STRATEGIC MANAGEMENT OF AGRICULTURAL FIRMS, MARKETS AND MARKETING

Module AGRI-FOOD MARKETS AND MARKETING STRATEGIES

The general and specific educational objectives of this course is structured according to o Knowledge, Skills, and Competences, aligned with the Dublin Descriptors / European Qualifications Framework (EQF).

The course provides students with a comprehensive understanding of agri-food markets and equips them with the tools of marketing analysis and planning. It integrates economic, managerial, and consumer behavior perspectives to foster the ability to design sustainable and competitive marketing strategies for agricultural and food products.

Knowledge 

At the end of the course, students will:

•Understand the structure and dynamics of agri-food markets, supply chains, and value chains.

•Know the role and interactions of key stakeholders (producers, processors, distributors, consumers).

•Be familiar with strategic and operational marketing concepts and their application in the agri-food sector.

•Recognize factors influencing consumer food choices (price, quality, origin, sustainability).

•Understand product differentiation tools, such as quality labels (DOP, IGP), organic certifications, and eco-labels.

•Acquire theoretical knowledge on product innovation, competitiveness analysis, and strategic marketing planning.

SKILLS

At the end of the course, students will be able to:

•Apply Porter’s framework and other models to analyze the interaction between

 firms and the external environment.

•Evaluate consumer needs and segment markets effectively.

•Use marketing mix instruments (product, price, place, promotion) to design marketing strategies for agri-food products.

•Distinguish between credence, search, and experience attributes in food products and integrate them into communication strategies.

•Assess the competitiveness of agri-food firms and propose strategies for improvement.

•Draft a marketing plan, linking consumer analysis, company objectives, and market opportunities.

COMPETENCES

At the end of the course, students will have developed the ability to:

•Critically evaluate the adequacy of firm resources and competences in

specific agri-food contexts.

•Integrate sustainability (economic, environmental, and social dimensions) into marketing strategies.

•Translate theoretical models into practical solutions for agri-food enterprises.

•Collaborate in group projects, discussing and defending strategic choices with peers.

•Communicate effectively, using appropriate academic and professional terminology in marketing and agri-food economics

FRONTAL TEACHING

PROJECT BASED LEARNING

If the course is delivered in blended or remote mode, appropriate adjustments may be made to the above, in order to ensure consistency with the syllabus

Agri-food markets. Supply chains and value chains in the agri-food sector

Marketing concept: strategic and operational

Interaction between Firms and External Environment

Customer needs

Factors influencing food choices Consumer Behaviour

Marketing Mix (Product, Promotion, Price, And Place+3P)

Company Competitiveness Analysis

Market segmentation

Strategic Marketing Plan

Brand Development and Communication Strategies.

Marketing Tools and case studies

Recommended:

Lambin, J. J., & Schuiling, I. (2012). Market-driven management: Strategic and operational marketing. Bloomsbury Publishing

Suggested textbooks

Joshi, M. (2012). Essentials of marketing. Bookboon. Manmohan Joshi & Ventus Publishing ApS

Albrecht, M. G., Green, M., & Hoffman, L. (2023). Principles of marketing. OpenStax.

Kotler Philip; Armstrong Gary (2010). Principle of Marketing, 13th Edition, Pearson Education, Inc, publishing as Prentice Hall

Verification of learning takes place through an oral interview. 

The evaluation of the student's preparation will take place on the basis of the following criteria: learning ability and level of depth of the topics covered, properties of synthesis and exposition, and the student's ability to reason.

The vote follows the following scheme:

Unsuitable

Knowledge and understanding of the topic: Important shortcomings. Significant inaccuracies

Ability to analyze and synthesize: Irrelevant. Frequent generalizations. Inability to synthesize

Use of references: Completely inappropriate

18-20

Knowledge and understanding of the topic: At the threshold level. Obvious imperfections

Analysis and synthesis skills: Just enough skills

Use of references: As appropriate

21-23

Knowledge and understanding of the topic: Routine knowledge Analysis and synthesis skills: It is capable of correct analysis and synthesis. Argue logically and consistently

Using references: Use standard references

24-26

Knowledge and understanding of the topic: Good knowledge

Analysis and synthesis skills: Has good analysis and synthesis skills. The arguments are expressed consistently

Using references: Use standard references

27-29

Knowledge and understanding of the topic: Knowledge more than good

Ability to analyze and synthesize: He has considerable abilities of analysis and synthesis

Use of references: Has explored the topics

30-30L

Knowledge and understanding of the topic: Excellent knowledge

Ability to analyze and synthesize: He has considerable abilities of analysis and synthesis.

Use of references: Important insights.

To ensure equal opportunities and in compliance with current laws, students may request a personal interview in order to plan any compensatory and/or dispensatory measures based on educational objectives and specific needs. Students can also contact the CInAP (Centro per l’integrazione Attiva e Partecipata — Servizi per le Disabilità e/o DSA) through the referring professor within the department, (https://www.cinap.unict.it/content/referenti).