The laboratory aims to provide students with an in-depth understanding of the strategic role of marketing from a digital perspective, with a specific focus on the enhancement of cultural heritage. In particular, the course explores how digital marketing techniques and tools can be used to promote cultural heritage—both tangible and intangible—understood as an element of identity and a means of transmitting cultural values to future generations (internal enhancement), as well as a driver of tourism and territorial development (external enhancement).

Through a theoretical and practical approach, the course will offer a solid conceptual foundation that will later be applied in a laboratory setting. Students will be asked to directly experiment with strategic digital marketing actions applied to cultural heritage, developing concrete projects based on significant case studies, such as museums, cultural destinations, UNESCO sites, and initiatives aimed at promoting local traditions, knowledge, events, or practices.

1. Fundamentals of digital marketing

• key concepts: needs, value, exchange

• the stages of the customer value creation process

• segmentation, targeting, positioning

• the marketing mix: product, price, distribution, communication

• evolution of marketing: from traditional to experiential

2. Marketing for culture and heritage

• specific features of cultural marketing

• cultural heritage as both product and experience

• cultural branding

• digital tools for cultural promotion

3. Laboratory and project work

• analysis of relevant case studies (museums, festivals, cultural destinations, intangible heritage, etc.)

• group development of a digital marketing project for cultural heritage enhancement

• final presentation and in-class discussion of the projects

Knowledge and understanding
Students are expected to acquire solid knowledge of the fundamental concepts and methodologies of marketing, with particular attention to the digital dimension and its application in the field of cultural heritage enhancement, both tangible and intangible. Understanding will be developed through lectures, guided discussions, and case study analysis.

Applying knowledge and understanding
Students should be able to apply the knowledge acquired to design digital marketing actions and communication strategies aimed at enhancing material and immaterial cultural heritage. These skills will be developed through laboratory activities, project work, and practical simulations based on real cases.

Making judgements
Students will be expected to develop independent critical thinking skills in assessing the coherence and effectiveness of marketing and communication strategies in different cultural contexts. This autonomy will be fostered through case study discussions, the design of original interventions, and group reflection on project outcomes.

Communication skills
Students will need to acquire mastery of the technical language of digital marketing and cultural communication in order to clearly, effectively, and professionally present and discuss projects, ideas, and strategies in both academic and operational contexts. Communication skills will be developed through group work, presentations, and in-class dialogue.

Learning skills
Students should develop autonomous and flexible learning abilities that enable them to stay up to date with ongoing developments in digital marketing and the evolving practices of cultural heritage enhancement. These skills will be encouraged through the use of digital sources, the analysis of best practices, and engagement with real-world case studies.

The teaching material prepared by the lecturer in addition to recommended textbooks (such as for instance slides, lecture notes, exercises, bibliography) and communications from the lecturer specific to the course can be found inside the Moodle platform › blended.uniurb.it

Teaching

The course employs a variety of integrated teaching methods aimed at fostering active and applied learning:

• Lectures for the acquisition of theoretical concepts and fundamental marketing tools;

• Guest talks by entrepreneurs, professionals, and experts in marketing and cultural communication;

• Practical application of digital marketing strategies to real case studies in the cultural sector;

• In-class discussions to encourage critical thinking and active student participation;

• Educational visits to businesses, organizations, and cultural institutions involved in heritage enhancement projects.

Innovative teaching methods

The in-person teaching will be enriched with individual and group exercises and in-depth activities that students will carry out using the university’s Moodle platform. Some course topics will be addressed through the practice of “learning by doing” (scenario simulations) and Problem-Based Learning (for problem-centered learning in small groups).

Attendance

To be considered attending students, participants must have taken part in the laboratory component of the course.

Specifically, attendance of at least 75% of the total class hours is required. Attendance will be recorded through the University’s “Rileva Frequenze” system.

Course books

The teaching materials provided by the instructor, along with other support activities, are available on the Moodle platform › blended.uniurb.it.

Assessment

The final evaluation consists of two components: the laboratory work (50%) and an individual oral examination (50%).

Laboratory work evaluation (50%)
The assessment of the laboratory activity will be based on the student’s ability to develop and present strategic digital marketing solutions applied to the practical cases proposed during the course. In particular, the following aspects will be considered:

• the relevance and coherence of the proposed strategies in relation to cultural enhancement objectives;

• the ability to apply tools and concepts learned during the course;

• the creativity, feasibility, and depth of the developed project;

• the clarity and effectiveness of the project presentation (individual or group-based).

Oral examination evaluation (50%)
The individual oral examination will consist of a critical discussion of the work carried out during the laboratory and an assessment of the student’s understanding of the main theoretical and practical topics addressed in the course. The following elements will be evaluated:

• the ability to analyze and synthesize content;

• the ability to connect theoretical concepts with practical applications;

• the use of appropriate disciplinary language;

• the level of critical reflection and independent judgement.

Qualitative assessment criteria

• Excellent evaluation
The student demonstrates strong critical and analytical skills, applies digital marketing tools and concepts to cultural contexts in an original and coherent manner, and develops well-structured, creative, and realistic solutions. They effectively connect theory and practice, express well-founded independent judgments, and use precise and appropriate technical language.

• Good evaluation
The student demonstrates a good understanding of the content and a correct application of tools, offering coherent and relevant solutions. They are able to discuss key course topics with a reasonable degree of critical thinking, although with limited depth. The language used is generally appropriate, with some inaccuracies.

• Sufficient evaluation
The student meets the minimum required level of competence. They understand the basic concepts and propose simple but relevant solutions, although not very elaborate or thoroughly developed. The ability to link theory and practice is present but weak. The technical language used is sometimes generic or imprecise but remains understandable.

• Insufficient evaluation
The student does not demonstrate adequate understanding of the course content or methodologies. The proposed solutions are inconsistent, superficial, or irrelevant. The ability to link theory and practice is lacking; the language is inadequate and poorly structured, and there is little or no evidence of independent judgement.

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.

Course books

Teaching materials and support activities:

In addition to the teaching materials provided by the instructor (available along with other support activities on the Moodle platform › blended.uniurb.it), non-attending students are required to study the following articles:

• Ibrahim, S. (2022). Promoting Cultural Heritage through Diverse Digital Marketing Channels. History Research, 10(1), 54–58.

• Dini, M., Curina, I., & Hegner, S. (2024). Unlocking destination cultural reputation: the role of sustainable on-site activity involvement as moderator. The TQM Journal, 36(9), 215–233.

• Cerquetti, Mara, Ferrara, Concetta, Sardanelli, Domenico (2024). Value creation in museums: the role of marketing, in Economia e gestione dei beni culturali e dei musei. Modelli e strumenti per la progettazione del sistema di offerta; Milan, McGraw-Hill Education (Italy) S.r.l.; pp. 245–278 (ISBN: 9788838612572).

Assessment

For non-attending students, the final evaluation will be based on two components:

• the submission of a written paper on a case study related to cultural heritage enhancement through digital marketing, to be agreed upon in advance with the instructor (50%);

• an individual oral examination (50%) focused on the discussion of the written paper and the assessment of the student’s understanding of the main theoretical topics covered in the course and the assigned readings.

The following qualitative assessment criteria also apply to non-attending students:

• Excellent evaluation
The student demonstrates strong critical and analytical skills, applies digital marketing tools and concepts to cultural contexts in an original and coherent way, and develops well-structured, creative, and realistic solutions. They effectively connect theory and practice, express well-argued independent judgments, and use precise and appropriate technical language.

• Good evaluation
The student demonstrates a good understanding of the content and a correct application of the tools, providing coherent and relevant solutions. They are able to discuss the main topics with a fair degree of critical thinking, even if with limited depth. The language is generally appropriate, with occasional inaccuracies.

• Sufficient evaluation
The student meets the minimum required competence level. They understand the basic concepts and propose simple but relevant solutions, though not very elaborated or thoroughly developed. The ability to connect theory and practice is present but limited. Technical language is sometimes generic or imprecise but understandable.

• Insufficient evaluation
The student does not demonstrate sufficient understanding of the course content or methodologies. The proposed solutions are inconsistent, superficial, or irrelevant. The ability to connect theory and practice is lacking; the language is inadequate and poorly structured, and independent judgment is absent or very limited.

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.

Students who have registered a certification of disability or a certification of Specific Learning Disorders (SLD) with the University’s Inclusion and Right to Education Office may request to use concept maps (based on keywords) during the exam.

To this end, the maps must be sent to the course instructor at least two weeks before the exam date. The instructor will verify their consistency with the university's guidelines and may request modifications if necessary.