Instructor Manual: Social Media Marketing A Strategic Approach 3rd Edition by Debra Zahay, Mary Lou Roberts, Janna Parker,
Donald I. Barker, Melissa S. Barker Copyright 2023
Instructor Manual For
Social Media Marketing A Strategic Approach 3rd Edition by Debra Zahay, Mary Lou Roberts,
Janna Parker, Donald I. Barker, Melissa S. Barker Copyright 2023
Chapter 01: The Role of Social Media Marketing
Table of Contents
Introduction and Chapter Perspective: ................................................................................. 2
Overview of slides: ............................................................................................................. 2
Additional activities: ........................................................................................................... 4
Case Study Exercise: JetBlue Uses Social Media to Connect with Customers ........................................... 4
Dr. Zahay’s Suggested Personal Branding Exercise for This Chapter ......................................................... 5
Dr. Parker’s Personal Website Assignment ............................................................................................... 6
Personal Website Requirements .......................................................................................... 6
© 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible 1
website, in whole or in part.
, Instructor Manual: Chapter 01: The Role of Social Media Marketing
Introduction and Chapter Perspective:
Teaching social media marketing can be a challenge. Platforms seem to rise and fall quickly;
legal and ethical challenges abound and student perceptions of social media change daily. This
book is subtitled ―A Strategic Approach‖ for a reason as it is designed around an eight-step
process for managing social media marketing that is described in the next chapter, Chapter 2.
This process can be used for creating a social media marketing plan for a client organization,
which is a common project used in a class like this one.
What we have found in teaching this material is that students think they know about social
media, but they don‘t know about social media marketing. They don‘t know that social media
can be used to create their own personal brand or how firms can use social media as part of
their overall marketing strategy. Therefore, one of the goals of a course based on this book is
intended to be the creation of the student‘s own personal brand image based on their presence
on social media platforms.
What we have also found in teaching this material is that social media marketing really is an
applied discipline. Students learn the most when they work on social media platforms
themselves to create their personal brand or create a social media marketing plan for a client.
Dr. Zahay‘s course contains both activities.
In the first half of Dr. Zahay‘s class, the students work on their personal branding by creating a
LinkedIn profile and profiles on two other social media platforms. Students also create a blog
and promote it on these social media applications, using a free Hootsuite® account through the
Hootsuite Student Program. In the Hootsuite® program, students can get two free certifications,
one on the platform itself and one on social media marketing.
These certifications are helpful for the students in the job market and the Hootsuite® tool helps
students understand how social media is marketed. Students use the tool in the personal
branding project to schedule and analyze their posts. Students then report on the results of
their efforts and show how they were able to increase engagement and change how they are
perceived in search as a result of the project. In the second half of the class, the students
create a social media marketing plan for a client, using the example in the Appendix of this
book.
In Dr. Parker‘s class, they take personal branding to another level by creating their own
personal brand portfolio. If they choose, they can purchase a domain name that they can keep
throughout their lives to have a portfolio to show a potential employer. There will be detailed
suggestions for teaching all of these projects throughout this instructor manual.
This chapter can be helpful in not only setting up the background of social media marketing, as
noted, but introducing the any project concepts. It is a great place to get started on personal
branding.
[return to top]
Overview of slides:
Slide 1 is a title slide.
Slide 2 outlines the chapter learning objectives:
Explain why social media is important to business around the world
© 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible 2
website, in whole or in part.
, Instructor Manual: Chapter 01: The Role of Social Media Marketing
Define SMM
Explain the seven myths of SMM
Relate a brief history of SMM
Explain characteristics of SMM and ways in which it differs from traditional offline
marketing.
Describe typical positions that are available in SMM
Discuss the characteristics of a successful social media marketer
Identify best practices for SMM
Slides 3–4 set up the definition of social media marketing, which is basically gaining traffic or
attention through social media sites. However, the objectives or goals of a particular social
media marketing effort define what it considers to be success metrics. A good exercise, as in
slide 4, is to discuss what social media platforms the students like, how much time they spend
on them, and what they do when they get there. This conversation can then be brought around
to what the platforms‘ goals and strategies might be for customer engagement. You can discuss
the often-addictive nature of these platforms and how they are designed not only for customer
benefit, but to sell products through advertising.
Slide 5 illustrates that the users of social media networks also have power over interaction with
the brand. The ―United Breaks Guitars‖ video was one of the first examples of using the viral
nature of social media to influence public opinion. This is a ―David versus Goliath‖-type story.
You can discuss how social media has made it possible for individuals to challenge big business.
You can discuss United‘s more recent troubles with viral videos at the same time and transition
into a discussion of media types. Remember that social media is used for creating buzz or
newsworthy events, videos, tweets, or blog entries that attract attention, and has the potential
to become virtual in nature. You can review part of the ―United Breaks Guitars‖ video in class
and discuss its result. Ask students to report other similar videos they have seen.
Slide 6 sets up that social media can cross all types of media: paid, own, and earned, although
it can be argued that earned media is the most powerful. A good discussion can take place the
pros and cons of each media type.
Slide 7 summarizes the common myths of social media marketing and, again, can be used to
orient students to the fact that social media can be used in a business context. This is a great
place to suggest students follow professional resources like Social Media Examiner or explore
the HubSpot Social Knowledge Base. You can have them list any sources they might use to
keep up with the topic or have them search for new ones online.
Slides 8–12 establish which are the most dominant platforms, which are most commonly used
by B2B versus B2C marketers, which are used by different demographic groups and what
businesses see as the benefit. You can ask the students which network, based on the user
base, would be best for showcasing particular types of products.
Slides 13–16 outline the history of social media marketing. This is a good time to talk about
emerging platforms, such as Clubhouse, an audio chat app, or Clouthub, which emphasizes
collaboration and data privacy. Newer platforms try to counteract the issues with the major
platforms, such as data privacy and censorship concerns. There will always be newer platforms
to discuss that are not mentioned in the book. You can also have an assignment where
students introduce the class to a newer social media platform.
© 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible 3
website, in whole or in part.
, Instructor Manual: Chapter 01: The Role of Social Media Marketing
Slides 17–21 outline possible careers in social media marketing, the characteristics of a
successful social media marketer and an exercise asks the students what they might do in the
area of social media marketing. Students don‘t often realize all the job opportunities that exist.
They often say, I want to work in social media and don‘t realize that they can specialize in areas
such as social listening, content creation, community management or more. You can push them
to be more specific in their goals based on their strengths.
Slide 22 outlines best practices for social media marketing, which always begins with strategy
and emphasizes the speed of change. You can let the students know they will be practicing
these skills with their personal branding or client-based project or both.
Slide 23 includes a personal branding exercise that is outlined in more detail below.
Slide 24 summarizes the material covered in the chapter. I would emphasize that social media
marketing offers many vibrant career paths and that best practices in SMM start with a plan.
[return to top]
Additional activities:
Case Study Exercise: JetBlue Uses Social Media to Connect with
Customers
This case is a good one for discussion and ties in with the ―United Breaks Guitars‖ example.
Discussion Question 1: Why do you think JetBlue became active on more social media
platforms following the February 2007 incident?
Possible answers include seeking a method for better communication with customers, to
establish a relationship and two-way dialogue with customers, or to establish a documented
following and network of supporters.
Discussion Question 2: The original apology of the CEO of JetBlue took place years ago. Do
you think that strategy would still be an effective one for a company today? Why or why not?
Students could argue either possible response to this question. Reasons that one may state it
would still be effective include the continued interaction and reliance of people on YouTube as a
source of credible information, the open feedback nature of YouTube that encourages
authenticity in the message, and the willingness to receive such feedback publicly adds sincerity
to the apology.
Reasons that one may state it would not be effective include claims that such efforts are
without backing and only used as a public relations tactic, that postings of this kind are
impersonal, or that the feedback systems promote discussion among audience members more
than with the company issuing the apology. Such postings today may be perceived as
inauthentic and not enough to compensate for the situation.
Discussion Question 3: How does JetBlue‘s response to the stranding of passengers compare
to United‘s response to the broken guitar (from the earlier case study)? Based on the
information here, which do you think was more effective and why?
The two responses were quite different where JetBlue acknowledged responsibility for the
situation and United denied responsibility. Additionally, JetBlue harnessed the social media
© 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible 4
website, in whole or in part.
Donald I. Barker, Melissa S. Barker Copyright 2023
Instructor Manual For
Social Media Marketing A Strategic Approach 3rd Edition by Debra Zahay, Mary Lou Roberts,
Janna Parker, Donald I. Barker, Melissa S. Barker Copyright 2023
Chapter 01: The Role of Social Media Marketing
Table of Contents
Introduction and Chapter Perspective: ................................................................................. 2
Overview of slides: ............................................................................................................. 2
Additional activities: ........................................................................................................... 4
Case Study Exercise: JetBlue Uses Social Media to Connect with Customers ........................................... 4
Dr. Zahay’s Suggested Personal Branding Exercise for This Chapter ......................................................... 5
Dr. Parker’s Personal Website Assignment ............................................................................................... 6
Personal Website Requirements .......................................................................................... 6
© 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible 1
website, in whole or in part.
, Instructor Manual: Chapter 01: The Role of Social Media Marketing
Introduction and Chapter Perspective:
Teaching social media marketing can be a challenge. Platforms seem to rise and fall quickly;
legal and ethical challenges abound and student perceptions of social media change daily. This
book is subtitled ―A Strategic Approach‖ for a reason as it is designed around an eight-step
process for managing social media marketing that is described in the next chapter, Chapter 2.
This process can be used for creating a social media marketing plan for a client organization,
which is a common project used in a class like this one.
What we have found in teaching this material is that students think they know about social
media, but they don‘t know about social media marketing. They don‘t know that social media
can be used to create their own personal brand or how firms can use social media as part of
their overall marketing strategy. Therefore, one of the goals of a course based on this book is
intended to be the creation of the student‘s own personal brand image based on their presence
on social media platforms.
What we have also found in teaching this material is that social media marketing really is an
applied discipline. Students learn the most when they work on social media platforms
themselves to create their personal brand or create a social media marketing plan for a client.
Dr. Zahay‘s course contains both activities.
In the first half of Dr. Zahay‘s class, the students work on their personal branding by creating a
LinkedIn profile and profiles on two other social media platforms. Students also create a blog
and promote it on these social media applications, using a free Hootsuite® account through the
Hootsuite Student Program. In the Hootsuite® program, students can get two free certifications,
one on the platform itself and one on social media marketing.
These certifications are helpful for the students in the job market and the Hootsuite® tool helps
students understand how social media is marketed. Students use the tool in the personal
branding project to schedule and analyze their posts. Students then report on the results of
their efforts and show how they were able to increase engagement and change how they are
perceived in search as a result of the project. In the second half of the class, the students
create a social media marketing plan for a client, using the example in the Appendix of this
book.
In Dr. Parker‘s class, they take personal branding to another level by creating their own
personal brand portfolio. If they choose, they can purchase a domain name that they can keep
throughout their lives to have a portfolio to show a potential employer. There will be detailed
suggestions for teaching all of these projects throughout this instructor manual.
This chapter can be helpful in not only setting up the background of social media marketing, as
noted, but introducing the any project concepts. It is a great place to get started on personal
branding.
[return to top]
Overview of slides:
Slide 1 is a title slide.
Slide 2 outlines the chapter learning objectives:
Explain why social media is important to business around the world
© 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible 2
website, in whole or in part.
, Instructor Manual: Chapter 01: The Role of Social Media Marketing
Define SMM
Explain the seven myths of SMM
Relate a brief history of SMM
Explain characteristics of SMM and ways in which it differs from traditional offline
marketing.
Describe typical positions that are available in SMM
Discuss the characteristics of a successful social media marketer
Identify best practices for SMM
Slides 3–4 set up the definition of social media marketing, which is basically gaining traffic or
attention through social media sites. However, the objectives or goals of a particular social
media marketing effort define what it considers to be success metrics. A good exercise, as in
slide 4, is to discuss what social media platforms the students like, how much time they spend
on them, and what they do when they get there. This conversation can then be brought around
to what the platforms‘ goals and strategies might be for customer engagement. You can discuss
the often-addictive nature of these platforms and how they are designed not only for customer
benefit, but to sell products through advertising.
Slide 5 illustrates that the users of social media networks also have power over interaction with
the brand. The ―United Breaks Guitars‖ video was one of the first examples of using the viral
nature of social media to influence public opinion. This is a ―David versus Goliath‖-type story.
You can discuss how social media has made it possible for individuals to challenge big business.
You can discuss United‘s more recent troubles with viral videos at the same time and transition
into a discussion of media types. Remember that social media is used for creating buzz or
newsworthy events, videos, tweets, or blog entries that attract attention, and has the potential
to become virtual in nature. You can review part of the ―United Breaks Guitars‖ video in class
and discuss its result. Ask students to report other similar videos they have seen.
Slide 6 sets up that social media can cross all types of media: paid, own, and earned, although
it can be argued that earned media is the most powerful. A good discussion can take place the
pros and cons of each media type.
Slide 7 summarizes the common myths of social media marketing and, again, can be used to
orient students to the fact that social media can be used in a business context. This is a great
place to suggest students follow professional resources like Social Media Examiner or explore
the HubSpot Social Knowledge Base. You can have them list any sources they might use to
keep up with the topic or have them search for new ones online.
Slides 8–12 establish which are the most dominant platforms, which are most commonly used
by B2B versus B2C marketers, which are used by different demographic groups and what
businesses see as the benefit. You can ask the students which network, based on the user
base, would be best for showcasing particular types of products.
Slides 13–16 outline the history of social media marketing. This is a good time to talk about
emerging platforms, such as Clubhouse, an audio chat app, or Clouthub, which emphasizes
collaboration and data privacy. Newer platforms try to counteract the issues with the major
platforms, such as data privacy and censorship concerns. There will always be newer platforms
to discuss that are not mentioned in the book. You can also have an assignment where
students introduce the class to a newer social media platform.
© 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible 3
website, in whole or in part.
, Instructor Manual: Chapter 01: The Role of Social Media Marketing
Slides 17–21 outline possible careers in social media marketing, the characteristics of a
successful social media marketer and an exercise asks the students what they might do in the
area of social media marketing. Students don‘t often realize all the job opportunities that exist.
They often say, I want to work in social media and don‘t realize that they can specialize in areas
such as social listening, content creation, community management or more. You can push them
to be more specific in their goals based on their strengths.
Slide 22 outlines best practices for social media marketing, which always begins with strategy
and emphasizes the speed of change. You can let the students know they will be practicing
these skills with their personal branding or client-based project or both.
Slide 23 includes a personal branding exercise that is outlined in more detail below.
Slide 24 summarizes the material covered in the chapter. I would emphasize that social media
marketing offers many vibrant career paths and that best practices in SMM start with a plan.
[return to top]
Additional activities:
Case Study Exercise: JetBlue Uses Social Media to Connect with
Customers
This case is a good one for discussion and ties in with the ―United Breaks Guitars‖ example.
Discussion Question 1: Why do you think JetBlue became active on more social media
platforms following the February 2007 incident?
Possible answers include seeking a method for better communication with customers, to
establish a relationship and two-way dialogue with customers, or to establish a documented
following and network of supporters.
Discussion Question 2: The original apology of the CEO of JetBlue took place years ago. Do
you think that strategy would still be an effective one for a company today? Why or why not?
Students could argue either possible response to this question. Reasons that one may state it
would still be effective include the continued interaction and reliance of people on YouTube as a
source of credible information, the open feedback nature of YouTube that encourages
authenticity in the message, and the willingness to receive such feedback publicly adds sincerity
to the apology.
Reasons that one may state it would not be effective include claims that such efforts are
without backing and only used as a public relations tactic, that postings of this kind are
impersonal, or that the feedback systems promote discussion among audience members more
than with the company issuing the apology. Such postings today may be perceived as
inauthentic and not enough to compensate for the situation.
Discussion Question 3: How does JetBlue‘s response to the stranding of passengers compare
to United‘s response to the broken guitar (from the earlier case study)? Based on the
information here, which do you think was more effective and why?
The two responses were quite different where JetBlue acknowledged responsibility for the
situation and United denied responsibility. Additionally, JetBlue harnessed the social media
© 2023 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible 4
website, in whole or in part.
