Principles and Practices of Marketing-PPM
\nModule Code: MOD003507
\nLevel: 5
\nModule Leader: Michelle Barned
\nWeighting: 50%
\nTime Limit: 15 minutes
\nAssessed Learning Outcomes 1-4
\nAssessment date:
\nPlease refer to the deadline on the VLE
\nADDITIONAL INFORMATION
\n\u2022 This is a group assignment.
\n\u2022 No extensions are available for this assessment.
\n\u2022 Mitigation: The deadline for submission of mitigation in relation to this assignment is no later than five working days after the submission date of
\nthis work. Please contact the Director of Studies Team – DoS@london.aru.ac.uk. See rules 6.112 \u2013 6.141: http:\/\/web.anglia.ac.uk\/anet\/academic\/public\/academic_regs.pdf
\n\u2022 You must provide a hard copy of your PowerPoint slides at the start of your presentation.
\n\u2022 Ensure that slide 1 includes all the group members\u2019 names and SID numbers.
\n\u2022 Use Harvard referencing to acknowledge the sources
\n\u2022 Your final slide should provide the Reference List using the Harvard system.
\nPRESENTATION TASK
\nThis is a group-based assignment that requires you work in a group of three to deliver a 15-minute presentation. Time allocation is 12 minutes for delivery of the presentation and 3 minutes to answer panel questions on your content.
\nSelect one of the companies, below.
\nFood Retailers Hotels
\nAldi UK Hilton
\nWaitrose Premier Inn
\nIceland Travelodge UK
\nAssess the viability of introducing the chosen company to a different country, outside of the UK, where they do not currently operate, using the SOSTAC framework. Although each element of SOSTAC will be presented separately, they should be clearly linked to give a comprehensive overview of the plan. Each of you will lead on one of the three tasks, below.
\nTask one (Student one). Time allowed: four minutes.
\nPresent the following SOSTAC elements:
\nSituational analysis based on the macro environment of your chosen country
\nObjectives
\nTask two (Student two). Time allowed: four minutes.
\nPresent the following SOSTAC elements:
\nStrategy
\nTactics- focussing on Place, Price, Product\/ service and Promotion, incorporating one or more of the following approaches
\n\u2022 Standardisation
\n\u2022 Adaptation
\n\u2022 Glocal
\nTask three (Student three). Time allowed: four minutes.
\nPresent the following SOSTAC elements:
\nAction
\nControl
\nFinally; you will conclude the presentation by justifying why the country represents a viable target for this project.
\n(80 marks)
\nIndividual task completion: Content, structure and presentation style.
\n(20 marks)
\nGroup: Team dynamics, quality of content, and visuals.
\nTotal
\n100 marks.
\nASSESSMENT CRITERIA
\n\u2022 Clear understanding of SOSTAC as a planning framework, which includes the three taught marketing options (Standardise, Adapt and Glocal), that support SOSTAC\u2019s situational analysis.
\n\u2022 Knowledge of relevant literature that would permit an understanding of effective marketing solutions.
\n\u2022 Strategies and tactical plans that are supported by a sound information base.
\n\u2022 The ability to use creative marketing skills and knowledge in a practical and applied situation.
\n\u2022 Work that demonstrates intellectual originality and imagination.
\n\u2022 Clear and engaging presentation style and delivery.
\n\u2022 Evidence of effective team work.
\n\u2022 Clear and consistent formatting.
\n\u2022 Referencing, of material by the presentation group.
\nREADING REQUIREMENT
\nYour work must be fully supported with references (cited in the Harvard style). You must use all of the following:
\n\u2022 Kotler, P., Keller, K. L. & Chernev, A., 2022. Marketing Management. 16th ed. New Jersey: Pearson Education.
\n\u2022 Andrews, J., and Shimp, T., 2017. Advertising, Promotion, and other Aspects of Integrated Marketing Communications. 10th edition. South West- Cengage Learning.
\n\u2022 Hollensen,S., 2020. Global Marketing. 8th edition, Harlow: Pearson
\n\u2022 At least three other academic sources (e.g. publications\/ journals).
\nANGLIA RUSKIN UNIVERSITY GENERIC ASSESSMENT CRITERIA AND
\nMARKING STANDARDS: LEVEL 5
\nLevel 5 reflects continuing development from Level 4. At this level students are not fully autonomous but are able to take responsibility for their own learning with some direction. Students are expected to locate an increasingly detailed theoretical knowledge of the discipline within a more general intellectual context, and to demonstrate this through forms of expression which go beyond the merely descriptive or imitative. Students are expected to demonstrate analytical competence in terms both of problem identification and resolution, and to develop their skill sets as required.
\nMark Bands Outcome Characteristics of Student Achievement by Marking Band for ARU\u2019s Generic
\nLearning Outcomes (Academic Regulations, Section 2)
\nKnowledge & Understanding Intellectual (thinking), Practical, Affective and
\nTransferable Skills
\n90-
\n100% Achieves module outcome(s) Exceptional information base exploring and analysing the discipline, its theory and ethical issues with extraordinary originality and autonomy. With some additional effort, work may be considered for internal publication Exceptional management of learning resources, with a higher degree of autonomy\/ exploration that clearly exceeds the brief. Exceptional structure\/accurate expression. Demonstrates intellectual originality and imagination. Exceptional team\/practical\/professional skills. With some additional effort, work may be considered for internal publication
\n80-
\n89% Outstanding information base exploring and analysing the discipline, its theory and ethical issues with clear originality and
\nautonomy Outstanding management of learning resources, with a degree of autonomy\/exploration that clearly exceeds the brief. An exemplar of structured\/accurate expression. Demonstrates intellectual originality and imagination.
\nOutstanding team\/practical\/professional skills
\n70-
\n79% Excellent knowledge base, exploring and analysing the discipline, its theory and ethical issues with considerable originality and autonomy Excellent management of learning resources, with a degree of autonomy\/exploration that may exceed the brief. Structured\/accurate expression. Excellent academic\/ intellectual skills and team\/practical\/professional skills
\n60-
\n69% Good knowledge base; explores and analyses the discipline, its theory and ethical issues with some originality, detail and autonomy Good management of learning with consistent self-direction. Structured and mainly accurate expression. Good academic\/intellectual skills and team\/practical\/ professional skills
\n50-
\n59% Sound knowledge base that begins to explore and analyse the theory and ethical issues of the discipline
\nSound use of learning resources. Acceptable structure\/accuracy in expression. Sound level of academic\/intellectual skills, going beyond description at times. Sound team\/practical\/professional skills. Inconsistent self-direction
\n40-
\n49% A marginal pass in
\nmodule outcome(s) Adequate knowledge base with some omissions and\/or lack of theory of discipline and its ethical dimension Adequate use of learning resources with little self-direction. Some input to teamwork. Some difficulties with academic\/intellectual skills. Largely imitative and descriptive. Some difficulty with structure and accuracy in expression, but developing practical\/professional skills
\n30-
\n39% A marginal fail in module
\noutcome(s).
\nSatisfies default
\nqualifying mark Limited knowledge base; limited understanding of discipline and its ethical dimension Limited use of learning resources, working towards selfdirection. General difficulty with structure and accuracy in expression. Limited academic\/ intellectual skills. Still mainly imitative and descriptive. Team\/practical\/ professional skills that are not yet secure
\n20-
\n29% Fails to achieve module
\noutcome(s)
\nQualifying mark not satisfied. Little evidence of an information base. Little evidence of understanding of discipline and its ethical dimension Little evidence of use of learning resources. No selfdirection, with little evidence of contribution to teamwork. Little evidence of academic\/intellectual skills and significant difficulties with structure\/expression. Very imitative and descriptive. Little evidence of practical\/professional skills
\n10-
\n19% Deficient information base. Deficient understanding of discipline and its ethical dimension Deficient use of learning resources. No attempt at selfdirection with inadequate contribution to teamwork. Deficient academic\/intellectual skills and major difficulty with structure\/expression. Wholly imitative and descriptive.
\nDeficient practical\/professional skills
\n1-
\n9% No evidence of any information base. No understanding of discipline and its ethical dimension No evidence of use of learning resources of understanding of self-direction with no evidence of contribution to teamwork. No evidence academic\/ intellectual skills and incoherent structure\/ expression. No evidence of practical\/professional skills
\n0% Awarded for: (i) non-submission; (ii) dangerous practice and; (iii) in situations where the student fails to address the assignment brief (eg: answers the wrong question) and\/or related learning outcomes<\/p>\n
The presentation task requires a group of three students to assess the viability of introducing one of the listed UK-based companies to a different country, outside of the UK, where they do not currently operate, using the SOSTAC framework. The presentation should be 15 minutes long, with 12 minutes for delivery of the presentation and 3 minutes for answering panel questions. Each student will lead on one of the three tasks.<\/p>\n
Task one (Student one) is to present the following SOSTAC elements: Situational analysis based on the macro environment of the chosen country, and Objectives. This should take four minutes.<\/p>\n
Task two (Student two) is to present the following SOSTAC elements: Strategy and Tactics, focusing on Place, Price, Product\/ service, and Promotion, incorporating one or more of the following approaches: Standardisation, Adaptation, and Glocal. This should also take four minutes.<\/p>\n
Task three (Student three) is to present the following SOSTAC elements: Action and Control. Finally, the presentation should be concluded by justifying why the chosen country represents a viable target for the project. This should take four minutes.<\/p>\n
The assessment is worth 80 marks, and an additional 20 marks are available for individual task completion, content structure, and presentation style. The group will also be assessed on team dynamics, quality of content, and visuals.<\/p>\n
The reading requirement includes Kotler, P., Keller, K. L. & Chernev, A., 2022. Marketing Management, Andrews, J., and Shimp, T., 2017. Advertising, Promotion, and other Aspects of Integrated Marketing Communications, Hollensen, S., 2020. Global Marketing, and at least three other academic sources. All references should be cited in the Harvard style.<\/p>\n
At Level 5, students are expected to demonstrate analytical competence in terms of problem identification and resolution and to develop their skill sets as required. Students are expected to locate a detailed theoretical knowledge of the discipline within a more general intellectual context and demonstrate this through forms of expression that go beyond the merely descriptive or imitative.<\/p>\n","protected":false},"excerpt":{"rendered":"
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