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论文题目：市场营销与图书馆
论文语种：英文
您的研究方向：市场营销
是否有数据处理要求：是
您的国家：英国
您的学校背景：英国大学排名70左右
要求字数：3000
论文用途：本科课程论文 BA Assignment
是否需要盲审（博士或硕士生有这个需要）：
补充要求和说明：希望你们帮忙完成的是part 2
Sunderland Business School
Faculty of Business & Law
Undergraduate Programmes
Module Guide Full Time Cohort 1
Marketing Communications
UGB 213
Level 2
Academic Year 2008-2009
Module board and moderation: Business & Management
PROGRAMMES USING THIS MODULE AS A CORE OR OPTION
Designated module for BA (Hons) Business and Management (Marketing)
Option module for all other Undergraduates Business and Management Programmes
Core/Option within Combined Subjects
Franchised: No
TITLE MARKETING COMMUNICATIONS
CODE UGB213
CREDITS 20
LEVEL 2
SCHOOL BUSINESS, LAW AND PSYCHOLOGY
BOARD UNDERGRADUATE BUSINESS
PRE-REQUISITES NONE
CO-REQUISITES NONE
LEARINING HOURS 200 hours in total, the exact nature of which will be
specified in the module guide.
LEARNING OUTCOMES
Upon successful completion of this module, students will be able to:
Knowledge-Based Outcomes
K1 Identify the tools and techniques used in marketing communications;
K2 Explain the integrative nature of communications mix within the marketing
strategy
K3 Understand the media and its use in communication particularly in relation to
Marketing objectives
K4 Analyse practical marketing communication problems;
K5 Apply the theories, concepts and techniques of marketing communications
management
Skill-Based Outcomes
S1 Develop communication skills - written & oral;
S2 Utilize IT skills;
S3 Apply numeracy & analytical skills;
S4 Demonstrate critical/creative thinking & analysis;
S5 Demonstrate independent learning/self management;
CONTENT SYNOPSIS
The marketing communication module is a creative ‘hands on’ portfolio based mini- project which teaches students how to develop effective marketing communication plans, campaigns, creative media strategies and packs. Students are introduced to the key theoretical models and principles of the promotional mix - advertising, sales promotion, public relations, personal selling, direct marketing and new media. The Integrated Marketing Communications concept provides an understanding of the process of “how the promotional mix works together in strategic and effective ways” Duncan, T 2005. The integrative nature of the module allows students to be analytical and creative. Better still, it should turn them into employable brands.#p#分页标题#e#
TEACHING AND LEARNING METHODS:
A variety of learning strategies will be implemented, including formal lectures, case study analysis and guided reading. The major elements will be addressed through lecture presentations and workshops. Lectures will be used to “set the scene” and to direct students to further study. Workshops will integrate specific aspects of the subject with practical contemporary applications. Working primarily in “learning sets,” students will be given the opportunity to extend their understanding and demonstrate their grasp of the issues. Student-centred learning will be strongly encouraged through workshop activity, a mix of individual and syndicate exercises, group/individual presentation and role-play. Emphasis will be placed on developing practical, transferable skills, as well as developing knowledge and understanding of marketing communication practices. Virtual Learning will be available via SunSpace
TEACHING AND LEARNING METHODS (Continued)
(formerly WebCT) – its interactive content will support the students learning and self – development. Students are automatically registered on ATHENS via the university library. This is an important and excellent way to access electronic information. Students are required to familiarise themselves on how best to carry out online market research and develop confidence in interrogating the online databases. Students are expected to consult the Business Subject Librarian and may be required to provide feedback concerning theirhttp://www.ukassignment.org/daixieEssay/falvessaydaixie/ online research experiences.
To be successful in this module Lecture and Workshop attendance and engagement with the module is compulsory. Poor attendance may result in failure.
Table 1 - Indicative breakdown of learning hours
The workload will be as follows:
Lectures: 12 x 1 hour lectures = 12 hours
Workshops: 12 x 2 hour workshops = 24 hours
Virtual Learning 12 x 1 hour = 12 hours
Self Directed Study 146 x 1 hour = 146 hours
Workshop preparation: 30 minutes per week (on average) = 6 hours
___
Total learning hours 200
ASSESSMENT METHODS
An individual piece of work, which will take the form of a portfolio, divided into 4 elements. Note that all elements are compulsory. All learning outcomes will be tested in this assessment.
PART 1 Section A – The Theory – essay/article 1500 word maximum. Assessment weighting 20%
PART 2 Section B - The Practice – Marketing Communication Plan – approximately 20 pages in length. Assessment weighting 60%#p#分页标题#e#
PART 2 Section C - Creativity and innovation - Media Pack –
Assessment weighting 15%
PART 2 Section D - Reflective report - Assessment weighting 5%
All learning outcomes will be tested in this assessment.
Formative assessment - will be achieved through the feedback provided during the drafting of Part 1 Section A, and relating to and building the foundation for Part 2 section B & C, through class surgeries, case studies, student presentations, tutor led discussions, observation or shadowing ‘real life’ projects and virtual learning via SunSpace (formerly WebCT).
The Summative, assessment - covers the application of marketing communications to contemporary products/services and markets. In analysing and evaluating the market situation students will have the opportunity to demonstrate their knowledge of marketing communications which meet the learning outcomes of the module.
What is mitigation? I have special needs! What if I have personal problems that may affect my performance on this or other modules? – If your work has been affected in any way during the course of the module you should bring this to the attention of the module leader. The matter will be treated confidentially. Please ensure you are familiar with the mitigation process and the requirements of the mitigation panel. The Academic and Student counsellors are there to help you. Please access their homepage on the university website:
AMPLIFIED CONTENT
The Theory
What is marketing communications? What is the promotional mix?
Role of Marketing communications in the marketing mix; Creative Thinking;
Principles of - Branding, advertising, sales promotion, public relations & publicity, personal selling, direct marketing; Mass Communications; New Media.
Buyer behaviour; The Communication Process: The Theoretical models; Outline steps in developing effective marketing communications, Social ethical and legal issues.
Market Research
How to get the best out of ‘Online Market Research’, Athens Database;
Marketing Communications Industry
Marketing Communications Industry – Behind the messages and the media;
The Practice and Creative Message Strategies
New Media marketing – Marketing Communications in the 21ST Century;
Marketing Communication Plans, Marketing Communication Campaigns;
Integrated Marketing Communications Planning; Controls; Evaluating Effectiveness;
Strategic Nature of Marketing Communications; The Media pack and creativity;
Creative Message Strategies, Developing media packs. Social ethical and legal issues in Practice.
The Financial Aspects of Marketing Communications
Setting The Budget; Cost or Investment?
Determining How Much To Spend On IMC; #p#分页标题#e#
Percent –of – Sales Budgeting; ROI - Return – on- investment; Objective – and- Task Budgeting; Share – of – Voice Budgeting, Marketing Communications Budget Allocations.
How to put your ideas into action – Practical aspects of marketing communications
Developing and communicating your creative strategy; How to put a portfolio together;
Reflection
David Kolb – Experiential Learning; Career Development
Notes:
INDICATIVE READING LIST
Please read this section carefully. Within the library there are useful help sheets to access the hardcopy and online resources. Students will be required to register with the library information services in order to access these resources, especially the ATHENS database. Please liaise with the Subject Librarian for Business should you need further assistance. You are encouraged to read widely and explore the internet for new and useful resources. For example, marketing related information in the quality press and academic journals - The Observer, The Sunday Times, etc.
Core Recommended Texts:
Duncan, T. Principles of Advertising & IMC. New York: McGraw-Hill. (Latest edition)
Smith, P.R. and Taylor, J. Marketing Communications: An Integrated Approach. London: Kogan Page. (Latest edition).
Supporting Texts:
Ang’awa, W. Lecture Notes, Handouts and workshop tasks. University of Sunderland.
Brassington, F. and Pettit, S. Principles of Marketing. Harlow: Financial Times Prentice Hall. (Latest Edition)
Chevalier, M and Mazzalovo, G. Pro Logo: Brands as a Factor of Progress.
Basingstoke: Palgrave McMillan.
Dibb, S., Simkin, L., Pride, W M. and Ferrell, O.C. Marketing Concepts and Strategies. Boston: Houghton Mifflin. (Latest Edition)
Egan, J. Marketing Communications. London: Thomson Learning. (Latest Edition)
Fill, C. Marketing Communications: engagement, strategies and practice. Harlow: Financial Times Prentice Hall. (Latest Edition)
Jobber, D. Principles and Concepts of Marketing. Berkshire: McGraw Hill. (Latest Edition)
Kitchen, P J. Marketing Communications: Principles and Practice. London: International Thompson Business Press. (Latest Edition)
Klein, N.(2001) No Logo no space, no choice, no jobs. London: Flamingo.
Kotler, P. and Armstrong, G. Principles of Marketing. Harlow: Pearson. (Latest Edition)
A database called Key Note publishes a comprehensive range of off the shelf market reports and reviews, offering over 250 titles covering 26 UK market sectors. These are available both in print and online via St Peter’s Library.
The reports that may be of particular interest are:
Key Note,” New Media Marketing" Key Note Ltd, Middlesex.
Key Note, “Consumer Internet Usage” Key Note Ltd, Middlesex.
Key Note, “Commercial Radio” Key Note Ltd, Middlesex.#p#分页标题#e#
Key Note, “Commercial TV” Key Note Ltd, Middlesex.
Key Note, “Cable & Satellite TV” Key Note Ltd, Middlesex.
Marketing Week - One of the UK's leading marketing professional magazines, with useful insight into the industry and profession. The magazine can be found in print in St Peter's Library and online via Sunjournal. (Athens username and password required)
MINTEL - Mintel Marketing Intelligence produce several series of market research reports, which give an overview of the UK market for particular consumer products and services.
Useful Websites:
- University of Sunderland Library Services
Specialist Reading List for Marketing and Libraries
Complied by Louise Gordon, Assistant Librarian
Ashcroft, L and Hoey, C. (2001) ‘PR, marketing and the Internet: implications for information professionals’, Library Management, 22 (1/2), pp.68-74.
Available via Sunjournal
Booth, T. Pre-marketing: analysis of information nee(Accessed: 26 January 2009).
Brewerton, A. (2003) ‘Inspired! Award-winning library marketing’, New Library World. 104 (1190/1191), pp.267-277.
Corfield, K. (2001) Marketing in libraries in the 2000s: Why do we bother? 11th National Library technician’s conference proceedings. Kingston: ALIA.
Avai(Accessed: 26 January 2009)
Dong, X. (2003) ‘Searching information and evaluation of internet: A Chinese academic user survey’, International information and library review, 35 (2/4), pp.163-187.
Available via Sunjournal
Elliott de Saez, E. (2002) Marketing concepts for libraries and information services. 2nd edn. London: Facet Publishing. Available in library.
Fialkoff, F. (2006) ‘What’s so bad about books?’, Library Journal, 131 (1), p.8.
Available via Sunjournal
Ford, A. (2001) ‘Food for fines drives: positive PR that works!’. Marketing Library Services, 15 (2). Available online (Accessed: 26 January 2009)
Freiden, J., Goldsmith, R., Takacs, S. and Hofacker, C. (1998) ‘Information as a product; not goods, not services’, Marketing Intelligence and planning, 16 (3), pp.1-13.
Available via Sunjournal.
Guistini, D (2005) ‘How Google is changing medicine’, British Medical journal, 331, pp.1487-8. Available via Sunjournal.
Jones, S and Johnson-Yale, C. (2005) ‘Professors online; the internets impact on college faculty’, First Monday, 10 (9) Available via Sunjournal.
Jones, S. and Madden, M. (2002) The internet goes to college: how students are living in the future with today’s technology. Pew internet and American life project. Available at (Accessed: 26 January 2009)
Kassel, A. (1999) ‘How to write a marketing plan’, Marketing Library services, 13 (5). (Accessed: 26 January 2009)
Lubans, J. (1998) How first year University students use and regard internet resources. (Accessed: 26 January 2009)
Lynn, D, L. and Li, X. (2001) ‘Spinning an academic web community: measuring marketing effectiveness’, The Journal of Academic Librarianship, 27 (3), pp.199-207.
Available via Sunjournal.#p#分页标题#e#
Madhusudhan, M. (2008) ‘Marketing of library and information services and products in university libraries: a case study of Goa University Library’, Library philosophy and practice, March.
(Accessed: 26 January 2009)
Meyer, M. H. and Zack, M. H. (1996) ‘The design and development of information products’, Sloan Management Review, Spring, pp.43-59.
Available via Sunjournal.
Mi, J and Nesta, F. (2006) ‘Marketing library services to the Net generation’, Library Management, 27 (6/7), pp.411-422.
Noack, J. (2003) Marketing the library. Columbus: Ohio Library Foundation. Available at: (Accessed 26 January 2009)
Rowley, J. (1997) ‘Focusing on customers’, Library Review, 46 (2), pp.81-89.
Available via Sunjournal
Rowley, J. (2006) Information marketing. 2nd edn. Aldershot: Ashgate. Available in library.
Rowley, J. (2002) ‘Information marketing in a digital world’, Library Hi Tech, 20 (3), pp.352-358. Available via Sunjournal.
Rowley, J. (2003) ‘Information marketing: seven questions’, Library Management, 24, (1/2), pp.13-19. Available via Sunjournal.
Rowley, J. (1997) ‘Managing branding and corporate image for library and information services’, Library review, 46 (4), pp.244-250.
Rowley, J. (1998) ‘Promotion and marketing communications in the information marketplace’, Library Review, 47 (8), pp.383-387. Available via Sunjournal.
Sass, R, K. (2002) ‘Marketing the worth of your library’, Library Journal, 127, (11), pp.37. Available via Sunjournal.
Stover, J. Library marketing: thinking outside the book.
Available at: (Accessed 26 January 2009)
Webreck Alman, S. (2007) Crash course in marketing for libraries. London: Libraries Unlimited.
Weingand, D. (1995) ‘Preparing for the new millennium; the case for using marketing strategies’, Library trends, 48 (3), pp.295-316.
Available via Sunjournal
Other web resources about marketing and libraries
Gale Cengage Learning
Notes:
Lecture and workshop seminar programme
Sunderland Business School, Faculty of Business & Law.
Reg Vardy Centre, Tom Cowie Campus
at St Peter’s Campus,
St Peter’s Campus, SR6 0DD
Full Time Cohort Academic Year 2008 – 2009 Year: 2
Monday – Lecture.
Venue: Reg Vardy Centre , Business School RV416
Time: 1 pm – 2 pm
Tuesday Workshop
Seminar Room Reg Vardy 315
Time: 9 am – 11 am
Tutor: William Ang’awa
Wednesday Workshop
Seminar Room Reg Vardy 412
Time: 11 am – 1 pm
Tutor: William Ang’awa
Workshop activity handouts will be uploaded prior to the lectures in most instances.
Please check regularly for announcements and general information.
*If there are any changes to workshop/seminar, lecture rooms or lecture/seminar content you will be informed via the notice board, email or Sunspace. If in doubt please enquire
at the Business School Reception or contact tutor via email.
__________________________________________________________________________
Lecture and Workshop Schedule
*Detailed Recommended reading and virtual hour tasks on Sunspace.
Students must bring writing material and work – in – progress during workshops.
Academic Week Lecture Week Dates Content
27 0 January 26 Induction
28 1 February 2 -4 Introduction to the module
29 2 February 9 -11 Marketing Communications & The Promotional Mix.
Introduction to the Assessment and Client Brief
30 3 February 16 – 18 Literature Review,
The Theoretical Models & Research Portfolio Development Workshops.
31 4 February 23 - 25 New Media Marketing & Portfolio Development Workshops
32 5 March 2 -4 Mass Communications Vs Personal! What is the best form of Communications? Portfolio Development Workshops.
33 6 March 9 - 11 How Environmental Factors Affect a Firms Communications. The Strategic Nature Of Communications. Portfolio Development Workshops.
34 7 March 16 – 18 The Campaign – The Challenge and Situational Analysis. Portfolio Development workshops.
Hand in Part 1 Section A
What are your Objectives, Strategies, Tactics and Budget?
Portfolio Development Workshops.
36 9 March 30 – 31
April 1 Creativity and Controls.
Portfolio Development Workshops. #p#分页标题#e#
37 – 39 10 - 12 April 4 – 26 Spring Vacation
40 13 April 27 – 29 The Campaign Development
41 14 May 4 The Campaign Development
42 15 May 11 Drop in Session
Part 2 Section B, C & D
Campaign Hand In Date
14 May 2009
Sunderland Business School
UNDERGRADUATE PROGRAMMES
The Assessment 1 - The Theory Part 1 Section A
Weighting 20% - This is an individual piece of work.
Level: 2 MODULE: Marketing Communications MODULE CODE: UGB213
MODULE LEADER:William Ang’awa
Issue Date: 9th February 2009 Due: 16th March 2009
Latest submission time: 5 PM
Sunderland Business School Resource Centre
Assignment: Marketing Communications: Marketing Libraries
Learning outcomes assessed 1, 2, 3, 4 & 5
Essay/Article:
Marketing Communications: Marketing Libraries
1,500 word maximum – (excluding appendices).
Using Libraries as a case study – you are required to undertake a literature review and situational analysis demonstrating your knowledge and ability to apply marketing communications theory & concepts, which meet the learning outcomes of the module. You are expected to identify and analyse the effectiveness of marketing communication tools and techniques; show an appreciation of integrated marketing communications; be able to discern and understand the use of media in meeting marketing communication objectives; provide examples of/ and offer solutions to marketing communication problems/opportunities. Based on your own case studies illustrations and those provided in class; suggest effective marketing communication strategies and tactics available for academic libraries.. (Learning outcomes assessed 1, 2, 3, 4, & 5)
Supplementary Marking Scheme Section 1 Part A - UGB 213 Marketing Communications
Marks will be awarded based on the following criteria:
70% and above
Excellent assignment. Thorough analysis in terms of breadth and depth. Provides evidence that the students have undertaken research from a number of relevant sources. Critically appraises the material presented and provides a cogently argued interpretation which reveals insight and originality. Demonstrates that the students have developed a good understanding of marketing communications, using and applying appropriate theory. Provides sound conclusions. Makes excellent use of graphical communication and innovative sources of information. Clear and professional presentation, including bibliography and references.
60-69%:
Very good to good assignment. Well researched and cogently argued. Critically appraises the material presented, and applies knowledge in a coherent and informed manner. Almost all appropriate sources consulted. Conclusions are logically derived, but less strong in terms of evidence of insight and originality. Well referenced, with full bibliography. Makes good use of graphical communication and shows some innovative sources of information. Clear presentation relatively free from major faults with few errors.#p#分页标题#e#
50-59%:
Satisfactory assignment. Provides a fairly coherent report with an argument of some cogency. Evidently underpinned by a reasonable amount of research, although the sources cited are limited and unimaginative. Some awareness and understanding of theoretical concepts which are fairly well applied. Scant critical appraisal. Conclusions are obvious and valid, but not far reaching. Clear presentation.
40-49%:
Disappointing analysis. Provides some evidence, but poorly interpreted. Some application and understanding, though this could be improved. Argument lacks coherence and consistency. Weak conclusions. Reasonably clear presentation,
but lacks cohesion.
39% and below:
Unsatisfactory. Insufficient and misinterpreted evidence. Illogical argument. Paucity of any application. Lack of sound conclusions. Presentation seriously at fault; e.g. flawed layout, strewn with errors and difficult to read. Text full of mistakes and written in an inappropriate style. Questionable referencing and bibliography.
Learning outcomes assessed 1, 2, 3, 4 & 5
Sunderland Business School
UNDERGRADUATE PROGRAMMES
The Portfolio Assessment 2 –
The Marketing Communications Plan and Campaign
Part 2 Section B, C & D
This is an Individual piece of work.
Level: 2 MODULE: Marketing Communications
MODULE CODE: UGB213
MODULE LEADER:William Ang’awa
Issue Date: 2nd February 2009 Due: 14th May 2009
Latest submission time: 4 PM
Sunderland Business School Resource Centre
Part 2 Section B
Marketing Communications Plan AND Campaign : (Application of theory) 60% Weighting
Using the theoretical knowledge/tools/techniques developed from Part 1 Section A and practical knowledge of Part 2 Section B and C you are to devise an integrated marketing communications plan using the SOSTAC model. (Maximum 20 A4 pages and 3 A3 pages). You may use any appropriate style or font size. (Learning outcomes assessed 1, 2, 3, 4, & 5).
The objective is to produce an integrated marketing communication campaign for the University of Sunderland Library.
Step 1
You need to identify and understand the role and purpose of the University of Sunderland’s academic libraries.
Step 2
You need to identify and research the range of resources, services and stakeholders associated with academic libraries.
Step 3
You will be allocated a specific stakeholder group/syndicate in order to develop an appropriate campaign based on their needs.
Step 4
You will undertake specific tasks (refer to formative assessment) and provide feed back for your campaign and the other campaign group/syndicate.
Step 5
Write up and develop the marketing communications plan and campaign using the SOSTAC model. (Maximum 20 A4 pages and 3 A3 pages). You may use any appropriate style or font size. #p#分页标题#e#
(Learning outcomes assessed 1, 2, 3, 4, & 5) _
Section 2 Part C – Media Pack Creativity 15% Weighting
You are required to present innovative and creative ideas to support your marketing communications campaign. You have the artistic freedom but credit will only be given if this enhances your marketing communications plan. The key objective is to develop your skills in communicating your creative and innovative ideas to other people who may be involved in the campaign, for example, the client, graphic designers, marketing communications and advertising agencies, future employers, etc. The media pack can take the form of mock adverts, samples, website design or sketches.
This can be presented in any form, for example, newspaper cuttings disk,
CD-ROM/DVD, or video. (Learning outcomes assessed 3 & 5) _
____________________________________________________
Section 2 Part D – Reflection 5% Weighting – 2 A4 pages.
You are required to reflect on your learning style and experience on this module. This should include: David Kolb’s (2001) model of experiential learning. styles. The Methodology you used, for example, How you approached your work, secondary and primary research; note any errors and omissions – for example what you could have done better; time management – how you controlled or managed given tasks; what you discovered about yourself; how you intend to use the portfolio at interviews and employment/career/self employment opportunities; how it may help you to be a better learner/student/employee/communicator. You may include any other important information. (Learning outcome assessed 4)
Please note all the work in this assignment should comply with the University of Sunderland regulations. All information should be appropriately sourced. Please refer to help sheets in the library and the module leader:
Telephone: 0191 515 2311 Ext: 2251. Queries can be posted through the Sunspace section relating to this module.
Suggested Marketing Communications Plan Format
(What information goes into a marketing communications plan?) William Ang’awa 2009 –
(adapted from various sources).
Title Page* – (This should be professional in appearance and packaged appropriately, it should be clear what the report is about and who it is from/who wrote it. It should have your campaign name or strapline).
Executive Summary* – Presents a brief overview of the proposed plan. The marketing communications plan should open with a brief summary of the plan’s main goals and recommendations. It should wet the appetite of those who may read it! E.g senior management or colleagues who will implement your proposal. It should assist them to grasp (within one minute) the overall plan’s thrust/direction. It is similar to an abstract written for an essay or academic paper or final year project. This should not be more than one A4 page long!#p#分页标题#e#
Acknowledgements* – (This is a useful exercise for your final year/placement project. So why not develop this good practice now?). You can thank God, mummy, dad, ”significant others”, tutors, marketing communications company, of course the lovely library staff!. Don’t forget friends who helped you when the “chips were low” or anyone who inspired you! Please no Oscar speeches! (This will be useful for your final year/placement project).
Table of contents* – This should follow the executive summary. It should identify where one
can find the information (with page numbers and appropriate sections) contained in the plan. You should also have a table of illustrations and abbreviations. We expect you to have appendices and a bibliography.
Introduction – You should introduce your campaign and the marketing challenge and incorporate it into the situational analysis below. Past students have chosen different ways to do this. So look at past assignments and chose the most appropriate one.
Current marketing situation (Situational analysis) – This section presents relevant background data on the market, competitors, distribution, and the macro-environment. Your source of information should be Athens Database including (Mintel, Keynotes, Euromonitor, Emerald), FT.com, Economic Intelligence Unit, Industry specific sources for example, FIA, Automobile Association, sponsors websites & publications, ABTA, WTTC (World Travel & Tourism Council), Academic journals, books and articles about the industry, empirical research, including your own).
Opportunity and issue analysis – After summarising the current marketing situation, you should proceed to identify the major opportunities and threats, strengths and weaknesses, and the issues facing the product line or your idea or campaign.
Objectives – Once you have summarised the issues, you should decide on the plan’s CSMART marketing objectives. You should ensure that you have covered these objectives in the plan. People would want to know the USPs and the brand promise being communicated.
Marketing Communications strategy – You should outline (briefly) the broad marketing strategy or game plan to accomplish the plan’s objectives. In developing the strategy your should carry out the necessary primary and secondary research. You should state your strategies, first as the traditional 4 P’s and then add you are moving to the 4 Cs (Refer to Table 1.1 Duncan, T IMC, McGraw- Hill 2002).
1 Product strategy Customer 2 Pricing strategy Cost
3 Place (Distribution) strategy Convenience
4 Promotion strategy Communication
Creative Strategy – you should add this hear and cross-reference to the media pack! #p#分页标题#e#
Tactics & Action Programs - The marketing communications plan must specify the broad marketing programs for achieving the business objectives. Each marketing strategy element must be elaborated to answer questions: What needs to be done? Why it should be done? Where will it be done (product placement)? When will it be done? Who will do it? How much will it cost? The tactics should relate to the elements of communication mix. The action programme should be in the form of a Gantt chart and or calendar form. All items should be linked to your overall strategies and budget. We need to see how you arrived at the costings!
Budget – This should outline the total budget for the campaign on the credit side. On the debit side you should indicate where the costs for the various promotions would be spent. Please note this is not a marketing plan! We need only proposed costs of the communication element of the campaign. This should be cross-referenced to the tactics and action programme.
Controls – The last section of the marketing communications plan outlines the controls for monitoring the plan. Senior management can review the effectiveness of their strategies/tactics during the campaign. The control section will include contingency plans. A contingency plan outlines the steps management would take in response to specific adverse developments, such as negative responses or an advert being “pulled” by media networks, etc. price wars or strikes. A diagram would be useful to summarise your thoughts.
William Ang’awa note – You should adapt the marketing communications plan to suit your individual circumstances and needs. Please note a marketing communications plan should fit into a marketing plan, which in turn fits into a business plan. Marketing communications plan is usually used for specific campaigns. You need to know what goes into a marketing plan before you develop a marketing communications plan. Please do not forget the relevant appendices – for example, references and bibliography.
Notes:
Supplmentary Marking Scheme - UGB 213 Marketing Communications Part 2 Section B, C & D
Assessment Criteria
Grade
70% & Above
1.1
Grade
60-60%
2.1
Grade
50- 59%
2.2
Grade
40 – 49%
3
Grade
39% & below
Fail & Refer
K1
1 Identify the tools and techniques used in marketing communications.
Excellent Assignment.
K1 outcomes identified and consistently integrated throughout the campaign . MC plan supported with appropriate controls.
Very good assignment.
K1 outcomes identified with minor errors/omissions and consistently integrated throughout the campaign. MC plan supported with appropriate controls.
Good assignment.
K1outcomes identified with minor errors/omissions with the need for consistency; integration throughout the campaign lacking; MC plan controls satisfactory. #p#分页标题#e#
Average assignment.
K1 outcomes identified but poorly used in MC plan; lack of consistency throughout the campaign.
Poor assignment.
Fails to meet K1 outcomes; Regurgitation of material; campaign is not realistic; strewn with errors; no controls. MC plan has key errors in structure and presentation.
K2
2 Explain the integrative nature of communications mix within the marketing strategy.
Excellent explanation of K2 outcomes; evidence in MC plan utilising the appropriate MC models, for example, SOSTAC. Strategy linked CSMART objectives, tactics, action plan & controls.
Very good explanation of K2 outcomes; evidence in MC plan utilising the appropriate MC models, for example, SOSTAC.
Strategy linked to CSMART objectives, tactics, action plan & controls.
Good explanation of K2 outcomes; evidence in MC plan utilising the appropriate models, for example, SOSTAC. Strategy briefly/ or not clearly linked to CSMART objectives, tactics, action plan & controls.
Average explanation of K2 outcomes not evident in MC plan. Appropriate MC models not utilised.
Key elements omitted. Poorly linked to CSMART objectives, tactics, action plan & controls.
Poor explanation of K2. Regurgitation of material; Poor to no link to CSMART objectives, tactics, action plan & controls. MC models flawed. Unsatisfactory performance.
K3
3 Understand the media and its use in communication particularly in relation
to marketing
objectives.
Excellent, creative utilisation & understanding of the media, linked to campaign’s CSMART Objectives & demonstrated through effective presentation & content of MC plan & media pack.
Very good, creative utilisation & understanding of the media, linked to campaign’s CSMART Objectives & demonstrated through effective presentation & content of MC plan & media pack.
Good, creative utilisation & understanding of the media, linked to campaign’s CSMART Objectives & demonstrated through effective presentation & content of MC plan & media pack.
Average, limited creativity. Utilisation & understanding of the media lacking & not clearly linked to campaign’s CSMART Objectives & demonstrated through MC plan & media pack.
Poor, limited creativity. Utilisation & understanding of the media lacking & not clearly linked to campaign’s CSMART Objectives & demonstrated through MC plan & media pack.
Regurgitation of material.
K4
4 Analyse practical marketing communication
problems.
Excellent & thorough analysis & reflection providing solutions to campaign’s marketing problems & challenges.
Very good & thorough analysis & reflection providing solutions to campaign’s marketing problems & challenges.#p#分页标题#e#
Good analysis & reflection providing satisfactory solutions to campaign’s marketing problems & challenges.
Average analysis & reflection providing no major solutions to campaign’s marketing problems & challenges.
Poor analysis & reflection providing no major solutions to campaign’s marketing problems & challenges.
K5
5 Apply the theories, concepts and techniques of marketing communications management.
Excellent, creative, original;
application of K5 evident in MC plan and media pack, supported with appropriate controls and assumptions.
Campaign overall aims & challenges are explicit. Very good, creative, original application of K5 evident in MC plan and media pack, supported with appropriate controls and assumptions.
Campaign overall aims & challenges are explicit. Good, creative in parts, with limited originality. Application requires further development as evident in MC plan & media pack, supported with appropriate controls and assumptions.
Campaign overall aims & challenges are explicit but need further clarification.
Average, creative in parts but limited with no synergy when applying L5 outcomes. Application requires major development as evident in MC plan & media pack, supported with appropriate controls & assumptions.
Campaign overall aims & challenges not explicit. Poor, creative but lacks originality. Application of L5 outcomes poor as evident in MC plan & media pack. Campaign not supported by appropriate controls & assumptions.
Campaign overall aims & challenges are not explicit, or omitted.
Failed to understand the objectives of the assignment.
NOTES:
Assessment Criteria – Undergraduate
These should be interpreted according to the level at which you are working and related to the assessment criteria for the module
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 ample 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 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 outstanding 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 outstanding in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse.#p#分页标题#e#
70 – 75% The work examined is excellent and is evidence of 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 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.
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 but there is a significant degree of irrelevance Basic understanding of the subject but addressing a limited range of material Largely descriptive or narrative, with little evidence of analysis A basic argument is evident, but mainly supported by assertion and there may be a lack of clarity and coherence Some evidence of a view starting to be formed but mainly derivative. A simple basic style but with significant deficiencies in expression or format that may pose obstacles for the reader Some up-to-date and/or appropriate literature used. Goes beyond the material tutor has provided. Limited use of sources to support a point. Weak use of source material.#p#分页标题#e#
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.
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.
Ver 1.3 13/02/2008 SJS
END
Notes:
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