General information

Subject type: Mandatory

Coordinator: Monica Juliana Oviedo León

Trimester: Second term

Credits: 6

Teaching staff: 

Raimon Sastre Boquet

Teaching languages

The classes will take place in Catalan.

Els materials complementaris poden ser en català, castellà o anglès. 


Basic skills
  • CB1. That students have demonstrated knowledge and understanding in a field of study that is based on general secondary education, and is usually found at a level that, while supported by advanced textbooks, also includes some aspects. involving knowledge from the forefront of their field of study.

  • 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 elaboration and defense of arguments and the resolution of problems 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.

  • 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.

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

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

  • CE10. Analyze and evaluate the role of digital communities and social media in business.

  • CE11. Apply the knowledge to undertake business projects that allow the creation of new companies or the improvement of existing ones, applying innovative and creative ideas.

  • CE14. Apply the knowledge acquired to the management of digital communities.

  • 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.

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


The objective of this subject is for students to learn a create a content marketing strategy adapted to the objectives defined by the company, making the main focus on the wider part of the sales funnel (TOFU) focused on making the brand known and generating trust towards the potential customer. Content marketing avoids push marketing where the purchase is proposed to the potential customer, but the ground is prepared for the same consumer to approach the brand voluntarily and also make the purchase without any type of pressure or request The mark. 

The subject enables the student to understand the different contents generated for any company in the digital environment, so that it can be related to the main stakeholders (employees, customers, shareholders, media, digital media, bloggers, communities, etc.).

During the subject of content marketing we will talk aboutstorytelling, copywriting techniques to attract the user and more attractive content formats, as well as other strategies to generate content such as content curation.

We will also enter the world of transmedia culture and what it means to create transmedia content. To close the subject, new trends in the creation of content will be discussed, such as AI (Artificial Intelligence)

Learning outcomes

  • Create a Strategic Content Plan adapted to any brand and objective.
  • Plan 3, 6 or 12 months ahead, the contents that the brand will need. 
  • Identify the most important metrics to evaluate whether a piece of content is working or not.
  • Create and adapt the content to the interest groups that the brand has, such as the potential customer. 



Working methodology

  • Master class
  • Conferències
  • Video capsules
  • Seminars
  • Debates and forums
  • Case studies
  • Role-playing games
  • Research and read articles


The approach of the subject will be sensitive to incorporate the gender perspective in all possible aspects, from the contents to the dynamics of work and student participation. Methodologies that promote gender equality and non-sexist attitudes that facilitate the intervention in the classroom of both students will be used.

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.



Topic 1. Introduction to content marketing

1.1 Definition of the concept.

1.2 Phases of inbound marketing.

1.3 Inbound marketing vs. Outbound marketing.

1.4 Content creation. Classifications and types of digital content.

Topic 2. Non-intrusive marketing tools.

  • Corporate web.
  • Block.
  • Newsletter.
  • e-books.
  • guides
  • white books
  • Press releases. Press room 2.0.

Topic 3. Elaboration of contents and writing

3.1 Journalistic writing techniques: inverted pyramid, 6W, KISS...

3.2 Creative writing techniques and writing 2.0: hyperlinks, highlights, F pattern...

3.3 Curation of contents. Authors and models. 

Topic 4. Multimedia contents

  • Video.
  • Audio: podcasting. 
  • Infographics.
  • Memes
  • Digital tools.

Topic 5. The communicative context of marketing.

  • Marketing in the connected society. 
  • Communication 2.0.
  • prosumers
  • Infoxication
  • Personal brand vs. corporate brand.

Topic 6. Transmedia in content marketing.

Topic 7. Storytelling.

  • Narrative companies.
  • Creating motivational messages. 

Topic 8. New trends



Learning activities

  • Theoretical sessions
  • Seminars
  • Work in group
  • Individual work
  • Personal study
  • Search, read and prepare text reviews/comments on bibliography/information using ICT or the virtual platform.

Evaluation system

Final exam. 35%

Group work (Strategic Content Plan). 35%

Assessable activities. 20%

exhibition Group presentation of the Strategic Content Plan. 10%


• The subject is face-to-face and must be followed from the beginning of the course.

• Internships delivered outside the established period do not count.

• If a student is expelled from class, the subject is suspended with no possibility of recovery.

• To pass the subject it is necessary to pass the final exam, regardless of whether the overall average of the subject is passed (not so in the case of group work)



Freire Sánchez, Alfonso (2017). How to create brand storytelling? Barcelona: Editorial UOC.


Guallar, Javier and Leiva-Aguilera, Javier (2013). The happy curator. Barcelona: Editorial UOC.

Izuzquiza, Francisco (2019). The Great Podcasting Notebook. Madrid: Kailas Editorial.


Salmon, Christian (2001). Storytelling. Barcelona: Ediciones Península


Sanagustin, Eva (2020). Content marketing. Own edition.


Sanagustin, Eva (2016). Content strategy. Own edition.


Scolari, Carlos A. (2013). Transmedia narratives. Barcelona: Deusto.