Strategic Integrated Marketing Communications

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UGB327 Strategic Integrated Marketing Communications
Assessment for 2017
(Submission: 16 June 2017)

Title:	Critical Evaluation of Current Integrated Marketing
Communications Practice

Weighting: 100%
Module Assessor: Anne Edwards (UOS)
Frankie Lim (Singapore)
Issue Date: By week/lecture 5
Completion Date: Submission via JIRA by 2359 hours on 16 June 2017
Word Count: 3000 words
Please read all instructions and information carefully. You are required to
submit your work within the bounds of MDIS and the University Infringement
of Assessment Regulations.
Your individual assignment must be with an accurately and clearly completed
Assignment Cover Sheet.
Students are required to submit their coursework through JIRA.
Only assessments submitted through JIRA will be marked. Any
other submission including submission to your study centre in hard
copy will be treated as a non-submission.
All your assignments must be submitted in conjunction with a
Turnitin© report (only if your centre provides the facility).
You will need to achieve an overall mark of 40% in order to
successfully complete this module.
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Learning Outcomes Assessed
LEARNING OUTCOMES
Upon successful completion of this module, students will have:
Knowledge

K1	Critically appraised the concept of ‘integrated marketing communications’ and how this relates to other areas of marketing and business management Critically evaluated the key elements of the marketing communications mix Made appropriate recommendations on the use of integrated
K2
K3

marketing communications concepts and practices
Skills

S1	Demonstrated the ability to	apply the theories,	concepts and
techniques of marketing	communications management

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Task
You are required to submit a professional report/plan that demonstrates your
ability to meet the learning outcomes of the module.
PART ONE:
You are required to:

	Critically	appraise	the	concept	of	“integrated	marketing
communications” and how this relates to other areas of marketing
and business management	(30% weighting)

Using credible academic and practitioner sources to inform your work
produce a short (approximately 800 words) literature review in which
you appraise the IMC concept and the role it performs.
PART TWO:

	Select a brand from those listed and critically evaluate the key
elements of the marketing communications mix Select a brand from the following list:	(30% weighting)

o Meidi-ya supermarket (Japanese supermarket in Singapore)
o NTUC Fairprice Xtra (Hypermart in Singapore)
o Home-Fix (DIY stores)
o Ben & Jerry’s Singapore (Ice Cream & Desserts)
o Yeo Hiap Seng Ltd (Soft Drinks Brand in Singapore)
o Fragrance Hotel (Budget hotel in Singapore)
Thoroughly research the communications activities of your chosen
brand, using a variety of recent, credible sources. If you wish, you may
narrow the focus of your investigation to consider a specific marketing
communications’ campaign undertaken by the brand you choose from
the list above in Singapore or another approved country or global
market perspective. However, a written prior approval from you local
lecturer/tutor is required.
 Make recommendations for an integrated marketing
communications plan (40% weighting)
Building on your evaluation and using the SOSTAC model (addressed
during the lectures & workshops) recommend an integrated marketing
communications’ plan and campaign for your chosen brand wishing to
target a new, clearly defined, market/market segment.
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JIRA and Turnitin Submission
1. Students are required to submit their coursework through JIRA. Only
assessments submitted through JIRA will be marked.
2. Any other submission including submission to your study centre in hard
copy will be treated as a non-submission.
3. All your assignments must be submitted in conjunction with a Turnitin©
report (only if your centre provides the facility).
4. You will need to achieve an overall mark of 40% in order to
successfully complete this module.
5. The penalty for students who do not submit their assessed work
through Turnitin is that their mark is withheld and the assessment
board may deem the work to have failed.
Assignment Support & Student Feedback
Formative feedback will be available during the workshops. You should
commence your work in a timely fashion in order to receive feedback prior to
submission. Summative feedback will be provided on the coversheet of the
assignment.
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Generic Assessment Criteria – Undergraduate Bachelor’s degree

Categories
Grade	Relevance	Knowledge	Analysis	Argument and Structure	Critical Evaluation	Presentation	Reference to Literature
Pass	86 – 100%	The work examined is exemplary and provides clear evidence of a complete grasp of the knowledge, understanding and skills appropriate to the Level of the qualification. There is also unequivocal evidence showing that all the learning outcomes and responsibilities appropriate to that Level are fully satisfied. At this level it is expected that the work will be exemplary in all the categories cited above. It will demonstrate a particularly compelling evaluation, originality, and elegance of argument, interpretation or discourse.
76-85%	The work examined is excellent and demonstrates comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is also excellent evidence showing that all the learning outcomes and responsibilities appropriate to that level are fully satisfied. At this level it is expected that the work will be excellent in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse and there may be some evidence of originality
70 – 75%	The work examined is of a high standard and there is evidence of comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is also clearly articulated t evidence demonstrating that all the learning outcomes and responsibilities appropriate to that level are satisfied At this level it is expected that the standard of the work will be high in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse.
60 – 69%	Directly relevant to the requirements of the assessment	A substantial knowledge of relevant material, showing a clear grasp of themes, questions and issues therein	Good analysis, clear and orderly	Generally coherent and logically structured, using an appropriate mode of argument and/or theoretical mode(s)	May contain some distinctive or independent thinking; may begin to formulate an independent position in relation to theory and/or practice.	Well written, with standard spelling and grammar, in a readable style with acceptable format	Critical appraisal of up-to date and/or appropriate literature. Recognition of different perspectives. Very good use of source material. Uses a range of sources
50 – 59%	Some attempt to address the requirements of the assessment: may drift away from this in less focused passages	Adequate knowledge of a fair range of relevant material, with intermittent evidence of an appreciation of its significance	Some analytical treatment, but may be prone to description, or to narrative, which lacks clear analytical purpose	Some attempt to construct a coherent argument, but may suffer loss of focus and consistency, with issues at stake stated only vaguely, or theoretical mode(s) couched in simplistic terms	Sound work which expresses a coherent position only in broad terms and in uncritical conformity to one or more standard views of the topic	Competently written, with only minor lapses from standard grammar, with acceptable format	Uses a variety of literature which includes some recent texts and/or appropriate literature, though not necessarily including a substantive amount beyond library texts. Competent use of source material.
40 – 49%	Some correlation with the requirements of the assessment	Basic understanding of the subject but addressing a	Largely descriptive or narrative, with little evidence of	A basic argument is evident, but mainly supported by assertion and there may be a lack	Some evidence of a view starting to be formed but mainly derivative.	A simple basic style but with significant deficiencies in	Some up-to-date and/or appropriate literature used. Goes beyond the material tutor has

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but there are instances of irrelevance	limited range of material	analysis	of clarity and coherence	expression or format that may pose obstacles for the reader	provided. Limited use of sources to support a point.
Fail	35 – 39%	Relevance to the requirements of the assessment may be very intermittent, and may be reduced to its vaguest and least challenging terms	A limited understanding of a narrow range of material	Heavy dependence on description, and/or on paraphrase, is common	Little evidence of coherent argument: lacks development and may be repetitive or thin	Almost wholly derivative: the writer’s contribution rarely goes beyond simplifying paraphrase	Numerous deficiencies in expression and presentation; the writer may achieve clarity (if at all) only by using a simplistic or repetitious style	Barely adequate use of literature. Over reliance on material provided by the tutor.
The evidence provided shows that the majority of the learning outcomes and responsibilities appropriate to that Level are satisfied – for compensation consideration.
30 – 34%	The work examined provides insufficient evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence provided shows that some of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in some of the indicators.
15-29%	The work examined is unacceptable and provides little evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence shows that few of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in several of the indicators.
0-14%	The work examined is unacceptable and provides almost no evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence fails to show that any of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in the majority or all of the indicators.

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