Credits: 3

Schedule: 09.09.2019 - 31.07.2020

Teacher in charge (valid 01.08.2018-31.07.2020): 

Henri Weijo
Tatsiana Padhaiskaya
Oscar (Lars) Ahlberg

Contact information for the course (applies in this implementation): 

In case a student needs to get in touch with a teacher an email can be sent to one of the following email addresses:


Please note that as the course is oriented around self-motivated, independent and self-learning work. This is primarily if a student wishes to replace two of the articles within the reading package or if an unexpected issue not covered within the syllabus is to emerge.

Teaching Period (valid 01.08.2018-31.07.2020): 

Not offered in 2018-2019
Reading Package offered each period I, II, III, IV and V (2019-2020)

Learning Outcomes (valid 01.08.2018-31.07.2020): 

The student learns about an advanced topic related to marketing. The topic varies, and is determined by the instructor. The course may focus on theory, research methods and/or practice.

Content (valid 01.08.2018-31.07.2020): 

The content of the course and learning methods vary depending on the instructor in charge. Please refer to the course website for more information.

Details on the course content (applies in this implementation): 

This is an independent and self-directed learning experience. Upon the completion of this course, the student will have gained: 

- advance knowledge on a contemporary marketing topic of their choosing 

- sharper critical thinking skills 

- experience in crafting an academic essay 

- a deeper understanding of how analytical thinking help in the field of marketing 

This course is suitable for anyone who: 

- would like to complete the coursework independently and at their own pace 

- is genuinely interested and motivated to learn more about a particular marketing-related topic 

- is looking for a Master’s Thesis topic 

- is willing to learn how to create theoretical frameworks and thematizing concepts 

Elaboration of the evaluation criteria and methods, and acquainting students with the evaluation (applies in this implementation): 

The coursework consists of an introductory lecture and independent, self-learning work. During the introductory lecture, students will be introduced with course practicalities and the selection of topics. Once the topic is chosen, each student will be provided with the reading package. Each reading package consists of 8-12 articles. To pass the course, participants will have to read all the articles and submit a final course essay. 

Students are free to choose a preferred angle and/or essay objective - there is no right or wrong way to do it. However, please keep in mind that responsible teachers are familiar with all the topics and can easily understand whether students read and reflected on the readings in-depth. 

Students may replace two articles within the reading package if necessary. In that case, notify the responsible teacher via email and provide a clear justification for replacement. 

List of topics 

Co-creation and its pitfalls 



Sustainability and CSR 


Topics are subject to change 

Essay format 

A maximum 10-page essay excluding references and appendices, 1.5 spacing, 1” margins, PDF format. 

Grading Rubric 

Students are expected to familiarize themselves with the grading rubric for essay writing. 

Measurable Attributes

0 -Insufficient



3 -Good


5- Excellent

Specification and justification of the essay’s objectives and/or points of view

Provides very vague or no specification or justification of the essay’s objectives and/or points of view

Provides limited specification and justification of the essay’s objectives and/or points of view


Provides clear specification and justification of the essay’s objectives and/or points of view


Provides insightful specifications and justifications of the essay’s objectives and/or points of view

Review of literature

Reports on assigned literature without connecting it to the essay’s objective, omitting key references

Reports on all of the assigned literature without connecting it fully to the essay’s objectives



Reviews all of the assigned literature relevant to the essay’s objective in an appropriate and comprehensive manner



Demonstrates critical thinking in reviewing all of the assigned literature relevant to the essay’s objectives


Critical assessment of the content

Shows no evidence of critical assessment of the content


Does not go deeply into the critical assessment of the content


Critically assess the content, personal and general reflections are included.



Critical assessment and abstract ideas are reflected through the use of specific details


Identification of gaps in literature and directions for future research

No identification of the research gaps or directions for future research

Provides limited insight into future research directions or literature gaps


Identifies clear gaps in the literature, provides directions for future research


Provides novel directions for future research and creatively identifies gaps in the literature

Academic style, language use, and readability

Uses non academic style; inaccurate

language use interferes with reading

and comprehension; citation format

not observed, serious grammar and spelling mistakes


Uses sufficiently appropriate academic

style; no substantial interference with reading and  comprehension, citation format not always observed, grammar and spelling mistakes


Uses academic language fluently; minor errors may exist but do not interfere with

reading and comprehension, some grammar and spelling mistakes



Meets academic

writing standards,  citation format consistently observed, no/very minor grammar and spelling mistakes

Consistency and coherence of the essay

Text is fragmented and unbalanced; problems with headings, paragraphs, and sections

Text is not fully balanced; does not really form a coherent whole; some problems with headings and paragraphs and section structure


Forms a balanced and coherent whole; headings, paragraphs and section structure typically support the overall coherence.


Forms a coherent whole with consistent and explicit internal linkages; has a logical flow of argumentation with neat headings and clearly structured paragraphs and sections.

Workload (valid 01.08.2018-31.07.2020): 

80-160 h, distribution of workload varies

Details on calculating the workload (applies in this implementation): 

6 credits, 160 hours:

• Reading articles (60 h)

• Writing final essay (100 h)

Details on the course materials (applies in this implementation): 

Collection of articles assigned 

Course Homepage (valid 01.08.2018-31.07.2020):

Prerequisites (valid 01.08.2018-31.07.2020): 

Recommended prerequisites: an introductory course in marketing

Grading Scale (valid 01.08.2018-31.07.2020): 


Registration for Courses (valid 01.08.2018-31.07.2020): 

Registration via WedOodi. Check registration time in WebOodi.

Further Information (valid 01.08.2018-31.07.2020): 

More information available at course website. The number of students admitted to the course is restricted to 50.

Additional information for the course (applies in this implementation): 

Final Essay: Advice and Practicalities 

It is emphasized that there will be very little supervision or guidance for preparing the essays. Students who sign up and take this course are expected to understand the self-guided and self- motivated nature of course completion. 

Tips for good academic essay writing:

1.       Make sure to reserve enough time for reading articles. Do not attempt to just skim through everything in 15 minutes or so. Take your time to read each article thoroughly.

2.       Take notes on each of the articles. While moving further with the readings, make sure to update and refine your notes.

3.       Summarize each article, then compare and contrast them. Identify themes that are relevant to all articles or a certain number of them. Utilize two-by-two tables or other visual solutions to help you thematize the articles (or their arguments).

4.       Remember the critical voice! Look for inconsistencies, differences, ambiguity, and complication.  Reflect on why certain arguments explain similar issues differently and how it can be utilized. Define deeper implications of the author's arguments. Figuring out these issues will help you to develop a clear essay’s objective.

5.       Come up with the objective that you would like to discuss in the essay. After reading your objective statement the reader should think: "This essay is going to try to convince me of something. I'm not convinced yet, but I'm interested to see how I might be."

6.       Keep your essay’s objective prominent in your introduction. A good place for your objective statement is at the end of an introductory paragraph.

7.       Once you come up with a clear objective, think about what might be said against it and reflect on those counterarguments later in the essay.

8.       Correctly cite secondary sources – you may use any referencing format as long as you are consistent throughout the essay.

9.       Make sure to reserve time to proofread and edit. This will contribute to a more clear and concise essay and help detect any inconsistencies and grammatical errors.


Some DON’Ts

1.       Do not present a mere chronological summary of the articles.

2.       Do not just present various themes within the articles – identify meaningful connections, compare and contrast the themes across the articles.

3.       Remember that essay’s objective should never be vague, combative or confrontational. A good objective is definable, arguable claim. You aim to convince the reader!

4.       Essay’s objective should be as clear and specific as possible. Avoid overused, general terms and abstractions.

5.       “Critical reflection” does not mean vague declarations of “I like /I do not like /agree with…” Specify your claims and present clear arguments.

6.       Do not submit a “wall of text” – make sure that your arguments are clearly structured and form a coherent whole.

Make sure that you are familiar with the best practices of academic essay writing. The link below provides useful information regarding essay’s structure, argument development, editing, and grammar.

Remember that writing a final course essay is a creative process, where critical thinking assists you in linking various themes together. 

Students are expected to cover all the readings in their final essays and show that they gained an in-depth understanding of the topic! 

Details on the schedule (applies in this implementation): 

Course Schedule

Study Period

Introductory Lecture

Deadline for final essay

Period I

Sept 9th

Oct 18th

Period II

Oct 28th

Dec 6th

Period III

Jan 7th

Feb 14th

Period IV

Feb 24th

Apr 3rd

Period V

Apr 13th

May 22nd


Registration and further information