General information

Subject type: Mandatory

Coordinator: Judith Turrión Prats

Trimester: Third term

Credits: 4

Teaching staff: 

Alexandra Mason Llorente

Teaching languages

  • Catalan
  • Spanish
  • English

Check the schedules of the different groups to know the language of teaching classes. Although the material can be in any of the three languages.


Basic skills
  • CB2. That students know how to apply their knowledge to their work or vocation in a professional way and possess the skills that are usually demonstrated through the development and defense of arguments and problem solving within their area of study.

  • CB3. That students have the ability to gather and interpret relevant data (usually within their area of ​​study) to make judgments that include reflection on relevant social, scientific, or ethical issues.

Specific skills
  • CE1. Interpret basic economic concepts and economic reasoning, as well as microeconomic and macroeconomic functioning.

  • CE7. Develop projects and proposals for innovative companies.

  • CE10. Recognize and understand the mechanisms of innovation and entrepreneurship and develop entrepreneurial initiative through theoretical models that fit a business idea.

  • CE11. Analyze and evaluate the scientific-technological and economic environment, to look for innovative opportunities and establish necessary processes to adapt the organization.

  • CE12. Generate strategic skills considering the environment as a project.

  • CE13. Create connections between people, collaborators, and companies by connecting people who under normal circumstances would not match.

  • CE14. Identify emerging sectors and business innovation strategies.

  • CE15. Gather and interpret data to make judgments that include reflection on relevant business issues.

General competencies
  • CG1. Be able to work in a team, actively participate in tasks and negotiate in the face of dissenting opinions until reaching consensus positions, thus acquiring the ability to learn together with other team members and create new knowledge.

  • CG2. Be able to innovate by developing an open attitude towards change and be willing to re-evaluate old mental models that limit thinking.

  • CG3. Integrate the values ​​of social justice, equality between men and women, equal opportunities for all and especially for people with disabilities, so that the studies of Business Administration and Innovation Management contribute to to train citizens for a just, democratic society based on a culture of dialogue and peace.

Transversal competences
  • CT1. Communicate properly orally and in writing in the two official languages ​​of Catalonia.

  • CT2. Show willingness to learn about new cultures, experiment with new methodologies and encourage international exchange.

  • CT3. Demonstrate entrepreneurial leadership and management skills that strengthen personal confidence and reduce risk aversion.

  • CT4. Master computer tools and their main applications for ordinary academic and professional activity.

  • CT5. Develop tasks applying the acquired knowledge with flexibility and creativity and adapting them to new contexts and situations.


This subject is intended to train students to make a marketing plan. Students will analyze the strategy of different successful companies, make case studies and develop their own marketing plan on a real company. 

The classroom (physical or virtual) is a safe space, free of sexist, racist, homophobic, transphobic and discriminatory attitudes, either towards students or teachers. We trust that together we can create a safe space where we can make mistakes and learn without having to suffer the prejudices of others.

Learning outcomes

  1. Understand the role of marketing in the definition and achievement of business objectives.
  2. Understand the role of marketing as a determining and integrating factor of all functional areas of the company, in order to create differential value for the customer.
  3. Be aware and understand the importance for the competitiveness of the company to work with objectives, strategies and marketing actions.
  4. Know the most common marleting strategies on the market.
  5. Develop an appropriate strategy for the different business challenges
  6. Know how to develop a marketing plan appropriate to the company's objectives and the reality of the market

Working methodology

Theoretical sessions

MD1. Master class: Expository class sessions based on the teacher's explanation attended by all students enrolled in the subject.

MD2. Conferences: Face-to-face or streaming sessions, both in university classrooms and in the framework of another institution, in which one or more specialists present their experiences or projects to students.

MD3. Presentations: Multimedia formats that support face-to-face classes.

Guided learning

MD5. Seminars: Face-to-face format in small work groups (between 14 and 40). These are sessions linked to the face-to-face sessions of the subject that allow to offer a practical perspective of the subject and in which the participation of the student is key.

MD6.Debates and forums: Face-to-face or online conversations, according to the objectives that the teacher responsible for the subject pursues. The debates have a start and end date and are facilitated by the teacher, who will also write the conclusions.

MD7. Case study: Dynamics that starts from the study of a case, which serves to contextualize the student in a specific situation, the teacher can propose different activities, both individually and in groups, among their students.

Autonomous learning

MD9. Solving exercises and problems: Non-contact activity dedicated to the resolution of practical exercises based on the data provided by the teacher.

MD10. Research and critical reading of articles: Students start from a working hypothesis that they are developing, following the fairies of the research methodology, including the critical reading of articles.

MD11. Non-contact tutorials: for which the student will have telematic resources such as e-mail and ESCSET intranet resources.

• Face-to-face and virtual classes with material support in Power Point 

• We will work through the Virtual Classroom 

• Cases to be solved in groups. 

• Development of a Marketing Plan per team 

• Group dynamics with class discussion topics



0. Introduction Marketing Plan


1. Analytical phase

1.1. Internal analysis

1.2. Macroenvironmental external analysis (PEST)

1.3. External microenvironment analysis

• Competency analysis

• Consumer analysis

1.4. Situation diagnosis 


2. Strategic phase:

2.1. Goal Setting

2.2. Positioning strategy

2.3. Segmentation strategy

2.4. Product portfolio definition


 3. Marketing mix.

3.1. Product

3.2. Price

3.3. Distribution

3.4. Promotion

3.5. Other marketing mix trends


4. Operational description:

4.1. Action plan

4.2. Control elements of the action plan

4.2.1. Calendar 

4.2.2. Budget and Balance Point

4.2.3. Indicators / KPIS

Learning activities

AF1. theoretical sessions

AF2. seminars

AF3. Work in group

AF4. individual work

AF5. personal study

AF7. face-to-face tutorials

Evaluation system

20% Continuous assessment

50% Group project of subject University - Company:

 35% Formal project described

15% Project exhibition

Up to 5% of the project grade corresponds to the company valuation.

30% Final exam.



  • minimum grade of 5 in exam to average with continuous assessment. 

  • minimum grade of 5 of the final project to be able to access the final exam. In the case of failing, you have direct access to the resit exam, which weighs 30% of the subject.

  • in case of failing the final exam, students must take the recovery and weigh 30% of the final grade.


This subject has methodological and digital resources to make possible its continuity in non-contact mode in the case of being necessary for reasons related to the Covid-19. In this way, the achievement of the same knowledge and skills that are specified in this teaching plan will be ensured.

The Tecnocampus will make available to teachers and students the digital tools needed to carry out the course, as well as guides and recommendations that facilitate adaptation to the non-contact mode.



Sainz de Vicuña, JM (2007). "The Marketing Plan in practice." Madrid: ESIC Editorial.

Kotler, P. & Keller, K. (2011). Marketing Management 14th Edition, Upper Saddle River, NJ, Prentice Hall. 

Lieb, Rebbeca; (2016) Content, the atomic particle of marketing: the definitive guide to content marketing strategy¿

Lamb, C., McDaniel, C. & Hair, F. (2015). MKTG: Marketing. 7th ed. Cengage Learning Publishers.


Sainz de Vicuña, JM (2007). "Marketing Strategies". Madrid: ESIC Editorial.

Munuera, JL, Rodríguez, AI (2009). "The Marketing Plan in SMEs". Madrid: ESIC Editorial.