+4474648-84564 Marketing and Markets in a Digital World
Module: Marketing and Markets in a Digital World Module Code: PGBM127
Canvas Turnitin Submission Deadline: Tuesday 2nd November 2021 by 2p
LEARNING OUTCOMES
Upon successful completion of this module, students will have demonstrated:
Knowledge
K1 – a critical understanding of key Marketing concepts & theories and the related academic literature K2 – a critical understanding of Markets and their different contexts
K3 – an overview of the key drivers of change for Markets & Marketing in the Digital Age
Skills
S1 – the ability to apply critical evaluation and strategic thinking skills
S2 – the ability to identify, select, analyse, synthesise and interpret credible information whether from academic or the trade press sources.
ASSESSMENT BRIEFS:
This assignment assesses K1, K2, K3, S1 and S2 Part A:
Part A (70% Weighting)
For this assessment you must choose oneorganisation from the following:
- Tesla
- Estee Lauder
- Airbnb
- McDonald’s
- British Airways
The above organisations all faced marketing challenges over the last couple of years. You are to provide an original case study in which you critically evaluate a significant marketing challenge that your chosen organisation faced in 2018/19. This challenge should be explored in detail, providing evidence from a range of credible academic and practitioner sources, to demonstrate its significance for the organisation in different contexts e.g. different countries; different markets; different market segments; off-line/online, etc. Relevant theory from the module must be applied to develop the analysis and evaluation. Logical conclusions should be drawn. (2500-words guide only)
Part B (30% Weighting)
You are to research, evaluate and prepare an individual response which reviews how the current technological changes impacting the Markets and Marketing activities of your chosen organisation. (1500- words guide only)
You may need to undertake situational analysis to provide further evidence, such analyses would be placed in the Appendices rather than the main report. The main report should be the actual case study.
Your arguments, findings and recommendations should be supported by theories, facts and figures published within academic books, journal articles, recognised business magazines and market intelligence reports.
N.B. Word count for both assessments excludes: Title Page, Contents Page, Bibliography and Appendices. Harvard referencing required throughout. Recommended report format supplied below.
ASSESSMENT GUIDANCE:
Referencing, Structure and Format
N.B. Both assessments require a report format.
- As part of the report process you are expected to cite core textbooks, journal articles and internet- sourced information
- These must ALL be correctly referenced within the main body of the report and listed in full at the end of the report under ‘References’
- You must use the HARVARD referencing system – see ‘Cite them right’ – https://library.sunderland.ac.uk/find-resources/referencing/
Recommended Case Study format for Part A:
Background – Company/Market background (300 words guide only)
Theoretical Underpinning – Introduction to key theory/theories that link to this case study (300
words guide only)
The Situation at the start of the case – What was the situation/issue/problem at the start of the case for
| the organisation/market. This is just an introduction (300 words guide only). | |
| The case study – | Elaborate on the marketing situation/issue/problem/challenge that you identified in the early section and support it with contemporary theory/theories that you chose to address and are linked to the challenges identified and the marketing strategy/strategies undertaken by the company. This must be structured into subsections as appropriate. (1000) |
| The Outcome/Solution – | What was the final result? This can be successful or unsuccessful (300) |
| Conclusions – | What are the key learning points from this case study (300) |
| References – | Harvard Style – Cite them Right |
| Appendices – Recommended format for Part B: | This may include PESTLE. Porter’s 5 Forces analyses etc. |
| Introduction | (200 words Guide only) |
| The Main body | (1000 words Guide only) |
| Conclusion | (300 words Guide only) |
| References – | Harvard Referencing |
| Appendices – | Keep to a minimum. |
Make your assignment easy to read – some guidelines
- Make all general typeface 12pt Arial, Calibri, Tahoma
- You should use line spacing of 1.5
- All pages should be numbered
Please note –
- correct spelling, punctuation and grammar are also expected
- grammar/spell check and proofread your work
SUBMISSION DETAILS
YOU MUST SUBMIT ELECTRONICALLY BY THE DEADLINE through PGBM127 Canvas module page for checking with ‘Turnitin’
- Accessible in the assessment section
- Students may submit drafts prior to submission and generate reports.
- The last submission prior to the deadline is deemed to be the final submission for assessment purposes
Non-submission through Turnitin: Students who do not submit their work through Turnitin will automatically receive a 0%
Please refer to Student Guide to the Academic Regulations: https://docushare.sunderland.ac.uk/docushare/dsweb/View/Collection2780
Grading
You will be marked in accordance to the University of Sunderland assessment criteria attached below. The assessment criteria covers; Relevance, Knowledge, Analysis, Argument and Structure, Critical Evaluation, Presentation, Reference to Literature.
PLAGIARISM/INFRINGEMENT STATEMENT
All Assessments are subject to the University’s Policy on ‘Cheating, Collusion and Plagiarism‘. Students found guilty of this are subject to severe penalties.
These are INDIVIDUAL pieces of work – If there is evidence that the work is not wholly attributable to you, the University’s policy on ‘Cheating, Collusion and Plagiarism’ will be applied
Link to University Academic Integrity and Misconduct Policy: https://docushare.sunderland.ac.uk/docushare/dsweb/View/Collection-8155
EXTENUATING CIRCUMSTANCES
If you are affected by any extenuating circumstances and cannot submit your work, for example illness or severe personal difficulties, you must inform your programme leader, personal tutor, module leader or module tutor immediately.
IMPORTANT – ‘FIT TO SIT’:
Any student who presents themselves at an examination and takes that examination, or who submits a piece of coursework, or attends and takes part in a presentation, practical session, or any other form of assessment cannot then put in a later request for extenuating circumstances. They will be deeming themselves ‘Fit to Sit’ if they thereby engage in the assessment and no allowance will be made for any difficulties they later wish to claim affected their results.
For information or to discuss an issue you are having, please contact the programme leader or personal tutor in the first instance.
Link to University Extenuating Circumstances Policy
- https://docushare.sunderland.ac.uk/docushare/dsweb/Get/Document2995/AQH– F613%20Procedures%20for%20Extenuating%20Circumstances.pdf
Generic Assessment Criteria – Postgraduate
These should be interpreted according to the level at which you are working
| Categories | ||||||||
| Grade | Relevance | Knowledge | Analysis | Argument and Structure | Critical Evaluation | Presentation | Reference to Literature | |
| | 86 – 100% | The work examined is exemplary and provides clear evidence of a complete grasp of the knowledge, understanding and skills appropriate to the Level of the qualification. There is also unequivocal evidence showing that all the learning outcomes and responsibilities appropriate to that Level are fully satisfied. At this level it is expected that the work will be exemplary in all the categories cited above. It will demonstrate a particularly compelling evaluation, originality, and elegance of argument, interpretation or discourse. | ||||||
| 76-85% | The work examined is excellent and demonstrates comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is also excellent evidence showing that all the learning outcomes and responsibilities appropriate to that level are fully satisfied. At this level it is expected that the work will be excellent in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse and some evidence of originality. | |||||||
| 70 – 75% | The work examined is of a high standard and there is evidence of comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is clearly articulated evidence demonstrating that all the learning outcomes and responsibilities appropriate to that level are satisfied. At this level it is expected that the standard of the work will be high in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse. |
| 60 – 69% | Directly relevant to the requirements of the assessment | A substantial knowledge of relevant material, showing a clear grasp of themes, questions and issues therein | Comprehensive analysis – clear and orderly presentation | Well supported, focussed argument which is clear and logically structured. | Contains distinctive or independent thinking; and begins to formulate an independent position in relation to theory and/or practice. | Well written, with standard spelling and grammar, in a readable style with acceptable format | Critical appraisal of up-to-date and/or appropriate literature. Recognition of different perspectives. Very good use of a wide range of sophisticated source material. |
| 50 – 59% | Some attempt to address the requirements of the assessment: may drift away from this in less focused passages | Adequate knowledge of a fair range of relevant material, with intermittent evidence of an appreciation of its significance | Significant analytical treatment which has a clear purpose | Generally coherent and logically structured, using an appropriate mode of argument and/or theoretical mode(s) | May contain some distinctive or independent thinking; may begin to formulate an independent position in relation to theory and/or practice. | Competently written, with only minor lapses from standard grammar, with acceptable format | Uses a good variety of literature which includes recent texts and/or appropriate literature including a substantive amount beyond library texts. Competent use of source material. |
| 40 – 49% | Some correlation | Basic understanding of | Some analytical | Some attempt to | Sound work which | A simple basic style | Evidence of use of | |
| with the | the subject but | treatment, but may be | construct a | expresses a | but with significant | appropriate | ||
| requirements of the | addressing a limited | prone to description, or | coherent | coherent position | deficiencies in | literature which | ||
| assessment but | range of material | to narrative, which lacks | argument, but | only in broad terms | expression or format | goes beyond that | ||
| there are instances | clear analytical purpose | may suffer loss of | and in uncritical | that may pose | referred to by the | |||
| of irrelevance | focus and | conformity to one | obstacles for the | tutor. Frequently | ||||
| consistency, with | or more standard | reader | only uses a single | |||||
| issues at stake | views of the topic | source to support a | ||||||
| stated only vaguely, | point. | |||||||
| or | ||||||||
| theoretical | ||||||||
| mode(s) couched | ||||||||
| in simplistic terms | ||||||||
| | 35 – 39% | Relevance to the requirements of the assessment may be very intermittent, and may be reduced to its vaguest and least challenging terms | A limited understanding of a narrow range of material | Largely descriptive or narrative, with little evidence of analysis | A basic argument is evident, but mainly supported by assertion and there may be a lack of clarity and coherence | Some evidence of a view starting to be formed but mainly derivative. | Numerous deficiencies in expression and presentation; the writer may achieve clarity (if at all) only by using a simplistic or repetitious style | Barely adequate use of literature. Over reliance on material provided by the tutor. |
| The evidence provided shows that the majority of the learning outcomes and responsibilities appropriate to that Level are satisfied – for compensation consideration. |
| 30 – 34% | The work examined provides insufficient evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence provided shows that some of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in some of the indicators. | |
| 15-29% | The work examined is unacceptable and provides little evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence shows that few of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in several of the indicators. |
| 0-14% | The work examined is unacceptable and provides almost no evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence fails to show that any of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in the majority or all of the indicators. |
| Module: | Marketing and Markets in a Digital World |
| Module Code: | PGBM127 |
Canvas Turnitin Submission Deadline: Tuesday 2nd November 2021 by 2pm
LEARNING OUTCOMES
Upon successful completion of this module, students will have demonstrated:
Knowledge
K1 – a critical understanding of key Marketing concepts & theories and the related academic literature K2 – a critical understanding of Markets and their different contexts
K3 – an overview of the key drivers of change for Markets & Marketing in the Digital Age
Skills
S1 – the ability to apply critical evaluation and strategic thinking skills
S2 – the ability to identify, select, analyse, synthesise and interpret credible information whether from academic or the trade press sources.
ASSESSMENT BRIEFS:
This assignment assesses K1, K2, K3, S1 and S2 Part A:
Part A (70% Weighting)
For this assessment you must choose oneorganisation from the following:
- Tesla
- Estee Lauder
- Airbnb
- McDonald’s
- British Airways
The above organisations all faced marketing challenges over the last couple of years. You are to provide an original case study in which you critically evaluate a significant marketing challenge that your chosen organisation faced in 2018/19. This challenge should be explored in detail, providing evidence from a range of credible academic and practitioner sources, to demonstrate its significance for the organisation in different contexts e.g. different countries; different markets; different market segments; off-line/online, etc. Relevant theory from the module must be applied to develop the analysis and evaluation. Logical conclusions should be drawn. (2500-words guide only)
Part B (30% Weighting)
You are to research, evaluate and prepare an individual response which reviews how the current technological changes impacting the Markets and Marketing activities of your chosen organisation. (1500- words guide only)
You may need to undertake situational analysis to provide further evidence, such analyses would be placed in the Appendices rather than the main report. The main report should be the actual case study.
Your arguments, findings and recommendations should be supported by theories, facts and figures published within academic books, journal articles, recognised business magazines and market intelligence reports.
N.B. Word count for both assessments excludes: Title Page, Contents Page, Bibliography and Appendices. Harvard referencing required throughout. Recommended report format supplied below.
ASSESSMENT GUIDANCE:
Referencing, Structure and Format
N.B. Both assessments require a report format.
- As part of the report process you are expected to cite core textbooks, journal articles and internet- sourced information
- These must ALL be correctly referenced within the main body of the report and listed in full at the end of the report under ‘References’
- You must use the HARVARD referencing system – see ‘Cite them right’ – https://library.sunderland.ac.uk/find-resources/referencing/
Recommended Case Study format for Part A:
Background – Company/Market background (300 words guide only)
Theoretical Underpinning – Introduction to key theory/theories that link to this case study (300
words guide only)
The Situation at the start of the case – What was the situation/issue/problem at the start of the case for
| the organisation/market. This is just an introduction (300 words guide only). | |
| The case study – | Elaborate on the marketing situation/issue/problem/challenge that you identified in the early section and support it with contemporary theory/theories that you chose to address and are linked to the challenges identified and the marketing strategy/strategies undertaken by the company. This must be structured into subsections as appropriate. (1000) |
| The Outcome/Solution – | What was the final result? This can be successful or unsuccessful (300) |
| Conclusions – | What are the key learning points from this case study (300) |
| References – | Harvard Style – Cite them Right |
| Appendices – Recommended format for Part B: | This may include PESTLE. Porter’s 5 Forces analyses etc. |
| Introduction | (200 words Guide only) |
| The Main body | (1000 words Guide only) |
| Conclusion | (300 words Guide only) |
| References – | Harvard Referencing |
| Appendices – | Keep to a minimum. |
Make your assignment easy to read – some guidelines
- Make all general typeface 12pt Arial, Calibri, Tahoma
- You should use line spacing of 1.5
- All pages should be numbered
Please note –
- correct spelling, punctuation and grammar are also expected
- grammar/spell check and proofread your work
SUBMISSION DETAILS
YOU MUST SUBMIT ELECTRONICALLY BY THE DEADLINE through PGBM127 Canvas module page for checking with ‘Turnitin’
- Accessible in the assessment section
- Students may submit drafts prior to submission and generate reports.
- The last submission prior to the deadline is deemed to be the final submission for assessment purposes
Non-submission through Turnitin: Students who do not submit their work through Turnitin will automatically receive a 0%
Please refer to Student Guide to the Academic Regulations: https://docushare.sunderland.ac.uk/docushare/dsweb/View/Collection2780
Grading
You will be marked in accordance to the University of Sunderland assessment criteria attached below. The assessment criteria covers; Relevance, Knowledge, Analysis, Argument and Structure, Critical Evaluation, Presentation, Reference to Literature.
PLAGIARISM/INFRINGEMENT STATEMENT
All Assessments are subject to the University’s Policy on ‘Cheating, Collusion and Plagiarism‘. Students found guilty of this are subject to severe penalties.
These are INDIVIDUAL pieces of work – If there is evidence that the work is not wholly attributable to you, the University’s policy on ‘Cheating, Collusion and Plagiarism’ will be applied
Link to University Academic Integrity and Misconduct Policy: https://docushare.sunderland.ac.uk/docushare/dsweb/View/Collection-8155
EXTENUATING CIRCUMSTANCES
If you are affected by any extenuating circumstances and cannot submit your work, for example illness or severe personal difficulties, you must inform your programme leader, personal tutor, module leader or module tutor immediately.
IMPORTANT – ‘FIT TO SIT’:
Any student who presents themselves at an examination and takes that examination, or who submits a piece of coursework, or attends and takes part in a presentation, practical session, or any other form of assessment cannot then put in a later request for extenuating circumstances. They will be deeming themselves ‘Fit to Sit’ if they thereby engage in the assessment and no allowance will be made for any difficulties they later wish to claim affected their results.
For information or to discuss an issue you are having, please contact the programme leader or personal tutor in the first instance.
Link to University Extenuating Circumstances Policy
- https://docushare.sunderland.ac.uk/docushare/dsweb/Get/Document2995/AQH– F613%20Procedures%20for%20Extenuating%20Circumstances.pdf
Generic Assessment Criteria – Postgraduate
These should be interpreted according to the level at which you are working
| Categories | ||||||||
| Grade | Relevance | Knowledge | Analysis | Argument and Structure | Critical Evaluation | Presentation | Reference to Literature | |
| | 86 – 100% | The work examined is exemplary and provides clear evidence of a complete grasp of the knowledge, understanding and skills appropriate to the Level of the qualification. There is also unequivocal evidence showing that all the learning outcomes and responsibilities appropriate to that Level are fully satisfied. At this level it is expected that the work will be exemplary in all the categories cited above. It will demonstrate a particularly compelling evaluation, originality, and elegance of argument, interpretation or discourse. | ||||||
| 76-85% | The work examined is excellent and demonstrates comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is also excellent evidence showing that all the learning outcomes and responsibilities appropriate to that level are fully satisfied. At this level it is expected that the work will be excellent in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse and some evidence of originality. | |||||||
| 70 – 75% | The work examined is of a high standard and there is evidence of comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is clearly articulated evidence demonstrating that all the learning outcomes and responsibilities appropriate to that level are satisfied. At this level it is expected that the standard of the work will be high in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse. |
| 60 – 69% | Directly relevant to the requirements of the assessment | A substantial knowledge of relevant material, showing a clear grasp of themes, questions and issues therein | Comprehensive analysis – clear and orderly presentation | Well supported, focussed argument which is clear and logically structured. | Contains distinctive or independent thinking; and begins to formulate an independent position in relation to theory and/or practice. | Well written, with standard spelling and grammar, in a readable style with acceptable format | Critical appraisal of up-to-date and/or appropriate literature. Recognition of different perspectives. Very good use of a wide range of sophisticated source material. |
| 50 – 59% | Some attempt to address the requirements of the assessment: may drift away from this in less focused passages | Adequate knowledge of a fair range of relevant material, with intermittent evidence of an appreciation of its significance | Significant analytical treatment which has a clear purpose | Generally coherent and logically structured, using an appropriate mode of argument and/or theoretical mode(s) | May contain some distinctive or independent thinking; may begin to formulate an independent position in relation to theory and/or practice. | Competently written, with only minor lapses from standard grammar, with acceptable format | Uses a good variety of literature which includes recent texts and/or appropriate literature including a substantive amount beyond library texts. Competent use of source material. |
| 40 – 49% | Some correlation | Basic understanding of | Some analytical | Some attempt to | Sound work which | A simple basic style | Evidence of use of | |
| with the | the subject but | treatment, but may be | construct a | expresses a | but with significant | appropriate | ||
| requirements of the | addressing a limited | prone to description, or | coherent | coherent position | deficiencies in | literature which | ||
| assessment but | range of material | to narrative, which lacks | argument, but | only in broad terms | expression or format | goes beyond that | ||
| there are instances | clear analytical purpose | may suffer loss of | and in uncritical | that may pose | referred to by the | |||
| of irrelevance | focus and | conformity to one | obstacles for the | tutor. Frequently | ||||
| consistency, with | or more standard | reader | only uses a single | |||||
| issues at stake | views of the topic | source to support a | ||||||
| stated only vaguely, | point. | |||||||
| or | ||||||||
| theoretical | ||||||||
| mode(s) couched | ||||||||
| in simplistic terms | ||||||||
| | 35 – 39% | Relevance to the requirements of the assessment may be very intermittent, and may be reduced to its vaguest and least challenging terms | A limited understanding of a narrow range of material | Largely descriptive or narrative, with little evidence of analysis | A basic argument is evident, but mainly supported by assertion and there may be a lack of clarity and coherence | Some evidence of a view starting to be formed but mainly derivative. | Numerous deficiencies in expression and presentation; the writer may achieve clarity (if at all) only by using a simplistic or repetitious style | Barely adequate use of literature. Over reliance on material provided by the tutor. |
| The evidence provided shows that the majority of the learning outcomes and responsibilities appropriate to that Level are satisfied – for compensation consideration. |
| 30 – 34% | The work examined provides insufficient evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence provided shows that some of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in some of the indicators. | |
| 15-29% | The work examined is unacceptable and provides little evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence shows that few of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in several of the indicators. |
| 0-14% | The work examined is unacceptable and provides almost no evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence fails to show that any of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in the majority or all of the indicators. |
