Contemporary Issues in Marketing

 

Module Number: BMP4004

Module Name: Contemporary Issues in Marketing

Year/Trimester: 2021-22/ Semester 2

Module Tutor/s: Ismet Morshed/ Boz Tunstall/ Jean Paul Anne/ Hasnain Qayyum/ Dr Lalajike Vishwanath Sadanand/ Dr Enamul Omam/ Junaid Khan/ Ali Abbas Dar/ Mohsin Raza/ Jafar Ojra

Assessment Number

2

Assessment Type (and weighting)

Individual Portfolio – 50%

No specific word limit for portfolio + 1000 words reflection

Assessment Name

Digital Marketing Portfolio and Reflective Summary

Assessment Submission Date

Saturday 22 January 2023 at 23:59

Learning Outcomes Assessed:

LO3: Demonstrate ability to use one of a range of digital marketing tools effectively

LO4: Reflect on the importance and application of digital marketing tools

Assessment Brief:

Using the business (Enterprise Cars) from Assessment 1, you are required to build

a practical skills portfolio, demonstrating a small, integrated digital marketing

communications campaign to promote a product or service.

A template document is available on Moodle.

Using your understanding of the promotional mix and available digital

communication channels, including social media, you will submit 5 examples of

digital communications that show your understanding of digital marketing tools

used by Enterprise Cars to achieve given objectives.

Your portfolio will include examples of digital communications, such as:

https://www.enterprise.co.uk/en/home.html

web pages

social media posts

other digital media content (such as blog articles)

Note: You are not required to include examples of traditional marketing

Your digital communications plan should be designed to attract and persuade the

audience/customers to respond to your promotional campaign.

You should utilise the AIDA model to plan the 5 pieces of communication and you

should suggest what you feel are appropriate channels.

As part of your portfolio, you are required to provide a summary reflection (1000

words) in which you are required to

-briefly discuss the importance and application of digital marketing tools in

contemporary marketing

– justify, using reference to academic theory, practitioner sources and practical

examples from real companies, how effective you believe the integrated digital

marketing tools you have chosen would be at persuading the customer to respond

and why.

You should reference all sources using the Harvard referencing system.

Assessment Preparation and Submission:

See section 12 of the module guide for Guidelines on the Preparation and Submission of Assignments.

Additional Submission Instructions:

You are required to submit a soft copy via “Turn-it-in UK” on the module Moodle page. The software will allow you to check your work against other material on the internet. It will also compare your work against other students work.

You will be able to upload drafts of your written work into turn-it-in as many times as you wish before the deadline.

You will not be able to overwrite the final submission after the deadline. You can only submit a single file.

Advice:

Do not cut and paste phrases or paragraphs from published sources. You should seek to use your own words to explain concepts and theory.

If you wish to refer to specific quotes from published sources, then you must use full Harvard presentation.

Do not share work with other students.

Specific Assessment Criteria: (See Page 3 for General Assessment Criteria)

Excellent (70-100%): Virtually all of the relevant information/skills accurately deployed. Excellent and exceptional grasp of theoretical, conceptual, analytical and practical elements. Very effective integration of theory, practice and information in relation to the objective of the assessment. There will be evidence of originality and creativity as appropriate to the subject.

Very Good (60-69%): Most of the relevant information/skills accurately deployed. Good grasp of theoretical, conceptual, analytical, practical elements. Effective integration of theory, practice and information in relation to the objectives of the assessment.

Good (50-59%): Some of the relevant information/skills accurately deployed. Adequate grasp of theoretical, conceptual, analytical and practical elements. Fair integration of theory, practice and information in relation to the objectives of the assessment.

Satisfactory (40-49%): Some omissions in the deployment of information/ skills. Some grasp of theoretical, conceptual, analytical and practical elements. Limited integration of theory, practice and information in relation to the objectives of the assessment.

Unsatisfactory (1-39%): Students who do not meet the requirements of a pass grade will not successfully complete the assessment activity.

General Assessment Criteria for Written Assessments – HE4

%

Relevance

Knowledge

Argument/Analysis

Structure

Presentation

Written English

Research/Referencing

Class I
(Exceptional

Quality)

85-100%

Directly relevant to title. Expertly addresses the assumptions of the title and/or the requirements of the brief.

Demonstrates an exceptional knowledge/understanding of theory and practice for this level through the identification and analysis of the most important issues.

Makes exceptional use of appropriate arguments and/or theoretical models.

Presents an analysis of the material resulting in clear, logical and original conclusions.

Coherently articulated and logically structured.

An appropriate format is used.

The presentational style & layout is correct for the type of assignment.

Effective inclusion of figures, tables, plates (FTP).

An exceptionally well written answer with standard spelling and grammar.

Style is clear, resourceful and academic.

Sources accurately cited in the text. A wide range of contemporary and relevant references cited in the reference list in the correct style.

Class I
(Excellent

Quality)

70-85%

Directly relevant to title.

Addresses the assumptions of the title and/or the requirements of the brief.

Demonstrates an excellent knowledge/understanding of theory and practice for this level through the identification and summary of the most important issues.

Makes creative use of appropriate arguments and/or theoretical models.

Presents an excellent discussion of the material resulting in clear, logical conclusions.

Coherently articulated and logically structured.

An appropriate format is used.

The presentational style & layout is correct for the type of assignment.

Effective inclusion of figures, tables, plates (FTP).

An excellently written
answer with standard spelling and grammar.

Style is clear, resourceful and academic.

Sources accurately cited in the text.

A range of contemporary and relevant references cited in the reference list in the correct style.

Class II/I
(Very Good Quality)

60-69%

Directly relevant to title.

Addresses most of the assumptions of the title and/or the requirements of the brief.

Demonstrates a very good knowledge/understanding of theory and practice for this level through the identification and summary of key issues.

Uses sound arguments or theoretical models.

Presents a clear and valid discussion of the material.

Clear, logical conclusions.

Logically constructed in the main.

An appropriate format is used.

The presentational style & layout is correct for the type of assignment.

Effective inclusion of FTP.

A very well written answer with standard spelling and grammar. Style is clear and academic.

Sources are accurately cited in the text and an appropriate reference list in the correct style is provided.

Class II/ii
(Good Quality)

50-59%

Generally, addresses the title/brief, but sometimes considers irrelevant issues.

Demonstrates a good knowledge/understanding of theory and practice for this level through the identification and summary of some key issues.

Presents largely coherent arguments.

Some issues and theoretical models expressed in simplistic terms.

Conclusions are fairly clear and logical.

For the most part coherently articulated and logically structured.

An acceptable format is used.

The presentational style & layout is correct for the type of assignment.

Inclusion of FTP but lacks selectivity.

Competently written with minor lapses in spelling and grammar. Style is readable and academic in the main.

Most sources accurately cited in the text and an appropriate reference list is provided which is largely in the correct style.

Class III
(Satisfactory Quality)

40-49%

Some degree of irrelevance to the title/brief. Superficial consideration of the issues.

Demonstrates an adequate knowledge/understanding of theory and practice for this level. An attempt is made to identify key issues.

Presents basic arguments, but focus and consistency lacking in places. Some issues may lack clarity, and/or theoretical models expressed in simplistic terms.

Conclusions are not always clear or logical.

Adequate attempt at articulation and logical structure.

An acceptable format is used.

The presentational style & layout is largely correct for the type of assignment.

Inappropriate use of FTP or not used where clearly needed to aid understanding.

Generally, competently written although intermittent lapses in grammar and spelling pose obstacles for the reader. Style limits communication and is non-academic in a number of places.

Some relevant sources cited.

Some weaknesses in referencing technique.

Borderline

Fail

35-39%

Significant degree of irrelevance to the title/brief. Only the most obvious issues are addressed at a superficial level and in unchallenging terms.

Demonstrates weaknesses in knowledge of theory and practice for this level, with poor understanding of key issues.

Limited arguments, which lack clarity in places.

Conclusions are neither clear nor logical.

Poorly structured.

Lack of articulation.

Format deficient.

For the type of assignment, the presentational style&/or layout is lacking.

FTP ignored in text or not used where clearly needed.

Deficiencies in spelling and grammar makes reading difficult.

Simplistic or repetitious style impairs clarity.

Style is non-academic.

Limited sources and weak referencing.

Fail

<34%

Relevance to the title/brief is intermittent or missing.

The topic is reduced to its vaguest and least challenging terms.

Demonstrates a lack of basic knowledge of either theory or practice for this level, with little evidence of understanding.

Severely limited arguments.

Lacks clarity.

Conclusions are sparse.

Unstructured.

Lack of articulation. Format deficient

For the type of assignment, the presentational style &/or layout is lacking.

FTP as above.

Poorly written with numerous deficiencies in grammar, spelling and expression.

Style is non-academic.

An absence of academic sources and poor referencing technique.