BK217 - Social Media,Search and Video Marketing

Credit Points: 15 credit points

Workload: 36 hours

Prerequisite: BK208 Digital Marketing Foundations

Co-requisite: N/A

Aims & Objectives

This is a second-year Core Unit in the Bachelor of Business [Digital Marketing]. For Course Learning Outcomes and further information relating to Bachelor of Business programs please visit our website:   http://www.mit.edu.au/study-with-us/programs/bachelor-business.

The rapid evolution of social media marketing channels has changed the way organisations do business and how customers discover, communicate, learn and purchase products. Brands have the ability to utilise these channels to reach out to customers and use their feedback to tailor communication, branding, and product strategies. The aim of this unit is to provide students with knowledge of various social media marketing strategies and tools use by organisations to engage with customers in innovative ways to build customer loyalty. In addition, this unit provides analytical and practical skills in developing a social media marketing campaign and tracking the performance of it that can be implemented in an organisation. This unit will provide practical skills in how to optimise content for search, as well has how to use, create, target, launch and monitor marketing campaigns via the various social, display media and video channels.
This unit will also focus on mobile technology and its impact on social media marketing and consumer behaviour to enhance the contemporary digital environment and its relationship with businesses.

The need for professionals who are attuned to the new and emerging processes for engaging the marketing function in digital spaces is creating a demand for savvy social media marketing professionals out in the industry. Hence this unit examines the purpose of social media marketing in a holistic way that fits in with other marketing strategies in order to support specific business goals.  Emphasis is placed upon the creative, analytical and critical thinking needed to develop social media marketing campaigns that support business strategies and measure its effectiveness.

Unit topics include:

  • Introduction to social media marketing
  • Alignment of social media platforms to the advertising and promotion campaign (Facebook & Instagram)
  • Alignment of social media platforms to the advertising and promotion campaign (Twitter & LinkedIn)
  • Alignment of social media platforms to the advertising and promotion campaign (Youtube & Pinterest)
  • Social media customers, Identifying target audiences, Rules of customer engagement for social media marketing, Customer co-creation
  • Social media marketing plan
  • Social media content creation
  • Tools for managing the social media marketing campaigns
  • Social media campaign monitoring and performance measurement
  • Impact of mobile technology on social networks
  • Future social media trends

Learning Outcomes

The Course learning outcomes applicable to this unit are listed on the Melbourne Institute of Technology’s website: www.mit.edu.au
At the completion of this unit students should be able to:
a. Examine the structure and function of major social media networking platforms and their contribution to business organisations.
b. Review the impact of social media marketing on the behaviour of consumers and measure its effectiveness.
c. Formulate effective social media marketing campaigns and strategies by planning, budgeting, executing, reporting and optimising a social media campaign.
d. Reflect on the relationship between mobile technology and social media marketing.
e. Analyse how to track the performance of social media marketing campaigns and utilise the performance analytical reports to build an in-depth engagement with customers and stakeholders.


Assessment Task     Due Date A B Unit Learning Outcomes
1. Formative assessment Week 3 - 5% a
2. Contribution and participation Weeks 1-12 - 5% a-e
3. Social Media Marketing Campaign [Group] Week 5 10% - a-e
4. Design Social Media Campaign Week 8 20% - a-e
5. Project [Individual]  (3 hours) TBA - 50% a-e
TOTALS    30% 60% 90%

Task Type: Type A: unsupervised, Type B: supervised.

Contribution and Participation (5%)

This unit has class participation as an assessment. The assessment task and marking rubric will follow the Guidelines on Assessing Class Participation (https://www.mit.edu.au/about-us/governance/institute-rules-policies-and-plans/policies-procedures-and-guidelines/Guidelines_on_Assessing_Class_Participation). Further details will be provided in the assessment specification on the type of assessment tasks and the marking rubrics.

Teaching Methods

NOTE: All School of Business units 3-hour workshops Flipped Classroom Mode. 

Textbook and Reference Materials

Note: Students are required to purchase the prescribed text book and have it available each week in class.

Prescribed eBook

Other recommended references

  • Barker, M.S., Barker, D.I., Bormann, N.F., Roberts, M.L. & Zahay, D. (2016). Social media marketing: A strategic approach (2nd ed.). Victoria, Australia: Cengage Learning.
  • Coles, L., (2014). Marketing with Social Media: 10 easy steps to success for business, Melbourne: Wiley.
  • Coine, T., Babbitt, M., (2017), A world gone social: How companies must adapt to survive, New York, American Management Association.
  • Dodaro, M., (2016), The LinkedIn Code: Unlock the largest online business social network to get leads, prospects & clients for B2B, professional services and sales & marketing pros, Top Dog Social Media.
  • Gardner, S. (2017). The road to social media success (7th ed.). Seattle, Washington: Pearson.
  • Halligan, B., Shah, D., (2014), Inbound Marketing, Revised and Updated: Attract, Engage, and Delight Customers Online; New Jersey, Wiley & Sons.
  • Kawaski, G., Fitzpatrick, P., (2015) The art of social media: Power tips for power users, New York, Penguin.
  • Lupkin,J., Lupkin, M., Carter, B., (2014)., Network marketing for Facebook: proven social media techniques for direct sales & MLM success, self published.
  • Schaefer, M. (2014), Social media explained, (1st ed.). USA: McGraw Hill.
  • Schaefer, M. (2015), The Tao of twitter, revised and expanded new edition: changing your life and business 140 characters at a time, (2nd ed.) USA, McGraw Hill.
  • Unsworth, N Shoopman, V., (2017), The book on Facebook marketing: to help you set your business & life on fire, California, Crescendo Publishing.
  • Walter, E., Gioglio, J., (2017), The Power of Visual Storytelling: How to Use Visuals, Videos, and Social Media to Market Your Brand, USA, McGraw Hill.

Journals and Business Publications

  • Felix, R., Rauschnabel, P.A. & Hinsch, C. (2016). Elements of Strategic Social Media Marketing: A holistic Framework, Journal of Business Research, 70 (1), 118-126.
  • Stephen, A. (2016). The role of digital and social media marketing in consumer behaviour, Current Opinion in Psychology, 10 (2), 17-21.

Adopted Reference Style: APA can be found in MIT library referencing
The Referencing style for this using is APA: See the MIT Library Referencing webpage: https://library.mit.edu.au/referencing/APA and the Unit Moodle page for additional referencing support material and weblinks.

Graduate Attributes

MIT is committed to ensure the course is current, practical and relevant so that graduates are “work ready” and equipped for life-long learning. In order to accomplish this, the MIT Graduate Attributes identify the required knowledge, skills and attributes that prepare students for the industry.
The level to which Graduate Attributes covered in this unit are as follows:

Ability to communicate Independent and Lifelong Learning Ethics Analytical and Problem Solving Cultural and Global Awareness Team work Specialist knowledge of a field of study


Levels of attainment Extent covered
The attribute is covered by theory and practice, and addressed by assessed activities in which the students always play an active role, e.g. workshops, lab submissions, assignments, demonstrations, tests, examinations.
The attribute is covered by theory or practice, and addressed by assessed activities in which the students mostly play an active role, e.g. discussions, reading, intepreting documents, tests, examinations.
The attribute is discussed in theory or practice; it is addressed by assessed activities in which the students may play an active role, e.g. lectures and discussions, reading, interpretation, workshops, presentations.
The attribute is presented as a side issue in theory or practice; it is not specifically assessed, but it is addressed by activities such as lectures or tutorials.
The attribute is not considered, there is no theory or practice or activities associated with this attribute.