|Course/Programme:||BA (Hons) Business Studies with Foundation|
Foundation Year 0 (Level 0)
Year 2 Level 4
|Module Title:||Marketing Management|
|Module Leader:||Anand Walser|
|Assignment title:||Marketing report|
|Date given out:||05/05/2022|
|For late submission, please check CCCU Taught regulation (page 28 on late submission) and Extenuating Policy:||CCCU Taught regulation
|Method of submission:||X||Online only||Online and paper copy|
|Special instructions for submission (if any):|
|Date for results and feedback
(please note the final grade is subject to the main CCCU assessment Board)
|Learning outcomes assessed:|
|TASK DESCRIPTION – ASSIGNMENT (Individual report 100%)|
Your company has recently appointed you as the Marketing Director as they strongly believe that you will be able to deliver better results and lead the company to greater success.
Analyse their branding strategy, providing an insight into how they are positioning themselves in the market space.
Based on their branding approaches and positioning, examine their current marketing mix, focusing on the 4Ps (if it is a product) or the 7 Ps (if it is a service).
Provide recommendations on how your chosen organisation can improve its marketing strategy. Consider using technology as a fundamental tool in your approach to creation of the new marketing strategies. Justify your recommendations.
This task addresses all LOs.
Note: For this assessment choose a company based in the UK. You are free to choose an organisation in any industry.
|FORMATTING AND LAYOUT|
Please note the following when completing your written assignment:
- Writing: Written in English in an appropriate business/academic style
- Focus: Focus only on the tasks set in the assignment.
- Document format: Essay
- Ensure a clear title, course, and name or ID number is on a cover sheet and a bibliography using Harvard referencing throughout is also provided.
- Research: Research should use reliable and relevant sources of information e.g. academic books and journals that have been peer reviewed. The research should be extensive.
The use of a range of information sources is expected – academic books, peer reviewed journal articles, professional articles, press releases and newspaper articles, reliable statistics, company annual reports and other company information. All referencing should be in Harvard style.
|marking criteria and Student FEEDBACK – ASSIGNMENT|
This section details the assessment criteria. The extent to which these are demonstrated by you determines your mark. The marks available for each criterion are shown. Lecturers use a similar format to comment on the achievement of the task(s), including those areas in which you have performed well and areas that would benefit from development/improvement.
|Common Assessment Criteria Applied||Marks available||Marks
|1. Research-informed Literature
Extent of research and/or own reading, selection of credible sources, application of appropriate referencing conventions.
|Providing evidence of the appropriate reading/ references that form the basis of the insights in your essay.||20|
|2. Knowledge and Understanding of Subject
Extent of knowledge and understanding of concepts and underlying principles associated with the discipline.
|Demonstrating familiarity with the selected concepts/ models used in your presentation.||20|
Analysis, evaluation and synthesis; logic, argument and judgement; analytical reflection; organisation of ideas and evidence
|Demonstrating conceptual insights into the potential values of the selected academic concepts/ models.||25|
|4. Practical Application and Deployment
Deployment of methods, materials, tools and techniques; application of concepts; formulation of innovative and creative solutions to solve problems.
|Applying your conceptual insights to successfully address the situations faced by your chosen organisation. Making recommendations for future plans and strategies.||25|
|5. Skills for Professional Practice
Attributes in professional practice: individual and collaborative working; deployment of appropriate media; presentation and organisation.
|Quality of the presentation.
Potential effectiveness in terms of getting your messages across to your intended audience.
|Assignment Mark (Assessment marks are subject to ratification at the UoS Assessment Board. These comments and marks are to give feedback on module work and are for guidance only until they are confirmed. )||%|
|Learning Outcomes tested
(from module descriptor)
|Assessment CriteriaTo achieve each outcome a student must demonstrate the ability to:|
|1 Develop knowledge and understanding of key theories, concepts and models in marketing to guide the development and execution of marketing strategies.||· The report task enables the student to demonstrate an understanding of key concepts and theories related to the marketing of goods and services.|
|2. Understand the complexity of competitive environment and discuss is impact on developing effective marketing decisions and marketing strategies in organizations.||· The report enables the student to demonstrate an understanding of the external environment and its impact on the creation of marketing strategies and the related decisions associated with them.|
|3. Develop the skills to critically analyse marketing situations and problems facing organisations and assess its capacity to adapt to a dynamic and uncertain future.||· In the report the student is required to look at the market situation faced by a specific business and provide recommendations to improve its current situation and be more successful.|
|4. Develop, recommend and justify, appropriate and actionable marketing strategies and tactics to an organisational scenario.||· The marketing report provides the student with the opportunity to look at the current marketing strategies and improve on them and justify the suggested changes.|
|GENERIC ASSESSMENT CRITERIA|
|In accordance with the Framework for Higher Education Qualifications, at the end of Level 4 students will be expected to have demonstrated knowledge of the basic underlying concepts and principles of a subject, and an ability to evaluate and interpret these within the context of that area of study. They should be able to present, evaluate and interpret qualitative and quantitative data in order to develop lines of argument and make sound judgements in accordance with basic theories and concepts of their subject(s) of study. They will have learned how to evaluate different approaches to solving problems, and will be able to communicate the results of their study/work accurately and reliably, and with structured and coherent arguments. They will be able to undertake further training and develop new skills within a structured and managed environment and will havethe qualities and transferable skills necessary for employment requiring the exercise of some personal responsibility.|
|Level 4||FAIL||MARGINAL FAIL||SATISFACTORY
(3rd / Pass)
(2.2 / Pass)
(2.1 / Merit)
(1st / Distinction)
(1st / Distinction)
|Engagement with literature (including reading, referencing,
academic conventions and
|Little or no evidence of reading and/or reliance on inappropriate sources.
Views and findings mostly unsupported and non-authoritative.
Referencing conventions used incoherently or largely absent.
|Poor engagement with essential reading.No evidence of wider reading.Reliance on inappropriate sources, and/or indiscriminate use of sources. Heavily reliant on information gained through class contact. Inconsistent and weak use of referencing.||Engagement with a limited range of mostly relevant and credible sources but with some reliance on information gained through class contact. Some omissions and minor errors.
Referencing conventions evident though not always applied accurately or consistently.
|Engagement withan appropriate range of literature, including sources retrieved independently. Some over-reliance on texts rather than other sources. Referencing may show minorinaccuracies or inconsistencies.||Engagement with a wide range of literature, including sources retrieved independently.
Selection of relevant and credible sources. Generally sound referencing, with no/very few inaccuracies or inconsistencies.
|Engagement with an extensive range of relevant and credible literature. Consistently accurate application of referencing.||Exceptional engagement with an extensive range of relevant and credible literature.High-level referencing skills consistently applied.|
|Knowledge and understanding (Knowledge of the basic underlying concepts and principles of a subject.)||Major gaps in knowledge and understanding of the basic underlying concepts and principles of thesubject matter. Inclusion of irrelevant material. Substantial inaccuracies.||Gaps in knowledge of the basic underlying concepts and principles, with flawed or superficial understanding. Some significant inaccuracies and/or irrelevant material.||Limited knowledge and understanding of the basic underlying concepts and principles within the subject area. Some elements may be missing.||Knowledge of the basic underlying concepts and principles is accurate with a good understanding of the field of study but lacks depth and/or breadth.||Competentknowledgeof the basic underlying concepts and principles. Exhibits very good understanding.||Excellentknowledge and understanding of the basic underlying concepts and principles of the subject.||Exceptional, detailed knowledge and understanding of the basic underlying concepts and principles|
|Cognitiveand intellectual skills
(Evaluate underlying concepts and principles of a subject and interpret qualitative and quantitative data in order to develop lines of argument and make sound judgements.)
|Wholly or almost wholly descriptive work. Little or no evaluation of the underlying concepts and principles.
Failure to develop arguments, leading to illogical or invalidjudgements. Minimal or no use of
evidence to back up views.
|Largely descriptive work, with superficial evaluation of the underlying concepts and principles. Weak interpretation of data, flawed development of arguments and judgements. Information accepted uncritically, uses generalised statements made with scant evidenceand unsubstantiated opinions. Ideas sometimes illogical and contradictory.||Limitedattempt atevaluationof the underlying concepts and principles, tending towards description.
Can interpret qualitative and quantitative data but with some errors. Some evidence to supportemergingarguments and judgements but these may be underdeveloped or with a little inconsistency / mis-interpretation.
|Goodevaluationof the underlying concepts and principles. Can interpret qualitative and quantitative data, with minor errors.
An emerging ability to use evidence to support the argument.
Mostly valid arguments and logical judgements.
|Sound evaluationof the underlying concepts and principles. Can interpret qualitative and quantitative data accurately. Ability to devise argumentsusing evidence to make mostly appropriate and valid judgements.
|Excellent evaluationof the underlying concepts and principles. Can interpret qualitative and quantitative data accurately and with some insight. Excellent ability to devise arguments using evidence and make appropriate and valid judgements.||Exceptional evaluation of the underlying concepts and principles based evidence. Outstanding interpretation of qualitative and quantitative data.
Exceptional ability to devise arguments using evidence and make wholly appropriate and valid judgements.
(Different approaches to solving problems in particular contexts.)
|Limited or no use of taught, basic methods, materials, tools and/or techniques.
Little or no appreciation of the context of the application.
Very weakevidence of different approaches to problem-solving in particular contexts.
|Rudimentary application of taught, basicmethods, materials, tools and/or techniques but without consideration and competence. Flawed appreciation of the context of the application.
Weak evidence of different approaches to problem-solving in particular contexts.
|An adequate awareness and mostly appropriate application of basic methods, materials, tools and/or techniques.
Basic appreciation of the context of the application.
Can identify problems in particular contexts and propose basic alternative approaches or solutions though there may be errors.
|A good and appropriate application of basic methods, materials, tools and/or techniques.
Clear appreciation of the context of the application.
Good evidence of different approaches to problem-solving in particular contextsand proposesmostly appropriate solutions.
|A very good application of a range of basic methods, materials, tools and/or techniques.
Very good consideration of the context of the application. Very good evidence of different approaches to problem-solving in particular contexts and proposes appropriate solutions.
|An advanced application of a range of taught, basicmethods, materials, tools and/or techniques.
The context of the application is well considered, and insightful.
Excellent evidence of different approaches to problem-solving in particular contexts and proposes appropriate solutions.
|Exceptional levels of application and deployment skills in particular practical contexts.Outstanding identification of problems in particular contexts and formulation of wholly appropriate, thoughtful solutions / different approaches.|