Social Marketing Campaigns
University of North Carolina at Chapel Hill
JOMC 671.001
Spring 2015
Instructor:
Office:
Phone:
Email:
Dr. Brian Southwell
371 Carroll Hall
919.541.8037
southwell@unc.edu
Class:
MW 6:35 PM to 7:50 PM, CA 283
Office Hours: by appointment
Note: This course syllabus is a general plan for the semester and I understand its utility for your
planning. We may collective decide to alter these plans, meaning regular class attendance will be
necessary to ensure you stay up to date regarding the schedule, but any decision to alter the schedule will
reflect class consensus as much as possible.
Course Description
Welcome! I am pleased you are taking JOMC 671. We need more students to pursue the laudable work of
social marketing and it is my hope that at least some of you will decide to do so following our time
together. Regardless, the intellectual challenges posed by social marketing problems are as difficult as any
faced by advertising and public relations professionals of any sort, and so I am certain you will at least
benefit from this course as you get ready for the next step in your career.
Social marketing is the application of marketing concepts and practices for the purposes of encouraging
social change (or continuity), rather than solely focusing on financial profit through commercial product
promotion or on political candidate election. Social marketing is an approach to planning and
implementing projects and programs that emphasizes the importance of learning what people want and
need in order to encourage particular perceptions or behaviors. Social marketing does not always
exclusively focus on social issue advertising, per se, but we will focus largely on advertising campaign
development in this class. Nonetheless, social marketing, in practice, sometimes overlaps with public
relations, lobbying, direct marketing, education and entertainment, and students interested in each of
those approaches as ways of addressing social issues also will find the course useful.
I will be working to ensure that we address the needs of a number of different types of students. The
interdisciplinary approach of the course provides a unique learning experience. Undergraduate students
can learn research skills from graduate students, MPH students can impart their knowledge of public
health to advertising and public relations students, and many students in the class will have the necessary
skills and training to translate abstract discussion of campaign strategy into vibrant creative materials and
concrete campaign plans. I am excited by the mix of students attracted to the course and look forward to
tapping each of your talents.
I have designed this course as a service-learning course so as to fulfill the Experiential Education
requirements of the University. Service-learning is a pedagogy integrating academic coursework with
meaningful service in the community. The APPLES Service-Learning Program aims to build sustainable,
service-learning partnerships among students, faculty, and communities in North Carolina and beyond.
This experience is valuable in that it provides experience working in the non-profit realm and addresses
important needs in our local communities.
JOMC 671.001 (Southwell) Spring 2015 syllabus 2
Course Objectives
By the end of the course, students should be able to:
 Define and identify appropriate applications of social marketing
 Articulate the principles and methods typically used in social marketing
 Apply a social marketing planning process to develop a campaign. This will include:
o Conducting a situation analysis
o Conducting formative audience research and writing a research report for an actual client
o Developing a social marketing strategy
o Designing and testing social marketing materials and concepts with members of the target
audience
o Writing a social marketing campaign plan
o Presenting the plan to a client
This course also addresses a number of competencies valued by the Accrediting Council on Education in
Journalism and Mass Communication (ACEJMC), including the ability to do each of the following:
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Demonstrate an understanding of the diversity of peoples and cultures and of the significance
and impact of mass communication in a global society
Understand concepts and apply theories in the use and presentation of images and
information
Demonstrate an understanding of professional ethical principles and work ethically in pursuit
of truth, accuracy, fairness and diversity
Think critically, creatively and independently
Conduct research and evaluate information by methods appropriate to communication
professions
Write correctly and clearly in forms and styles appropriate for communication professions,
audiences and purposes
Critically evaluate their own work and that of others for accuracy and fairness, clarity,
appropriate style and grammatical correctness
Apply basic numerical and statistical concepts
Apply tools and technologies appropriate for communication professions
Contribute to knowledge appropriate to communication professions
Required Reading
Lee, N. R. & Kotler, P. (2011). Social Marketing: Influencing Behaviors for Good (4th Edition).
Thousand Oaks, CA: Sage.
Southwell, B. G. (2013). Social Networks and Popular Understanding of Science and Health. Baltimore,
MD: Johns Hopkins University Press.
Other readings and materials will be posted to course website.
Requirements for the Course
The requirements for the course are designed to provide you with the concepts and experiences needed to
meet the above-stated objectives. You are required to complete three individual assignments as well as six
group assignments for this course, as well as to complete assigned reading and participate in class
discussion.
Class Organization
During roughly the first month of the semester, we will gather as a typical seminar to discuss assigned
reading. I will offer formal lecture comments during many class sessions as we all approach the basic
JOMC 671.001 (Southwell) Spring 2015 syllabus 3
issues raised by social marketing together. Following that first month, we will largely be working in
groups. We will develop campaign plans using an “agency team” approach and the class will be divided
into three teams; each team will address a different set of concerns posed by one of three local non-profit
organizations that have agreed to participate this semester. We will frequently gather to discuss and
reflect on progress and experiences; the goal is to learn from one another.
Grading
Average individual assignment score:
Average score for group assignments 1 - 4:
Comprehensive campaign plan:
Presentation to client:
Class participation:
20 % of final grade
20 % of final grade
30 % of final grade
20 % of final grade
10 % of final grade
(schedule lists due dates)
(schedule lists due dates)
(schedule lists due date)
(schedule lists due date range)
(see notes on class participation)
Registration in this course is by A-F only. On average, students should expect to spend about 9 hours in
learning efforts per week (inside and outside of class) to satisfactorily complete this course.
A – achievement that is outstanding relative to the level necessary to meet course requirements.
B – achievement that is significantly above the level necessary to meet course requirements.
C – achievement that meets course requirements in every respect.
D - achievement that is worthy of credit even though it fails to meet fully the course requirements.
F – represents failure and signifies that the work was either completed but at a level of achievement that is
not worthy of credit or was not completed.
I (Incomplete) – Assigned at the discretion of the instructor. An incomplete grade will be considered only
when documented, extraordinary circumstances beyond control, or ability to anticipate, prohibit timely
completion of the course requirements. Incomplete grades are rare and require a written agreement
between instructor and student.
Class Participation
I teach because I enjoy interacting with students. As a result, I am hopeful that we can all have a
meaningful and useful experience this semester.
Class participation points are yours to lose. Show up to class on time, do the reading, be respectful of
your classmates, participate in class discussion, ask questions when you have them, and be a responsible
contributor to the group projects and you will receive a high class participation score. This means that you
can guarantee a high mark for the final 10% of your course grade through your effort alone. That said, if
you are not able to do the above, these points are not guaranteed and could be forfeited.
Disabilities
If you have a disability or condition that compromises your ability to complete the requirements of this
course, please notify me within one week of receiving this syllabus. I will make every reasonable effort to
assist you.
Diversity Statement
It is my intention to respect all types of students and viewpoints and I expect you to extend the same
courtesy to your classmates.
Academic Integrity
Students are expected to adhere to the Honor Code. For more information, please visit honor.unc.edu.
JOMC 671.001 (Southwell) Spring 2015 syllabus 4
Course schedule
1/7
First day of class; introductions
1/12
Social marketing?
** Individual assignment #1 due
Introduction to clients
1/14 Presentations by first three clients (Lou Anne Crumpler of No Kid Hungry, Mike Zelek of
Chatham County Public Health Department, and Erin DeBarardinis, Energy Manager, Mecklenburg
County Government)
** Have read Lee & Kotler ch. 1, 2, & 3.
1/19
Holiday
1/21 Presentation by last two clients (Joseph Threadcraft of Wake County – well water safety;
Christopher Barton – Restoring the American Chestnut, University of Kentucky)
** E-mail Brian top two group choices by 9 PM on this day.
** Have read Lee & Kotler ch. 4 & 5.
A framework for campaign development
1/26
What’s your problem? Identifying campaign goals
** Top two group choices should have been e-mailed to Brian by 9 PM on 1/21.
** Have read Lee & Kotler ch. 7 & 15.
1/28
Identifying and conceptualizing audiences
** Have read Lee & Kotler ch. 6.
** Have read Southwell (2000).
2/2
Using research to inform, persuade, & remind audiences
** Individual assignment #2 due.
** Have read Atkin & Freimuth (2001).
2/4
Finding and reaching audiences: Channel selection
** Have read Lee & Kotler ch. 14.
** Have read Southwell (2013), chapters 1-4.
2/9
Creating messages
** Have read Lee & Kotler ch. 13.
** Group assignment # 1 due in class.
2/11
Assessing campaign effects: Monitoring and summative evaluation
** Have read Hornik (2002).
** Have read Southwell (2013), chapters 5-8.
Campaign development activities
2/16
Group consultations in class with Brian in class regarding problem statements
JOMC 671.001 (Southwell) Spring 2015 syllabus 5
2/18
Group meetings in class to plan for formative research
2/23
Formative research. (In field.)
2/25
Formative research. (In field.)
3/2
Full class discussion of formative research experience and issues.
** Group assignment # 2 due in class
3/4
Group meetings in class regarding creative message development.
3/9 & 3/11
Spring break. Have fun!
3/19
Creative message development. (In field.)
3/16
Creative message development. (In field.)
3/18
Group consultations with Brian regarding creative message development
** Group assignment #3 due in class
3/23
Group meetings in class regarding message pretesting.
3/25
Message pretesting. (In field.)
3/30
Message pretesting. (In field.)
4/1
Final consultations with Brian
** Group assignment #4 due in class
4/6
Presentation rehearsals in class
** Individual assignment #3 due in class
4/8
Presentation rehearsals in class
4/13
Final group presentations A & B (order TBD)
4/15
Final group presentations C & D (order TBD)
4/20
Final group presentation E (order TBD)
4/22
Course wrap-up session
** Peer assessments of group performance (other groups and your own) due in class
JOMC 671.001 (Southwell) Spring 2015 syllabus 6
Assignments.
Individual assignment instructions
You will be asked to submit three double-spaced essays. More detail will follow in class, but
here is a brief overview. All assignments are due in class on the date listed in the course schedule. (Any
late assignment will receive a 50% penalty except in the class of medical or family emergency.)
Individual assignments
Individual assignment # 1: In a 2- to 3-page essay, you need to address the following two
questions: “How do advertisements work?” and “Are advertisements likely to work equally as well to
promote commercial sales as they are for most social marketing goals?” In order to address this task
well, it will be useful for you to define “work” and “social marketing”. That said, I also am assigning this
paper at the beginning of the semester and do not expect you to tie this first essay directly to course
reading (though you might benefit from the assigned reading for the first week). You will have an
opportunity to revisit these questions again at the end of the semester in a way that reflects our reading
and work this semester. For now, the task is to be specific in your arguments and take a stand. Use
examples. You can and should draw on your own experience and do not need to include formal citations
in this first essay.
Individual assignment # 2: This is a two-part assignment. You must complete the CITI research
training modules for social science research. (If you have already completed this training, please just
provide documentation to me as part of this assignment and then complete the essay assignment listed
below.) See http://research.unc.edu/offices/human-research-ethics/researchers/training/index.htm for
instructions on registering and logging on and https://citiprogram.org for actual modules. Complete all
recommended for social science research and include documentation of completion as part of the
materials you submit to me. (One benefit of completing this assignment: you will become a CITIcertified researcher.) Following completion of the modules, write a 1- to 2-page essay answering the
following question: “Why would someone assign the completion of the CITI research training modules to
aspiring social marketing professionals?” Feel free to candidly assess what in the training was useful and
what was not.
Individual assignment # 3: For assignment # 1, you addressed two questions (“How do
advertisements work?” and “Are advertisements likely to work equally as well to promote commercial
sales as they are for most social marketing goals?”). For assignment # 3, you will rewrite that paper
based on what you learned during the semester. In a 3- to 5-page essay, you will need to specifically add
citations from at least 3 of the articles or chapters covered during the semester or others you might find
(with the Lee and Kotler book counting as just one source at most) and should prepare to have your paper
judged as a formal academic argument. Please use American Psychological Association formatting.
(Style guides are available on-line.) You can continue to draw upon personal examples in some instances
and likely will find your work with a client this semester useful to discuss, but you also need to back up
your arguments with citations to literature and empirical evidence when possible.
Group assignments
All assignments are due in class on the date listed in the course schedule. (Any late assignment
will receive a 50% penalty except in the class of medical or family emergency.)
Group assignment #1. Statement of the problem. After holding a discussion with the client (via
telephone or in person), collectively decide on an important and specific behavioral goal. The goal should
JOMC 671.001 (Southwell) Spring 2015 syllabus 7
be plausibly addressed through a relatively limited communication campaign. Your problem statement
should be at least a page long and should include the following sections: Background, key audience or
audiences, understanding of client ability to assist with formative research, and forecast of future
organizational ability to implement an advertising campaign. You can rely on published literature or
client assistance in identifying the appropriate audience, but you do need to briefly justify the group you
select.
Group assignment #2. Key benefits and barriers research. You should submit a 3- to 5-page
report identifying key benefits and barriers to the target behavior or outcome among your selected
audience. In 1 to 2 pages, identify and summarize relevant literature that addresses the main problem you
and your client have identified. In the remainder of the report, briefly describe what primary research you
conducted and what you learned as to why people do or do not engage in the behavior in question.
Group assignment #3. Creative brief. Outline your proposed message strategies in a 2- to 3-page
document. Offer specific wording examples and mock visual or audio elements wherever possible. What
is proposed in this brief needs to be sufficiently developed to share with prospective audience members.
Group assignment #4. Message pretesting results. In 2- to 3-pages, tell a story about what you
did to find out what audience reaction to your proposed messages is likely to be and what you found. I
will be assessing the effort you took to gather relevant evidence in a creative way as well as you candor as
to its limitations.
Group assignment #5. Comprehensive campaign plan. Here is your chance to put everything
together in an impressive single document. Don’t feel constrained; put some effort into the design and
readability of the document and also remember that your audience for this is the client as much as it is me
and your classmates. Imagine that you are auditioning to actually do the work for them. You need to
include sections discussing the problem, the audience, channel selection, messages and creative
strategies. You also should discuss in 1 to 2 pages exactly how the organization could evaluate
campaign impact if they chose to do so.
Group assignment #6. Presentation to client. You have 25- to 30-minutes to impress them.
Consider carefully how best to present; you might decide to just have one or two of your best public
speakers on the team offer the presentation. Tell a coherent story, creatively, as to what the problem is
and exactly how you plan to address it through advertising. Grades for the presentation will solely be a
function of two criteria: client satisfaction (which I will solicit with a feedback form) and the judgments
of the other two teams, each of which will be asked to attend and grade your performance.