Marketing and Communication

Coursework Brief
Handout: [Time (am/pm), Date Month Year]
Submit this coursework through the Student Portal with a Turn-it-in Report
Word Limit: 2500 words (Plus or minus 10%)
Learning outcomes assessed:
• Identify and explain the marketing concept, the marketing mix and the components of the marketing communications mix.
• Explain the relationship between the marketing environment, its impact upon organisational decision making and consumer behaviour.
• Discuss the factors that determine competitive advantage within organisations
• Explain key theories, concepts and models underpinning business communication to create effective communications.
• Examine and discuss organisational issues and challenges that impact on the effectiveness of business communication through the use of pre-defined criteria to assist in improving communication within the organisation.
• Demonstrate an application of concepts and techniques related to business communication processes used within the workplace.
This coursework is worth 100% of the total marks for this module.
Coursework Instructions
Please read carefully
• Carefully read the module handbook, the marking criteria and the grade descriptors.
Academic Misconduct
You are responsible for ensuring you understand the policy and regulations about academic misconduct. You must:
• Complete this work alone except where required or allowed by this assignment briefing paper and ensure it has not been written or composed by or with the assistance of any other person.
• Make sure all sentences or passages quoted from other people’s work in this assignment (with or without trivial changes) are in quotation marks, and are specifically acknowledged by reference to the author, work and page.
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Assignment Questions
Part 1
Individual – Marketing report (2000 words)
Case
Nike Inc. is one of the world’s largest multinational retailers of athletic shoes, apparel and sports equipment. With world headquarters in Beaverton, Oregon, USA, Nike operates through more than 930 retail stores across 190 countries, an e-commerce site and independent distributors and licensees.
Nike created a portfolio of brands capable of reaching across multiple sports, lifestyle categories and price points; some of which include wholly owned subsidiaries Converse, Hurley and Jordan.
Over the years Nike has been widening its target audience and in 2015 opened its first UK women’s only store in London’s King road, to inspire women of London to reach their athletic potential (Nike, 2015).
The store offers women free weekly Nike+ training classes and a Nike+ run club. Sessions can be booked in store and online at www.Nike.com/London. Additional services offered in store are bra fitting, gait analysis and pant hemming alongside product advice.
Scenario
As a newly joined marketing assistant of the Nike marketing team, you have been asked by the director to write a report addressing the following task areas:
(Word counts below are indicative)
Task 1: Marketing orientation (LO1)
a. Nike uses the marketing orientation approach in business. Provide examples of how Nike demonstrates they are taking a marketing orientation approach. (200 words)
Task 2: Marketing environments (LO2, 3)
a. Explain the components of a marketing environment analysis (200 words)
b. Identify three (3) macro environmental factors that impact Nike’s marketing decisions. Discuss whether these factors create marketing opportunities or threats for Nike (250 words)
c. Discuss two (2) forces in Nike’s micro environment that should be monitored (150 words)
d. Identify and explain three (3) internal environmental factors that could be considered as either strengths or weaknesses in Nike’s operation, from a marketing perspective (200 words)
Task 3: Marketing strategies (LO3)
a. Explain the importance of market segmentation in planning a marketing strategy for Nike (150 words)
b. Discuss whether Nike uses a differentiated or undifferentiated targeting strategy for its women’s product range, use examples to illustrate your points (250 words)
Task 4: Marketing mix (LO1)
a. Using the 7ps, Identify and describe Nike women’s current marketing mix ensuring you provide detailed descriptions (400 words)
Part 2
Individual – Communication Campaign (A4 Poster and 500 words rational)
The Marketing Director has announced a new objective for the company:
To increase awareness of Nike’s women’s only store free training services in London, from 12% to 25% by December 2017
In order to communicate Nike’s new objective, the marketing director requires you to prepare:
Task 1: A visual illustration (an A4 poster supported by texts and images)
following the guide below:
a. The content of the poster should be appealing to both internal and external stakeholders (i.e. employees as well as customers).
b. The content must include image/s and brief written message/s that will increase awareness of Nike’s women’s only store free training
Task 2: A 500 word rational to support the communication campaign (the
poster) which should:
a. Include an explanation of the promotional mix theory
b. Describe the campaign target audience and the response sought in relation to the new objective.
c. Outline the chosen channel to be used
d. Include an explanation of the communications key message
e. Apply / use a marketing theory such as ‘AIDA’ (Attention, Interest, Desire, and Action) or ‘DRIP’ (Differentiate, Reinforce, Inform and Persuade) to explain how the poster created will achieve the objective set.
f. Include an explanation of how feedback will be collected
g. Include academic references
(Meets LO4, 5, & 6)
Both part 1 and part 2 must be included on one document
Structure and Guidelines
You are expected to submit a professionally presented assignment in a business report format.
The following structure could be used. You will need to create your own headings and sub headings for each task in the main body
• A title page: ID number, module code and module title, and the assignment title
Part 1
• Contents page
• Introduction
• Main body (construct your own headings and sub headings for each task)
o Tasks 1 – 4
• Conclusion
• Reference page
• Appendix
Part 2
• Introduction
• Main body – Task 1 and 2
• Conclusion
• Reference page
You are expected to submit work that includes:
• Correct spelling and appropriate use of grammar.
• Line spacing no less than 1.5 and no greater than double.
• Fonts such as Times New Roman, Arial and 12pt font size for the main text.
• Acknowledgement of all sources of information using Harvard format and includes a detailed reference list. You must research widely and include a minimum of eight peer-reviewed scholarly articles in your final report
• Titles and subtitles for each section. Managers need to be able to find information quickly.
• Tables and graphs to illustrate your points where necessary. All tables and graphs must be numbered, titled and referred to in the text of your report.
• Clear arguments. For any statement you make, such as p therefore q, justify why p is the case (e.g., using numbers or diagrams), and justify why q should result (e.g., by citing scholarly journal articles).
• Word count: 2500 words (excluding reference list and appendix)
Remember, your tutor will be happy to see you, during the semester so make an appointment at any time. However, avoid bringing draft copies for pre-reading, rather bring specific queries you would like clarified. It is important that learners learn to take ownership of their ideas, and learn to trust and believe in, their own marketing knowledge.
End of Assignment Brief
Marking Criteria
Part I – Marketing report (50%) 2000 words
Strength
Adequate Needs Improvement
Overall
Knowledge and understanding of the subject 45%
• Clearly understands the assignment question and application to chosen case
• Knowledge and understanding of
a) the marketing concept
b) the marketing environment and types of factors to be considered
c) importance of segmentation
d) the marketing mix
• Identified key theories and /or concepts such as marketing philosophies, Ansoff Matrix, segmentation, 7P’s, etc
__/45
Cognitive and intellectual skills 30%
• Analysis and synthesis – e.g. discussion of internal factors leading to strengths or weaknesses of Nike
• Discussion of marketing philosophy related to case in question
• Logic argument – with evidence articulate
o Nike’s targeting strategy
o how the marketing mix is applied in different contextual settings
• Select relevant evidence to support conclusion
__/30
Graduate Skills 25%
• Has a number of reliable sources (e.g. Organisation reports, academic journals, academic text)
• Has researched beyond the key reading appropriate for the subject.
• Academic honesty – Has avoided plagiarism
• Has used Harvard referencing (in-text and reference list)
• Uses appropriate academic conventions (e.g. summaries, paraphrasing etc.)
• Research-related skills (evidenced by collection and interpretation of data to support arguments
• Written and graphical skills (used the recommended format to present report e.g. illustrations used to enhance report)
• Practical and professional skills (work has right level of detail/ complexity)
__/25
Part 2 – Communications Plan (50%) 500 words plus poster
Strength
Adequate Needs Improvement
Overall
Knowledge and understanding of the subject 45%
• Clearly understands the assignment question and application to chosen case
• Knowledge and understanding of the promotional mix (PR, Personal selling, Sales promotion, Advertising and Direct Sales)
• Knowledge of the steps required in a selecting an appropriate promotion. •
• Storyboard sample to support the proposed promotion _
_/45
Cognitive and intellectual skills 30%
• Analysis and synthesis – An explanation of how the promotional mix was used to decide selection
• Logic argument – e.g. with evidence articulate how a specific strategy such as AIDA/DRIP was used to create the poster.
• Select relevant evidence to support recommendation and / or conclusion
__/30
Graduate Skills 25%
• Has a number of reliable sources (e.g. Organisation reports, academic journals, academic text) and presented it using Harvard referencing
• Has researched beyond the key reading appropriate for the subject.
• Academic honesty – Has avoided plagiarism
• Uses appropriate academic conventions (e.g. summaries, paraphrasing etc.)
• Written and graphical skills (used the recommended format to present the proposed plan)
• Problem-solving (does the strategy and recommendations link to objective?)
• Practical and professional skills (work has right level of detail/ complexity)
__/25
Marking Criteria
GENERIC ASSESSMENT MARKING CRITERIA LEVEL 4
Level 4 introduces students to HE. Students are expected to demonstrate relevant skills and competencies; to be articulate in expressing ideas orally; and to be coherent and structured in terms of written or other media. Forms of expression at this level may be descriptive or imitative, but students are expected to demonstrate an increasing understanding of the theoretical background of their study and the analytic competence to explore it, as well as its relationship, where appropriate, to particular skills. Students are expected to develop an awareness of strengths and weaknesses in their skill sets. These criteria are designed to be a reference point for assessment criteria in all subjects. Where the generic criteria are deemed to be sufficient, they can be used directly for assessing students’ learning.
KNOWLEDGE & UNDERSTANDING INTELLECTUAL & COGNITIVE SKILLS GRADUATE SKILLS: TRANSFERABLE, EMPLOYABILITY, PRACTICAL AND ACADEMIC SKILLS
Factual and conceptual knowledge and understanding; use of class materials; independent reading Critical thinking; conceptualisation; creativity; synthesis, analysis and evaluation; application; problem solving and research/investigation Written, oral and presentation skills; interpersonal, group and teamwork skills; leadership skills; numeracy; digital skills; practical, professional and academic skills (including referencing/presentation
MARKING BAND CLASSIFICATION WEIGHTED AT 45% WEIGHTED AT 30% WEIGHTED AT 25%
86 – 100% FIRST (1ST) Includes all required factual content, accurately summarised. Well developed, relevant, reasoned introduction and conclusions. Within word count or presentation time.
Accurate identification of relevant concepts, theories and/or principles, appropriate to this level and likely to extend beyond core of classroom content Clearly and logically structured material. Accurate spelling, grammar, punctuation, paragraphing. Structured appropriately
Excellent understanding of factual and conceptual material, relative to this level. Information or data selected from a good range of appropriate primary and/or secondary sources, and categorised, analysed or evaluated using relevant methods or techniques. Fluent, interesting writing style, appropriate to the assignment OR engaging, confident, audible and well paced presentation.
Calculations are accurate, clearly set out, with explanations. Well developed, coherent arguments, referencing primary and secondary literature. Appropriate visual presentation, including font, spacing, margins, headings, graphics, images and appendices.
Well developed integration of theory and practice, for this level, using defined conceptual frameworks. Correct use of academic conventions, references and bibliography.
Very good application of numerical and statistical methods to defined problems. Outstanding, consistent delivery of group work obligations, for this level.
Substantiated, relevant, logical recommendations. Very good awareness of ethical issues, where relevant. Insightful reflection on own strengths and weaknesses in relation to defined professional and practical skills.
70 – 85% FIRST (1ST) Includes all required factual content, accurately summarised. Well developed, relevant introduction and conclusions. Within word count or presentation time.
Includes relevant factual content only. Well structured material. Accurate spelling, grammar, punctuation, paragraphing. Structured appropriately
Accurate identification of relevant concepts, theories and/or principles, appropriate to this level. Information or data selected from a good range of appropriate primary and/or secondary sources, and categorised, analysed or evaluated using relevant methods or techniques. Fluent writing style, appropriate to the assignment OR engaging, audible and well paced presentation. Structured appropriately
Very good understanding of factual and conceptual material, relative to this level. Coherent arguments, referencing primary and secondary literature. Appropriate visual presentation, including font, spacing, margins, headings, graphics, images and appendices.
Calculations are accurate, clearly set out, with explanations. Very good integration of theory and practice, for this level, using defined conceptual frameworks. Correct use of academic conventions, references and bibliography.
Good application of numerical and statistical methods to defined problems. Very good, consistent delivery of group work obligations, for this level.
Relevant and logical recommendations. Good awareness of ethical issues, where relevant. Good reflection on own strengths and weaknesses in relation to defined professional and practical skills.
60 – 69% UPPER SECOND (2:1) Includes most required factual content, mostly accurately summarised. Relevant introduction and conclusions. Appropriate visual presentation, including font, spacing, margins, headings, graphics, images and appendices.
Includes relevant factual content only. Clearly structured material. Mostly accurate spelling, grammar, punctuation, paragraphing.
Mainly accurate identification of relevant concepts, theories and/or principles, appropriate to this level. Information or data selected from some relevant primary and secondary sources, and categorised, analysed or evaluated using relevant methods or techniques but with some gaps or misunderstandings. Mainly fluent writing style, appropriate to the assignment OR mainly engaging, audible and well paced presentation.
Sound understanding of factual and conceptual material, relative to this level. Mostly coherent arguments, referencing primary and secondary literature. Mostly appropriate visual presentation, including font, spacing, margins, headings, graphics, images and appendices.
Calculations are mainly accurate, mostly clearly set out, with mostly good explanations. Good integration of theory and practice, for this level. Mostly correct use of academic conventions, references and bibliography.
Independent reading and research from sufficient and mostly authoritative primary and secondary sources, appropriate to this level. Mainly good application of numerical and statistical methods to defined problems, with some gaps, errors or misunderstandings. Consistent delivery of group work obligations, for this level.
Some relevant recommendations. Satisfactory awareness of ethical issues, where relevant. Clear reflection on own strengths and weaknesses in relation to defined professional and practical skills.
50 – 59% LOWER SECOND (2:2) Includes essential required factual content, but with some gaps or misunderstandings. Adequate introduction and conclusions. Within 10% of word count or presentation time.
Includes some irrelevant factual content. Mostly clearly structured material. Some mistakes in spelling, grammar, punctuation, paragraphing.
Some identification of relevant concepts, theories and/or principles, appropriate to this level. Information or data selected from mainly secondary sources, and categorised, analysed or evaluated using mostly relevant methods or techniques but with gaps or misunderstandings. Writing style is appropriate but not always fluent OR a presentation that is not always engaging, audible or well paced.
Adequate understanding of factual and conceptual material, relative to this level. Limited arguments, referencing mostly secondary literature. Inconsistent visual presentation, including font, spacing, margins, headings, graphics, images and appendices.
Calculations may have inaccuracies, or issues relating to set out and explanation. An adequate attempt to relate theory to practice, for this level, using defined conceptual frameworks. Inconsistent use of academic conventions, references and bibliography.
Some independent reading and research from mainly secondary sources, appropriate to this level. Adequate application of numerical and statistical methods to defined problems, with gaps, errors or misunderstandings. Inconsistent delivery of group work obligations, for this level.
Basic recommendations. Satisfactory awareness of ethical issues, where relevant. Some evaluation of own strengths and weaknesses in relation to defined professional and practical skills.
40 – 49% THIRD (3RD) Includes limited required factual content, with many gaps or inaccuracies. Basic introduction and conclusions. Within 10% of word count or presentation time.
Includes considerable irrelevant factual content. Unevenly structured material. Frequent mistakes in spelling, grammar, punctuation, paragraphing.
Limited identification of relevant concepts, theories and/or principles, appropriate to this level. Information or data selected from secondary sources, and poorly categorised, analysed or evaluated using inappropriate methods or techniques. Awkward or inappropriate writing style OR a presentation that is not engaging, audible or well paced.
Limited understanding of factual and conceptual material, relative to this level. Sense of emerging argument, mainly descriptive or personal opinion, with little reference to literature. Clear but inappropriate visual presentation, including font, spacing, margins, headings, graphics, images and appendices.
Calculations are often inaccurate, with many issues relating to set out and explanation. Limited attempt to relate theory to practice, using defined conceptual frameworks. Inconsistent or incomplete use of academic conventions, references and bibliography.
Limited independent reading and research from secondary sources, appropriate to this level. Weak application of numerical and statistical methods to defined problems, with many gaps or errors. Unreliable delivery of group work obligations, for this level.
Recommendations lack clarity or may be incomplete. Little awareness of ethical issues, where relevant. Limited reflection on own strengths and weaknesses in relation to defined professional and practical skills.
30 – 39% FAIL. POSSIBLE COMPENSATION. Includes insufficient required factual content, with significant gaps or inaccuracies. Incoherent or irrelevant introduction and conclusions. More than 10% outside word count or presentation time.
Includes substantial irrelevant factual content. Incoherently structured material. Serious mistakes in spelling, grammar, punctuation, paragraphing.
Very limited or inaccurate identification of relevant concepts, theories and/or principles, appropriate to this level. Little selection of information or data, and little attempt at collation, categorisation, analysis or evaluation. Poor writing style OR a presentation that is not engaging, audible or well paced.
Very limited understanding of factual and conceptual material, relative to this level. Little or no argument, entirely descriptive or personal opinion, with no reference to literature. Poor visual presentation, including font, spacing, margins, headings, graphics, images and appendices.
Calculations are mostly inaccurate, or incorrectly set out or explained. Theory only sporadically related to practice, using defined conceptual frameworks. Inaccurate or incomplete use of academic conventions, references and bibliography.
Minimal independent reading and research, appropriate to this level. Very weak application of numerical and statistical methods to defined problems, with significant errors. Poor delivery of group work obligations, for this level.
Irrelevant recommendations. Little or no awareness of ethical issues, where relevant. Very limited reflection on own strengths and weaknesses in relation to defined professional and practical skills.
16 – 29% FAIL. NO COMPENSATION. Includes almost no required factual content, and with very significant inaccuracies. Incoherent or missing introduction and conclusions. More than 10% outside word count or presentation time.
Includes mainly irrelevant factual content. Very incoherently structured material. Serious and extensive mistakes in spelling, grammar, punctuation, paragraphing.
No identification of relevant concepts, theories and/or principles. No evidence of the selection, categorisation, analysis or evaluation of information or data. Incoherent writing style OR an inaudible, poorly paced and unengaging presentation.
No understanding of factual and conceptual material, relative to this level. No argument, entirely descriptive or personal opinion, with no reference to literature. Very poor visual presentation, including font, spacing, margins, headings, graphics, images and appendices.
Calculations are inaccurate, with no explanations. Theory not related to practice. Very inaccurate or no use of academic conventions, references and bibliography.
No independent reading and research, appropriate to this level. Minimal application of numerical and statistical methods and techniques to defined problems, with significant errors. Very poor delivery of group work obligations, where relevant.
No recommendations. No awareness of ethical issues, where relevant. Minimal or no evaluation of own strengths and weaknesses in relation to defined professional and practical skills.
0 – 15% FAIL. NO COMPENSATION. Does not include required factual content. No introduction and conclusions. More than 10% outside word count or presentation time.
Includes entirely irrelevant factual content. Very incoherently structured material. Serious and extensive mistakes in spelling, grammar, punctuation, paragraphing.
No identification of relevant concepts, theories and/or principles. No evidence of the selection, categorisation, analysis or evaluation of information or data. Incoherent writing style OR an inaudible, poorly paced and unengaging presentation.
No understanding of factual and conceptual material. No argument, entirely personal opinion, with no reference to literature. Exceptionally poor visual presentation, including font, spacing, margins, headings, graphics, images and appendices.
Calculations are missing, with no explanations. Theory not related to practice. No use of academic conventions, references and bibliography.
No independent reading and research, appropriate to this level. No application of numerical and statistical methods to defined problems. No delivery of group work obligations, for this level.
No recommendations. No awareness of ethical issues, where relevant.