The rationale behind the creation of a "Strategic Marketing Decision Making" module using case study method as the primary pedagogic device is strong. Case studies are and have been used to a large extent in academic disciplines for decades such as business, law and medicine. The case method of teaching has a long history within business schools particularly, with it being used at leading universities such as Harvard for over 50 years (Gomes & Knowles, 2000). The case method was pioneered in Harvard Business School where executives would bring to classes actual business problems and were then asked to write analyses and recommendations for the business dilemma (Erskine et al., 1981;13). Some international business schools use the case method exclusively in their master's degree programmes. Academics have discussed the use and management of case studies in the pedagogy of business courses for decades. The case study method has evolved into a pedagogy that enriches the learning experience for students. Cases give students an opportunity to apply theoretical constructs and coursework to real business problems. The case method is seen to more accurately reflect the realities of the workplace than other pedagogies (Rogers & Rymer, 1998). Critical thinking is a core-learning outcome for university teaching to achieve. Case studies endeavour to get students to distinguish between assumptions and facts, getting students to think through rationally about a problem, evaluate both quantitative and qualitative evidence and how they would overcome a similar decision situation drawing on previous classwork. Through the use of cases students are better able to apply, analyse, synthesise, and evaluate information, helping them make informed decisions. The case method is utilised in this module, for the following purposes; 1. To understand the current issues and trends affecting marketing, consumption and society. 2. To examine the typical activities, opportunities, and challenges, facing professionals involved in marketing. 3. To confront the complexities of real marketing situations. 4. To relate theory to practice and assist the long-term retention of that understanding of marketing.

This module uses the case study method and computerised simulations as the primary pedagogic devices to assess and learn from factual scenarios centred on; market orientation; assessing marketing opportunities; formulating and executing marketing strategy; enhancing marketing analysis and decision-making; brand/product management; competitive analysis, dynamics, and rivalry; marketing programme development; fmcg marketing; service marketing; public sector marketing. Cases/simulations used will be drawn from a wide variety of contexts and situations, including business-to-business, non-profit organisations, and services, ranging from large multinationals to small enterprises.

Analyse complex marketing issues in a variety of marketing contexts. Appraise the forces impacting marketing decision making. Critically evaluate current problems and issues that are affecting marketing. Propose verbal and written marketing solutions to complex scenarios. Defend solutions providing rationale behind decision making.

Display a professional commitment to ethical practice.

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Cases give students an opportunity to apply theoretical constructs and coursework to real business problems. These factual scenarios provide students with exposure to typical marketing problems and challenges. They provide a context by which students can apply theories in the real world. Some of the key strengths associated with the case pedagogy is that it can be integrated across a wide range of topics and functions, that it fosters strategic vision through application, encourages teamwork among students, and that it helps improve both the oral and written communication skills of students (Crespy, Rosenthal& Stearns, 1999). Cases help students; to assess situations, sort out and organize key information, get them asking the right questions, help define opportunities and problems, identify and evaluate alternative courses of action, analyze and interpret data, evaluate the results of past strategies, develop and defend new strategies, interact with other decision makers, and make decisions under conditions of uncertainty (Lamb & Baker, 1993). The true case study method requires the instructor to act as moderator for the discussion of the case. Here the instructor encourages debate, probes students' responses, seeks clarification of responses, and facilitates symmetrical communication to occur. Jennings (1996) argues that case method objectives can be categorised into six sets of objectives - illustrative, strategic analysis, pedagogic expedience, communication and interpersonal skills, integrative, and information skills. A major advantage of case studies is that they show that there is no one best possible solution, but that multiple responses are viable. This allows for greater discussion and debate about the contextual problem. Case teaching allows for a more participative/interactive learning environment, rather than the passive, formal lecture format. This allows for greater student engagement with the topic, and encourages debate and critical thinking about the business dilemma. The typical framework of the case method involves identification of the problem, description of relevant information, delineation of alternatives, analysis of options based on decision criteria, adoption of solution, and the development of an implementation plan (Erskine et al., 1981;141). This framework focuses on diagnosis, analysis, evaluation, problem solving, and decision-making within the case context. All key transferable business skills that we strive for our students to acquire. This module is aligned to our graduate attributes of knowledgeable, creative, responsible, collaborative, and articulate. Knowledgeable - Students will have to develop their capacity for critical thinking, confronting real world marketing challenges and scenarios, demonstrating their marketing knowledge. Creative - Students will have to propose creative marketing solutions within both the case method, and simulation. Responsible - Students have to engage with how marketing influences society, and diverse stakeholder groupings, understanding the importance of ethical decision making. Furthermore students have the opportunity to interact with a variety of real NGOs within the simulation exercise, helping them develop practical marketing solutions for their organisation. Collaborative - Students will work in teams during the simulation exercise, and also within the case method some notable additional benefits can accrue such as greater student interaction, enhanced level of communitas within the student group, improved motivation to seek out additional readings, improved level of self-directed learning, and the formation of peer study groups. Articulate - Students have to demonstrate competence in the articulation of their positions through both written and verbal communication.