MC Module Guide

8/10/2019 MC Module Guide

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Lord Ashcroft International Business School

Marketing Consultancy

Department: Marketing, Strategy and Enterprise

Module Code: MOD003058

Level: 6

Academic Year: 2014/15Semester/Trimester: One


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Module Guide

Contents

1. Key Information ..................................................................................................... 22. Introduction to the Module ..................................................................................... 23. Intended Learning Outcomes ................................................................................ 33.1 Employability skills delivered in this Module ......................................................... 3

4. Outline Delivery ..................................................................................................... 44.1 Attendance Requirements ................................................................................... 5

5. Assessment ........................................................................................................... 65.1 Submitting via TurnitinUK .................................................................................. 9

5.2 Submitting your work ......................................................................................... 125.3 Marking Rubric and Feedback .......................................................................... 12

5.4 Re-Assessment (resit) ....................................................................................... 126. How is My Work Marked? .................................................................................... 127. Assessment Criteria and Marking Standards ....................................................... 15

7.1 Specific Assessment Criteria and Marking Rubric.............................................. 157.2 University Generic Assessment Criteria ............................................................. 21

8. Assessment Offences .......................................................................................... 23

9. Learning Resources ............................................................................................ 25

9.1. Library .............................................................................................................. 25

10. Module Evaluation ............................................................................................. 2711. Report on Last Delivery of Module ..................................................................... 28

Appendix 1: Re-Assessment Information ................................................................. 29

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1. Key Information

Module: Marketing Consultancy

Module Leader(ARU): Niall Caldwell

Lord Ashcroft International Business SchoolRoom LAB322Cambridge CampusExtension: 2491Email: [email protected]

Module Tutors: Erandee Abeykoon (Online Delivery)Gayan Jayasinghe (Online Delivery)

Every module has a Module Definition Form (MDF) which is the officially validated record of the module.

You can access the MDF for this module in four ways via:

the Virtual Learning Environment (VLE)

the My.Anglia Module Catalogueatwww.anglia.ac.uk/modulecatalogue

Anglia Ruskins module search engine facility atwww.anglia.ac.uk/modules

the final section of this module guide.

All modules delivered by Anglia Ruskin University at its main campuses in the UK and at AssociateColleges throughout the UK and overseas are governed by the Academic Regulations. You can viewthese atwww.anglia.ac.uk/academicregs. A printed extract of theAcademic Regulations, known as theAssessment Regulations, is available for every student from LS London office (all new students will have

received a copy as part of their welcome pack).

In the unlikely event of any discrepancy between the Academic Regulationsand any other publication,including this module guide, the Academic Regulations, as the definitive document, take precedenceover all other publications and will be applied in all cases.

2. Introduct ion to the Module

This module will give students the opportunity to undertake an in-depth marketing project for a clientorganisation. The students will work in groups and be given a live project for which they will beexpected to work towards a solution to some need that the client will have identified.

The module lecturer will act as a consultant/facilitator and be available to advise the student group(s) atthe times indicated on the timetable and at any other time as necessary, this being agreed with the groupleaders.

The project will entail the students visiting the client organisation and discussing problem areas identifiedby them. A specific marketing need will be identified, agreed between the student consultants and theclient and a solution sought for this need. The organisation may be large or small and in either thePublic or the Private sector.

Students will be working in a group with a real organisation on a marketing problem.

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3. Intended Learning Outcomes

Anglia Ruskin modules are taught on the basis of intended learning outcomes and, on successfulcompletion of the module, students will be expected to be able to demonstrate they have met thoseoutcomes.

On successful completion of this module you will be able to:

a) Recognise and critically evaluate the advantages to be gained by working together in groups on alive time constrained project and be aware of the difficulties and problems this will involve.

b) Explore and evaluate the business and marketing information needed when working with outsideclients on a live marketing project.

c) Demonstrate information collection, classification, prioritisation and analysis skills as well asproblem identification skills and be able to relate this to marketing theories and concepts.

d) Put together, as a group, a commercially credible oral presentation to an outside client, as well asa written report for both the client and the course tutor that answers in some way the problemsasked.

3.1 Employability skills delivered in this Module

It is important that we help you develop employability skills throughout your course which will assist youin securing employment and supporting you in your future career. During your course you will acquire awide range of key skills. In this module, you will develop those identified below:

SKILL Skills acquired in thismodule

Communication (oral) X

Communication (written) X

Commercial Awareness X

Cultural sensitivity X

Customer focus X

Data Handling X

Decision making XEnterprising X

Flexibility X

Initiative X

Interpersonal Skills X

Leadership/Management of others X

Networking X

Organisational adaptability X

Project Management X

Problem Solving and analytical skills X

Responsibility X

Team working XTime Management X

Other

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4. Outl ine Delivery

Wk Student activity Student activity Reading references

1 Undertakinginteractive

consultancy

In order to fully benefit from thelessons, students are expected

to read the recommendedLecture notes, Practicalapplications and Case studies,available in the IMSS.

Burtonshaw-Gunn, S. (2010).Essential Tools for ManagementConsulting: Tools, Models andApproaches for Clients andConsultants. John Wiley & Sons.

Milan Kubr. (2002). ManagementConsulting: A Guide to theProfession. International LabourOrganisation.

2 Groups and teams In order to fully benefit from thelessons, students are expectedto read the recommendedLecture notes, Practical

applications and Case studies,available in the IMSS.

Mullins, L. J. (2007). Managementand Organisational Behaviour .Harlow, Essex : paerson EducationLtd.

Levi, D. (2011). Group Dynamics forTeams . Sage PublicationsInc.Luthans, F. (2008).Organizational Behaviour . NewYork: McGraw-Hill.

3 Group and individualproblem solving andgroup decisionmaking

In order to fully benefit from thelessons, students are expectedto read the recommendedLecture notes, Practicalapplications and Case studies,available in the IMSS.

Kreitner, R. (2009). Mangement.Boston: Harcourt PublishingCompany .

Mullins, L. J. (2007). Managementand Organisational Behaviour .Harlow, Essex : paerson EducationLtd.

Gabarro, J. J. (1992). ManagingPeople and Organizations. McGraw-Hill.

Laughlin, P. R. (2011). GroupProblem Solving. Princeton:Princeton University Press

4 Using marketingplanning knowledgeand skill part I

In order to fully benefit from thelessons, students are expectedto read the recommendedLecture notes, Practicalapplications and Case studies,

available in the IMSS.

McDonald, M. (2007) MarketingPlans: how to prepare then, how touse them (6th edition)

Richard, W. C. (2007). StrategicMarketing Management.

Butterworth-Heinemann.

5 Using marketingplanning knowledgeand skill part II

In order to fully benefit from thelessons, students are expectedto read the recommendedLecture notes, Practicalapplications and Case studies,available in the IMSS.

McDonald, M. (2007) MarketingPlans: how to prepare then, how touse them (6th edition)

Richard, W. C. (2007). StrategicMarketing Management.Butterworth-Heinemann.

6 Using marketingresearch knowledgeand skills

In order to fully benefit from thelessons, students are expectedto read the recommendedLecture notes, Practicalapplications and Case studies,

available in the IMSS.

McDonald, M. (2007) Marketing

Plans: how to prepare then, how to

use them (6th edition)

Wilson, A. (2003) Marketing

Research: An integrated approach

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4.1 Attendance Requirements

Attending all your webinars & other online activities is very important and one of the best ways to helpyou succeed in this module. Research has found a clear correlation between student attendance andoverall performance. In accordance with the Student Charter, you are expected to arrive on time andtake an active part in all your timetabled webinars & other online activities. For further details contact

Joanna Shear [email protected].

London School of Marketing will closely monitor the attendance of all students. Continued absence canresult in various consequences including the termination of your registration as you will be considered tohave withdrawn from your studies.

International students who are non-EEA nationals and in possession of entry clearance/leave to remainas a student (student visa) are required to be in regular attendance at London School of Marketing.Failure to do so is considered to be a breach of national immigration regulations. London School ofMarketing, like all British Universities, is statutorily obliged to inform the UK Border Agency of the HomeOffice of significant unauthorised absences by any student visa holders.

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5. Assessment

The assessment for this module consists of two part/s. Submission dates vary.

Part Type Of AssessmentLearning

Outcomes

%Weighting

& FineGrade (FG)

orPass/Fail

(PF)

Word Limit Submission MethodSubmission

Dates

KeyContactPerson

1.1 Draft submission ( For assessment 1):Outline of the assignment includinginformation on the following should beincluded in the Draft;

A brief introduction about the chosencompany

The identified client problem

Implications for the business if theproblem is not addressed

The proposed solution and objectives

Intended models/ frameworks toanalyse each environment (macro,micro and internal).

This information can be presented in

bullet points.

7.1; 7.2; 7.3,7.4

N/A 1 page(Maximum of350 words)

IMSS > ModuleAssessment > Current

assessment > Draftsubmission

Please refer tothe timetableon the IMSSand follow

emailcorrespondence for deadlines

and anypossible

revisions.

Tutor

1.2 Assessment 1:Individual report

7.1; 7.2; 7.3,7.4

40% 1000 words(accompaniedwith as manyappendices

needed to fullycover the

requirements.The appendices

London School ofMarketing submission

websitehttp://www.lsmsubmis

sions.com

Tutor

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Module Guide

are excludedfrom the word

count).

2 Assessment 2:Group Presentation(Final Submission)

60% 10 Slidesmaximum (30

minutes,equivalent to2,000 words)

Soft copy of slides through London

School of Marketingsubmission website

http://www.lsmsubmissions.com

Tutor

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Part 1 Group report

MarkLearningOutcome

1. Introduction: to include an outline of the company; their current positionin the market; clearly identified client problem; implications for thebusiness if the problem is not addressed.

40 7.1; 7.2; 7.4

2. Situation analysis of the market: to include a review of the market usingsuitable models (e.g. STEEPLE; SWOT McKinsey 7s, etc.)

60 7.1 7.2 ;7.3

TOTAL MARKS 100%

The individual report will outline the client problem and provide an audit of the market situation for thecompany. The report will be handed in at the end of week six of the module. The report should beprepared and presented in a commercially credible way.

The individual report will be worth40%of the total mark for the assignment.

Students should address the following issues

I. Structure

Major areas should be clearly identified under relevant headings (e.g. external, internal,competition, etc.)

II. Content

In most circumstances there will be the need for a background audit to be undertaken covering theinternal and the external environment. The external environment will cover bother the macro and themicroenvironment.

All relevant major areas should be identified including where relevantsuch concepts as: Customersand markets, competition, suppliers, etc. There should be a balanced approach with internal andexternal areas identified being those that relate most closely to the question asked.

The major areas discussed should be clearly major areas and all should be covered.

There should be analysis and evaluation as well as description.

Note: The report should be within 1,000 words, but it can be accompanied with as many appendicesneeded to fully cover the requirements of assessment 1. These appendices will be excluded fromthe word account.

Part 2 Presentation

MarkLearningOutcome

1. Presentation structure and overall affect 20 7.1; 7.4

2. Individual presentation clarity and style 20 7.4

3 Content given which will include:a) Suitable set of objectives (should be SMART).b) Production of appropriate strategy for the company which will enable

the company to achieve the objectives. The strategy must usesuitable models

c) Budget (forecast cash flow and profit and loss budgets to beprovided for the project)

407.1; 7.2; 7.3;

7.4

4 Understanding and explanation of content demonstrated in answer tothe questions at the end of the presentation

20 7.4

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TOTAL MARKS 100%

The presentation will account for 60%of the final mark.

I. Structure of the presentation

The presentation should have a clear beginning, middle and end.

It should be presented in a commercially credible manner including room layout, slides, etc

It should be presented logically and systematically moving through the process identifying discussing andanalysing the major issues in a balanced and realistic manner.

Major areas should be clearly identified under relevant headings (e.g. SMART objectives; strategy;products target markets; marketing communication campaigns etc.).

II. Content

The student will provide a set of objectives; strategy and tactical plan for the project they are undertakingfor the client.

All coursework assignments and other forms of assessment must be submitted by the published deadlinewhich is detailed above. It is your responsibility to know when work is due to be submitted ignorance ofthe deadline date will not be accepted as a reason for late or non-submission.

Any late work will NOT be accepted and a mark of zero will be awarded for the assessment task inquestion.

You are requested to keep a copy of your work.

5.1 Submitting via TurnitinUK

You are required to submit your written assignments online via Turnitin. You must put YOURStudent ID number (SID) as the submission title (details below).

You will be enrolled automatically to a Turnitin class: The Originality Report Class to which youcan submit multiple drafts for originality checking. You should follow the detailed instructionsprovided on the IMSS.

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When you submit your paper, remember to:

a) Keep Default

b) Enter your firstand last name(s)

c) Enter your SIDas the submissiontitle: VERY

SID

d) Browse to search for yourassi nment file

f) or cancel

e) Upload

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Plagiarism Requirement:

Prior to dispatching the assignment answer to the External Examiner, the answer must be submitted tothe electronic plagiarism checking software (i.e. Turnitin);

Turnitin.com uses the Originality Check tool to compile the Originality Report, which containsdetailed information about the number and the use of each primary source in the submitteddocument. This is done through the Similarity Index, which is a percentage of words in the paperthat match all the primary sources to all words in the document.

The Similarity Index also shows a copy of the student paper with primary sources. Each primarysource is given a colour and number. The text within the students paper, which corresponds to aprimary source, will be highlighted in that respective colour and attached with its respective number.The percentage of each primary source refers to a percentage of words in the entire paper thatmatch the source

HOW TO VIEW YOUR FEEDBACK

Click on the class that you wish to view and then you will see the assignments for the modulelisted. Click the blue view button to open up the document viewer. A new window will open and youwill see your feedback on the right-hand side of the screen.

Click on the View but ton

POINTS TO NOTE

1. All work submitted MUST be entitled by your Student ID number.

2. The Originality Report is automatically generated by Turnitin on submitting work. A paper copyof the originality report is not required.

3. The Originality Report will not be used to make assessment decisions unless concernsarise as to poor academic practice, plagiarism, or collusion. The report may then beconsidered as part of the normal investigatory procedures undertaken by the academicteam and the Director of Studies (again, please see Section 10 of the AssessmentRegulations).

4. Re-sits and extensions are also to be submitted via Turnitin. New Turnitin classes will be

created for re-sits.

5. Full details as on submitting to Turnitin, the Originality Report, and a FAQs list, can be

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located on the module VLE.

All coursework assignments and other forms of assessment must be submitted by the publisheddeadline. It is your responsibility to know when work is due to be submitted ignorance of thedeadline date will not be accepted as a reason for late or non- submission.

5.2 Submitting your work

All student work which contributes to the eventual outcome of the module (i.e. if it determines whetheryou will pass or fail the module and counts towards the mark you achieve for the module) is submittedaccording to your institutions guidelines. Academic staff CANNOT accept work directly from you.

5.3 Marking Rubric and Feedback

The rubric, shown in Section 7.1 Specific Marking Criteria, will be used to mark your work.

Feedback

Examination scripts are retained by Anglia Ruskin and are not returned to students. However, you areentitled to feedback on your performance in an examination and may request a meeting with the ModuleLeader or Tutor to see your examination script and to discuss your performance.

Anglia Ruskin is committed to providing you with feedback on all assessed work within 20 working daysof the submission deadline or the date of an examination. This is extended to 30 days for feedback for aMajor Project module (please note that working days excludes those days when London School ofMarketing is officially closed; e.g. between Christmas and New Year). Personal tutors will offer to readfeedback from several modules and help you to address any common themes that may be emerging.

On occasion, you will receive feedback and marks for work that you completed in the earlier stages ofthe module. We provide you with this feedback as part of the learning experience and to help youprepare for other assessment tasks that you have still to complete. It is important to note that, in thesecases, the marks for these pieces of work are unconfirmed. This means that, potentially, marks canchange, in either direction!

5.4 Re-Assessment (resit)

If you are unsuccessful with the 1st attempt of your assessment, you must complete a re-assessment.

As indicated in Section 6.2.7. of the Senate Code of Practice, this is a unique piece of work and you willhave to make good your first attempt at the assessment. The re-assessment information is given inAppendix 1.

6. How is My Work Marked?

After you have submitted your work or you have completed an examination, Anglia Ruskin undertakes aseries of activities to assure that our marking processes are comparable with those employed at otheruniversities in the UK and that your work has been marked fairly, honestly and consistently. Theseinclude:

Anonymous marking your name is not attached to your work so, at the point of marking, the

lecturer does not know whose work he/she is considering. When you undertake an assessment taskwhere your identity is known (e.g. a presentation or Major Project), it is marked by more than onelecturer (known as double marking)

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Internal moderation a sample of all work for each assessment task in each module is moderatedby other Anglia Ruskin staff to check the standards and consistency of the marking

External moderation a sample of student work for all modules is moderated by externalexaminers experienced academic staff from other universities (and sometimes practitioners whorepresent relevant professions) - who scrutinise your work and provide Anglia Ruskin academic staff

with feedback, advice and assurance that the marking of your work is comparable to that in other UKuniversities. Many of Anglia Ruskins staff act as external examiners at other universities.

Departmental Assessment Panel (DAP) performance by all students on all modules is discussedand approved at the appropriate DAPs which are attended by all relevant Module Leaders andexternal examiners. Anglia Ruskin has over 25 DAPs to cover all the different subjects we teach.

This module falls within the remit of the MARKETING, ENTERPRISE AND STRATEGYDAP.

The following external examiners are appointed to this DAP and will oversee the assessment of this andother modules within the DAPs remit:

MARKETING, ENTERPRISE AND STRATEGY

External Examiners Name Academic Institut ion Position or Employer

Dr Lindsey Carey Glasgow Caledonian University Lecturer

The above list is correct at the time of publication. However, external examiners are appointed atvarious points throughout the year. An up-to-date list of external examiners is available to students andstaff atwww.anglia.ac.uk/eeinfo.

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Anglia Ruskins marking process is represented in the flowchart below:

Student submitswork / sits

examination

Work collated and passed toModule Leader

Work is marked by ModuleLeader and Module Tutor(s)1. Allmarks collated by Module Leader

for ALL locations2

Internal moderation samplesselected. Moderation undertaken

by a second academic3

Unconfirmed marks and feedbackto students within 20 working

days (30 working days for MajorProjects)

External moderation samplesselected and moderated by

External Examiners4

Marks submitted to DAP5forconsideration and approval

Marks Approved by DAP5andforwarded to Awards Board

Any issues?

Any issues?

Students receiveinitial (unconfirmed)

feedback

Confirmed marksissued to students

via e-Vision

MarkingStage

InternalModerationS

tage

ExternalModerationStage

DAP4Stage

YES

YES

NO

NO

Flowchart of Anglia Ruskins Marking Processes

1 All work is marked anonymously or double marked where identity of the student is known (e.g.in a presentation)2 The internal (and external) moderation process compares work from all locations where the module is delivered

(e.g.Cambridge, Chelmsford, Peterborough, Malaysia, India, Trinidad etc.)3 The sample for the internal moderation process comprises a minimum of eight pieces of work or 10% (whichever

is the greater) for each marker and covers the full range of marks4 Only modules at levels 5, 6 and 7 are subject to external moderation (unless required for separate reasons). The

sample for the external moderation process comprises a minimum of eight pieces of work or 10% (whichever isthe greater) for the entire module and covers the full range of marks

5 DAP: Departmental Assessment Panel Anglia Ruskin has over 25 different DAPs to reflect our subject coverage

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7. Assessment Criteria and Marking Standards

7.1 Specific Assessment Criteria and Marking Rubric

Assignment 010 Group report

A++ = 90-100 A+ = 80-89% A = 70-79% B = 60-69% C = 50-59% D = 40-49% F = 30-39% F- = 20-29% F = 10 -19% F---- = 0-9%

In

tro

duc

tion:ou

tlineo

fcompany;curren

tpos

ition

inthe

marke

tc

learl

iden

tifie

dc

lien

t

roblem

Exceptionalmanagement oflearning

resources, witha higher degreeofautonomy/exploration thatclearly exceedsthe assessmentbrief.Exceptionalstructure/accurate expression.Demonstratesintellectualoriginality andimagination.Exceptionalteam/practical/professionalskills. Workmay beconsidered forpublicationwithin AngliaRuskinUniversity

Outstandingmanagement oflearning

resources, witha degree ofautonomy/exploration thatclearly exceedsthe assessmentbrief. Anexemplar ofstructured/accurate expression.Demonstratesintellectualoriginality andimagination.Outstandingteam/practical/professionalskills

Excellentmanagement oflearning

resources, withdegree ofautonomy/research that mayexceed theassessmentbrief. Structuredand creativeexpression.Very goodacademic/intellectualskills andpractical/team/professional/problem-solvingskills

Goodmanagement oflearning

resources, withconsistent self-directedresearch.Structured andaccurateexpression.Goodacademic/intellectual skills andteam/practical/professional/problem solvingskills

Satisfactorymanagement oflearning

resources.Someautonomy inresearch butinconsistent.Structured andmainly accurateexpression.

Acceptablelevel ofacademic/intellectualskills goingbeyonddescription attimes.Satisfactoryteam/practical/professional/problem-solvingskills

Basic use oflearningresources with

little autonomy.Somedifficulties withacademic/intellectual skills.Some difficultywithstructure/accuracy inexpression, butevidence ofdevelopingteam/practical/professional/problem-solvingskills

Limited use oflearningresources.

Unable to workautonomously.Little input toteams. Weakacademic/intellectualskills. Stillmainlydescriptive.Generaldifficulty withstructure/accuracy inexpression.Practical/professional/ problem-solving skillsthat are not yetsecure

Little evidenceof use oflearning

resources.Unable to workautonomously.Little input toteams. Veryweakacademic/intellectualskills. Worksignificantlydescriptive.Significantdifficulty withstructure/accuracy inexpression.Little evidenceofpractical/professional/problem-solving skills

Inadequate useof learningresources.

Unable to workautonomously.Inadequateinput to teams.Extremely weakacademic/intellectual skills.Worksignificantlydescriptive.Major difficultywithstructure/accuracy inexpression.Inadequatepractical/professional/ problem-solving skills

No evidence ofuse of learningresources.

Completelyunable to workautonomously.No evidence ofinput to teams.No evidence ofacademic/intellectual skills.Work whollydescriptive.Incoherentstructure/accuracy andexpression. Noevidence ofpractical/professional/ problem-solving skills

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Situa

tionana

lys

iso

fthemarke

t

Exceptionalinformationbase exploringand analysingthe market withextraordinaryoriginality andautonomy.Work may beconsidered forpublicationwithin AngliaRuskin

University

Outstandinginformationbase exploringand analysingthe market withclear originalityand autonomy

Excellentknowledgebase thatsupportsanalysis,evaluation andproblem-solvingwithconsiderableoriginality

Goodknowledgebase thatsupportsanalysis,evaluation andproblem-solvingin theory andpractice withsome originality

Satisfactoryknowledgebase thatsupports someanalysis,evaluation andproblem-solvingin theory andpractice.

Basicknowledgebase with someomissions atthe level oftheoreticalissues.Restrictedability to orsolve problemsin discipline

Limitedknowledgebase. Limitedunderstandingof theoreticaland practicalissues.Difficulty withtheory andproblemsolving.

Little evidenceof knowledgebase. Littleevidence ofunderstandingof theoreticaland practicalissues.Significantdifficulty withtheory andproblemsolving.

Inadequateknowledgebase.Inadequateunderstandingof theoreticaland practicalissues. Majordifficulty withtheory andproblemsolving.

No evidence ofknowledgebase; noevidence ofunderstandingof theoreticaland practicalissues. Totalinability withtheory andproblemsolving.

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Assignment 011 Presentation

A++ = 90-100 A+ = 80-89% A = 70-79% B = 60-69% C = 50-59% D = 40-49% F = 30-39% F- = 20-29% F = 10 -19% F---- = 0-9%

Presen

tations

truc

ture

an

dovera

lla

ffec

t

Exceptionalmanagement oflearningresources, witha higher degreeofautonomy/exploration thatclearly exceeds

the assessmentbrief.Exceptionalstructure/accurate expression.Demonstratesintellectualoriginality andimagination.Exceptionalteam/practical/professionalskills. Workmay beconsidered forpublicationwithin AngliaRuskinUniversity

Outstandingmanagement oflearningresources, witha degree ofautonomy/exploration thatclearly exceedsthe assessment

brief. Anexemplar ofstructured/accurate expression.Demonstratesintellectualoriginality andimagination.Outstandingteam/practical/professionalskills

Excellentmanagement oflearningresources, withdegree ofautonomy/research that mayexceed theassessment

brief. Structuredand creativeexpression.Very goodacademic/intellectualskills andpractical/team/professional/problem-solvingskills

Goodmanagement oflearningresources, withconsistent self-directedresearch.Structured andaccurate

expression.Goodacademic/intellectual skills andteam/practical/professional/problem solvingskills

Satisfactorymanagement oflearningresources.Someautonomy inresearch butinconsistent.Structured and

mainly accurateexpression.

Acceptablelevel ofacademic/intellectualskills goingbeyonddescription attimes.Satisfactoryteam/practical/professional/problem-solvingskills

Basic use oflearningresources withlittle autonomy.Somedifficulties withacademic/intellectual skills.Some difficulty

withstructure/accuracy inexpression, butevidence ofdevelopingteam/practical/professional/problem-solvingskills

Limited use oflearningresources.Unable to workautonomously.Little input toteams. Weakacademic/intellectual

skills. Stillmainlydescriptive.Generaldifficulty withstructure/accuracy inexpression.Practical/professional/ problem-solving skillsthat are not yetsecure

Little evidenceof use oflearningresources.Unable to workautonomously.Little input toteams. Veryweak

academic/intellectualskills. Worksignificantlydescriptive.Significantdifficulty withstructure/accuracy inexpression.Little evidenceofpractical/professional/problem-solving skills

Inadequate useof learningresources.Unable to workautonomously.Inadequateinput to teams.Extremely weakacademic/intell

ectual skills.Worksignificantlydescriptive.Major difficultywithstructure/accuracy inexpression.Inadequatepractical/professional/ problem-solving skills

No evidence ofuse of learningresources.Completelyunable to workautonomously.No evidence ofinput to teams.No evidence of

academic/intellectual skills.Work whollydescriptive.Incoherentstructure/accuracy andexpression. Noevidence ofpractical/professional/ problem-solving skills

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Individua

lpresen

tation

clari

tan

ds

tle

Exceptionalmanagement oflearningresources, witha higher degreeofautonomy/exploration thatclearly exceedsthe assessmentbrief.Exceptionalstructure/accur

ate expression.Demonstratesintellectualoriginality andimagination.Exceptionalteam/practical/professionalskills. Workmay beconsidered forpublicationwithin AngliaRuskinUniversity

Outstandingmanagement oflearningresources, witha degree ofautonomy/exploration thatclearly exceedsthe assessmentbrief. Anexemplar ofstructured/accurate expression.

Demonstratesintellectualoriginality andimagination.Outstandingteam/practical/professionalskills

Excellentmanagement oflearningresources, withdegree ofautonomy/research that mayexceed theassessmentbrief. Structuredand creativeexpression.Very good

academic/intellectualskills andpractical/team/professional/problem-solvingskills

Goodmanagement oflearningresources, withconsistent self-directedresearch.Structured andaccurateexpression.Goodacademic/intellectual skills and

team/practical/professional/problem solvingskills

Satisfactorymanagement oflearningresources.Someautonomy inresearch butinconsistent.Structured andmainly accurateexpression.

Acceptablelevel of

academic/intellectualskills goingbeyonddescription attimes.Satisfactoryteam/practical/professional/problem-solvingskills

Basic use oflearningresources withlittle autonomy.Somedifficulties withacademic/intellectual skills.Some difficultywithstructure/accuracy inexpression, but

evidence ofdevelopingteam/practical/professional/problem-solvingskills

Limited use oflearningresources.Unable to workautonomously.Little input toteams. Weakacademic/intellectualskills. Stillmainlydescriptive.General

difficulty withstructure/accuracy inexpression.Practical/professional/ problem-solving skillsthat are not yetsecure

Little evidenceof use oflearningresources.Unable to workautonomously.Little input toteams. Veryweakacademic/intellectualskills. Worksignificantly

descriptive.Significantdifficulty withstructure/accuracy inexpression.Little evidenceofpractical/professional/problem-solving skills

Inadequate useof learningresources.Unable to workautonomously.Inadequateinput to teams.Extremely weakacademic/intellectual skills.Worksignificantlydescriptive.

Major difficultywithstructure/accuracy inexpression.Inadequatepractical/professional/ problem-solving skills

No evidence ofuse of learningresources.Completelyunable to workautonomously.No evidence ofinput to teams.No evidence ofacademic/intellectual skills.Work whollydescriptive.

Incoherentstructure/accuracy andexpression. Noevidence ofpractical/professional/ problem-solving skills

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Con

ten

to

fpresen

tation

-o

bjec

tives,

stra

tegy,

tac

tica

l

lan

Exceptionalinformationbase exploringand analysingthe market withextraordinaryoriginality andautonomy.Work may beconsidered forpublicationwithin AngliaRuskin

University

Outstandinginformationbase exploringand analysingthe market withclear originalityand autonomy

Excellentknowledgebase thatsupportsanalysis,evaluation andproblem-solvingwithconsiderableoriginality

Goodknowledgebase thatsupportsanalysis,evaluation andproblem-solvingin theory andpractice withsome originality

Satisfactoryknowledgebase thatsupports someanalysis,evaluation andproblem-solvingin theory andpractice.

Basicknowledgebase with someomissions atthe level oftheoreticalissues.Restrictedability to orsolve problemsin discipline

Limitedknowledgebase. Limitedunderstandingof theoreticaland practicalissues.Difficulty withtheory andproblemsolving.

Little evidenceof knowledgebase. Littleevidence ofunderstandingof theoreticaland practicalissues.Significantdifficulty withtheory andproblemsolving.

Inadequateknowledgebase.Inadequateunderstandingof theoreticaland practicalissues. Majordifficulty withtheory andproblemsolving.

No evidence ofknowledgebase; noevidence ofunderstandingof theoreticaland practicalissues. Totalinability withtheory andproblemsolving.

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Un

ders

tan

dingan

dexp

lana

tiono

fcon

ten

t

Exceptionalmanagement oflearningresources, witha higher degreeofautonomy/exploration thatclearly exceedsthe assessmentbrief.Exceptionalstructure/accur

ate expression.Demonstratesintellectualoriginality andimagination.Exceptionalteam/practical/professionalskills. Workmay beconsidered forpublicationwithin AngliaRuskinUniversity

Outstandingmanagement oflearningresources, witha degree ofautonomy/exploration thatclearly exceedsthe assessmentbrief. Anexemplar ofstructured/accurate expression.

Demonstratesintellectualoriginality andimagination.Outstandingteam/practical/professionalskills

Excellentmanagement oflearningresources, withdegree ofautonomy/research that mayexceed theassessmentbrief. Structuredand creativeexpression.Very good

academic/intellectualskills andpractical/team/professional/problem-solvingskills

Goodmanagement oflearningresources, withconsistent self-directedresearch.Structured andaccurateexpression.Goodacademic/intellectual skills and

team/practical/professional/problem solvingskills

Satisfactorymanagement oflearningresources.Someautonomy inresearch butinconsistent.Structured andmainly accurateexpression.

Acceptablelevel of

academic/intellectualskills goingbeyonddescription attimes.Satisfactoryteam/practical/professional/problem-solvingskills

Basic use oflearningresources withlittle autonomy.Somedifficulties withacademic/intellectual skills.Some difficultywithstructure/accuracy inexpression, but

evidence ofdevelopingteam/practical/professional/problem-solvingskills

Limited use oflearningresources.Unable to workautonomously.Little input toteams. Weakacademic/intellectualskills. Stillmainlydescriptive.General

difficulty withstructure/accuracy inexpression.Practical/professional/ problem-solving skillsthat are not yetsecure

Little evidenceof use oflearningresources.Unable to workautonomously.Little input toteams. Veryweakacademic/intellectualskills. Worksignificantly

descriptive.Significantdifficulty withstructure/accuracy inexpression.Little evidenceofpractical/professional/problem-solving skills

Inadequate useof learningresources.Unable to workautonomously.Inadequateinput to teams.Extremely weakacademic/intellectual skills.Worksignificantlydescriptive.

Major difficultywithstructure/accuracy inexpression.Inadequatepractical/professional/ problem-solving skills

No evidence ofuse of learningresources.Completelyunable to workautonomously.No evidence ofinput to teams.No evidence ofacademic/intellectual skills.Work whollydescriptive.

Incoherentstructure/accuracy andexpression. Noevidence ofpractical/professional/ problem-solving skills

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7.2 University Generic Assessment Criteria

ANGLIA RUSKIN UNIVERSITY GENERIC ASSESSMENT CRITERIA AND MARKING STANDARDS

LEVEL 6

Level 6 is characterised by an expectation of students increasing autonomy in relation to their study and developing skill sets.Students are expected to demonstrate problem solving skills, both theoretical and practical. This is supported by an understandingof appropriate theory; creativity of expression and thought based in individual judgement; and the ability to seek out, invoke,analyse and evaluate competing theories or methods of working in a critically constructive and open manner. Output is articulate,coherent and skilled in the appropriate medium, with some students producing original or innovative work in their specialism.

Mark Bands Outcome

Generic Learning Outcomes (GLOs) (Academic Regulations, Section 2)

Knowledge & UnderstandingIntellectual (thinking), Practical,

Af fective and Transferab le Sk il ls

CharacteristicsofStudentAchievementbyMarkingBand

90-100%

Achieves moduleoutcome(s) related toGLO at this level

Exceptional information base exploring and analysing thediscipline, its theory and ethical issues with extraordinaryoriginality and autonomy. Work may be considered forpublication within Anglia Ruskin University

Exceptional management of learning resources, witha higher degree of autonomy/exploration that clearlyexceeds the assessment brief. Exceptionalstructure/accurate expression. Demonstratesintellectual originality and imagination. Exceptionalteam/practical/professional skills. W ork may beconsidered for publication within Anglia RuskinUniversity

80-89%Outstanding information base exploring and analysingthe discipline, its theory and ethical issues with clearoriginality and autonomy

Outstanding management of learning resources, witha degree of autonomy/exploration that clearlyexceeds the assessment brief. An exemplar ofstructured/accurate expression. Demonstratesintellectual originality and imagination. Outstandingteam/practical/professional skills

70-79%Excellent knowledge base that supports analysis,evaluation and problem-solving in theory/practice/ethicsof discipline with considerable originality

Excellent management of learning resources, withdegree of autonomy/research that may exceed theassessment brief. Structured and creativeexpression. Very good academic/ intellectual skillsand practical/team/professional/problem-solvingskills

60-69%

Good knowledge base that supports analysis, evaluation

and problem-solving in theory/ practice/ethics ofdiscipline with some originality

Good management of learning resources, withconsistent self-directed research. Structured and

accurate expression. Good academic/intellectualskills and team/practical/ professional/problemsolving skills

50-59%Satisfactory knowledge base that supports someanalysis, evaluation and problem-solving intheory/practice/ethics of discipline

Satisfactory management of learning resources.Some autonomy in research but inconsistent.Structured and mainly accurate expression.

Acceptable level of academic/ intellectual skills goingbeyond description at times. Satisfactoryteam/practical/professional/problem-solving skills

40-49%

A marginal pass inmodule outcome(s)related to GLO at thislevel

Basic knowledge base with some omissions at the levelof theoretical/ethical issues. Restricted ability to discusstheory and/or or solve problems in discipline

Basic use of learning resources with little autonomy.Some difficulties with academic/intellectual skills.Some difficulty with structure/accuracy in expression,but evidence of developingteam/practical/professional/problem-solving skills

30-39%

A marginal fail in

module outcome(s)related to GLO at thislevel. Possiblecompensation. Sat-isfies qualifying mark

Limited knowledge base. Limited understanding ofdiscipline/ethical issues. Difficulty with theory andproblem solving in discipline

Limited use of learning resources. Unable to work

autonomously. Little input to teams. Weak academic/intellectual skills. Still mainly descriptive. Generaldifficulty with structure/accuracy in expression.Practical/professional/ problem-solving skills that arenot yet secure

20-29% Fails to achievemodule outcome(s)related to this GLO.Qualifying mark notsatisfied. Nocompensationavailable

Little evidence of knowledge base. Little evidence ofunderstanding of discipline/ethical issues. Significantdifficulty with theory and problem solving in discipline

Little evidence of use of learning resources. Unableto work autonomously. Little input to teams. Veryweak academic/ intellectual skills. Work significantlydescriptive. Significant difficulty withstructure/accuracy in expression. Little evidence ofpractical/professional/problem-solving skills

10-19%Inadequate knowledge base. Inadequate understandingof discipline/ethical issues. Major difficulty with theoryand problem solving in discipline

Inadequate use of learning resources. Unable towork autonomously. Inadequate input to teams.Extremely weak academic/intellectual skills. Worksignificantly descriptive. Major difficulty withstructure/accuracy in expression. Inadequatepractical/professional/ problem-solving skills

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1-9%No evidence of knowledge base; no evidence ofunderstanding of discipline/ethical issues. Total inabilitywith theory and problem solving in discipline

No evidence of use of learning resources.Completely unable to work autonomously. Noevidence of input to teams. No evidence ofacademic/intellectual skills. Work wholly descriptive.Incoherent structure/accuracy and expression. Noevidence of practical/professional/ problem-solvingskills

0%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

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8. Assessment Offences

As an academic community, we recognise that the principles of truth, honesty and mutual respect arecentral to the pursuit of knowledge. Behaviour that undermines those principles weakens the community,both individually and collectively, and diminishes our values. We are committed to ensuring that every

student and member of staff is made aware of the responsibilities s/he bears in maintaining the higheststandards of academic integrity and how those standards are protected.

You are reminded that any work that you submit must be your own. When you are preparing your workfor submission, it is important that you understand the various academic conventions that you areexpected to follow in order to make sure that you do not leave yourself open to accusations of plagiarism(e.g. the correct use of referencing, citations, footnotes etc.) and that your work maintains its academicintegrity.

Definitions of Assessment Offences

Plagiarism

Plagiarism is theft and occurs when you present someone elses work, words, images, ideas, opinions ordiscoveries, whether published or not, as your own. It is also when you take the artwork, images orcomputer-generated work of others, without properly acknowledging where this is from or you do thiswithout their permission.

You can commit plagiarism in examinations, but it is most likely to happen in coursework, assignments,portfolios, essays, dissertations and so on.

Examples of plagiarism include:

directly copying from written work, physical work, performances, recorded work or images, withoutsaying where this is from;

using information from the internet or electronic media (such as DVDs and CDs) which belongs tosomeone else, and presenting it as your own;

rewording someone elses work, without referencing them; and

handing in something for assessment which has been produced by another student or person.

It is important that you do not plagiarise intentionally or unintentionally because the work of othersand their ideas are their own. There are benefits to producing original ideas in terms of awards, prizes,qualifications, reputation and so on. To use someone elses work, words, images, ideas or discoveries isa form of theft.

Collusion

Collusion is similar to plagiarism as it is an attempt to present anothers work as your own. In plagiarismthe original owner of the work is not aware you are using it, in collusion two or more people may beinvolved in trying to produce one piece of work to benefit one individual, or plagiarising another personswork.

Examples of collusion include:

agreeing with others to cheat;

getting someone else to produce part or all of your work;

copying the work of another person (with their permission); submitting work from essay banks;

paying someone to produce work for you; and

allowing another student to copy your own work.

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Many parts of university life need students to work together. Working as a team, as directed by yourtutor, and producing group work is not collusion. Collusion only happens if you produce joint work tobenefit of one or more person and try to deceive another (for example the assessor).

Cheating

Cheating is when someone aims to get unfair advantage over others.

Examples of cheating include:

taking unauthorised material into the examination room;

inventing results (including experiments, research, interviews and observations);

handing your own previously graded work back in;

getting an examination paper before it is released;

behaving in a way that means other students perform poorly;

pretending to be another student; and

trying to bribe members of staff or examiners.

Help to Avoid Assessment Offences

Most of our students are honest and want to avoid committing assessment offences. We have a varietyof resources, advice and guidance available to help make sure you can develop good academic skills.We will make sure that we make available consistent statements about what we expect. You will be ableto do tutorials on being honest in your work from the library and other support services and faculties, andyou will be able to test your written work for plagiarism using TurnitinUK (a software package thatdetects plagiarism).

You can get advice on how to use honestly the work of others in your own work from the library website(www.libweb.anglia.ac.uk/referencing/referencing.htm)and your lecturer and personal tutor.

You will be able to use TurnitinUK, a special software package which is used to detect plagiarism.TurnitinUK will produce a report which clearly shows if passages in your work have been taken fromsomewhere else. You may talk about this with your personal tutor to see where you may need toimprove your academic practice. We will not see these formative TurnitinUK reports as assessmentoffences. All students in Cambridge and Chelmsford are also expected to submit their final work throughTurnitinUK as outlined above.

If you are not sure whether the way you are working meets our requirements, you should talk to yourpersonal tutor, module tutor or other member of academic staff. They will be able to help you and tell

you about other resources which will help you develop your academic skills.

Procedures for assessment offences

An assessment offence is the general term used to define cases where a student has tried to get unfairacademic advantage in an assessment for himself or herself or another student.

We will fully investigate all cases of suspected assessment offences. If we prove that you havecommitted an assessment offence, an appropriate penalty will be imposed which, for the most seriousoffences, includes expulsion from Anglia Ruskin. For full details of our assessment offences policy andprocedures, see Section 10 of theAcademic Regulationsat:www.anglia.ac.uk/academicregs.

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9. Learning Resources

9.1. Library

Library ContactsLord Ashcroft International Business [email protected]

Reading Li st Template Anglia Ruskin University Library

Resources NotesKey text

McDonald, M. (2007) Marketing Plans: how to prepare and how to use them(6thedition) Oxford: Elsevier Butterworth,Heinemann.

This is a usefultextbook on themarketing planningprocess which youshould read whenproducing your plan.

BooksThe books in the list below will provide support for you when undertaking the consultancy project.

Aaker D. A. & McLoughlin D. (2007) Strategic Market Management (European Edition) John Wiley & Sons LtdChichesterBrennan R., Baines P., Garneau P., & Vos L. (2008) Contemporary Strategic Marketing Palgrave MacMillan,Basingstoke

Doole I & Lowe R, (2005) Strategic Marketing Decisions in Global Markets, Cengage

Doyle P, (2008) Value-Based Marketing: Marketing strategies for Corporate Growth and Shareholder Value (2nded)John Wiley & Sons Ltd Chichester

Egan, J. (2008) Relationship Marketing: exploring relational strategies in marketing(3rd Edition), Harlow: PearsonEducation.

Gilligan, C. and Wilson, R.M.S. (2009) Strategic Marketing Planning, (2nded) Oxford: Elsevier Butterworth, Heinemann.

Kotler P., Keller K. L., Brady M., Goodman M., Hansen T., (2009) Marketing Management (First European Edition)Pearson Prentice Hall, New Jersey

Ranchhod, A., & Gurau C. (2007) Marketing Strategies: a contemporary approach, (2nded) Harlow: Prentice HallPearson Education.

These textbookscover the currentthinking on marketingin the 21stcentury.Youi can dip intothem to give you

some knowledge onthe subject whenundertaking yourprojects.

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Wilson R. M. S. & Gilligan S., (2005) Strategic Marketing Management planning, implementation and control (3rded)Elsevier Butterworth-Heinemann, Oxford

Journals

Specific journal articles

Websiteshttp://www.imc.co.uk(Institute of Management Consultancy)http://www.cim.co.uk/cim/index.cfm(Chartered Institute of Marketing)http://www.isp.org.uk/contacts/talk.html(Institute of Public Relations)

http://www.acnielsen.com/services/custom/p07.htmhttp://www.asa.org.uk/index.asp(Advertising Standards Authority)http://www.designcouncil.org.uk(British Design Council)http://www.patent.gov.uk/patent/howtoapply/libraries.htm(British patent Office)

.

Add it ional not es on th is readi ng l is tLink to the University Library catalogue and Digital Libraryhttp://libweb.anglia.ac.uk/Link to Harvard Referencing gui dehttp://libweb.anglia.ac.uk/referencing/harvard.htm

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http://www.imc.co.uk/http://www.imc.co.uk/http://www.cim.co.uk/cim/index.cfmhttp://www.cim.co.uk/cim/index.cfmhttp://www.isp.org.uk/contacts/talk.htmlhttp://www.isp.org.uk/contacts/talk.htmlhttp://www.acnielsen.com/services/custom/p07.htmhttp://www.acnielsen.com/services/custom/p07.htmhttp://www.asa.org.uk/index.asphttp://www.asa.org.uk/index.asphttp://www.designcouncil.org.uk/http://www.designcouncil.org.uk/http://www.patent.gov.uk/patent/howtoapply/libraries.htmhttp://www.patent.gov.uk/patent/howtoapply/libraries.htmhttp://libweb.anglia.ac.uk/http://libweb.anglia.ac.uk/http://libweb.anglia.ac.uk/http://libweb.anglia.ac.uk/referencing/harvard.htmhttp://libweb.anglia.ac.uk/referencing/harvard.htmhttp://libweb.anglia.ac.uk/referencing/harvard.htmhttp://libweb.anglia.ac.uk/referencing/harvard.htmhttp://libweb.anglia.ac.uk/http://www.patent.gov.uk/patent/howtoapply/libraries.htmhttp://www.designcouncil.org.uk/http://www.asa.org.uk/index.asphttp://www.acnielsen.com/services/custom/p07.htmhttp://www.isp.org.uk/contacts/talk.htmlhttp://www.cim.co.uk/cim/index.cfmhttp://www.imc.co.uk/


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10. Module Evaluation

During the second half of the delivery of this module, you will be asked to complete a module evaluationquestionnaire to help us obtain your views on all aspects of the module.

This is an extremely important process which helps us to continue to improve the delivery of the modulein the future and to respond to issues that you bring to our attention. The module report in section 11 ofthis module guide includes a section which comments on the feedback we received from other studentswho have studied this module previously.

Your questionnaire response is anonymous.

Please help us to help you and other students at Anglia Ruskin by completing the Module Evaluationsurvey. We very much value our students views and it is very important to us that you provide feedbackto help us make improvements.

In addition to the Module Evaluation process, you can send any comment on anything related to your

experience at Anglia Ruskin [email protected] any time.

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11. Report on Last Delivery of Module

MODULE REPORT FORM

This form should be completed by module tutors (where there is more than one delivery) and forwarded to Module Leaders whocompiles the results on to one form for use at the Programme Committee and other methods of disseminating feedback tostudents.

Module Code and Title: MOD003058 Marketing Consultancy

Angl ia Ruskin Department: MARKETING, ENTERPRISE AND STRATEGY

Location(s) of Delivery: Cambridge, Chelmsford, Peterborough

Academic Year: 2012/13 Semester /Trimester : 1 and 2

Enrolment Numbers (at each location): Cambridge - ; Chelmsford - ; Peterborough - .

Module Leader: Paul Weeks

Other Module Tutors: Ian Sandison (Cambridge); Orla OConnor (Chelmsford) Chris Pursehouse(Peterborough)

Student Achievement Provide a brief overview of student achievement on the module as evidenced by the range of marks awarded. Adetailed breakdown of marks will be available at the Departmental Assessment Panel.

The percentage of students passing the module on the first occasion varied between 100% (at nine locations) down to 68% (attwo locations).

The mean mark also varied between a high of 70% and low at 49%.

Feedback from Students Briefly summarise student responses, including any written comments

Students enjoyed this module as they liked the practical hands on marketing activity which was useful for their CVs andgave them an idea of what marketing in practice involved.

Module Leader/Tutors Reflection on Delivery of the Module, including Response to Feedback from Students(including resources if appropriate)

The module is very well received by the students who gain good marks for the work they do.

Developments during the current year or planned for next year (if appropriate)No changes are planned to the module.

External Examiners Comments State whether the external examiner agreed the marks and/or commented on themodule

The external examiner is very happy with this module

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Appendix 1: Re-Assessment Informat ion

THIS INFORMATION ONLY APPLIES TO STUDENTS WHO AREUNSUCCESSFUL IN THEIR FIRST SUBMISSION

The re-assessment for this module consists of two part/s:

Part Type of assessment Word ortime limit

Submissionmethod

Submission dates

1 Group or individual report 1000words perperson(up to7,000wordsmaximum)

TBA TBA

2 Group or individualPresentation

30minutes

TBA TBA

Part 1 Group report

MarkLearningOutcome

3. Introduction: to include an outline of the company; their current positionin the market; clearly identified client problem

40 7.1; 7.2; 7.4

4. Situation analysis of the market: to include a review of the market usingsuitable models (e.g. STEEPLE; SWOT McKinsey 7s, etc.)

60 7.1 7.2 ;7.3

TOTAL MARKS 100%

For the re-sit for this module students will have toimprove the first attempt at the assessment.

The group report will outline the client problem and provide an audit of the market situation for thecompany. The report will be handed in at the resit period noted above. The report should be preparedand presented in a commercially credible way.

Please note that this will either be a group report or an individual report depending on the number ofstudents in the group that failed.

If it is a group report you should work together and produce one document. You can, if you want to,break up the sections and write them independently. There will be one mark provided for the wholegroup.

The report will be worth40%of the total mark for the assignment.

Students should address the following issues

III. Structure

Major areas should be clearly identified under relevant headings (e.g. external, internal,competition, etc.)

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IV. Content

In most circumstances there will be the need for a background audit to be undertaken covering theinternal and the external environment. The external environment will cover bother the macro andthe microenvironment.

All relevant major areas should be identified including where relevant such concepts as:Customers and markets, competition, suppliers, etc. There should be a balanced approach withinternal and external areas identified being those that relate most closely to the question asked.

The major areas discussed should be clearly major areas and all should be covered.

There should be analysis and evaluation as well as description.

The report should be the work of the group.

Part 2 Presentation

Mark

Learning

Outcome1. Presentation structure and overall affect 20 7.1; 7.4

2. Individual presentation clarity and style 20 7.4

3. Content given which will include:a. Suitable set of objectives (should be SMART).b. Production of appropriate strategy for the company which will

enable the company to achieve the objectives. The strategymust use suitable models

c. Budget (forecast cash flow and profit and loss budgets to beprovided for the project)

407.1; 7.2; 7.3;

7.4

4. Understanding and explanation of content demonstrated in answer to

the questions at the end of the presentation20 7.4

TOTAL MARKS 100%

The presentation will account for 60%of the final mark.

I. Structure of the presentation

The presentation should have a clear beginning, middle and end.

It should be presented in a commercially credible manner including room layout, slides, etc.

It should be presented logically and systematically moving through the process identifying discussingand analysing the major issues in a balanced and realistic manner.

Major areas should be clearly identified under relevant headings (e.g. SMART objectives; strategy;products target markets; marketing communication campaigns etc.).

II. Content

The group will provide a set of objectives; strategy and tactical plan for the project they are undertakingfor the client.

MC Module Guide

Documents

Transcript of MC Module Guide