Strategic Green Marketing for Sustainable Business Course Outline and Assessment 2018
Semester 1
Business School Dr Andrew Clegg
Strategic Green Marketing for Sustainable Business and Destinations
BML340:
Sustainable Destination Management
Sustainable Destination Management Introduction
The aim of this module is to introduce students to use of traditional marketing techniques to support a sustainable tourism businesses and destinations. The module will also introduce students to the concepts of social and conservation marketing, and will consider their application to tourism, destinations and the businesses associated with their management. The module looks at the role of marketing in strategy formulation and how marketing can contribute to business and destination competitiveness. It will provide students with a detailed knowledge of theoretical and practical perspectives of marketing strategy in order to develop an appropriate strategic green marketing plan. Students will use market and other information to make informed decisions and also develop their ability to think critically about green marketing scenarios for destinations and businesses.
Learning Outcomes
Knowledge and Understanding: On successful completion of this module students will be able to: •
Critically evaluate, through industry examples, a range of concepts of relevance to green marketing management and strategy, such as segmentation, product development and portfolio analysis
• Critically evaluate a strategic environmental analysis of a range of marketing initiatives for sustainable businesses and destinations • Demonstrate, through a breadth of research, knowledge/insight in contemporary strategic marketing theory relating to green marketing • Apply analytical skills through the design of appropriate marketing strategies for sustainable businesses and destinations • Communicate effectively in written and verbal form
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Module Content
Sustainable Destination Management
To reflect the nature of strategic marketing development, after an initial introduction, this module will be structured around the three core stages of strategic development, as follows: 17/9/18:
Week 2:
Introduction
24/9/18:
Week 3:
Induction Week - Self-Directed Session
Stage 1: Where is the company now? The following sessions will introduce you to the concept of strategy and the key elements involved in establishing strategic direction. 1/10/18:
Week 4:
Workshop 1
8/10/18:
Week 5:
Workshop 2
15/10/18:
Week 6:
Workshop 3
22/10/18:
Week 7:
Reading Week - Self-Directed Session
Stage 2: Where does the company want to be? The following sessions will focus on the nature of the competitive environment, and how this in turn influences the strategic direction. 29/10/18:
Week 8:
Workshop 4
5/11/18:
Week 9:
Workshop 5
Stage 3: How will it get there? These final sessions focus on the specific aspects of strategy that a company may seek to adopt and how then can be implemented 12/11/18:
Week 5:
Workshop 6
19/11/18:
Week 6:
Workshop 7
26/11/18:
Week 12: Tutorial and Assessment Support
Employability
The specific learning outcomes for each session are provided on a weekly basis, and can be accessed via the BML340 Moodle homepage. The main focus of this module will be on workshops and student-led activities, supported by a series of introductory lectures. Many of the key themes covered in this module will have been introduced at some point within the degree programme, and the sessions will encourage students to reflect on management principles and practices and apply them specifically in the context of strategic green marketing.
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Module Resources
Sustainable Destination Management
In addition to journals and textbooks available in the libraries, additional module resources are available online via the BML340 homepage on Moodle. Resources are also available online via Business Source Complete and Science Direct. You will be introduced to the resources available to you during the programme. If you run into problems please do not hesitate to ask the Business School Subject Librarian, Gail Graffham for help. A number of relevant text to get you started include: Aaker, D. A. and Mcloughlin, D. (2013) Strategic Market Management, Wiley, Chichester. Gardetti, A.G and Girรณn, M.E. (Eds.)(2016) Sustainable Luxury and Social Entrepreneurship Volume II, Greenleaf Publishing, Sheffield. Heeley, J. (2015) Urban Destination Marketing in Contemporary Europe - Uniting Theory and Practice, Channel View Publications, Bristol. Hitchcock, D. and Willard, M. (2009) The Business Guide To Sustainability: Practical Strategies and Tools for Organisations, Second Edition, Earthscan Publishing, London. (E-book) Lambin, J.J. and Schuiling, I. (2012) Market-Driven Management, Third Edition, Palgrave Macmillan, London. Lee, N., R. and Kotler, P. (2011) Social Marketing: Influencing Behaviors for Good Practice. 4th Edition. SAGE Publications. Levinson, J.C. and Horowitz, S. (2010) Guerrilla Marketing Goes Green: Winning Strategies to Improve Your Profits and Your Planet, Wiley, Chichester. Morgan, N., Pritchard, A. and Pride, R. (2011) Destination Brands, Elsevier, London. Morrison, A. (2013), Marketing and Managing Tourism Destinations, Routledge, London. Ottman, J. (2010) The New Rules of Green Marketing: Strategies, Tools, and Inspiration for Sustainable Branding, Greenleaf Publishing, Sheffield. Perez, D. and Flora, M. (2010) Competitive Strategies and Policies for Tourism Destinations, Nova Science Publishers, New York. Pike, S. (2008) Destination Marketing: An Integrated Marketing Communication Approach, Butterworth-Heinemann, London.
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Self-Directed Activities
Sustainable Destination Management
As part of the 150 hours for each module, you will also be asked to complete short tasks that will form part of the next lecture session. While not assessed, these tasks are intended to support your own learning, and to explore specific tourism issues covered during the module. Specific tasks will be allocated on a weekly basis. It is essential that these tasks are completed, as they designed to encourage you to start reading and exploring the resources that you have to hand. But what does 150 hours look like? Well it depends on how you spend your time but as a rough guide this is how I might allocate my time for this assessment: *30 hours direct contact in weekly sessions *6 hours individual meetings with module tutor (minimum) *50 hours researching and reading for the assessment *64 hours designing and assembling the assessment Remember this is only an indicative guide and how you spend your time will be down to you, and how you balance your time against other commitments. I would however stress the importance of the time spent undertaking background research and gathering the required information as this is going to be critical to your success.
Assessment
Assessment 1: Macro-environmental audit Students will be required to identify and critique the importance of four factors that they believe are influences on the destinations and businesses being considered (1,000 word equivalent). Students can choose a business or destination of their own choice for analysis. Assessment Criteria •
Coherent application of a recognised theoretical framework for strategic analysis
•
Critical analysis of the chosen factors, showing an in depth understanding of the macro environment
•
A well informed choice of relevant strategic factors, citing a variety of sources
•
Evidence of a range and depth of research, consistently referenced using the Harvard convention
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Assessment 2: Market attractiveness Students will be required to assess the competitiveness/ attractiveness of the market, using appropriate models, presented as a poster or infographic (500 word equivalent). Students will be asked to present their poster during the session. Assessment Criteria •
Application of a recognised framework for competitive analysis
•
Clear presentation, using a range of formats (images, text, data), to demonstrate critical understanding of the market
•
Evidence of a range and depth of research, which (where cited) is consistently referenced using the Harvard convention
Assessment 3: The Strategic Marketing Plan Students will be required to identify a strategic green marketing plan for the business or destination (2,000 word equivalent). Assessment Criteria •
Evidence of appropriate objectives for the chosen destination or business, with application to current market opportunities
•
Evidence of a coherent strategy for the chosen destination or business, aligned to the chosen objectives
•
Critical choice of an appropriate and relevant strategic marketing mix
•
Clear and logical structure, with accurate referencing to the academic literature using the Harvard convention
Resubmission In the unlikely event that you fail this module, the resit will consist of a research essay based around strategic green marketing. Assessment Criteria: •
Content quality and relevance in terms of applying specific aspects of the strategic marketing process to green businesses and destinations
•
Clear and logical structure, including introduction, main body and conclusion
•
Effective use of tables, figures and illustrations
•
Quality, choice and exposition of support material and case studies accurately referenced using appropriate referencing conventions p. 6
Sustainable Destination Management
If you have any problems regarding your work you should talk to your module tutor. Details relating to mitigation can be found in the student handbook which can be accessed via the BML340 Moodle homepage.
Submission Dates
Key dates for your diary: The individual assessment components will be submitted during the course of the semester. Specifically: •
Assessment 1: Monday 15th October 2018
•
Assessment 2: Monday 29th October 2018
•
Assessment 3: Friday 14th December 2018
I can be found on the top of floor of the Dome (Room 2.14) on the Bognor Regis campus. If you have any problems please do not hesitate to come and see me. While I am usually around, consultancy work does take me off campus from time to time. Therefore while you are welcome to pop in informally, please email me to make an appointment (a.clegg@chi.ac.uk/tel: 01243 812017) to guarantee that I am in to see you. I will try and reply to your emails as I can quickly as I can, but at a minimum please give me 24 hours. You are also strongly advised to check your emails regularly regarding module updates etc.
Evaluation
At the end of the module, you will have the opportunity to complete a module evaluation form to comment on the overall structure, content and quality of the programme. If you have any immediate concerns about the quality of the module then please do not hesitate to come and talk to me directly. The module evaluation form will be available online via the BML340 Moodle homepage. A copy of the evaluation form from the previous year and the programme response is available via the BML340 homepage.
Student Conduct
The University’s Commitment Charter (Section C) sets out the codes of behaviour that staff and students can expect from one another. Every member of the University community is expected to uphold the Charter commitments and to help to maintain a respectful and constructive learning environment for themselves and for others. In contact (class) time, and outside of it, the University expects you to show consideration towards other students and the staff of the University. In lectures, seminars and workshops it is your responsibility to avoid behaviour which distracts the learning process for yourself p. 7
Sustainable Destination Management
and others. Behaviours which may seem insignificant to you, such as whispering to friends, or texting during a seminar, are almost always noticed! They can have an accumulative, negative impact on the group and the tutor. Such behaviours signal lack of respect for others - even if this was not your intention. To help illustrate these points, here are some behaviours that students and tutors have found distracting: •
Talking or whispering in lectures, outside times set aside for group discussion
•
Talking amongst each other when a guest speaker has been invited in to the session
•
Talking or whispering while other students are making points
•
Interrupting other students or the tutor while they are talking
•
Habitually arriving late or leaving early (without forewarning the tutor)
•
Sending and receiving texts
•
Mobile phones ringing (mobile phones should be turned off at the start of the session)
•
Using MP3 players or equivalent
•
Playing electronic games
•
Surfing the net in class (inc. Facebook)
Students whose behaviour disrupts a class persistently may be asked to leave the session. However we are sure that as adult learners you’ll use common sense and be willing to help create the best possible learning environment for everyone.
Attendance
Students are reminded that attendance at all modules is compulsory. On arrival at each scheduled/timetabled session you will be expected to ‘tap in’ to the SAM reader located near the entrance to the teaching room. It is your responsibility to register your attendance. Failure to register your attendance will be treated as non-attendance. If you miss a session, for whatever reason, you should complete and submit a student absence via ChiView - guidance on how to do this will be provided at the start of the module. It is also courteous to let the module tutor know of any absence in advance or immediately after the session that was missed. You are reminded that persistent absence can potentially result in your de-registration from the module. The full University regulations regarding attendance can be found in your student handbook. You are also asked to arrive punctually for your lectures. Students that are persistently late will be marked as absent. A record of your punctuality will also be captured via the SAM system.
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Student Support
Sustainable Destination Management
Please also make use of the fantastic array of study skills resources that can be found at academicskills.chi.ac.uk. You can also book appointments to discuss study skills via the SIZ. Please be sure to take advantage of all the available support to help you gain confidence with the requirements of degree level work.
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Sustainable Destination Management
Notes
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Relevance
Non-submission of work
Contains little of relevance to the objectives of the assessment task. Fails to answer and address the set topic
Contains limited relevance to the objectives of the assessment task. May address the topic but not the assignment brief. May be scanty and brief.
Inconsistency of relevance to the objectives of the assessment task. Addresses topic but not always the assignment brief. May be significantly short of required length/ time.
May be some deviation from objectives of the assessment task. May not consistently address set question or assignment brief. May be short of required length/time.
Satisfactorily addresses most objectives of the assessment task Completed to acceptable tolerance, limits of time/length.
Competently addresses objectives of the assessment task, but may contain minor errors or omissions at the lower end, where treatment of issues may be superficial. Completed to required time length etc
Clearly addresses the objectives of the assessment task, especially those elements requiring critical analysis. At the higher end the work will not contain errors or omissions.
Authoritatively addresses the objectives of the assessment task, especially those components requiring critical analysis, synthesis and evaluation.
Innovatively addresses objectives of the assessment task, especially those components requiring sophistication of critical analysis, synthesis and evaluation.
Professionally addresses the objectives of the assessment task, especially those components requiring originality of critical analysis, synthesis and evaluation.
Class Marks/Overall Quality
Fail
Fail 1-9% Minimal quality
Fail 10-19% Very poor quality
Fail 20-34% Poor quality
Fail/PP 35-29% Weak quality
3rd 40-49% Acceptable quality
2(ii) 50-59% Sound quality, competent with some limitation
2(i) 60-69% High quality, skilled work
1st 70-79% Outstanding quality
1st 80-89% Outstanding quality
1st 90-100% Exceptional or distinguised quality
Undergraduate Assessment Criteria
Consistent line of profound critical and evaluative argument, displaying the ability to develop original ideas from an innovative synthesis of the work of others. Creative flair in advanced theoretical and conceptual analysis.
A clear and consistent line of highly critical and evaluative argument, displaying the ability to develop oneâ€&#x;s innovative ideas from the work of others. Creative flair in theoretical and conceptual analysis.
A clear and consistent line of critical and evaluative argument, displaying the ability to develop oneâ€&#x;s own insightful ideas from the work of others. Excellent engagement in theoretical and conceptual analysis.
Generally clear line of critical and evaluative argument, with ability to develop own ideas from the work of others. Ability to engage in theoretical and conceptual analysis.
Some limited critical discussion, but argument is unconvincing, particularly at the lower end where the work is more descriptive. More reliance on work of others rather than developing own arguments. Limited theoretical and conceptual analysis.
Work is descriptive with minimal critical discussion and limited theoretical engagement. Too much reliance on the work of others rather than developing own understanding and application of the material
Descriptive or anecdotal with little or no critical discussion and theoretical engagement. Unconvincing or minimal line of argument. Mostly reliant on the work of others, displaying little understanding or ability to apply the material.
Descriptive or anecdotal work with scanty or no argument. Reliant on the work of others and does not use this to develop own arguments. No critical discussion or theoretical engagement. Little practical and intellectual application.
Work is descriptive and anecdotal. Minimal or no argument. May be entirely reliant on the work of others, with no practical and /or academic application to demonstrate understanding of the material.
No practical, academic or intellectual application.
Argument (Reasoning)
Wide range of relevant and recommended sources used in a profound and consistent way as supporting evidence. Use of cutting-edge sources beyond the recommended texts, including in-depth use of complex material demonstrating advanced independent research.
Wide range of recommended and relevant sources used in an innovative and consistent way to support arguments. In depth use of sources beyond recommended texts, demonstrates creative flair in independent research.
Wide range of relevant and recommended sources used in an insightful and consistent way as supporting evidence. Some in depth use of sources beyond recommended texts, to demonstrate independent research.
Good range of relevant and recommended sources used in an imaginative and largely consistent way as supportingevidence. Use of some sources beyond recommended texts including more complex materials.
Range of relevant and recommended sources are used, but this may be in an unimaginative or literal manner, particularly at the lower end of the range. Limited use of sources beyond the standard recommended materials.
Limited range of relevant and recommended sources are used, but with some inadequacies in their use and employment as supporting evidence. There may be some reliance on dated or unreliable sources.
Very limited range, use and application of relevant and recommended sources. Demonstrates lack of real understanding. Too much reliance may be placed on dated, unreliable or non-academic sources.
Minimal and inadequate knowledge of relevant and recommended sources. Their use as supporting evidence may be inaccurate, inappropriate or negligible. Reliance on dated, unreliable or nonacademic sources.
Irrelevant or minimal use of recommended sources, resulting in a lack of understanding and inadequate supporting evidence. Non-academic sources that lack intellectual integrity are relied upon.
Based on little or no evidence. Lacks academic and intellectual integrity and quality. Use of non-academic sources limits intellectual understanding.
Evidence
Distinguished visual and written presentation. Highly sophisticated yet clear and accessible style. Extremely good standards of vocabulary, syntax, spelling and punctuation. Innovative yet logical and fluent organisation and development of materials. Highly articulate, coherent and succinct. Relationships between statement and sections are precisely made with great clarity. Referencing is accurate and appropriate. innovative yet logical and fluent organisation and development of materials. Articulate, coherent and succinct. Relationships between statements and sections are clear and precise. Referencing is accurate and, appropriate.
Outstanding visual and written presentation. Sophisticated yet clear and accessible style. Very good standards of vocabulary, syntax, spelling and punctuation. Possibly Possibly innovative yet logical and fluent organisation and development of materials. Articulate, coherent and succinct. Relationships between statements and sections are clear and precise. Referencing is accurate and, appropriate.
Excellent visual and written presentation. Very clear and accessible style. Good standards of vocabulary, syntax, spelling and punctuation. Logical and fluent organisation and development of materials. Coherent and succinct. Relationship between statements and sections are very clear. Referencing is accurate, appropriate and extensive.
Good visual and written presentation. Clear and accessible style. Generally good standards of vocabulary, syntax, spelling and punctuation. Logical organisation and development of materials. Coherent. Relationship between statements and sections are easy to follow. Referencing is accurate and appropriate.
Generally sound presentation. Style is largely clear and accessible. There may be minor errors of vocabulary, syntax, spelling and punctuation but these should not detract from the overall meaning. There may be inconsistencies in the organisation and development of materials. The relationship between some statements and sections may not be easy to follow. Some points may not be made coherently or succinctly. Work is referenced accurately with few errors.
Acceptable presentation. Some aspects of the style may be unclear. Points may not be made coherently or succinctly. Some errors of vocabulary, syntax, spelling and punctuation but these are not serious distractions from the overall meaning. Some lack of logical development and organisation of the materials. The relationship between some statements and sections may be hard to follow. Work is referenced accurately with some errors.
Weak presentation. Some aspects of the style may be inappropriate, unclear and inaccessible. Some points will not be made coherently or succinctly. Errors of vocabulary, syntax, spelling and punctuation may seriously detract from the overall meaning. The materials may lack logical development and organisation. The relationship between some statements and sections may be difficult to recognise. Limited use of references and some may be inaccurate.
Poor visual and written presentation. The style may be inappropriate, unclear and inaccessible. Points may not be made coherently or succinctly. Errors of vocabulary, syntax,spelling and punctuation may seriously detract from the overall meaning. The materials may lack logical development and organisation. Relationship between statements and sections may be difficult to recognise. References may be absent, inaccurate or incorrect.
Presentation is inappropriate, unclear and inaccessible. Points are not made coherently or succinctly. Compound errors of vocabulary, syntax, spelling and punctuation seriously detract from the overall meaning. Materials lack logical development. Relationship between statements and sections are hard to recognise. References may be absent or incorrect.
Presentation is inappropriate, unclear and inaccessible. Work is not coherent or succinct. Serious errors of vocabulary, syntax, spelling and punctuation obscure the overall meaning. No logical development or organisation of the materials with few links between statements and sections. References are absent, incorrect or inaccurate.
Structure and Presentation
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Business School Dr Andrew Clegg Email: a.clegg@chi.ac.uk p. 12