论文要求及一些建议.docx

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