论文要求及一些建议.docx
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论文要求及一些建议
BrandsandBranding
论文要求:
CourseAssessment
Themomentinwhichallofthisreallycomestogetheristheassessment.Themodelfortheassessmentwasborrowed/nickedfromthegreatmasterofmarketingtheory,ProfessorMorrisHolbrookwhorecentlyretiredfromColumbiaUniversityinNewYork(againthisisatriedandtestedmethod).Hereisthebrief:
Fromtheconceptualandtheoreticalissuespresentedinlecturesandthroughyourprivatelydirectedreadingsofrelevantmaterial.Studentscanexplorethebrandsandbrandingandtheirrelevanceforanyindustry,product,brand,strategicplan,culturalphenomenon,economicproblem,demographictrend,multiculturalcontrast,globalissue,consumptionphenomenon,careerobjectiveetc.thattheywishtoexplore.(从中选一个topic去分析,然后分析的细一些,不要笼统的概括)
Thiswillbea2,200worddocument.Notethatthisisremarkablyopen-ended.Youarebasicallyfreetocontextualizethisprojecthoweveryouwish.Conceptually,howeveryoumustaddressthetheoreticalissueswhichareexploredduringlectures.
TheContext
Asperthebrief,youcanpickanycontextthatyouprefer.Myadviceistopickatopicthatyoureallylove,thatyouarereallyinterestedinandthenthinkaboutitinthetermsofthelogicofbranding.(分析的时候要越细越好,不要很笼统的分析)Rememberthestudentswhodothebestwillbethosewhopickaprojectofgreatestpersonalinterest.Hereyouhavethefreedomtobecreativeinyourthinking.
TheConcepts
Youmustdrawuponaconceptualframeworkaspresentedinlectures.Thismeanstrawlingthroughtheabovereadinglistsandidentifyingatheoreticalareathatyouaremostinterestedinandthenapplyingittoyourcontextintheformofanalysis.Youshouldbeginwithasingularconceptualfocusandthenuseyourprivatelydirectedreadingtoexpandtherelevantreadingsintoacomprehensiverangeofmaterial,asbefitsaresearchproject.Rememberitisimperativethatyouanalyse,notdescribe,yourcontextandusetheorytodoso.
AverygoodbookwhichcomeswithallsortsofexamplesofbrandcontextsbeinganalysedwithinterestingconceptsisthevolumeBrandCulturebySchroederandSalzer-Morling.
Arecurringissueattendsalackofengagementwiththeory–asIhaverepeatedlyemphasised,scholarshipisallaboutconcentratedanddedicatedperiodsspentreadingandcontemplatingsophisticatedideas.Theexpectationisthatallreadingswillbereadindetail.Fartoooftentherewaslittletoillustrateanysustainedeffortatunderstandingthework–itisusuallyeasytospotthedifferencebetweensomebodywhohasreadthearticlesandmadeanefforttounderstand,asopposedtosomebodywhodipsintotextsandextractssentences.Veryoftenthisleadtopeoplemissingthepoint–inparticulartheiconicbrandingargumentofHoltwasoftenmisrepresented.Chapteroneofhisbooklooksatstandardtheoriesofbranding,heusestheseideastolaunchhisownideasoff–howeveritwasclearthatsomepeopleunderstoodthestandardtheoriesasbeinghisown.Thiscanonlyhappentothosewhodon’treadthetextthrough;itjustdoesn’tdotoonlyreadafewpages.
Thefollowingareexampleswhichsignalalackofengagement:
(请仔细阅读,不要犯同样错误)
1)Un-integratedcitations–frequently,therewouldbeadenseandcomplexquotationwhichisnotanalysedorexplainedorreferencedbacktothework.Whenyourefertotheory,itisimportantthatitisexplainedandanalysedcarefullyandindetail.
2)Freelyfloatingquotation:
sometimesanentirequotationwillbepresentedwithoutanyexplanation.Theassumptionseemstobethattheexaminerwillunderstandthequotationandknowhowitlinkstothework.Donotmakethisassumption;effectivelyyouaremakingtheexaminerdotheworkforyou.Youhavetoexplainwhatyoucite,whyyouarecitingitanditssignificanceforthethreadofargumentthatyouaremaking.
3)Descriptiveness:
thereisadifferencebetweendescribingsomethingandanalysingsomething.Anybodycandescribeacontext–itisnotanimpressiveskill.Howevertoanalysesomethingismoresophisticated–thequestionishowcanyouusetheorytoanalyseacontext.Inmanycases,studentsweresimplydescribingcontexts.Remember,thereisnoreasonwhyyouneedtogotouniversitytodescribeacontext–itisnotanacademicskill,sowhyshoulditbeawardedanymarks?
4)AcademicOffences–sadlytherewereincidentsofplagiarismwhichwillbeinvestigated.Donotplagiarise.
5)Notbeingambitious–forinstance,veryfewpeoplementionedthedialectictodescribemateriality.WhilstIappreciatetherewasalowwordcount,thisshouldpreventpeoplefromdealingwiththeoryatthecomplexlevel.Totaketheeasypartsoftheoreticalargumentswhilstignoringthemorecomplicatedpartsisastatementoflackofengagementandambition.Inmanycases,Iwouldcommentonpeople’slevelsofinsight–veryoftenthiswouldmeanthatanalysisisbeingconductedwithoutanysenseofawarenessofsomeofthekeytheoreticalissues.InothercasesIwouldcommentfavourablyaboutthelevelofinsight,whichsuggeststhateventhoughthetheoreticalaspectsarenotbeingreferredto,itisclearthatthestudentunderstandstheissuesatstakeandtheanalysisbearsthatqualityofknowledge,evenifnotexplicitlymentioned.
Irrelevantaspects–someofyoudidnotsticktotheprojectbriefandinsteadseemedtobeansweringthequestionthatyouwishedIhadasked.
一些提示:
这篇论文是以report形式来写的,请一定根据report格式来写,我会发您一个参考的格式的PDF,在第52页有详细的格式。
大致是自己选一个品牌,选一个topic来写,题目中有让你选。
请仔细阅读题目,不要偏题了。
用下面的有关的一些lecture的内容和理论知识来分析。
请仔细阅读下面每个lecture的内容,都是一些相关知识点,需要结合的!
老师说范围写的越细越好,就是您分析的某一个方面,然后分析的细一些,不要很笼统的来写。
这个老师喜欢很多reference和理论知识来分析的,请多参考些reference.(根据Harvardreference来写)然后在文中正确的标注。
请一定要仔细阅读上面的题目要求,要按照它的要求来写,要加入理论知识和reference。
最好多参考些书的reference.这个老师喜欢加些书上的理论知识。
不要抄袭。
谢谢!
还有个压缩包是让您可以参考看看的。
ModulePedagogy
ThismodulefollowstheStudent-CentredLearningmodelwhichconstructsthestudent,ratherthanthelecturer,astheengineofthelearningprocess.Withinthispedagogy,mytaskaslectureristofacilitateyourlearningexperiencesbutnottoprovideittoyouinapre-digestedform.Iwillnotbeposingthecourseinaseriesofproblemsandsolutionsbutratherpresentingaseriesofrelevantideasandtheorieswhichhopefullywillpromptyoutocontinuelearningonyourterms.
Thereforecomplextheorywillnotbeneatlydividedintoneatpowerpointbullet-pointsconvenientlygiventoyoubeforelectures.Indecidingnottodothis,IhavebeenverymuchinfluencedbyGabriel’scritiqueofPowerpointculturewhichIaskyoutoconsiderandcontemplate:
Wemaycaricaturethenewformoflectureasoneofstudentsengagedinoneofthefavouritepastimesofourage,watchingpicturesandabsorbinglargelysubliminalmessages.Asconsumersofeducationalpackages,theyextendedtheirexperienceofbeingconsumersofshowsandspectacles,onandoffTV.Thiscanallbeseenaspartofthewidelydebatedcommercializationofhighereducation,whichturnsstudentsintocustomersanduniversitiesinto‘McUniversities’...Educationthencouldbeseenascomingclosetoentertainment(somecallit‘infotainment’),withbite-sizemorselsofinformationthatdonotstrainortesttheirpowersofreasoningorcomprehensionbeyondsupplyingenoughmaterialforsomelargelyritualtestingtotakeplace.
InlinewithKarreman’sandStrannegard’s(2004)powerfulcritiqueofitsbusinessuses,wecouldthenobservethatPowerPointintheclassroomcanreducethestudents’criticalawareness,naturalizeknowledgeintoseeminglyindisputablebulletpointsandbolstertheauthorityofthelecturerwhomitsurreptitiouslytransformsintoasalesperson(seealsoSturdyandGabriel2000).Atthesametime,PowerPointcansubstantiallylimitalecturer’sabilitytodeviatefromapreconceivedlectureplan,improviseordevelopanewlineofthinkinginthecourseofalecture.Likeasetofrailsfixedontheground,PowerPointslideslockthethinkingprocessalongasinglelinearpath,blockingimpromptuvariationsanddigressions;inshort,improvisationandexploration.ButcriticismsofPowerPointrunevendeeper.Inthelastfewyears,alivelydebatehasgrownarounditsuses,mostlyconductedonwebsites,promptedbyastingingcritiquebyEdwardTufte,aYaleprofessorofinformationdesign(Tufte2003a,c).TuftechargedPowerPointwithdegradingthequalityofcommunication,stupefyingandboringaudiencesanddebasingeverythingittouches.
(FromGabriel,Yiannis.2008.AgainsttheTyrannyofPowerPoint:
Technology-in-UseandTechnologyAbuse.OrganizationalStudies.29(02):
255-276.)
(anotherexcellentcritiqueisprovidedintheNewYorkTimesarticle‘WeHaveMettheEnemyandHeisPowerpoint–see).
Alternativetothisincreasinglystandardizedmodelofpedagogy,Iwanttopresentlectureswhicharepremisedaroundopenstructuresandthatwillfacilitatediscussion,deviationanddiscourse(the3D’sofPedagogyanybody?
).Mytaskistobringtoyourattentionrelevanttheoriesandconceptsandencourageyoutochoosefromtheseideasasyoudevelopyourownproject.(bytheway,incaseyouareworriedthatthisisallsomedangerousexperimentinwhichyouarecastasguineapigs,youmightbere-assuredtoknowthatIhavebeendevelopingalternativemoduleslikethisforyears–seeforexamplethisarticleintheTimesHigherhttp:
//www.timeshighereducation.co.uk/story.asp?
storycode=404438).
Onceagainthesuccessofyourlearninginthismodulewillverymuchbepredicatedonyourownabilitytoengageinlecturesandmakenotes.Thismeansthatyoushouldbeaskingquestions–unsureabouthowtodothat?
ThenreadonandseeHarrietSwain’sexcellentarticl