storytelling (including poster-style and pictorial assessments), service blueprinting, and how to create service marketing posters and write proposals. These skills will help you present your ideas clearly and professionally.

Examples of National/International Competitions (Optional):

• ACM DIS 2026 Student Design Competition: A global competition for students to present innovative design solutions to contemporary challenges.
• Service Design Challenge: A global platform for students to create sustainable, people-centred service solutions.
• A' Design Award - Service Design Category: A prestigious award celebrating outstanding service design projects worldwide.
• Government Innovation Showcase 2026 (Canberra): A showcase of innovative service solutions.

List of service challenge concepts for Assessment 5:

Group Project: List of Issues

Theme Service Sector Example(s)

• Connect the Unconnected Rural healthcare, remote education, telemedicine, digital inclusion initiatives
• Include the Excluded Indigenous communities, marginalised youth, people with disabilities, and refugee services
• We Are Siblings Child protection, anti-bullying programs, mentorship or youth support networks
• Voices of the Marginalised Community, advocacy, social justice initiatives, participatory government or NGO services
• Hope for the Displaced Refugee services, post-conflict reconstruction, temporary housing, mental health support
• Health Beyond Barriers Remote or underserved healthcare access, mobile clinics, telehealth solutions
• Learning Without Limits Education in conflict zones, low-resource schools, and online learning platforms
• Water for All Clean water provision, sanitation projects, community water management
• Food for the Future Sustainable agriculture, nutrition programs, food security initiatives
• Safe Spaces for All Community centers, safe shelters, and domestic violence support services
• Mobility Without Boundaries Accessible transport, mobility aids for the disabled or elderly, urban planning solutions
• Digital Bridges Online platforms connecting isolated populations, digital literacy programs
• Energy for Everyone Renewable energy access in off-grid communities, microgrid services
• Voices of Tomorrow Youth-led decision-making, civic engagement, participatory democracy initiatives
• Clean Earth, Healthy Lives Waste management, air quality monitoring, environmental health projects
• Together Against Isolation Elderly care, community integration, social robots in care homes
• Access to Justice Legal aid services, advocacy for vulnerable populations, rights awareness campaigns
• Skills for Life Vocational training, employability programs, digital skills for marginalised groups
• Voices in Crisis Disaster response, mental health services, humanitarian aid
• Play, Learn, Grow Children’s recreational programs, early education services, creative learning hubs

* Note on Indigenous and marginalised communities:

Some project themes involve Indigenous or other marginalised communities. While these contexts are included to illustrate real-world social and cultural diversity in service design, the course does not teach Indigenous ways of knowing, being, or doing. Students are expected to approach these contexts with cultural sensitivity and respect, recognising perspectives without misrepresenting the course as an Indigenous pedagogy program.

Return of assessment: 23-03-2026

Assessment Task 2

EMPATHISE & DISCOVER – Consumer Journey Mapping (Individual - 10%)

Assessment 2: EMPATHISE & DISCOVER – Consumer Journey Mapping

(Linked Learning Outcomes: 2, 3, 4)

• Individual, 10%
• Submission: One-page Infographic [Template will be provided] + 200-word transcript [any part of the assessment in excess of the word limit will NEITHER be read NOR assessed.]

Further details and marking criteria: to be provided on Canvas two weeks prior to Week 1 of the semester.

Due date: 23-03-2026, via Canvas

Note: Late submissions are not accepted for this assessment because answers are discussed in the class that follows the submission due date.

Description: Map the customer journey, highlighting key touchpoints, pain points, and opportunities to enhance customer experience and value.

Insights from this assessment inform process design and blueprint development in Assessment 3. Note: You will be taught how to do an infographic, and templates will be provided

Return of feedback: 02-04-2026

Assessment Task 3

FRAME & DEFINE – Service Blueprinting (Individual - 10%)

Assessment 3: FRAME & DEFINE – Service Blueprinting

(Linked Learning Outcomes: 4, 6)

• Individual, 10%
• Submission: One-page Infographic [template will be provided] + 200-word transcript [any part of the assessment in excess of the word limit will NEITHER be read NOR assessed.]
• Description: Integrate the customer journey into a service blueprint. Define processes, roles, and value propositions for each touchpoint.
• This assessment develops individual service system design capability that is later extended and integrated into the group service concept project (Assessment 5).

Further details and marking criteria: to be provided on Canvas two weeks prior to Week 1 of the semester.

Due date: 31-03-2026, via Canvas

Note: Late submissions are not accepted for this assessment because answers are discussed in the class that follows the submission due date. 

Return of assessment: 10-04-2026

Assessment Task 4

IDEATE & DEVELOP – Case Study (Individual - 20%)

Assessment 4: IDEATE & DEVELOP: Case Study

(Linked Learning Outcomes: 1, 2, 3, 5, 7)

• Individual, 20%
• Submission: Report, 1,500 words (pictorial style -template will be provided), Method: Secondary comparative analysis or retrospective [any part of the assessment in excess of the word limit will NEITHER be read NOR assessed]
• Description: Compare a traditional service with an AI/robot-enhanced service. Analyse changes in customer experience, service processes, and value creation.

Further details and marking criteria: to be provided on Canvas two weeks prior to Week 1 of the semester.

Due date: 29-04-2026, via Canvas

*“Pictorial style” refers to a visually supported analytical report in which diagrams, tables, service system visuals, or comparative frameworks complement (but do not replace) written analysis. The 1,500-word limit applies to written content [any part of the assessment in excess of the word limit will NEITHER be read NOR assessed]. Clear rubric criteria and annotated exemplars will be provided by Week 2 to ensure consistent expectations and equitable assessment. Preparing a pictorial takes time and effort. Unlike papers, the process of writing a pictorial is not about formatting text at the end according to a template, but starting to shape your report as a visual narrative. Students are expected to explicitly apply relevant service marketing theories (Wirtz & Lovelock frameworks) alongside contemporary AI/robotics examples, and to critically evaluate trade-offs in experience, efficiency, ethics, and inclusion.

Return of assessment: 11-05-2026

Assessment Task 5

IDEATE & DEVELOP – Service Concept Challenge: Design the Future of Services (Group - 25%)

Assessment 5: IDEATE & DEVELOP: Service Concept Challenge: Design the Future of Services [Optional: Project may be submitted to national/international competition if groups announced intentions in week 3]

(Linked Learning Outcomes: 1, 2, 4, 5, 7)

• Group, 25%
• Submission: Report (3,000 words) + Poster [template will be provided] + Group-based Marketing Career Portfolio as cover page [any part of the assessment in excess of the word limit will NEITHER be read NOR assessed].
• Description: Collaboratively design an innovative service concept for a real-world problem. Integrate AI or robotics, demonstrating creativity, feasibility, and customer-centric design.
• Posters and reports can be submitted to international/national competitions. This is optional, and more information about the competitions will be provided in Week 1.
• A list of service challenge concepts will be provided in Week 1.

Further details and marking criteria: to be provided on Canvas two weeks prior to Week 1 of the semester.

Due date: 18-05-2026, via Canvas

*This assessment functions as an integrated service marketing plan proposal. Teams must address core services marketing elements, including service value proposition, pricing and revenue logic, service communications, customer experience design, relationship and loyalty strategies, and complaint handling/service recovery where relevant. Students are required to critically justify strategic decisions, evaluate trade-offs, and assess feasibility, thereby strengthening Learning Outcome 5 (critical evaluation).

Peer Feedback – Assessment 5 Poster

• Purpose: Encourage active engagement, constructive critique, and collaborative learning.
• Scope: Students provide feedback only on the group poster (not the full report).
• Method: Each student evaluates all posters except their own.
• Criteria:

1. Clarity of communication (1–5)
2. Creativity & innovation (1–5)
3. Feasibility & alignment with brief (1–5)

• Optional Comment: Students can write 1–2 sentences of constructive feedback for each poster.
• Submission: Completed via the online LMS by the designated date (before final grading) or emailed to the lecturer.
• Outcome: Aggregated scores and comments are shared with each group to support reflection and improvement.

Notes:

• No in-class presentations are required.
• All students can participate, regardless of location or schedule.
• This satisfies the course’s co-production and active participation goals while keeping it feasible and fair.

Guidelines for group work, a list of service challenges, and a group setting:

In week 1: Groups may opt to participate in the national/international competitions with their projects (e-service design challenge). Students will choose their service topics as a group and form teams for the project. In the weeks that follow, there will be tutorials on infographics, visual storytelling (including poster-style and pictorial assessments), service blueprinting, and on how to create service marketing posters and write proposals. These skills will help students present ideas clearly and professionally

Examples of National/International Competitions (Optional):

• ACM DIS 2026 Student Design Competition: A global competition for students to present innovative design solutions to contemporary challenges.
• Service Design Challenge: A global platform for students to create sustainable, people-centred service solutions.
• A' Design Award - Service Design Category: A prestigious award celebrating outstanding service design projects worldwide.
• Government Innovation Showcase 2026 (Canberra): A showcase of innovative service solutions.

Group Formation: Groups will be formed in week 1 during the seminar. More information will be made available on the Course Canvas before Week 1.

The majority of remaining group members MUST agree to approach the lecturer and MUST provide EVIDENCE of the non-contributing group member’s poor participation.

If your lecturer, after consulting the non-contributing student and the group, considers a complaint about a non-contributing group member to be justified, the non-contributing member may be EXCLUDED from the group, and may not be eligible to receive SOME OR ALL of the marks available for the group assessment task/s. THIS DECISION WILL BE MADE WITHIN 24 WORKING HOURS OF THE MATTER BEING REPORTED TO THE TEACHER. Students may give qualitative feedback, and such "evaluation" of each other's work will not impact marking.

If this happens and the student in question still wishes to be eligible to earn marks for the assessment/s in question, the student must write to the lecturer, providing a reason they were unable to attend group meetings and/or complete the work allocated to them in the manner expected by the group.

Complaints to your teacher about non-performing group members must be made as soon as possible when relevant problems arise. If, after consultation with all the concerned parties, the teacher believes the group has not followed these guidelines appropriately or behaved reasonably, the teacher has the discretion to provide an outcome other than what has been requested by the group. Your teacher is available to provide guidance on your assessment tasks and respond to questions in class – email is only to be used to seek clarification of urgent points or raise important and time-sensitive issues.

 

Your lecturer and convenor will expect:

• Teams to take responsibility for organising their project and workload
• Each team member to know the current position of the project
• Each team member to contribute along the lines agreed by the group 
• Team members to act responsibly, ethically and diligently towards successful team collaboration and group projects.

Return of assessment: 25-05-2026

Assessment Task 6

REFLECT & CAPSTONE – Marketing Career Portfolio (Individual - 25%)

Assessment 6: REFLECT & CAPSTONE: Marketing Career Portfolio

(Linked Learning Outcomes: 4, 5, 7)

• Individual, 25%
• Submission: Video (3 minutes) [any part of the video beyond the 3-minute time limit will NEITHER be watched NOR assessed].
• Description: Present a professional marketing portfolio. Reflect on learning outcomes:

1. What did you experience? (Observation)
2. Why did your experience unfold that way? (Critical Reflection)
3. How could you do things differently next time? (Critical Evaluation & Improvement)
4. How can you apply your learning to future experiences and your business career? (Application & Transfer)

Further details and marking criteria: to be provided on Canvas two weeks prior to Week 1 of the semester.

Due date: 05-06-2026, via Canvas

*This assessment reinforces critical evaluation and reflective capability by requiring students to assess limitations, learning outcomes, and future application of their service design and marketing decisions.

Return of assessment: with the release of the final grades

Academic Integrity

Academic integrity is a core part of the ANU culture as a community of scholars. The University’s students are an integral part of that community. The academic integrity principle commits all students to engage in academic work in ways that are consistent with, and actively support, academic integrity, and to uphold this commitment by behaving honestly, responsibly and ethically, and with respect and fairness, in scholarly practice.

The University expects all staff and students to be familiar with the academic integrity principle, the Academic Integrity Rule 2021, the Policy: Student Academic Integrity and Procedure: Student Academic Integrity, and to uphold high standards of academic integrity to ensure the quality and value of our qualifications.

The Academic Integrity Rule 2021 is a legal document that the University uses to promote academic integrity, and manage breaches of the academic integrity principle. The Policy and Procedure support the Rule by outlining overarching principles, responsibilities and processes. The Academic Integrity Rule 2021 commences on 1 December 2021 and applies to courses commencing on or after that date, as well as to research conduct occurring on or after that date. Prior to this, the Academic Misconduct Rule 2015 applies.

 

The University commits to assisting all students to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. All coursework students must complete the online Academic Integrity Module (Epigeum), and Higher Degree Research (HDR) students are required to complete research integrity training. The Academic Integrity website provides information about services available to assist students with their assignments, examinations and other learning activities, as well as understanding and upholding academic integrity.

Online Submission

You will be required to electronically sign a declaration as part of the submission of your assignment. Please keep a copy of the assignment for your records. Unless an exemption has been approved by the Associate Dean (Education) submission must be through Turnitin.

Hardcopy Submission

For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.

Late Submission

Individual assessment tasks may or may not allow for late submission. Policy regarding late submission is detailed below:

• Late submission not permitted. If submission of assessment tasks without an extension after the due date is not permitted, a mark of 0 will be awarded.
• Late submission permitted. Late submission of assessment tasks without an extension is penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.

Late submissions for Assessment Tasks 1, 2, and 3 are not permitted because answers and feedback are provided and discussed in the class that follows the submission due date. 

All requests for Assessment Adjustment (including Requests for Extension and for Consideration of Extenuating Circumstances) should be submitted via ANUHub .

Referencing Requirements

The Academic Skills website has information to assist you with your writing and assessments. The website includes information about Academic Integrity including referencing requirements for different disciplines. There is also information on Plagiarism and different ways to use source material. Any use of artificial intelligence must be properly referenced. Failure to properly cite use of Generative AI will be considered a breach of academic integrity.

Returning Assignments

See return dates in the ASSESSMENT SUMMARY and the DETAILS OF ASSESSMENT ITEMS above.

Extensions and Penalties

Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. Extensions may be granted for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.

Resubmission of Assignments

Resubmissions are permitted up until the due date and time but are not permitted thereafter.

Privacy Notice

The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information.
In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service – including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy.
If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.

Distribution of grades policy

Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes.

Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.

Support for students

The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).

• ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
• ANU Accessibility for students with a disability or ongoing or chronic illness
• ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
• ANU Academic Skills supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents all ANU students