ASSIGNMENT INSTRUCTIONS
| Assessment | Group Presentation |
| Assessment code: | 011 |
| Academic Year: | 2022/2023 |
| Trimester: | 2 |
| Module Title: | Principles and Practices of Marketing-PPM |
| Module Code: | MOD003507 |
| Level: | 5 |
| Module Leader: | Michelle Barned |
| Weighting: | 50% |
| Time Limit: | 15 minutes |
| Assessed Learning Outcomes |
1-4 |
| Assessment date: | Please refer to the deadline on the VLE |
ADDITIONAL INFORMATION
• This is a group assignment.
• No extensions are available for this assessment.
• Mitigation: The deadline for submission of mitigation in relation to this
assignment is no later than five working days after the submission date of
this work. Please contact the Director of Studies Team –
[email protected]. See rules 6.112 – 6.141:
http://web.anglia.ac.uk/anet/academic/public/academic_regs.pdf
• You must provide a hard copy of your PowerPoint slides at the start of your
presentation.
• Ensure that slide 1 includes all the group members’ names and SID numbers.
• Use Harvard referencing to acknowledge the sources
• Your final slide should provide the Reference List using the Harvard system.
PRESENTATION TASK
This is a group-based assignment that requires you work in a group of three to
deliver a 15-minute presentation. Time allocation is 12 minutes for delivery of
the presentation and 3 minutes to answer panel questions on your content.
Select one of the companies, below.
| Food Retailers | Hotels |
| Aldi UK | Hilton |
| Waitrose | Premier Inn |
| Iceland | Travelodge UK |
Assess the viability of introducing the chosen company to a different country,
outside of the UK, where they do not currently operate, using the SOSTAC
framework. Although each element of SOSTAC will be presented separately,
they should be clearly linked to give a comprehensive overview of the plan.
Each of you will lead on one of the three tasks, below.
Task one (Student one). Time allowed: four minutes.
Present the following SOSTAC elements:
Situational analysis based on the macro environment of your chosen country
Objectives
Task two (Student two). Time allowed: four minutes.
Present the following SOSTAC elements:
Strategy
Tactics- focussing on Place, Price, Product/ service and Promotion, incorporating
one or more of the following approaches
• Standardisation
• Adaptation
• Glocal
Task three (Student three). Time allowed: four minutes.
Present the following SOSTAC elements:
Action
Control
Finally; you will conclude the presentation by justifying why the country
represents a viable target for this project.
(80 marks)
Individual task completion: Content, structure and presentation style.
(20 marks)
Group: Team dynamics, quality of content, and visuals.
Total
100 marks.
ASSESSMENT CRITERIA
• Clear understanding of SOSTAC as a planning framework, which includes
the three taught marketing options (Standardise, Adapt and Glocal), that
support SOSTAC’s situational analysis.
• Knowledge of relevant literature that would permit an understanding of
effective marketing solutions.
• Strategies and tactical plans that are supported by a sound information base.
• The ability to use creative marketing skills and knowledge in a practical and
applied situation.
• Work that demonstrates intellectual originality and imagination.
• Clear and engaging presentation style and delivery.
• Evidence of effective team work.
• Clear and consistent formatting.
• Referencing, of material by the presentation group.
READING REQUIREMENT
Your work must be fully supported with references (cited in the Harvard style).
You must use all of the following:
• Kotler, P., Keller, K. L. & Chernev, A., 2022. Marketing Management. 16th ed.
New Jersey: Pearson Education.
• Andrews, J., and Shimp, T., 2017. Advertising, Promotion, and other Aspects of
Integrated Marketing Communications. 10th edition. South West- Cengage
Learning.
• Hollensen,S., 2020. Global Marketing. 8th edition, Harlow: Pearson
• At least three other academic sources (e.g. publications/ journals).
ANGLIA RUSKIN UNIVERSITY GENERIC ASSESSMENT CRITERIA AND
MARKING STANDARDS: LEVEL 5
| Level 5 reflects continuing development from Level 4. At this level students are not fully autonomous but are able to take responsibility for their own learning with some direction. Students are expected to locate an increasingly detailed theoretical knowledge of the discipline within a more general intellectual context, and to demonstrate this through forms of expression which go beyond the merely descriptive or imitative. Students are expected to demonstrate analytical competence in terms both of problem identification and resolution, and to develop their skill sets as required. |
|||
| Mark Bands |
Outcome | Characteristics of Student Achievement by Marking Band for ARU’s Generic Learning Outcomes (Academic Regulations, Section 2) |
|
| Knowledge & Understanding |
Intellectual (thinking), Practical, Affective and Transferable Skills |
||
| 90- 100% |
Achieves module outcome(s) |
Exceptional information base exploring and analysing the discipline, its theory and ethical issues with extraordinary originality and autonomy. With some additional effort, work may be considered for internal publication |
Exceptional management of learning resources, with a higher degree of autonomy/ exploration that clearly exceeds the brief. Exceptional structure/accurate expression. Demonstrates intellectual originality and imagination. Exceptional team/practical/professional skills. With some additional effort, work may be considered for internal publication |
| 80- 89% |
Outstanding information base exploring and analysing the discipline, its theory and ethical issues with clear originality and autonomy |
Outstanding management of learning resources, with a degree of autonomy/exploration that clearly exceeds the brief. An exemplar of structured/accurate expression. Demonstrates intellectual originality and imagination. Outstanding team/practical/professional skills |
|
| 70- 79% |
Excellent knowledge base, exploring and analysing the discipline, its theory and ethical issues with considerable originality and autonomy |
Excellent management of learning resources, with a degree of autonomy/exploration that may exceed the brief. Structured/accurate expression. Excellent academic/ intellectual skills and team/practical/professional skills |
|
| 60- 69% |
Good knowledge base; explores and analyses the discipline, its theory and ethical issues with some originality, detail and autonomy |
Good management of learning with consistent self-direction. Structured and mainly accurate expression. Good academic/intellectual skills and team/practical/ professional skills |
|
| 50- 59% |
Sound knowledge base that begins to explore and analyse the theory and ethical issues of the discipline |
Sound use of learning resources. Acceptable structure/accuracy in expression. Sound level of academic/intellectual skills, going beyond description at times. Sound team/practical/professional skills. Inconsistent self-direction |
| 40- 49% |
A marginal pass in module outcome(s) |
Adequate knowledge base with some omissions and/or lack of theory of discipline and its ethical dimension |
Adequate use of learning resources with little self-direction. Some input to teamwork. Some difficulties with academic/intellectual skills. Largely imitative and descriptive. Some difficulty with structure and accuracy in expression, but developing practical/professional skills |
| 30- 39% |
A marginal fail in module outcome(s). Satisfies default qualifying mark |
Limited knowledge base; limited understanding of discipline and its ethical dimension |
Limited use of learning resources, working towards self direction. General difficulty with structure and accuracy in expression. Limited academic/ intellectual skills. Still mainly imitative and descriptive. Team/practical/ professional skills that are not yet secure |
| 20- 29% |
Fails to achieve module outcome(s) Qualifying mark not satisfied. |
Little evidence of an information base. Little evidence of understanding of discipline and its ethical dimension |
Little evidence of use of learning resources. No self direction, with little evidence of contribution to teamwork. Little evidence of academic/intellectual skills and significant difficulties with structure/expression. Very imitative and descriptive. Little evidence of practical/professional skills |
| 10- 19% |
Deficient information base. Deficient understanding of discipline and its ethical dimension |
Deficient use of learning resources. No attempt at self direction with inadequate contribution to teamwork. Deficient academic/intellectual skills and major difficulty with structure/expression. Wholly imitative and descriptive. Deficient practical/professional skills |
|
| 1- 9% |
No evidence of any information base. No understanding of discipline and its ethical dimension |
No evidence of use of learning resources of understanding of self-direction with no evidence of contribution to teamwork. No evidence academic/ intellectual skills and incoherent structure/ expression. No evidence of practical/professional skills |
|
| 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 |