Leadership and Management

139 views 9:25 am 0 Comments July 7, 2023

Lord Ashcroft International Business School
Marketing Design and
InnovationMarketing Research and Data Analysis
Department: Leadership and Management
Module Code: MOD001223
Level: 7
Academic Year: 2014/15
Semester/Trimester: One
Module Guide
Contents
Marketing Design and Innovation ……………………………………………………………………..1
1. Key Information ………………………………………………………………………………………….2
2. Introduction to the Module ……………………………………………………………………………2
3. Intended Learning Outcomes ……………………………………………………………………….3
3.1 Employability skills delivered in this Module………………………………………………….4
4. Outline Delivery ………………………………………………………………………………………….5
4.1 Attendance Requirements ………………………………………………………………………….8
5. Assessment ……………………………………………………………………………………………….9
5.1 Submitting via Turnitin®UK…………………………………………………………………….13
5.2 Submitting your work ……………………………………………………………………………….15
5.3 Marking Rubric and Feedback…………………………………………………………………..15
5.4 Re-Assessment (resit) ……………………………………………………………………………..16
6. How is My Work Marked?…………………………………………………………………………..16
7. Assessment Criteria and Marking Standards ………………………………………………..19
7.1 Specific Assessment Criteria and Marking Rubric (weightings in brackets) …..19
7.2 University Generic Assessment Criteria (TBC)…………………………………………….21
8. Assessment Offences………………………………………………………………………………..24
9. Learning Resources ………………………………………………………………………………….26
9.1. Library…………………………………………………………………………………………………..26
9.2. Other Resources ……………………………………………………………………………………27
10. Module Evaluation …………………………………………………………………………………..27
11. Report on Last Delivery of Module …………………………………………………………….28
Appendix 1: Re-Assessment Information …………………………………………………………29
Page 1
Module Guide
1. Key Information
Module: Marketing Design and Innovation
Module Leader ARU: Robert Willis
Cambridge Campus, LAIBS
Email: [email protected]

Module Tutors: Clarissa Jayasinghe
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 Catalogue at www.anglia.ac.uk/modulecatalogue
• Anglia Ruskin’s module search engine facility at www.anglia.ac.uk/modules
• As the final section of this module guide
All modules delivered by Anglia Ruskin University at its main campuses in the UK and at Associate
Colleges throughout the UK and overseas are governed by the Academic Regulations. You can view
these at www.anglia.ac.uk/academicregs. A printed extract of the Academic Regulations, known as the
Assessment Regulations, is available for every student from your Faculty 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 Regulations and any other publication,
including this module guide, the Academic Regulations, as the definitive document, take precedence
over all other publications and will be applied in all cases.
2. Introduction to the Module
It is increasingly the case that in many markets an organisation’s competitive strength is determined and
shaped by its general design and innovation prowess. This strategic and operational fact applies across
the business spectrum: i.e., design and innovation readiness and responsiveness is as commercially
critical to the growth and success of a micro-business, as it is to a global multinational.
But of equal importance is the relevance and effectiveness of an organisation’s design and innovation
specific capability: both throughout its operational structure and across its commercial functions. For
instance, customers can benefit as much from a firm’s investment in an innovative smart and lean
marketing system, as they can from the launch of a breakthrough new product or service.
This module seeks to explore the full range of organisational design and innovation operations, with a
strong course emphasis on the way in which success in these areas can impact on competitiveness in
the marketplace. Indeed, central to the module’s objectives, is the demonstration of how strong
marketing positions can be constructed and defended around an organisation’s design and innovation
expertise.
This course module aims to provide an integrated and practical approach, offering usable management
techniques which are primarily directed at developing design and innovation initiatives for gaining
competitive advantage.
Page 2
Module Guide
Importantly, practical problem solving exercises and group workshop activities are the basis of this
module. In addition, every effort is made to include in the lecture course a rich body of examples of
where design and innovation strategy has propelled organisations, both large and small, into positions of
market strength and commercial sustainability.
Of prime importance throughout the course is the focus placed within the teaching schema upon
providing candidates with highly business relevant skill sets and professional performance
capabilities — attributes that will bolster and enhance their employability.
3. Intended Learning Outcomes
On successful completion of this module you will be able to:
3.1. Identify and critically evaluate the main characteristics of product and service design and innovation
from the marketing perspective, at both a practical and theoretical level.
3.2. Distinguish between the key characteristics of the design process in the context of stylistic change,
fashion and consumer taste, including the nature of design management and the importance of design
and innovation in enhancing competitiveness.
3.3. Critically appraise the importance of patenting ideas, design registration, trade marking and
intellectual property on new products and services.
3.4. Critically examine compelling organisational theories and alternative theoretical frameworks around
the study of organisations.
Anglia Ruskin modules are taught on the basis of intended learning outcomes and that, on successful
completion of the module, students will be expected to be able to demonstrate they have met those
outcomes.
Page 3
Module Guide
3.1 Employability skills delivered in this Module
It is important that we help you develop employability skills throughout your course which will assist you
in securing employment and supporting you in your future career. During your course you will acquire a
wide range of key skills. In this module, you will develop those identified below:

SKILL Skills acquired in this
module
Communication (oral)
Communication (written) x
Commercial Awareness x
Cultural sensitivity x
Customer focus
Data Handling x
Decision making x
Enterprising x
Flexibility x
Initiative x
Interpersonal Skills x
Leadership/Management of others
Networking
Organisational adaptability x
Project Management
Problem Solving and analytical skills x
Responsibility x
Team working x
Time Management x
Other

Page 4
Module Guide
4. Outline Delivery
The table below is indicative only and can be customised as necessary

Session Lecture Student activity Reading references
1 A closer look at customer
needs and wants		 In order to fully benefit from the
lessons, students are expected
to read the recommended
Lecture notes, Practical
applications and Case studies,
available in the IMSS.		 • Trott P., (2005) Innovation
Management and New
Product Development (3rd
ed) FT Prentice Hall, Harlow
• Von Stamm B., (2003)
Managing Innovation,
Design and Creativity, John
Wiley, Chichester
• Jordan P W, (latest edition),
Designing pleasurable
products: an introduction to
the new human factors,
Taylor & Francis, London
• Dussauge, P. and Garette,
B. (latest edition)
Cooperative Strategy:
Competing successfully
through strategic alliances.
Chichester: Wiley
2 The role of communication
and branding in new
product development		 In order to fully benefit from the
lessons, students are expected
to read the recommended
Lecture notes, Practical
applications and Case studies,
available in the IMSS.		 • Trott P., (2005) Innovation
Management and New
Product Development (3rd
ed) FT Prentice Hall, Harlow
• Von Stamm B., (2003)
Managing Innovation,
Design and Creativity, John
Wiley, Chichester
• Dussauge, P. and Garette,
B. (latest edition)
Cooperative Strategy:
Competing successfully
through strategic alliances.
Chichester : Wiley
• http://www.betterproductdesi
gn.net/tools/ (2004-) (A
current website that is
related to product design).
3 The design process and
principles of product and
service design		 In order to fully benefit from the
lessons, students are expected
to read the recommended
Lecture notes, Practical
applications and Case studies,
available in the IMSS.		 • Trott P., (2005) Innovation
Management and New
Product Development (3rd
ed) FT Prentice Hall, Harlow
• Von Stamm B., (2003)
Managing Innovation,
Design and Creativity, John
Wiley, Chichester
• Jordan P W, (latest edition),

Page 5
Module Guide

Designing pleasurable
products: an introduction to
the new human factors,
Taylor & Francis, London
• Baxter M, (latest edition),
Product design: practical
methods for the systematic
development of new
products, Stanley Thornes,
UK
4 Patents, trademarks and
intellectual property		 In order to fully benefit from the
lessons, students are expected
to read the recommended
Lecture notes, Practical
applications and Case studies,
available in the IMSS.		 • Trott P., (2005) Innovation
Management and New
Product Development (3rd
ed) FT Prentice Hall, Harlow
• Von Stamm B., (2003)
Managing Innovation,
Design and Creativity, John
Wiley, Chichester
• Jolly A., (latest edition) From
Idea to Profit, Kogan Page
London
5 Innovation and global
trends		 In order to fully benefit from the
lessons, students are expected
to read the recommended
Lecture notes, Practical
applications and Case studies,
available in the IMSS.		 • Trott P., (2005) Innovation
Management and New
Product Development (3rd
ed) FT Prentice Hall, Harlow
• Von Stamm B., (2003)
Managing Innovation,
Design and Creativity, John
Wiley, Chichester
• Kelley T, (latest edition), The
art of innovation, Harper
Collins Business, London
• Bidault F., Despres C. and
Butler, C. (latest edition)
Leveraged Innovation:
Unlocking the innovation
potential of strategic supply.
Basingstoke: Macmillan
6 Consumerism and
commoditisation of
products and services		 In order to fully benefit from the
lessons, students are expected
to read the recommended
Lecture notes, Practical
applications and Case studies,
available in the IMSS.		 • Trott P., (2005) Innovation
Management and New
Product Development (3rd
ed) FT Prentice Hall, Harlow
• Von Stamm B., (2003)
Managing Innovation,
Design and Creativity, John
Wiley, Chichester
• Jolly A., (latest edition) From

Page 6
Module Guide

Idea to Profit, Kogan Page
London
• Dussauge, P. and Garette,
B. (latest edition)
Cooperative Strategy:
Competing successfully
through strategic alliances.
Chichester : Wiley
• Bidault F., Despres C. and
Butler, C. (latest edition)
Leveraged Innovation:
Unlocking the innovation
potential of strategic supply.
Basingstoke: Macmillan

The module will be contextualised depending on the need of the cohort.
* Students must read the articles and other material given out during the module.
Page 7
Module Guide
4.1 Attendance Requirements
Attending all your classes/online activities and webinars is very important and one of the best ways to
help you succeed in this module. Research has found a clear correlation between student attendance
and overall performance. In accordance with the Student Charter, you are expected to arrive on time and
take an active part in all your timetabled webinar and other online activities. For further details contact
Joanna Shear at [email protected].
London School of Marketing will closely monitor the attendance of all students. Continued absence can
result in various consequences including the termination of your registration as you will be considered to
have withdrawn from your studies.
International students who are non-EEA nationals and in possession of entry clearance/leave to remain
as 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 of
Marketing, like all British Universities, is statutorily obliged to inform the UK Border Agency of the Home
Office of significant unauthorised absences by any student visa holders.
Page 8
Module Guide
5. Assessment

Part Type of
Assessment		 Learning
Outcomes		 %
Weighting
& Fine
Grade
(FG) or
Pass/fail
(PF)		 Word Limit Submission Method Submission
Dates 		Key Contact Person
1
2 		Draft 1-4 N/A Two sides of
A4		 Submission to the tutor via the
IMSS>Module Assessment>
Current Assessments>Draft
Submissions		 Please refer to
the timetable
on the IMSS
and follow
email
correspondenc
e for deadlines
and any
possible
revisions.		 Tutor
3 Task 2 1-3 25% 1000 word
reflective
commentary		 LSM Submission Website
http://www.lsmsubmissions.co
m		 Tutor

 

Task 1 1-4 75% 2000 word
report		 LSM Submission Website
http://www.lsmsubmissions.co
m		 Tutor

Page 9
Module Guide
The Assessment for this module is an individual 2,000 word report (75%) and a 1000 word reflective
commentary (25%).
The module will be assessed by individual assignment. The assignment is given below.
Context:
You are required to select a contemporary consumer, industrial or commercial product or service that for
one reason or another inspires you to critique within the context of this module. Explain why this choice has
influenced you.
TASK 1: (2,000 words / 75%)
Carry out a written critique of the way in which characteristics of the chosen innovative product or service
has altered over time in order to suit the changing needs of the market by taking account of the following:
• The benefits and value derived by the clients or customers or recipients
• The uniqueness of its design elements – shape, colour, design, imagination, relevance and
usefulness
• Its brand appeal in relation to competitors in contemporary markets
Task 2: (1000 words / 25%)
Write a critical reflective essay on your journey of discovery through the module, set within the context of
the learning outcomes. In particular, describe how the course challenged your thinking, brought to you new
and interesting ideas and concepts, or, presented approaches to the topic with which you may have
disagreed.
Assessment Criteria and Marking Standards
You should demonstrate that you have shown the relevance of your arguments to the module learning
outcomes:
• Combined design, innovation, management and organisation practice and theory
• Shown evidence of critical and reflective analysis
• Used a variety of management literature using the Harvard system
The following provides a guide to how the assignment should be structured:
Introduction:
• Is there a clear introduction that the context of the situation that is to be analysed?
• Is there a clear statement of the problem/objective of the assignment?
Synthesis and use of literature:
• Have you used the literature to explore the topic and as evidence to support the points you make?
• Have you integrated the literature?
• You are expected to show your knowledge and understanding of the literature by using the
literature to argue a case in support of your point of view. Be sure to use your own words to present
ideas you have obtained from the literature and to cite your sources.
• The descriptive retelling of source material alone is insufficient.
Page 10
Module Guide
Analysis:
• Have you moved beyond simple description?
• Have you drawn insights and conclusions which address the assignment purpose?
• Is there a review/reference made to relevant literature and its appropriate use?
• Is there critical evaluation?
• Are discussions and arguments coherent?
• Have you demonstrated skills in applying theory into practice?
• Analysis does not come by just describing ‘things’ and listing the views of the various writers. Instead
you must breakdown the various arguments. You must look for the strengths and weakness in each
argument.
Conclusions:
• Are your conclusions logical in the context of your assignment?
• What are the main points to be made in your conclusion?
• Are your conclusions evidenced based and built upon rigorous analysis?
• What lessons can be learnt from the conclusions?
Literacy:
• Have you checked structure, spelling, punctuation, grammar, language and sentence and paragraph
formation?
• Good paragraphs will contain transitional sentences which clearly state how you move from one theme
to the next.
• One/few sentences do not normally make a paragraph.
A final check:
If someone was to read your assignment could they:
• Tell you what the question is you are attempting to answer?
• Explain what they saw as your major points and conclusions?
• Be persuaded by the evidence you present and the line of reasoning you offered to support your
conclusions?
Note: You may find it useful to discuss your approach and framework with the module tutor
before starting your assignment

Assessment breakdown
Part Type of
assessment		 Word or time limit Submission method
1 *Draft Two page draft IMSS TBA
2 Final submission Complete 3000 word
Assignment 		LSM Submission website
http://www.lsmsubmissions.com 		TBA

 

Submission dates

Page 11
Module Guide
*Requirements of Draft: You are required to provide a TWO PAGE summary of your task one and two in
order to provide you with suggestions for improvement before the final submission.
• Task One – Summarise the benefits and value derived by the customer from the selected
innovative product / service, uniqueness of its design elements and brand appeal in relation to
competitors.
• Task Two – Summarise the journey of discovery through the module, learning outcomes and
challenges faced.
Part 1 – Assignment

Mark Learning
Outcome
1. 2,000 word report 75% 1,2,3,4
2. 1,000 word reflective piece 25% 1,2,3
3.
4.
5.
TOTAL MARKS 100%

 

Learning activity: Lectures
Hours: 12
Learning outcome(s): 1-3
Detail:
Learning activity: 		1 hour lecture and 1 hour seminar each week
Other Teacher Managed Learning
Hours: 12
Learning outcome(s): 1-3
Detail: 1 hour lecture and 1 hour seminar each week

 

Learning activity: Other Student Managed Learning
Hours: 126
Learning
outcome(s): 		1-3
Detail: 126 hrs comprising directed work on a week-by-week basis outlined in the student
module guide.

Assessment details
In order to pass this module, students are required to achieve an overall mark of 40%.In addition, students
are required to: (a) achieve the qualifying mark for each element of fine grade assessment as specified
below (b) pass any pass/fail elements.

Assessment number: 010
Code: MOD001223
Method: Coursework
Details: Assignment : 3000 words
Learning outcomes: 1-3
Percentage weighting: 100

Page 12
Module Guide

Fine grade or pass/fail: Fine Grade
Qualifying mark: 30

All coursework assignments and other forms of assessment must be submitted by the published deadline
which is detailed above. It is your responsibility to know when work is due to be submitted – ignorance of
the 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 in
question.
You are requested to keep a copy of your work.
5.1 Submitting via Turnitin®UK
You are required to submit your written assignments online via Turnitin. You must put YOUR Student
ID number (SID) as the submission title (details below).
You will be enrolled automatically to a Turnitin class: The Originality Report Class to which you can submit
multiple drafts for originality checking. You should follow the detailed instructions provided on the IMSS.
When you submit your paper, remember to:

a) Keep Default

 

b) Enter your first
and last name(s)

 

c) Enter your SID
as the submission
title: VERY

SID
d) Browse to search for your
assignment file
f) or cancel
e) Upload
Page 13
Module Guide
Plagiarism Requirement:
Prior to final submission the assignment must be submitted to the electronic plagiarism checking
software (i.e. Turnitin);

Turnitin.com uses the Originality Check tool to compile the Originality Report, which contains
detailed information about the number and the use of each primary source in the submitted
document. This is done through the Similarity Index, which is a percentage of words in the paper
that 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 primary
source is given a colour and number. The text within the student’s paper, which corresponds to a
primary 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 that
match 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 module
listed. Click the blue view button to open up the document viewer. A new window will open and you
will see your feedback on the right-hand side of the screen.
Click on the View button
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 copy
of the originality report is not required.
3. The Originality Report will not be used to make assessment decisions unless concerns
arise as to poor academic practice, plagiarism, or collusion. The report may then be
considered as part of the normal investigatory procedures undertaken by the academic
team and the Director of Studies (again, please see Section 10 of the Assessment
Regulations).
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
located on the module VLE.
Page 14
Module Guide
All assignments must be submitted by the published deadline. It is your responsibility to know
when work is due to be submitted – ignorance of the deadline 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 whether
you will pass or fail the module and counts towards the mark you achieve for the module) is submitted to
London School of Marketing Submission Website. Academic staff CANNOT accept work directly
from you.
Any late work will NOT be accepted and a mark of zero will be awarded for the assessment task in
question.
You are requested to keep a copy of your work.
5.3 Marking Rubric and Feedback
The rubric, shown in Section 7.1 Specific Marking Criteria, will be used to mark your work.
Feedback
You are entitled to written feedback on your performance for all your assessed work. For all assessment
tasks which are not examinations, this is provided by a member of academic staff through Grademark at
Cambridge and Chelmsford. At other locations and Associate Colleges, this is provided through the
completion of the assignment coversheet on which your mark and feedback will relate to the
achievement of the module’s intended learning outcomes and the assessment criteria you were given for
the task when it was first issued.
Examination scripts are retained by Anglia Ruskin and are not returned to students. However, you are
entitled to feedback on your performance in an examination and may request a meeting with the Module
Leader 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 days
of the submission deadline or the date of an examination. This is extended to 30 days for feedback for a
Major Project module (please note that working days excludes those days when LS is officially closed;
e.g. between Christmas and New Year). Personal tutors will offer to read feedback 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 of
the module. We provide you with this feedback as part of the learning experience and to help you
prepare for other assessment tasks that you have still to complete. It is important to note that, in these
cases, the marks for these pieces of work are unconfirmed. This means that, potentially, marks can
change, in either direction!
Marks for modules and individual pieces of work become confirmed on the Dates for the Official
Publication of Results which can be checked at www.anglia.ac.uk/results.
Page 15
Module Guide
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 NEW assessment, you CANNOT
re-work the assessment explained in this section. The re-assessment information is given in Appendix
1.
6. How is My Work Marked?
After you have submitted your work or you have completed an examination, Anglia Ruskin undertakes a
series of activities to assure that our marking processes are comparable with those employed at other
universities in the UK and that your work has been marked fairly, honestly and consistently. These
include:
• 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 task
where your identity is known (e.g. a presentation or Major Project), it is marked by more than one
lecturer (known as double marking)
• Internal moderation – a sample of all work for each assessment task in each module is moderated
by 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 external
examiners – experienced academic staff from other universities (and sometimes practitioners who
represent 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 UK
universities. Many of Anglia Ruskin’s staff act as external examiners at other universities.
• Departmental Assessment Panel (DAP) – performance by all students on all modules is discussed
and approved at the appropriate DAPs which are attended by all relevant Module Leaders and
external examiners. Anglia Ruskin has over 25 DAPs to cover all the different subjects we teach.
This module falls within the remit of the Economics, International Business and Operations
Management DAP.
The following external examiners are appointed to this DAP and will oversee the assessment of this
and other modules within the DAP’s remit:
ECONOMICS, INTERNATIONAL BUSINESS AND OPERATIONS MANAGEMENT

External Examiner’s Name Academic Institution Position or Employer
Colin Allen University of Greenwich Director of Student Experience
Janet Astley York St John University Senior Lecturer in HRM
Brian Kriefman Regent’s College London Head of Department,
Accounting, Finance &
Economics
Prof Phil Megicks Plymouth Business School Professor of Marketing and
Strategy
Executive Head of School of
Management/Associate Dean
Research
Chris Miller University of South Wales Principal Lecturer

Page 16
Module Guide
The above list is correct at the time of publication. However, external examiners are appointed at
various points throughout the year. An up-to-date list of external examiners is available to students and
staff at www.anglia.ac.uk/eeinfo.
Anglia Ruskin’s marking process is represented in the flowchart below:
Page 17
Module Guide
Anglia Ruskin’s marking process is represented in the flowchart below:
Student submits
work / sits
examination
Work collated and passed to
Module Leader
Work is marked by Module
Leader and Module Tutor(s)1. All
marks collated by Module Leader
for ALL locations2
Internal moderation samples
selected. Moderation undertaken
by a second academic3
Unconfirmed marks and feedback
to students within 20 working
days (30 working days for Major
Projects)
External moderation samples
selected and moderated by
External Examiners4

Marks submitted to DAP5 for
consideration and approval
Any issues?
Confirmed marks
issued to students
via e-Vision
YES
NO
NO		 DAP4 Stage External Moderation Stage Internal Moderation Stage Marking Stage

Marks Approved by DAP5 and
forwarded to Awards Board
Any issues?
Students receive
initial (unconfirmed)
feedback
YES
Flowchart of Anglia Ruskin’s 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 marks
4 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 is
the 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
Page 18
Module Guide
7. Assessment Criteria and Marking Standards
7.1 Specific Assessment Criteria and Marking Rubric (weightings in brackets)

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% Score
Organisation and (0.4)
development		 An exceptionally well
structured essay that
includes an
introduction, very
strong argument,
counter-argument
and conclusion.
Highly focused on the
topic and a critical
approach is fully
adopted.		 An outstanding
structure that is well
focused and
considered. It
includes an
introduction, strong
argument, counter
argument and
conclusion. Highly
focused and a critical
approach is adopted.		 An excellent structure
that is clear and
succinct. It includes
an introduction,
argument, counter
argument and
conclusion. Focused
on the topic and a
critical approach is
largely adopted.		 A very good structure
includes an
introduction, main
body and conclusion.
Strong evidence of an
argument and
counter-argument.
Mainly focused on the
key issues. A little
descriptive in places.		 The structure
includes the main
elements of an essay,
including an
introduction, main
body and conclusion.
However, some
elements are rather
brief. Descriptive in
places.		 There is some
evidence of the
required structure
e.g. Introduction,
main body and
conclusion. Little
evidence of an
argument being
formed. Mainly
descriptive.		 The structure does
not follow a typical
essay structure,
several elements are
missing. Too
descriptive, with little
or no evidence of
analysis.		 Little evidence of the
required essay
structure. Likely that
the wrong format has
been used Poor
structure. A
descriptive piece of
work.		 Inadequate evidence
of an essay structure,
very poorly
structured, reads like
a narrative.		 No evidence of an
essay structure. Does
not focus on the
topic, reads like a
narrative

 

Score
Content (0.3) Exceptional content and
evidence of information
base exploring and
analysing the Marketing
design and innovation
and its theory with
extraordinary originality
and autonomy. Work
may be considered for
publication within Anglia
Ruskin University		 An outstanding
content base
analysing Marketing
design and innovation
and its theory. A wide
range of case
examples.		 An excellent content
base analysing the
Marketing design and
innovation and its
theory. An excellent
range of case
examples.		 A good knowledge
base of the Marketing
design and innovation
and its theory that
supports analysis. A
good range of case
examples.		 A satisfactory
knowledge base of
the Marketing design
and innovation and
theory that supports
analysis. . A
satisfactory range of
case examples.		 A basic knowledge
base of the Marketing
design and innovation
with some evidence
of theoretical content.
A fair range of case
examples.		 A limited knowledge
of the Marketing
design and innovation
with little evidence of
theoretical content. A
limited number of
case examples.		 Little evidence of
content relating to the
Marketing design and
innovation. Difficulty
in understanding the
subject. A dearth of
case examples.		 Inadequate evidence
of the Marketing
design and innovation
and theory. Little, if
any case examples.		 No evidence relevant
content to the
Marketing design and
innovation and
theory. No case
examples.

Page 19
Module Guide

Score
Research
(0.2)		 An exceptionally well
researched essay
that draws on a large
number and a wide
range of sources		 An outstanding range
of sources
demonstrating very
strong evidence of
research.		 An excellent range of
sources
demonstrating strong
evidence of research.		 A very good range of
sources
demonstrating solid
evidence of research.		 A satisfactory range
of sources. In
addition, a
reasonable number
are used.		 A basic range of
sources, limited in
number and likely to
be largely web based.		 A limited number of
sources, a poor range
are included in the
references.		 Little in the way of
sources. A poor
range and poor
evidence of research.		 Inadequate sources.
Poor evidence of
research.		 No evidence of
sources.

 

Score
Presentation (0.1) An exceptional level
of presentation. All
words spelt correctly,
no grammatical
errors, Harvard
Referencing System
(HRS) adopted
throughout.		 An outstanding level
of presentation. The
majority of words are
spelt correctly,
minimal grammatical
errors. The HRS is
well applied.		 An excellent level of
presentation. Most
words are spelt
correctly. A few
grammatical errors.
HRS mainly
employed.		 A very good level of
presentation, tables
and diagrams are
labelled, some
evidence of
grammatical and
typographical errors..		 A satisfactory level of
presentation,
although some
problems with
grammatical and
typographical errors.		 A basic level of
presentation. Minimal
graphics and several
grammatical and
typographical errors.
HRS partially applied.		 A fair level of
presentation.
Although evidence of
errors throughout.		 A poor level of
presentation. A
number of errors
throughout the essay.
Little in the way of
attention to detail.
HRS not applied.		 A very poor level of
presentation, HRS
not applied a large
number of errors
throughout.		 An exceptionally poor
level of presentation,
problems with
formatting, no HRS,
difficult to understand
in places.

Page 20
Module Guide
7.2 University Generic Assessment Criteria (TBC)
MARKING CRITERIA:
The REPORT will be assessed according to the following criteria:
Marks
The degree to which the concepts have been explained and
Understood 30%
The clarity of application 25%
The reasoning behind the evaluation 30%
The presentation and structure of report 15%
Furthermore, the criteria used to assess the reflective essay are:

The inclusion of course generated ideas, concepts and applications
The provision of critical personal insights
The degree of overall coherent reasoning
The readability, style, presentation and structure 		30%
25%
20%
25%

Page 21
Module Guide
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 understanding of 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 & Understanding Intellectual (thinking), Practical,
Affective and Transferable Skills
Characteristics of Student Achievement by Marking Band 90-100% Achieves module
outcome(s) related to
GLO at this level		 Exceptional information base exploring and analysing the
discipline, its theory and ethical issues with extraordinary
originality and autonomy. Work may be considered for
publication within Anglia Ruskin University		 Exceptional management of learning resources, with a
higher degree of autonomy/exploration that clearly exceeds
the assessment brief. Exceptional structure/accurate
expression. Demonstrates intellectual originality and
imagination. Exceptional team/practical/professional skills.
Work may be considered for publication within Anglia
Ruskin University
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
assessment brief. An exemplar of structured/accurate
expression. Demonstrates intellectual originality and
imagination. Outstanding team/practical/professional skills
70-79% Excellent knowledge base that supports analysis,
evaluation and problem-solving in theory/practice/ethics
of discipline with considerable originality		 Excellent management of learning resources, with degree of
autonomy/research that may exceed the assessment brief.
Structured and creative expression. Very good academic/
intellectual skills and practical/team/professional/problem
solving skills
60-69% Good knowledge base that supports analysis, evaluation
and problem-solving in theory/ practice/ethics of
discipline with some originality		 Good management of learning resources, with consistent
self-directed research. Structured and accurate expression.
Good academic/intellectual skills and team/practical/
professional/problem solving skills
50-59% Satisfactory knowledge base that supports some
analysis, evaluation and problem-solving in
theory/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 going beyond description at times.
Satisfactory team/practical/professional/problem-solving
skills
40-49% A marginal pass in
module outcome(s)
related to GLO at this
level		 Basic knowledge base with some omissions at the level
of theoretical/ethical issues. Restricted ability to discuss
theory 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
developing team/practical/professional/problem-solving
skills
30-39% A marginal fail in
module outcome(s)
related to GLO at this
level. Possible
compensation. Sat
isfies qualifying mark		 Limited knowledge base. Limited understanding of
discipline/ethical issues. Difficulty with theory and
problem solving in discipline		 Limited use of learning resources. Unable to work
autonomously. Little input to teams. Weak academic/
intellectual skills. Still mainly descriptive. General difficulty
with structure/accuracy in expression. Practical/professional/
problem-solving skills that are not yet secure
20-29% Fails to achieve
module outcome(s)
related to this GLO.
Qualifying mark not
satisfied. No
compensation
available		 Little evidence of knowledge base. Little evidence of
understanding of discipline/ethical issues. Significant
difficulty with theory and problem solving in discipline		 Little evidence of use of learning resources. Unable to work
autonomously. Little input to teams. Very weak academic/
intellectual skills. Work significantly descriptive. Significant
difficulty with structure/accuracy in expression. Little
evidence of practical/professional/problem-solving skills
10-19% Inadequate knowledge base. Inadequate understanding
of discipline/ethical issues. Major difficulty with theory
and problem solving in discipline		 Inadequate use of learning resources. Unable to work
autonomously. Inadequate input to teams. Extremely weak
academic/intellectual skills. Work significantly descriptive.
Major difficulty with structure/accuracy in expression.
Inadequate practical/professional/ problem-solving skills

Page 22
Module Guide

1-9% No evidence of knowledge base; no evidence of
understanding of discipline/ethical issues. Total inability
with theory and problem solving in discipline		 No evidence of use of learning resources. Completely
unable to work autonomously. No evidence of input to
teams. No evidence of academic/intellectual skills. Work
wholly descriptive. Incoherent structure/accuracy and
expression. No evidence of practical/professional/ problem
solving 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

Page 23
Module Guide
8. Assessment Offences
As an academic community, we recognise that the principles of truth, honesty and mutual respect are
central 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 highest
standards 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 work
for submission, it is important that you understand the various academic conventions that you are
expected 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 academic
integrity.
Definitions of Assessment Offences
Plagiarism
Plagiarism is theft and occurs when you present someone else’s work, words, images, ideas, opinions or
discoveries, whether published or not, as your own. It is also when you take the artwork, images or
computer-generated work of others, without properly acknowledging where this is from or you do this
without 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, without
saying where this is from;
• using information from the internet or electronic media (such as DVDs and CDs) which belongs to
someone else, and presenting it as your own;
• rewording someone else’s 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 others
and 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 else’s work, words, images, ideas or discoveries is
a form of theft.
Collusion
Collusion is similar to plagiarism as it is an attempt to present another’s work as your own. In plagiarism
the original owner of the work is not aware you are using it, in collusion two or more people may be
involved in trying to produce one piece of work to benefit one individual, or plagiarising another person’s
work.
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.
Page 24
Module Guide
Many parts of university life need students to work together. Working as a team, as directed by your
tutor, and producing group work is not collusion. Collusion only happens if you produce joint work to
benefit 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 variety
of 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 able
to do tutorials on being honest in your work from the library and other support services and faculties, and
you will be able to test your written work for plagiarism using ‘Turnitin®UK’ (a software package that
detects 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 ‘Turnitin®UK’, a special software package which is used to detect plagiarism.
Turnitin®UK will produce a report which clearly shows if passages in your work have been taken from
somewhere else. You may talk about this with your personal tutor to see where you may need to
improve your academic practice. We will not see these formative Turnitin®UK reports as assessment
offences. All students in Cambridge and Chelmsford are also expected to submit their final work through
Turnitin®UK as outlined above.
If you are not sure whether the way you are working meets our requirements, you should talk to your
personal 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 unfair
academic 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 have
committed an assessment offence, an appropriate penalty will be imposed which, for the most serious
offences, includes expulsion from Anglia Ruskin. For full details of our assessment offences policy and
procedures, see Section 10 of the Academic Regulations at: www.anglia.ac.uk/academicregs.
Page 25
Module Guide
9. Learning Resources
9.1. Library
Library Contacts
Faculty of Arts, Law and Social Sciences
[email protected]
Lord Ashcroft International Business School
[email protected]
Faculty of Health, Social Care and Education
[email protected]
Faculty of Science and Technology
[email protected]
Reading List Template – Anglia Ruskin University Library

Resources Notes
Key text
Trott P., (2005) Innovation Management and New
Product Development (3rd ed) FT Prentice Hall,
Harlow
Von Stamm B., (2003) Managing Innovation, Design
and Creativity, John Wiley, Chichester		 We will draw heavily on these
books. Students are advised to
purchase a copy of either.
Books
Baxter M, (1999), Product design: practical methods
for the systematic development of new products,
Stanley Thornes, UK
Bidault F., Despres C. and Butler, C. (1998)
Leveraged Innovation: Unlocking the innovation
potential of strategic supply. Basingstoke: Macmillan
Dussauge, P. and Garette, B. (1999) Cooperative
Strategy: Competing successfully through strategic
alliances. Chichester : Wiley
Jordan P W, (2000), Designing pleasurable products:
an introduction to the new human factors, Taylor &
Francis, London
Kelley T, (2001), The art of innovation, Harper Collins
Business, London
Jerrard R., Hands D., Ingham J., (2002) Design
Management Case Studies, Routledge, London
Jolly A., (2005) From Idea to Profit, Kogan Page
London		 The bibliography is indicative in
nature. Reading done before the
class will help you to put things in
context. You are advised to do so.
The list is designed as a resource to
help you find relevant material and
point you in the right direction. I
found these books useful. However,
you will have to decide whether to
read few books and articles in detail
or to scan many books and articles
for an overview of the subject. You
will also find in the library and from
your tutor other relevant references.
After all in your professional life you
will often have to synthesise large
amount of material in a short report.
You have to decide for yourself
what is relevant to your needs from
the material you can find.
Journals
Harvard Business Review
European Management Journal
Journal of Management Studies		 Available in the Digital Library.

Page 26
Module Guide

Organisational Dynamics
Sloan Management Review
Management Today
Fortune
Specific journal articles
Journal articles will be recommended during the
sessions.
Websites
http://www.imc.co.uk (Institute of Business
Consulting)
http://www.cim.co.uk/home.aspx (Chartered Institute
of Marketing)
http://www.isp.org.uk/contacts/talk.html (Institute of
Sales Promotion)
http://www.asa.org.uk/asasp (Advertising Standards
Authority)
http://www.designcouncil.org.uk (British Design
Council)
http://www.ipo.gov.uk (Intellectual Property Office)
http://www.betterproductdesign.net/tools/ (A website
that is related to product design).		 These are really useful websites for
Design and innovation.
Additional notes on this reading list
Link to the University Library catalogue and Digital Library http://libweb.anglia.ac.uk/
Link to Harvard Referencing guide http://libweb.anglia.ac.uk/referencing/harvard.htm

9.2. Other Resources
The museum of Brands, Packaging & Advertising at 2, Colville Mews, Lonsdale Rd Notting Hill London
provides an interesting array of exhibitions.
(www.museumofbrands.com)
10. Module Evaluation
During the second half of the delivery of this module, you will be asked to complete a module evaluation
questionnaire 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 module
in the future and to respond to issues that you bring to our attention. The module report in section 11 of
this module guide includes a section which comments on the feedback we received from other students
who 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 Evaluation
survey. We very much value our students’ views and it is very important to us that you provide feedback
to 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 to [email protected] at any time.
Page 27
Module Guide
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 who compiles the
results on to one form for use at the Programme Committee and other methods of disseminating feedback to students.
Module Code and Title:
Anglia Ruskin Department:
Location(s) of Delivery:
Academic Year: Semester/Trimester:
Enrolment Numbers (at each location):
Module Leader:
Other Module Tutors:
Student Achievement Provide a brief overview of student achievement on the module as evidenced by the range of marks awarded. A
detailed breakdown of marks will be available at the Departmental Assessment Panel.
Feedback from Students Briefly summarise student responses, including any written comments
Module Leader/Tutor’s Reflection on Delivery of the Module, including Response to Feedback from Students
(including resources if appropriate)
Developments during the current year or planned for next year (if appropriate)
External Examiner’s Comments State whether the external examiner agreed the marks and/or commented on the
module
Page 28
Module Guide
Appendix 1: Re-Assessment Information
THIS INFORMATION ONLY APPLIES TO STUDENTS WHO ARE UNSUCCESSFUL IN
THEIR FIRST SUBMISSION DRAFT VERSION – AWAITING EXTERNAL EXAMINER
APPROVAL
Assessment will be confirmed before the re-assessment period
The re-assessment for this module consists of one part:

Part Type of assessment Word or
time limit		 Submission dates
010 Individual assessment 2,000
words		 TBA
011 Reflection 1,000
words		 TBA

Part 010 – Assignment (individual essay)

Mark Learning
Outcome
5 TBA 75%
6 25%
7
8
9
TOTAL MARKS 100%

Page 29
Module Definition Form (MDF)

Module Code: MOD001223 Version 1 Date amended 03/08/2009

 

1. Module Title
Marketing Design Innovation

 

2a. Module Leader 2b. Department 2c. Faculty
Jonathan Wilson Dept of Marketing, Strategy and
Enterprise		 Lord Ashcroft International
Business School

 

3a. Level 3b. Module Type
7 Standard Module

 

4a. Credits 4b. Study Hours
15 150

 

5. Restrictions
Type Module Code Module Name Condition
Pre
requisites:		 None
Co
requisites:		 None
Exclusions: None
Courses to which this
module is restricted		 None

LEARNING, TEACHING AND ASSESSMENT INFORMATION

6a. Module Description
The module investigates stylistic change in taste, fashion and customer need by examining
contemporary issues in marketing, design and innovation, including dependency products and
services.
Marketing principles of product and service design, functionality and purpose, customer
perception, value and branding extend to the consideration of patenting ideas, design
registration, trade marking and intellectual property. The module also looks at the influence of
marketing communications on demand.
The design process is then examined from the customer perspective, involving new product
development, life cycle, and the importance of design in enhancing competitiveness.
Finally, the module investigates current developments in design and product/service innovation
and the introduction of mass customisation in global markets.
One of the main focuses for the design of this module has been the further development of
relevant employability and professional skills. Such skills are implicit in the learning outcomes.
Multiculturalism has been considered during the design of this module and will be considered
when the assessment brief is written.

 

6b. Outline Content
1.Marketing

MDF generated on Thursday 09 January 2014, 00:12:03.15 Page 1 of 3

6b. Outline Content (Continued)
Customers, consumers, clients and the distinction between want and need, from the perspective
of:
-Product and service functionality, dependence and performance
-Perception, ownership and use
-Value and meaning
-Branding, brand value and competitive advantage
-Marketing communications
-Projection of ideas and concepts to target markets
2.Design
-The design process that includes study, investigation, research, concept, rough, prototype, test,
modify, implement, presentation, modification to final commercialisation
-The main principles of product and service design, functionality and purpose, customer
perception, value and branding
-Patenting ideas, design registration, trade marking and intellectual property
3.Innovation
-Diffusion of innovation, style, change and fashion.
-Global patterns of market demand and trends,
-Consumerism and commoditisation of products and services.
-Significance of innovation in the marketing process

 

6c. Key Texts/Literature
Baxter M, (latest edition), Product design: practical methods for the systematic development of
new products, Stanley Thornes, UK
Bidault F., Despres C. and Butler, C. (latest edition) Leveraged Innovation: Unlocking the
innovation potential of strategic supply. Basingstoke: Macmillan
Dussauge, P. and Garette, B. (latest edition) Cooperative Strategy: Competing successfully
through strategic alliances. Chichester : Wiley
Jordan P W, (latest edition), Designing pleasurable products: an introduction to the new human
factors, Taylor & Francis, London
Kelley T, (latest edition), The art of innovation, Harper Collins Business, London
Von Stamm B., (latest edition) Managing Innovation, Design and Creativity, John Wiley,
Chichester
Jerrard R., Hands D., Ingham J., (latest edition) Design Management Case Studies, Routledge,
London
Jolly A., (latest edition) From Idea to Profit, Kogan Page London
Trott P., (latest edition) Innovation Management and New Product Development, FT Prentice
Hall, Harlow
http://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.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)
http://www.betterproductdesign.net/tools/ (2004-) (A current website that is related to product
design).
Last Updated: 03/08/2009

 

6d. Specialist Learning Resources
None

MDF generated on Thursday 09 January 2014, 00:12:03.15 Page 2 of 3

7. Learning Outcomes (threshold standards)
No. Type On successful completion of this module the student will be
expected to be able to:
1 Knowledge and
understanding		 Identify and critically evaluate the main characteristics of product
and service design and innovation from the marketing perspective;
2 Intellectual, practical,
affective and
transferable skills		 Distinguish between the key characteristics of the design process
in the context of stylistic change, fashion and consumer taste,
including the nature of design management and the importance of
design and innovation in enhancing competitiveness;
3 Intellectual, practical,
affective and
transferable skills		 Critically appraise the importance of patenting ideas, design
registration, trade marking and intellectual property on new
products and services;
4 Intellectual, practical,
affective and
transferable skills		 Critically examine the impact of current developments in design
and product/service diffusion and innovation on mass
customisation and marketing communications.

 

8a. Module Occurrence to which this MDF Refers
Year Occurrence Period Location Mode of Delivery
2013/4 ZZF Template For
Face To Face
Learning Delivery		 Face to Face

 

8b. Learning Activities for the above Module Occurrence
Learning
Activities		 Hours Learning
Outcomes		 Details of Duration, frequency and other comments
Lectures 12 1-4 2 hour session combining lecture and seminar each
week.
Other teacher
managed
learning		 12 1-4 2 hour session combining lecture and seminar each
week.
Student
managed
learning		 126 1-4 Reading around the subject, contributing in
seminars/group exercises and preparing for the
assignments.
TOTAL 150

 

9. Assessment for the above Module Occurrence
Assessment
No.		 Assessment
Method		 Learning
Outcomes		 Weighting (%) Fine Grade or
Pass/Fail		 Qualifying Mark
(%)
010 Coursework 1-4 75 Fine Grade 30
Details: Assignment : 2000 words
011 Coursework 1-4 25 Fine Grade 30
Details: Reflective Essay : 1000 words
In order to pass this module, students are required to achieve an overall mark of 40%.
In addition, students are required to:
(a) achieve the qualifying mark for each element of fine grade assessment as specified
above
(b) pass any pass/fail elements.

MDF generated on Thursday 09 January 2014, 00:12:03.15 Page 3 of 3

Tags: , , , , , , ,