Demonstrate an ability to understand and explain marketing processes

Faculty of Arts, Business and Social Sciences –Assessment Brief for Students – 2020/21

Module code and title	4MK007 Principles of Marketing
Module leader
Diet	First Attempt
Assessment type	Individual Report
Submission date
Submission method	Canvas
Assessment limits	Word count: 2500 words+/- 10%. The word count does not include information provided in the appendices or references.
Assessment weighting	100%

	This assessment is testing Module Learning outcomes	Tick if tested here
LO1	Demonstrate an ability to make sense of marketing and customer facing activity	ü
LO2	Demonstrate an ability to understand and explain marketing processes	ü
LO3	Demonstrate an ability to understand and use conceptual models and theoretical insights to analyse, evaluate, explain and comment on marketing activities	ü

Assessmentbrief(if appropriate, please refer to module assessment briefing document)

Write a report whichevaluates The Spice Kitchen’smarketing activities and approach. Your report should draw on relevant marketing theory and provide a critical commentaryof the organisation and its key findings.Make sure to define key terms used i.e. Marketing Mix, STP etc. You should ensure you reference your work using Cite them right Harvard. Click here for guidance on referencing.

The report should be based on the use of the following analytical techniques:

Introduction: (Background to your organisation)100 words

External PESTLE Analysis (Make sure to include headings for each PESTLE factor:Using the PESTLE framework, conduct an external analysis of sector in which the company operates, highlighting key factors which may be a threat or an opportunity for the organisation going forward. (600 words)

SWOT Analysis:Using the SWOT framework, provide an internal analysis of the organisation’sstrengths, weaknesses, opportunities and threats in successfully meeting the needs and wants of the target consumer segment. Review the implications of your findings for the Spice Kitchen. As appropriate, you should summarise the effectiveness of current marketing arrangements and indicate areas for further development. (600 words)

Marketing Mix Analysis:Using the 7P Marketing Mix framework, detail how marketing tactics could be employed to attract one key consumer segment.Your report should include the discussion and application of theoretical concepts e.g ‘customer segmentation’(500 words)

STP Strategy:Using the STP framework, describe the organisation’sSegmentation, Targeting and Positioning approach, identifying one target consumer and the specific needs and wants of that segment. You should clearly apply Kotler’s (1984) DAMP model to your targeting strategy, you must also include a perceptual map for your organisation and its competitors (500 words)

Recommendations – 100 words

Conclusion– 100 words

References

You should provide evidence of wider reading and market research sources to enhance your work, with clear Harvard referencing throughout. Your market research sources could include: MarketLine, Mintel, BBC. The Guardian, and other credible sources (Do not use Wikipedia, Tutor4U, MBA Skool or UK essays).

Appendices. You can provide more information on some of the sections above and attach as appendices.

SWOT analysis
PESTLE analysis
7Ps Marketing Mix

The evidence gathered through the application of these analytical techniques on the businessshould be placed in the appendices with their key findings in your main report. Theappendices provide the evidence base in support of the main report.

Elements which are not included in the assessment word count limit are: the title and contents page, models, diagrams, tables, reference list and appendices. The appendices should be clearly numbered and signposted in the main text of the assignment report.

PLEASE SEE BELOW FOR A SUGGESTED STRUCTURE OF YOUR REPORT

Assessment Criteria(The actual assessment components for this assignment)
Criteria	Weighting (If applicable)
Provide evidence of thorough research into relevant theories, drawing on a range of additional academic and market research sources.	20
Demonstrate understanding of key concepts and the implications of them for the organisation.	20
Apply analytical techniques to the organisation, enabling a critical evaluation of its current marketing activities based on a clear evidence base.	35
Quality of appendices	15
Present a well-structured argument, with clarity of report writing. Good quality of referenced material and referencing style using the Harvard referencing system.	10

Pass mark

Undergraduate 40%

Performance descriptors in use;

University of Wolverhampton Yes X No

Return of assessments

(Instructions for return / collection of assessments)

Feedback will be provided with 4 working weeks of the submission date

Additional information for students

The University’s Learning Information Services have produced a series of guides covering a range of topics to support your studies, and develop your academic skills including a guide to academic referencinghttp://www.wlv.ac.uk/lib/skills_for_learning/study_guides.aspx

Your module guide and course handbook contain additional and important information regarding;

The required referencing style for your assignment.*

Whilst many modules require referencing in accordance with the Harvard Referencing convention, some modules – for example those within the School of Law – require Oxford Referencing. Please familiarise yourself with the requirements of your module.

Submission of your work
Marking, feedback and moderation in accordance with the University of Wolverhampton Assessment Handbook
- Extensions on submission dates *
- Additional support *
- Academic conduct with regards to cheating, collusion or plagiarism *
- Links to appropriate sources of relevant information *

* Further information regarding these and other policies can be accessed through your student portal on wlv.ac.uk.

Always keep a copy of your work and a file of working papers

The requirement to keep a file of working papers is important. There may be circumstances where it is difficult to arrive at a mark for your work. If this is the case, you may be asked to submit your file and possibly meet with your tutor to answer questions on your submission.

When you submit your work you will be required to sign an important declaration confirming that:

The submission is your own work
Any material you have used has been acknowledged and appropriately referenced
You have not allowed another student to have access to your work
The work has not been submitted previously.

The following information is important when:

Preparing for your assignment
Checking your work before you submit it
Interpreting feedback on your work after marking.

Module Learning Outcomes

Module Learning Outcomes are specific to this module, and are set when the module was validated.

Assessment Criteria

The module Learning Outcomes tested by this assignment, and precise criteria against which your work will be marked are outlined in your assessment brief.

Performance Descriptors

Performance descriptors indicate how marks will be arrived at against each of the assessment criteria. The descriptors indicate the likely characteristics of work that is marked within the percentage bands indicated.

To help you further:

Re-sit opportunities are available for students who are unable to take the first sit opportunity, or who need to re take any component.

Refer to the VLEtopic for contact details of your module leader/tutor, tutorial inputs, recommended reading and other sources, etc. Resit details will also appear on the VLE module topic.

The University’s Learning Information Services offer support and guidance to help you with your studies and develop your academic skills http://www.wlv.ac.uk/lib/skills_for_learning/study_guides.aspx

The structure of your report

Here is a possible structure for your report which you may wish to follow.

Part one of the report: Introduction to your report

In the first part of your report, you should briefly set out the focus of your report and introduce the Spice Kitchen. You should briefly explain how you went about collecting evidence for your report. You should also set the scene theoretically by summarising changing conceptions of marketing in recent years.

Part two of the report: External analysis of the sector using a PESTEL framework

Using a PESTEL framework, conduct an external analysis of thesector(business context), highlighting key factors which may be a threat or an opportunity for the organisation going forward.

This part of your report should summarise your understanding of key concepts relating to the sector. You should then explain how you undertook the analysis and identify the key factors that emerged from it. The completed PESTEL itself should be placed as an appendix item.

Part three of the report: Segmentation, Targeting and Positioning Strategy

This part of your report should show your understanding of key concepts relating to consumers and end-users. You should then briefly discuss theories of market segmentation, targeting and positioning before applying the STP framework to the Spice Kitchen.You should then explain how you undertook the analysis and identify the key lessons that emerged from it.

Part four of the report: The marketing mix

This part of your report should show your understanding of key concepts relating to marketing activities. You should explain how you used the 7P Marketing Mix framework to analyse the Spice Kitchen’smarketing activitiesand summarise the key findings. Your completed 7P marketing mix template itself should be placed as an appendix item.

Part five of the report: Provide an internal analysis using a SWOT

This part of the report should bring together the findings from the previous analysis and, using the SWOT framework, provide an internal analysis of the Spice Kitchen’sstrengths, weaknesses, opportunities and threats in successfully meeting the needs and wants of the target consumer segment. As appropriate, you should summarise the effectiveness of current marketing arrangements and indicate areas for further development. The completed SWOT template should be placed in the appendix.

Part six: Recommendations and conclusion

Finally, you should summarise the key findings from your analyses and make some recommendations in terms of the Spice Kitchen’s marketing approach. You should also comment on your conduct of the evaluation, identifying any limitations in the evidence gathered and techniques used.

Performance Descriptors (A to F)

Performance descriptors indicate how marks will be arrived at against each of the above criteria. The descriptors indicate the likely characteristics of work that is marked within the percentage bands indicated. See table below.

Performance Descriptors – Level 4

Assessment criteria	A (70-100%) Work of an outstanding, excellent and very good standard.	B (60-69%) Work of a good standard.	C (50-59%) Work of a competent standard.	D (40-49%) Work of a satisfactory standard to pass.	E (30-39%) Work of an unsatisfactory standard *	F (0-29%) No learning outcomes fully met.
Level of research and range of additional material used.	Evidence of use of independent reading with the use of a variety of relevant and up to date source materials.	Good evidence of reading outside the recommended reading list and is beyond Canvas online module. All significant content accurate. A good understanding is demonstrated of the background reading.	Content relevant to the question/task. Reading based on main texts or materials, but not always utilized in supporting argument. A limited range of sources of wider reading is used.	Limited reading only; mostly just limited to theonline module. Only a few sources used and those taken from materials provided in workshop and on Canvas.	Material merely repeats that found on Canvas. Too little evidence of reading, from workshop and Canvasmodule or outside. Limited analysis of sources.	Little/no attempt to address the assignment brief or learning outcomes or to engage with module materials. No evidence of reading or analysis of sources.
Understanding of key concepts and the implications of them for the organisation	An excellent understanding of key concepts and the implications of them in relation to the organisation. These are used to provide full answers to all parts of the assignment supported throughout by theory. Excellent understanding of key issues, analysed in depth.	Good understanding of key concepts and the implications of them for the organisation Full identification of key issues, which are analysed in a thorough way. A good level of application of theory to support answers which are of a good overall standard.	Competent understanding of key concepts and their application to the organisation. Competent identification of most key issues which are discussed. A range of relevant theory competently applied to support answers in most places.	Basic understanding of key concepts and the implications of them for the organisation. Some key issues identified but discussed in a predominantly descriptive rather than analytical way. Limited relevant theory applied to support the answers.	Lacks understanding of the key concepts and their implications for the organisation. Few key issues identified. Wholly descriptive. No evidence of examination or application of theory. Failure to answer the question as set.	Inadequate/no demonstration of knowledge or understanding of key concepts and their application to the organisation. Wholly descriptive and lacking in theory. Failure to answer the question as set.
Application of analytical techniques to the organisation and critical evaluation of its current marketing strategies	Excellent use of a broad range of analytical techniques applied to the organisation. Excellent evidence of the use of these techniques in practice. Critical evaluation and key findings clearly based on use of the techniques. Recognises limitations of the evidence gathered and its analysis.	Thorough use of a good range of analytical techniques applied to the organisation. Good evidence of the use of these techniques in practice. Critical evaluation and key findings clearly based on use of the technique Good level of awareness of limitations of the evaluation.	Competent use of fairly good range of analytical techniques applied to the organisation. Some evidence of the use of these techniques in practice. Evaluation and findings broadly based on use of the techniques. Some awareness of limitations of the evaluation.	Competent use of fairly good range of analytical techniques applied to the organisation. Some evidence of the use of these techniques in practice. Evaluation and findings broadly based on use of the techniques. Some awareness of limitations of the evaluation.	Limited application of analytical techniques to the organisation. Poor evidence of the use of these techniques in practice. Evaluation and findings not clearly based on use of the techniques. Limited awareness of limitations of the evaluation.	No evidence of application of analytical techniques to the organisation. No evidence of the use of the techniques in practice. Evaluation and findings not based on use of the techniques. No awareness of limitations of the evaluation.
Structure of argument, clarity of writing and Harvard referencing	All arguments are analysed with effective conclusions provided and overall the structure is clear and well laid out. A clear and accurate writing style. Very few errors in grammar, spelling, punctuation and syntax evident. Harvard referencing all present and correct both within the assignment and in the reference list	Most arguments are analysed, a range of appropriate idea and conclusions offered and a clear structure and writing style. Minor repeated errors in grammar, spelling, punctuation and syntax evident. Minor errors in Harvard referencing, or some omissions both within the assignment and in the reference list	Key arguments are analysed, and conclusions drawn and presented. Structure and writing style clear. Repeated errors in grammar, spelling, punctuation and syntax evident. Repeated errors and/or omissions in Harvard referencing both within the assignment and in the reference list	Limited evidence of analysis, some obvious insights offered. Structure is muddled, or writing style lacking in coherence. Regular or frequently repeated errors in in grammar, spelling, punctuation and syntax evident. Significant repeated errors and/or omissions in Harvard referencing both within the assignment and in the reference list	Little or no evidence of analysis and limited insights or conclusions drawn. Lack of structure, poor writing style with extensive errors in grammar, spelling, punctuation and syntax. Harvard references negligible or missing in either the assignment and/or in the reference list	No evidence of engaging with the assignment materials, content unclear due to poor structure and writing style with extensive errors in grammar, spelling, punctuation and syntax. Harvard references missing in either the assignment and/or in the reference list

FoSS Generic Assessment Performance Descriptors

Based on – University Performance Descriptors (updated September 2015)

Note that these are generic descriptors that apply mainly, though not exclusively, to written academic work. The relevant performance descriptors for the appropriate level (as below) should appear in the module guide.

Any further module-specific assessment criteria, such as number of words, should be clearly stated in the assignment brief.

The pass rate at levels 3 -6 = 40%

Level 3

Level 4

Level 5

Level 6 (Graduate level)

90-100%

Very detailed answers to all parts of the question / task. Extremely clearly structured and focused, demonstrating overall coherence and in- depth understanding. Clear evidence of a range of independently sourced material well applied in all contexts.

No obvious errors in grammar as appropriate.

Focused and comprehensive engagement with the question, showing evidence of in-depth understanding of the issues. Extremely clearly structured and demonstrating a coherent argument throughout.

Evidence of wide, independent reading.

No obvious errors in referencing or grammar or syntax as appropriate.

Exceptionally detailed and original response to the assignment, with critical use of independently sourced contextual material. Outstanding demonstration of linked understanding of relevant theory, concepts and models. Extremely well structured with high level of analysis.

No obvious errors in referencing or grammar or syntax as appropriate.

Exceptional level of analysis, showing deep critical engagement with a comprehensive range of contextual material. Demonstration of independent thought resulting in highly original or creative responses to the assignment. Provision of clear evidence of understanding of current scholarship and research based on an extensive range of relevant sources. Extreme clarity of structure demonstrating complete focus of argument.

No obvious errors in referencing or grammar or syntax as appropriate.

80-89%

Detailed answers to all parts of the question / task. Very clear, logical structure and focus, demonstrating overall coherence. Clear evidence of independently sourced material appropriately applied.

Very few errors in grammar as appropriate.

Detailed response to all relevant parts of the question with evidence of clear understanding of the issues. Well structured with evidence of independent reading supporting the argument.

Very few errors in referencing or grammar or syntax as appropriate.

Very full, independent response to the assignment with totally relevant material which is well beyond any module input, demonstrating independent study. Excellent understanding and application of relevant theory, concepts and models. Very clear logical structure.

Very few errors in referencing or grammar or syntax as appropriate.

Excellent links between relevant ideas, theories and practice. Evidence of clearly independent scholarship and the ability to engage critically and analytically with a wide range of contextually relevant resource material.

Demonstration of original insights, supported by extremely well structured overall argument.

Very few errors in referencing or grammar or syntax as appropriate.

70-79%

Full answers to all the parts of the question / task. Clear structure and focus. Evidence of material not covered in taught context and appropriately applied to given context.

Few errors in grammar as appropriate.

Identification and very good understanding of issues in the assessment. Full answers to all questions/task. Very clear argument with relevant examples used to illustrate response. Clear evidence of reading outside the module list.

Few errors in referencing or grammar or syntax as appropriate.

Full response to the assignment with all content relevant and focused. Very good understanding of relevant theory, concepts and models. Application of appropriate theory to examples/practice, demonstrating a rigorous approach to a variety of ideas, contexts and frameworks.

Few errors in referencing or grammar or syntax as appropriate.

Very good links between a range of different ideas and theories. Places issues in a wider context. Evidence of clear understanding of a range of relevant theories and application of these appropriately. Independent ideas,well argued and supported.

Few errors in referencing or grammar or syntax as appropriate.

60-69%

All significant content accurate. All main points of question / task covered. Identifiable structure. Some evidence of material not directly covered in taught input.

Some small repeated errors in grammar as appropriate

Goodunderstanding of the issues. Engages directly with the question. Clear argument with good examples used to support it. All main points and important issues of the question/task covered. Some evidence of reading outside the module list

Some small repeated errors in referencing or grammar or syntax as appropriate

Answers most if not all detailed aspects of the question. Content mainly relevant and accurate. Good knowledge and understanding of relevant theory and concepts and application of theoretical models. Evidence of a developing appreciation of contextual issues.

Some small repeated errors in referencing or grammar or syntax as appropriate

Clear links between theory and practice. Good coverage of assignment issues. Full understanding of core issues. Evidenced level of understanding of appropriate theory and concepts.

Some small repeated errors in referencing or grammar or syntax as appropriate

50-59%

Content generally accurate and relevant to the question / task. Reasonable breadth of taught material used. Evidence of structure.

Generally sound understanding of basic concepts. Content relevant to the question/task. Competently deals with main issues. Reading based on main texts or materials, but not always fully utilised in supporting arguments.

Some repeated errors in referencing or grammar or syntax as appropriate.

Main issues addressed and solid attempt to answer question. Some relevant content applied. Sound knowledge and understanding of relevant theory and concepts and identification of main issues

Some repeated errors in referencing or grammar or syntax as appropriate.

Identifies main issues and relevant theory. Coverage of most of assignment issues. Competent application of relevant theory and states obvious links to practice.

Some repeated errors in referencing or grammar or syntax as appropriate.

40-49%

40% Pass mark

Satisfactory evidence of understanding of basic concepts/issues and demonstration that the learning outcomes have been met. Limited use of the breadth of taught content. Some attempt at structure.

Satisfactory evidence of understanding of basic concepts/issues and demonstration that the learning outcomes have been met. Content broadly relevant but with limited or little application of theory. Almost totally descriptive.

Satisfactory attempt to address question/issues with some content relevant to assignment topic. Demonstration that the learning outcomes have been met. Material engages with relevant module materials, but largely repeats taught input and lacks development or personal interpretation. Some general understanding of topic

Demonstration that the learning outcomes have been met. Makes few links between theory and practice. Answers question in a very basic way.

Describes relevant theory accurately, and some relevant ideas offered.

Limited coherence of structure.

30-39%

Compensatable Fail

Some learning outcomes and / or assessment criteria not met.

Repetition of taught content with minimal attempt to focus on the given question or issue. Little evidence of structure.

Evidence of sufficient grasp of learning outcomes to suggest that the student will be able to retrieve the module on resubmission.

Some learning outcomes and / or assessment criteria not met.

Superficial treatment of issues. Some is relevant to topic set. Material merely repeats taught input. Lacks understanding of basic theory or concepts. Possible use of extensive quoted passages.

Evidence of sufficient grasp of learning outcomes to suggest that the student will be able to retrieve the module on resubmission.

Some learning outcomes and / or assessment criteria not met.

Questions not answered fully. Content not wholly relevant. Little or no evidence of understanding of relevant theory. Very repetitive of taught input – no development or application. The use of extensive quoted passages evident.

Evidence of sufficient grasp of learning outcomes to suggest that the student will be able to retrieve the module on resubmission.

Some learning outcomes and / or assessment criteria not met.

Inadequate content with issues not addressed; insufficient evidence of understanding of relevant theory and concepts and only partial understanding shown. Very limited application of theory. Use of extensive quoted passages is evident.

Evidence of sufficient grasp of learning outcomes to suggest that the student will be able to retrieve the module on resubmission.

20-29% Fail

No learning outcomes fully met. Little evidence of attempts to engage with module materials.

No learning outcomes fully met. Little attempt to engage with the module materials or ideas.

No learning outcomes fully met. No demonstration of adequate knowledge or understanding of key concepts or theories. There is no recognition of the complexity of the subject.

10-19% Fail

Little attempt to engage with assignment brief and has not met learning outcomes. Inadequate demonstration of knowledge or understanding of key concepts, theories or practice.

0-9% Fail

No real attempt to address the assignment brief or learning outcomes

No real attempt to address the assignment brief or learning outcomes.

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