General information

Subject type: Mandatory

Coordinator: Monica Juliana Oviedo León

Trimester: First term

Credits: 4

Teaching staff: 

Cristina Del Ramo Ortega
Anaïs Arderiu 
Georgina Dalmau Sanleandro 

Teaching languages

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
  • 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.

  • CB4. That students can convey information, ideas, problems and solutions to both specialized and non-specialized audiences.

Specific skills
  • CE1. Recognize the environment in which the organization operates, the operation of the company and its functional areas and the instruments of analysis.

  • CE2. Apply the principles of marketing and market research

  • CE4. Analyze and evaluate strategies for developing, launching and positioning new products, as well as making decisions regarding the variable of the product, price, distribution and communication.

  • CE5. Recognize the particularities of marketing activity in sectors of activity with specific characteristics.

  • CE6. Synthesize and evaluate marketing strategies for the internationalization of business activity.

  • CE8. Synthesize ideas to make them feasible and profitable business understanding the current market.

  • CE9. Apply technological tools for the use of business resources through Marketing.

  • CE3. Identify the qualitative and quantitative tools of analysis and diagnosis for market research.

  • CE7. Manage in a timely and convenient manner the resources available in the work environments in which it is to be directed.

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 to 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 Marketing and Digital Communities contribute to training citizens for a a just, democratic society based on a culture of dialogue and peace.

Transversal competences
  • CT3. Demonstrate entrepreneurial leadership and leadership skills that build personal confidence and reduce risk aversion.

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


This subject is intended to train students to make a marketing plan, with special emphasis on the strategic planning of the discipline. Students will analyze the strategy of different successful companies, make case studies and develop their own marketing plan. 

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

The classroom (physics or virtual) it is a safe, free space of attitudes sexists, racists, homophobic, transphobic i discriminatory, ja be towards the students or towards the faculty. we trust that among all and all we can create a space sure on ens can to err i to learn sense having to suffer prejudice others.


0. Introduction Marketing Plan

1. Analytical phase

  • Internal analysis
    • Company/product presentation
    • Analysis of sales by product and by type of customer
    • Business model description
    • Digitization level
  • External analysis - macro environment
    • PESTEL analysis 4.0.
    • Digital channel analysis
  • External analysis – micro environment
    • Consumer/user analysis
    • Competitor analysis
    • Positioning map
  • Situation diagnosis
    • SWOT
    • CAME

2. Strategic phase

  • Goals
  • Strategic plan

3. Operational phase

  • Tactics and actions
  • Calendar
  • Budget
  • Monitoring

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.




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.