FACULTY OF MANAGEMENT DEPARTMENT OF MARKETING INTERNATIONAL BUSINESS AND MANAGEMENT (ONLINE)
DIGITAL (INTERACTIVE) MARKETING UNIT HANDBOOK Level 5 [2016-17] Unit Leader/Tutor: Name: Office: Tel: Email:
Dr Elvira Bolat C113 (Christchurch House, Talbot Campus) 01202 968755 ebolat@bournemouth.ac.uk
Disclaimer Information contained within this programme handbook is correct at the time of being issued to the students for the first time (Feb 2016). However, some information may change and Bournemouth University reserves the right to make changes to procedures, regulations and processes subject to maintaining equivalent standards. If you require a large print version of this unit guide, please contact your Programme Administrator or any of the unit tutors. An electronic version of the latest edition of the handbook is available via the Marketing Communications unit space on myBU.
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CONTENTS
PAGE
1.0
Welcome from the Teaching Team
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2.0
Unit Aim
5
3.0
Learning Outcomes
5
4.0
Learning Environment
7
5.0
Communication Practices
7
6.0
Indicative Unit Delivery Plan
8
7.0
Unit Assessment Strategy and Assessment Criteria
16
8.0
Brief for Assignment(s)
19
9.0
Time Constrained Papers (TCP) Guidelines
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10.0 Unit Resources
25
11.0 Plagiarism and Referencing
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1.0
WELCOME FROM THE UNIT TUTOR "Rather than seeing digital marketing as an ‘add on’, marketers need to view it as a discipline that complements the communication mix and should be used to generate leads, get registrations or drive sales, rather than simply generating awareness." (Charisse Tabak, Vice-President of client services at Acceleration Media, 2002)
Mobile devices, social media, and specifically emergence of the Internet have transformed the way people communicate, make decisions and consume content and services. Augmented reality and gamification are reality and part of the branded entertainment that consumers are experiencing on a daily basis. This should be embraced by brands. The Internet, and all other information and communication technologies (ICT) are primarily channels for communicating the message and aim for efficiency in communication activities. As a result, the company’s communication strategies and tactics are the ones mostly affected, and these dynamic changes need to be addressed accordingly. But there is more to how technology can transform the society and business. Digital technologies are justifiably viewed as a central driver for the innovation and internationalisation of business activities. Digital technologies provide marketers with a fantastic opportunity to measure results immediately. Companies and brands increasingly have to address how best to effectively manage their business, particularly in view of greater consumer choice and interactivity, increased global competition, and dynamic and shifting digital media landscape. Studying on this unit, Digital (Interactive) Marketing, will help you to learn how to strategically apply digital technologies to support and enable marketing activities that lead to profit generation and satisfaction of customer needs. Digital and interactive marketing is effective, measurable, strategic and extremely creative. Analytical skills, critical and creative thinking are skills and competences you are expected to acquire and/or advance while studying on this unit. This unit will examine and apply strategic and tactical aspects of positioning, segmenting and targeting, the marketing mix and communications principles in digital marketing environments. The unit will cover the impact of social media and new digital technologies on marketing theories and practice. The Digital (Interactive) Marketing unit is a 20-credit unit assessed through by a group based project (50%) and exam (50%). The topics covered in the lectures, seminars and lab sessions will inform and underpin the assessment. There are a couple of key texts plus few supplementary books for this unit. Additional readings including journal articles will be made available particularly to support the syllabus. You are strongly encouraged to conduct independent research and reading relevant to the topics covered in each teaching session. Enjoy the unit, be creative and professional, and be brave and courageous in discovering the science and art of digital interactive marketing. Elvira
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One of the key factors for successful completion of the unit is effective communication with your tutor(s), programme administrators and peers. My contact details are as follows: Email is the most effective way to communicate with me ebolat@bournemouth.ac.uk. I access my emails regularly/every day. If you wish to speak with me on the phone, please email me your phone number and I will call you. In communicating with me by email, please use your STUDENT BU EMAIL ADDRESS and provide your full contact details i.e. name, e-mail and telephone number for contact. If you haven’t heard from me within a couple of days of your last e-mail, please resend your e-mail request. I may be on research or conference leave and not able to access the Internet on a regular basis. If you have not heard from me within 24 hours, please contact the Programme Administration FM Support Team FM-support@bournemouth.ac.uk to check my availability. Discussion forums have been set up in MyBU for introductions, assessment items and content related enquiries. If you have any questions about the assessment or the content, please post them in the discussion forum so that all students can benefit from the question and response. If you wish to apply for an extension, please contact the Programme Administration FM Support Team FM-support@bournemouth.ac.uk and be sure to include the reasons and documentation (e.g. medical certificate) to support your request. Your request will then be forwarded to Dr Stefanos Marangos, Programme Leader, for approval. If your query concerns myBU or other technology related issues, please contact Neil Slawson, the BIBM learning technologist, at nslawson@bournemouth.ac.uk in the first instance. Neil will determine your problem can be addressed at programme level and whether or not you need to log a job with IT Services. You can log a job with IT services via telephone +44 (0)1202 965515 or via the ‘Contact us’ page on the IT Support part of the Student portal (http://studentportal.bournemouth.ac.uk ). Do NOT send IT services an email as this will delay your service. You will receive an email from IT confirming your request. You are expected to inform relevant members of staff of your issue and, if required, provide evidence of your communication with IT Services. KEEP A COPY of your unit-related e-mails for your records. Remember, it is YOUR responsibility to take the initiative throughout your studies to stay in touch, This means you must manage the process of raising problems or difficulties with me.
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TUTOR’s BIOGRAPHY Dr Elvira Bolat is Academic in Marketing at the Faculty of Management, Bournemouth University. In addition she is a Programme Leader for BSc (Hons) Marketing degree and Global Engagement Leader for the Department of Marketing. Elvira’s teaching covers both postgraduate and undergraduate levels. She has gained PhD with thesis titled 'Mobile Technology Capabilities and their role in service innovation practices in creative SMEs' and now is supervising other doctoral students in the fields of marketing and management with the focus on digital/interactive marketing. Elvira is Deputy Chair for the Academy of Marketing B2B SIG and has interest and expertise in researching and consulting SMEs within the creative B2B sector. Dr Bolat is external examiner for the MA in Luxury Brand Management at WSA University of Southampton. Elvira’s area of expertise includes Digital Marketing, Service Innovation Practices, Internet of Things, Marketing Communications and Luxury Branding. Elvira is Fellow of the Higher Education Academy and Member of the Institute of Direct and Digital Marketing. She has extensive consultancy experience sharing her knowledge around digital and social media marketing with companies across industries and sizes. Elvira has been invited to give talks at a number of universities both nationally and internationally. She has been involved and led various research projects within both business and consumer contexts.
2.0
AIM
Digitization of business and social activities has transformed marketing practice. The dynamism and ever-changing nature of such transformations require modern marketing specialists to be equipped with knowledge and understanding of the role that emerging technologies, digital and social media play in the development, implementation and presentation of marketing strategies. The unit will examine and apply strategic and tactical aspects of positioning, segmenting and targeting, the marketing mix and communications principles in digital marketing environments. The unit will cover the impact of social media and new digital technologies on marketing theories and practice.
3.0
LEARNING OUTCOMES
Having completed this Unit, the student is expected to: 1. Develop critical understanding of ways in which marketing principles are applied and adapted in digital marketing environments; 2. Recognise and critique a range of theoretical perspectives on contemporary issues of digital marketing and social media; 3. Evaluate and creatively apply frameworks for researching, planning and implementing digital marketing campaigns; 4. Demonstrate confidence and competence in the use of information communication technologies by working effectively in the digital online environment. 5
THE AACSB ASSURANCE OF LEARNING (AOL) Part of the AACSB Accreditation process relates to assessment, and is called ‘Assurance of Learning’ (AOL). Through AOL, we are able to capture and evidence some of the many things students graduating from Business School Programmes can do well. Our graduates possess an array of knowledge, skills, attributes, behaviours and values, which enable them to succeed, but we believe they stand out in 4 key areas in particular. We express these through our AACSB Assurance of Learning (AOL) Goals and Objectives. The AOL Goals are listed below, with those reinforced in this Unit indicated AOL Goal In this unit Goal 1 - Our graduates will be professional communicators
Yes
Goal 2 - Our graduates will have effective researcher competencies Goal 3 - Our graduates will be prepared for employment in the global context Goal 4 - Our graduates will have subject knowledge and understanding in their chosen field
Yes
During your time with us in the Faculty of Management you will find that a number of your assignments will be assessed using both BU marking criteria and the AOL assessment criteria. The marking scale that we use for AOL is as follows: BU mark (at 0-59% 60-69% Undergraduate Level) AOL assessment rating
Does Not Yet Meet Expectations
Meets Expectations
70-100%
Exceeds Expectations
Thus, it is possible to pass an assignment under BU Regulations, but to have not yet met the AOL assessment threshold. If this is the case, this is nothing for you to worry about. It is merely a mechanism for us to benchmark students’ achievements against the AOL criteria. If you have any questions about how AOL has been incorporated into the marking of one of your assignments, please contact the Unit Leader. Follow this link for a short video to what gaining AACSB Accreditation will mean to you: Bournemouth University’s journey to AACSB accreditation https://www.youtube.com/watch?v=3pVF1rcRdfc. If you would like to learn more about The AACSB, you can visit their website at http://www.aacsb.edu/. Alternatively you can contact our Director of Accreditation, Dr Gelareh Roushan at groushan@bournemouth.ac.uk
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4.0
LEARNING ENVIRONMENT
Indicative Content: Theories of strategic marketing, marketing communications and consumer behaviour: Strategy development, analysis of marketing mix, websites and direct marketing, social media and networks – business engineering, digitization on the ‘go’ – mobile marketing, search engine optimisation, analytics, content and creativity management. Credit points: 20 Unit delivery: A range of learning and teaching methods will be applied. Lectures will cover core concepts and theories, complemented by contemporary illustrations from real world practice. Online self-managed learning activities will be used to apply theoretical knowledge to practice. All lecture slides and supporting materials will be uploaded on to myBU. Internet supported activities in the form of group discussion forums will assist students in application of theoretical principles of digital marketing to practice encouraging creative solutions to tasks set by Unit Tutors. Detailed overview on communication practices used for this unit is provided in the next section, Communication Practices. However, the main communication channel for this unit is the discussion board on myBU. You MUST SUBSCRIBE to the forum to allow for all posts to be automatically sent to your student e-mail box. This will ensure that you don’t miss out on any important information.
5.0. COMMUNICATION PRACTICES MyBU is a principal communication platform for the unit through which you can access unit materials, reading list, assessment-related content, submit the final assessment (via Turnitin) and see the latest announcements regarding changes and news on the DIM unit. Moreover, to communicate questions regarding the unit use the discussion board on myBU. You MUST SUBSCRIBE to the forum to allow for all posts to be automatically sent to your student e-mail box. This will ensure that you don’t miss out on any important information. In addition to myBU this unit has its own external blog https://dimbsbu.wordpress.com/ The unit blog contains information regarding unit materials and feeds latest trends, news around the DIM subject. Feeds are posted as individual post on the blog or come through Twitter updates. Twitter handle for the DIM unit is @dimbsbu. In addition the unit blog has relevant materials posted for each individual programme studying on the unit, Business Studies with Marketing and International Business Management (Marketing and BIBM Tab), Business Studies with Law (Law Tab). You are encouraged to use alternative communication channels to learn from and communicate with peers (i.e. LinkedIn group page).
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Vital Contact Information: Unit Leader Dr Elvira Bolat ebolat@bournemouth.ac.uk Office phone: 01202 968755 Other relevant contacts: Academic Services, Bournemouth University: Bournemouth House Library 19 Christchurch Road, Bournemouth BH1 3LH UK Library renewals, information and subject advice: Tel: +44 (0) 1202 965959. The Sir Michael Cobham Library Talbot Campus, Fern Barrow, Poole, BH12 5BB. Additional Learning Needs Service: Tel: +44 (0) 1202 965663 Learning Support Reception Desk: Tel: +44 (0) 1202 965663 Language Centre Advice: Tel: +44 (0) 1202 965300 IT Service Desk: Tel: +44 (0) 1202 965515 The main communication channel for this unit is the discussion board on myBU. You MUST SUBSCRIBE to the forum to allow for all posts to be automatically sent to your student e-mail box. This will ensure that you don’t miss out on any important information.
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6.0
OUTLINE OF LECTURES AND SEMINARS
The following two schedules list the sessions organised by week of delivery including guidance on further reading and tasks you have to complete. Further guidance is provided on myBU. This timetable is provisional. The topics of the sessions may change. For up-to-date information, check MyBU.
PROVISIONAL LECTURE PROGRAMME WEEK 12 13
Lecture Topic 1. Introduction to Digital (Interactive) Marketing [DIM] Overview of the DIM scope 2. Digital landscape
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3. DIM Strategy
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4. Content Development and Management
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5. DIM campaign
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6. DIM Analytics
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7. Digital marketing communication tools
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Master-classes: 8.1. Working in/with Digital - covered by Arabella Lewis-Smith (Founder and Manager Director at Salad Creative and Pasture Naturals) 8.2. Legal aspects – cyber law, data protection – covered by Hayleigh Bosher (BU, copyright law)
20 21 22
9. Revision Tutorials (YouTube Live / Periscope / Virtual Classroom via myBU) in preparation to individual assignment submission Independent Study ASSESSMENT week – Individual Coursework 10.1. Branding in the digital 10.2. Digitization on the ‘go’ – mobile marketing
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11.1. Business (SEO) and Social Engineering (including master-class covered by Mike Polatoglu (Senior Web Designer at RedWeb)) 11.2. The Engaged Consumer
24 – 26 27 28-29
Xmas Break 12. Revision Tutorials (YouTube Live / Periscope / Virtual Classroom via myBU) in preparation to TCPs ASSESSMENT - TCP
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SELF-MANAGED LEARNING ACTIVITIES - PROVISIONAL PROGRAMME WEEK
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SUGGESTED TOPICS & ACTIVITIES (Subject to changes) Topic: Traditional marketing versus Digital Interactive Marketing
SUGGESTED PREPARATION
SUGGESTED READING
Students are to use this week to familiarise themselves with the Unit Guide as well as the prescribed main texts.
READ BOOK CHAPTER: Chaffey and Ellis-Chadwick, 2012. Chapter 1: Introducing digital marketing.
Case study discussion via Discussion Forum SML: Self-assessment activity - What digital marketing personality are you?
READ JOURNAL ARTICLE: Tiago, M. and Veríssimo, J. M. C., 2014. Digital marketing and social media: Why bother?. Business Horizons, 57 (6), 703708. Available from: http://www.sciencedirect. com/science/article/pii/S 0007681314000949
Patil, R. D., Patil, M. S., & Bankar, M. V., 2015. Digital Marketing: The 21st Century Marketing tool. International Research Journal of Multidisciplinary Studies, 1(5). 13
Topic: Market analysis
Additional reading and interactive learning Case study discussion via Discussion Forum SML: macro/micro situation analysis for the brand/company from the list
READ BOOK CHAPTERs: Chaffey and Ellis-Chadwick, 2012. Chapter 2: Online marketplace analysis: micro-environment, and Chapter 3: The Internet macro-environment. SWOT Analysis lesson: http://www.marketingtea cher.com/swot-analysismarketing-tools-frommarketing-teacher/ Weihrich, H., 1982. The TOWS matrix—a tool for
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situational analysis. Long range planning, 15(2), 54-66. Merrilees, B., Getz, D., & O'Brien, D., 2005. Marketing stakeholder analysis: branding the Brisbane Goodwill Games. European Journal of Marketing, 39(9/10), 1060-1077. Stone, M., 2015. Competitive marketing intelligence in a digital, data-based world. Journal of Direct, Data and Digital Marketing Practice, 17(1), 20-29. 14
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Topic: Learning to set DIM and SMART objectives
Topic: Let’s focus on website
Journal article reading and discussion SML: an exercise to set strategy and formulate SMART objectives by linking it to strategic options
READ BOOK CHAPTER: Chaffey and Ellis-Chadwick, 2012. Chapter 4: Digital marketing strategy. http://www.enterprisebuc ks.co.uk/wpcontent/uploads/2014/09 /digital-marketing-plantemplate-smartinsights1.pdf
Interactive learning: Site planning, templating and site content, with emphasis around different platforms
READ BOOK CHAPTER: Chaffey and Ellis-Chadwick, 2012. Chapter 7: Delivering the online customer experience.
SML: Building a website template Revision Quiz
Wang, Q., Yang, S., Liu, M., Cao, Z., & Ma, Q., 2014. An eye-tracking study of website complexity from cognitive load perspective, Decision Support Systems, 62, 110. Rahimnia, F., & Hassanzadeh, J. F., 2013. The impact of website content dimension and e-trust on e-marketing effectiveness: The case
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of Iranian commercial saffron corporations. Information & Management, 50(5), 240-247. READ BOOK CHAPTER: Chaffey and Ellis-Chadwick, 2012. Chapter 7: Delivering the online customer experience. López, I., & Ruiz, S., 2011. Explaining website effectiveness: The hedonic–utilitarian dual mediation hypothesis. Electronic Commerce Research and Applications, 10(1), 4958.
16
17
Topic: Creativity with digital content – practical implementation
Topic: Creativity with digital content – practical implementation
Infographics, blogging and social media SML: social media zones mapping, analysis of the case study and developing own solutions to upgrade the current social media practice (presenting findings via infographic) SML: Video watching and tasks completion
Qi, S., Ip, C., Leung, R., & Law, R., 2010. A new framework on website evaluation. In EBusiness and EGovernment (ICEE), 2010 International Conference on (pp. 7881), May. Lee, M. R., & Chen, T. T., 2014. Digital creativity: Research themes and framework. Computers in Human Behavior.
READ BOOK CHAPTER: Chaffey and Ellis-Chadwick, 2012. Chapter 7: Delivering the online customer experience. Lee, M. R., & Chen, T. T., 2014. Digital creativity: Research themes and framework. Computers in Human Behavior.
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Ashley, C., & Tuten, T., 2015. Creative strategies in social media marketing: An exploratory study of branded social content and consumer engagement. Psychology & Marketing, 32(1), 15-27. Haji Habibi, F., Hamilton, C. A., Valos, M. J., & Callaghan, M. B., 2015. E-marketing orientation and social media implementation in B2B marketing. European business review, 27(6), 1-18.
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Topic: DIM Analytics
http://www.kaushik.net /avinash/digitalmarketing-andmeasurement-model/ Video workshop on Analytics: https://www.youtube.c om/watch? v=k5arCkqn_Xk SML: Looking for metrics, linking to SMART objectives Review Quiz
Lusch, R. F., & Vargo, S. L., 2009. Servicedominant logic—a guiding framework for inbound marketing. Marketing Review St. Gallen, 26(6), 6-10. READ BOOK: Hemann, C. and Burbary, K., 2013. Digital marketing analytics: making sense of consumer data in a digital world. Indianapolis, Indiana: Que 2013. Stone, M. D., & Woodcock, N. D., 2014. Interactive, direct and digital marketing: A future that depends on better use of business intelligence. Journal of Research in Interactive Marketing, 8(1), 4-17. READ BOOK CHAPTERs: Chaffey and Ellis-Chadwick, 2012. Chapter 8: Campaign planning for digital media, and Chapter 10: Campaign planning for digital media.
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Chern, C. C., Lee, A. J., & Wei, C. P., 2014. The special issue on “Data analytics for marketing intelligence”, Information Systems and e-Business Management. Järvinen, J., & Karjaluoto, H., 2015. The use of Web analytics for digital marketing performance measurement. Industrial Marketing Management.
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Topic: Integrated Marketing Communications
Case study discussion via Discussion Forum: Exploring marketing communications tools and its effective integration in delivering the message
READ BOOK CHAPTERs: Chaffey and Ellis-Chadwick, 2012. Chapter 8: Campaign planning for digital media, and Chapter 10: Campaign planning for digital media. Schultz, D. E., 1992. Integrated marketing communications. Journal of Promotion Management, 1(1), 99104. Hutton, J. G., 1996. Integrated marketing communications and the evolution of marketing thought. Journal of Business Research, 37(3), 155-162. Herhausen, D., Binder, J., Schögel, M., & Herrmann, A., 2015. Integrating Bricks with Clicks: Retailer-Level and Channel-Level Outcomes of Online– Offline Channel Integration. Journal of Retailing, 91(2), 309325.
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Topic: Assignment/coursework submission guidance Seminar content: Q&A with tutor on final assignment guidelines.
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Discussion Forum / Live Tutorials (YouTube Live / Periscope / Virtual Classroom via myBU)
! RE-READ BOOK CHAPTERs: Chaffey and Ellis-Chadwick, 2012. Chapter 8: Campaign planning for digital media, and Chapter 10: Campaign planning for digital media.
Independent Study ASSESSMENT week – Individual Coursework
22-23 Independent Revision Study 24-26 27
28-29
Xmas Break Topic: Online surgery session in preparation to TCP
Discussion Forum / Live Tutorials (YouTube Live / Periscope / Virtual Classroom via myBU) Independent Study
REVISE MAIN TEXTs and LECTURE SLIDES
ASSESSMENT week - TCP
7.0
UNIT ASSESSMENT STRATEGY and ASSESSMENT CRITERIA 15
The unit will be assessed through a combination of coursework (and/or a Time Constrained Paper) as follows: I.
TIME CONSTRAINED PAPER:
The TCP (Time-Constrained Paper) part of the Digital (Interactive) Marketing (DIM) unit assessment contributes a total of 50% towards the unit mark. Format: The assessment will take place on (Exact Date To Be Confirmed) Jan 2017. It is an open-book examination. You will be provided with one task with set of four questions. You are required to answer ALL questions. II.
COURSEWORK:
Title: “Digital Marketing Communication Plan for Life Sequences” Type: Individual Weighting: 50% of the overall mark for the Unit Deadline: 12 noon 28th Nov 2016
The details of how the assessment strategy relates to the Intended Learning Outcomes for the unit are as follows: ILO’s 1. Develop critical understanding of ways in which marketing principles are applied and adapted in digital marketing environments
Assessment TCP
2. Recognise and critique a range of theoretical perspectives on contemporary issues of digital marketing and social media
TCP
3. Evaluate and creatively apply frameworks for researching, planning and implementing digital marketing campaigns
Coursework
4. Demonstrate confidence and competence in the use of information communication technologies by working effectively in the digital online environment
Coursework
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ASSESSMENT CRITERIA Both Time Constrained Paper and coursework will be assessed using the following Generic Marketing Criteria. Further details on marking schemes for the coursework element of assessment are provided in the Assignment Brief, on myBU, under the Digital (Interactive) Marketing Unit ‘Assessment’ tab.
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Level 5 Grade Range
Subject knowledge and understanding
Intellectual skills - including analysis, evaluation, and critical judgement
Subject-specific skills including applications and problem solving
Transferable skills - including communication and presentation
Feedbac k
The work demonstrates outstanding knowledge of the subject through extensive reading/research. An exceptonal conceptual understanding has been demonstrated.
The work demonstrates appropriate and effectve techniques of evaluaton and an exceptonal ability to demonstrate logical and well-structured argument/reasoning. The work is cogently argued/reasoned using well selected, collated and presented evidence.
The work is exceptonally well-organised. Arguments are well structured and rigorous. Sentence structure and grammar indicate excellent academic skills.
Feedfor ward
Future work could offer even broader and deeper understanding.
Feedbac k
The work demonstrates a detailed knowledge of the subject informed by extensive reading/research. Excellent conceptual understanding is demonstrated.
The work demonstrates an excellent applicaton of a range of knowledge competently address problems or situatons. Appropriate responses are formulated and show innovaton and creatvity.
The work is very well-organised with structured and rigorous arguments. It is well communicated with few mistakes in presentaton, grammar and sentence structure.
Feedfor ward
Deeper reading and research could help develop subject knowledge and conceptual understanding further.
Future work could demonstrate further levels of innovaton and creatvity.
Future work could be highly organised with more effectve grammar and sentence structure.
Feedbac k
The work demonstrates a very good understanding of the subject through wider reading/research. Sound conceptual understanding has been demonstrated.
Future work could offer an even deeper and more extensive critcal approach with deeper analysis and evaluaton. A range of informaton has been analysed by applying main theories from the subject/discipline. Appropriate techniques of evaluaton have been selected. Critcally selected informaton supports logical and well-structured argument or reasoning. Future work could consider further techniques for analysis and evaluaton with in-depth arguments more clearly expressed. The work demonstrates very good analysis and evaluaton of the selected informaton in support of the argument. Discussion is logically developed from sequentally established facts. Assertons are well supported.
The work demonstrates an exceptonal competence and confidence to apply an appropriate range of knowledge problems/situatons. Appropriate responses to problems have been developed with considerable innovaton and creatvity. Future work could demonstrate even further innovaton and insights.
The work demonstrates a very good ability to apply an appropriate and selectve range of knowledge to a range of problems/situatons and contains appropriate responses which may show originality.
The work presents a logical structure and few mistakes are evident in grammar/sentence structure and the use of English. Presentatonal style is sound.
Feedfor ward
Future work should demonstrate wider reading and more developed understanding.
Future work should offer more detailed analysis and critcality with clearly expressed reasoning.
Feedbac k
The work demonstrates some good understanding developed through reading and/or research of a limited range of sources, mainly drawn from unit contact.
Future work should demonstrate additonal flow and progression, well developed sentence structure and accurate referencing. There is some attempt at structure and organisaton but this is inconsistent. Presentaton style and communicaton skills show some limitatons.
Good work overall
The work demonstrates an emerging applicaton of theory to practce and development of some analysis and evaluaton of informaton. The work demonstrates some critcal skills.
Future work should demonstrate deeper insight along with innovatve responses. The work demonstrates some applicaton of knowledge to different situatons.
Feedfor ward
Future work should demonstrate wide reading and more developed understanding.
Feedbac k
The work demonstrates a basic knowledge and understanding of the subject or discipline. Reading or research appears limited. Knowledge has not been developed in depth and there are some difficultes with theories and concepts. In future work further reading and research is needed in order to develop subject knowledge and to present theories and concepts in more detail. The work shows an insufficient level of factual and conceptual understanding of the subject. There is little or no evidence of reading/research beyond a partal reproducton of informaton gained through unit contact. In future work factual and conceptual understanding needs to be strengthened. Much more reading and research beyond the material covered in unit contact is needed. The work shows little or no evidence of factual and conceptual understanding, or of relevant reading/research.
Future work should demonstrate a more detailed applicaton of knowledge to other contexts. The work shows limited applicaton of ideas/knowledge to the set task and not all the material is relevant
Future work should contain a clearer structure and/or more accurate references and language use.
Third Class
Future work should contain more clearly developed arguments and more critcal analysis, backed up with references from the literature. The work has demonstrated only a basic analysis of a range of informaton. Some basic evaluaton is present and some unsubstantated opinions.
In future work more clearly developed analysis, backed up with references from the literature is required.
Clearer links between theory and practce are required in future work.
The work is entrely or virtually entrely descriptve, showing little or no evidence of analysis. Unsubstantated opinions may be common.
The link between theory and practce is poor or absent.
In future work a more developed structure is needed, along with a more accurate use of English. Developing referencing skills is strongly recommended. The structure is weak or lacking and the content is unclear. There are mistakes in sentence structure and grammar. Some references may be incorrect or missing.
Future work needs to demonstrate critcal analysis, not only descripton, backed up with the use of appropriate literature.
Future work needs to make some links between theory and practce.
In future work clear structure is needed, along with a more accurate use of English. Developing skills in referencing is strongly recommended.
The work shows very insufficient evidence of appropriate analysis. Unsubstantated opinions are present in the work.
The work shows very little, if any, evidence of relatng theory to practce.
The work is unstructured and/or written in very poor English and/or an inappropriate style. References may be presented incorrectly or missing. The work may be incomplete and/or very brief.
High First 80% + Except onal work overall
First 70 79% Excelle nt work overall
Upper Second 60 69% Very good work overall
Lower Second 50 59%
40 49% A basic level of work overall
Fail 30-39%
Feedfor ward
Feedbac k
Insuffici ent level of work overall
Feedfor ward
Poor Fail
Feedbac k
0-29% A very
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Future work could offer further wellstructured arguments.
The structure of the work is weak and/or inconsistent and not well organised. There are mistakes in grammar or sentence structure and the writng style needs development. References are poorly or inconsistently presented.
8.0
ASSIGNMENT BRIEFs
Faculty of Management Assignment Brief Programmes: International Business & Management (Online)
Level: 5
Unit Name: Digital (Interactive) Marketing
Unit Tutors: Dr Elvira Bolat
Assignment Markers:
Dr Elvira Bolat, Dr Gelareh RoushanEaston
Coursework Digital Marketing Communication Plan for Life Sequences Feedback method: Electronic (via myBU, Turnitin) You will normally receive your mark and feedback within the period specified in the University Regulations. Detailed comments on each individual element of the assessment may not be provided, but everything submitted will be taken into consideration. A sample of work, normally including all Firsts and Fails, as well as a selection of other work, is second-marked.
Issue date: 26th Sept 2016
Submission date*: 12 noon 28th November 2016
Weighting of this assignment: (as % of total coursework assessment for the unit)
50%
It is your responsibility to be aware of University Regulations relating to academic offences and to avoid committing them. The BU definitions and the penalties are listed in: Academic Offences: Policy & Procedure for Taught Awards If you are unable to submit your assignment on time due to medical or other mitigating circumstances you must complete a Mitigating Circumstances form PRIOR to the deadline and submit it for approval. *In accordance with University regulations if a piece of coursework is not submitted by the required deadline, the following will apply: If coursework is submitted within 72 hours after the deadline, the maximum mark that can be awarded is 40%. If the assessment achieves a pass mark and subject to the overall performance of the unit and the student’s profile for the level, it will be accepted by the Assessment Board as the reassessment piece. The unit will count towards the reassessment allowance for the level (see 12.2); This ruling will apply to written coursework and artefacts only; This ruling will apply to the first attempt only (including any subsequent attempt taken as a first attempt due to mitigation); If coursework is submitted more than 72 hours after the deadline, a mark of zero (0%) will be awarded;
Failure to submit/complete any other types of coursework by the required deadline will result in a mark of zero (0%) being awarded.
Details of what you are expected to do:
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1. Rationale Communication and promotion underpins the context of the digital interactive marketing. Strategic planning and tactical considerations needed to execute relevant digital marketing communications plans are increasingly regarded as important competencies and skills of modern business professionals. For Coursework, you are required to plan, develop and document the digital marketing communication plan to promote mobile application, Life Sequences. This is a real consultancy project for real client; however, any quiries regarding the assessment and information about the client and mobile application should be directed to the unit leader.
2. The learning outcomes being assessed 3. Evaluate and creatively apply frameworks for researching, planning and implementing digital marketing campaigns; 4. Demonstrate confidence and competence in the use of information communication technologies by working effectively in the digital online environment.
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3. Overview of Coursework “One of my goals is that, at a dinner party some time in the future, someone will say, 'Oh, my nephew is starting a ready-to-wear brand', and 20 people will turn around and say, 'Is he? Can we invest?' in the same way that, now, if you were to say, 'My nephew is starting a mobile app,' everyone would say, 'Oh, smashing! Can I invest?'” Natalie Massenet
Life Sequences is mobile app, under vision of by Dr Nasiru Taura which was developed by Static Games Ltd in 2015. Life Sequences is “a fun storybook based adventure packed with exciting minigames”, which hwlp users to “discover the value of knowledge, wealth and wisdom” as they “traverse through the depths of the jungle kingdom” (iOSMobileApp 2015). The app was developed following the publication of Dr Nasiru’s book titled ‘Life Sequences: Life Sequences: Volume 1’ in 2013. The app is available across app stores and is free. Nevertheless, the number of downloads is minimal. You have been appointed as the Marketing Manager of the creative digital agency. You are to develop a digital marketing communication plan to increase number of downloads, improve rating status and encourage positive recommendations for Life Sequences mobile app. Following the SOSTAC (situational analysis, objectives, strategy, tactics, actions, control) framework, the plan should comprise: 1. Situational/Market analysis or background information of the key external factors that may influence the success or otherwise of the plan; 2. Clearly written SMART objectives outlining the main aim and objectives of the plan; 3. Identification of the segment that the plan will be aimed at. The plan needs to be appropriately targeted so you are to choose a particular segment of the market, outline the chosen segment and its characteristics; 4. The digital marketing communication strategy to be utilised to ensure the successful implementation of the plan and meet the objectives; 5. The digital marketing communication tools to be considered in line with the objectives and strategy, the schedule (up to 12 months maximum) and the budget (approx. £500), and integration with nondigital marketing communication tools and channels (if appropriate and feasible); 6. Evaluation techniques to measure the effectiveness the plan; 7. Supporting evidence and creative materials to support decisions and recommendations that are made - you should be aiming for QUALITY rather than quantity. Where appropriate these sections should be underpinned by (1) reference to academic sources to demonstrate how you are using theory in practice, and (2) secondary or/and primary research to justify decisions and recommendations made. Sources should be referenced using the BU Harvard Referencing system. It is important that the assignment includes the relevant evaluation and justification of key decisions and recommendations based on primary and/or secondary research and analysis. Please refer to the marking criteria below and note that the plan is a holistic proposal based on logical and analytical interlinks between all the sections. References: iOSMobileApp, 2015. Life Sequences on iOS App Stats and Review. Available from: http://www.iosmobileapp.com/static_games_ltd/life_sequences/appId1010485438
4. Submission details / parameters The following is required to produce and submit the report/plan:
An Executive Summary should be no more than 1 page of A4. Report should have a contents page. A report must be typed in Word format. A minimum of size 12 type should be used and text must be a minimum of 1.5 line spaced with all pages numbered. Creative samples may be included in the appendices. Students may prepare their own artwork
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(colour or black and white). Computer graphics are acceptable if produced by a student. “Roughs”/sketches are also acceptable. Reports should submitted as a single Word document containing both the main text and the appendices. BU Harvard Referencing is required. A student should submit an electronic copy of a report via Turnitin, myBU. Word count for the report is 2500 words (excluding executive summary, tables, appendices, figures and references). Please note there is 10% flexibility on the word count. Reports will only be marked up to the word count (+10%); exceeded words will not be marked.
5. Assessment criteria/weightings and Feedback Assessment criteria/weightings are listed on the following page. Please note that the syllabus is designed to help you work through the requirements of the coursework in stages. Feedback and marks for the coursework will be announced and provided via Turnitin, myBU. Further feedback can be obtained from the unit leader/tutor. In addition, generic feedback will be provided and posted on myBU. In your interest, a sample of work is second-marked, the sample normally including all Firsts and Fails, as well as a selection of other work.
Disclaimer: The information provided in this assignment brief (version number: 1) is correct at time of publication. In the unlikely event that any changes are deemed necessary, they will be communicated clearly via e-mail and/or myBU and a new version of this assignment brief will be circulated.
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ASSESSMENT CRITERIA
Unit Handbook: Digital (Interactive) Marketing
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Criterion
First/High First (70%+)
Upper Second (60-69%)
Lower Second (50-59%)
Third – Pass (40-49%)
Fail (0-39%)
W 30%
on of theory. uld show a good ding of academic levant theoretical , models and ks need to be and applied to the key decisions mmendations that
Demonstrate the use of variety of theoretical principles, models and framework with competent and confident application that is clearly evident in the key decisions and recommendations that are made.
Demonstrate the use of theoretical principles, models and framework with sound application that is clearly evident in the key decisions and recommendations that are made.
Demonstrate the use of theoretical models, principles and framework with a reasonable application that is evident in the key decisions and recommendations that are made.
Theoretical models, principles and framework are used with little understanding in applying academic theory to provide appropriate responses to a given problem.
Little or no evidence of reading/research and ability to relate theory to practice.
analysis, critical nt. uld show an te application of dgement and sing different nowledge.
Demonstrate very high level of critical appraisal and judgement in analysis, evaluation and synthesis of material. Demonstrate an ability to diagnose and apply appropriate and selective conceptual knowledge to a practical problem/situation in order to produce valid, creative/original solutions which are logical, meaningful and effective. Highly developed critical insight has informed the digital marketing communication campaign. An excellent campaign which can be clearly implemented.
Critical judgement and analysis are present. Students interrogate the literature with good application of conceptual knowledge supporting coherent arguments and informing the whole study. The conceptual knowledge is used to develop and support ideas; thus evidence of strong logic and debate is clear.
Work shows basic level of critical judgement and analysis. Work shows a reasonable understanding and application of the key conceptual knowledge that relates to the area under investigation. The conceptual knowledge is partially used to support ideas.
Work is descriptive with little evidence of debate but shows basic level of analysis. Work shows little or no understanding and application of the key conceptual knowledge that relates to the area under investigation.
Work is descriptive and shows little or no evidence of analysis.
30%
Students provide critical insight into issues informing the digital marketing communication campaign. The campaign is realistic and implementable.
Students are able to draw conclusions from analysis informing the digital marketing communication campaign. The campaign is well justified but may need further thought with regard to implementation.
Students demonstrate only a basic ability to analyse the information. Appropriate responses may not have been formulated to a given problem. The digital marketing communication campaign seems arbitrary or abstract.
No conclusions from analysis are evident with unsupported generalisations made.
30%
Excellent report which contains a tightly structured, rigorous argument showing flow and progression. Presentation and organisation of work is of a very high standard, likely to be highly stimulating. Supporting evidences and creative materials are well selected, collated, presented and support decisions and recommendations that are made.
Good report with clear structure. Introduction explains context and introduces key ideas. These are then systematically developed in a logical order. Key issues are signposted. Conclusions are logical. Supporting evidences and creative materials are support well the decisions and recommendations that are made.
Report demonstrates reasonable structure. Contains introduction and develops arguments, with a summary and conclusion. Work is easy to read and has a logical order. Supporting evidences and creative materials reasonably support the decisions and recommendations that are made.
Report’s structure is inconsistent and lacking in sequential development. Little supporting evidences and creative materials are used. Where it is, no link is evident with the decisions and recommendations that are made.
Report’s structure is weak or lacking. Materials are incoherent. Supporting evidences and creative materials are used inconsistently.
10%
f ndations. nt with insightful native objectives, approaches will ed.
and presentation
supporting and creative
e penalised for nd grammatical ilure to use the rd system for g will also be
9.0
TIME CONSTRAINED PAPERS (TCP) GUIDELINES
Time Constrained Papers on the BIBM programme take the form of a time controlled examination to assess the learning objectives for the unit. The questions will reflect the open-book nature of the TCP. To accommodate different time zones, the TCP will be released on Mondays ONLY (Tuesday where the Monday falls as Bank Holiday in the UK) at two different time slots, 9.00am and 6.00pm UK time in the assessment week allocated to each unit. It is the decision of the student as to which TCP release they choose to sit. Once the student has commenced the exam, they must complete within the prescribed exam time length for that unit. Students will be fully advised of submission details by the Unit Tutor or Programme Administrator in advance of any TCP. Students who are unable to complete the examination on the prescribed date must apply for mitigating circumstances with documentary evidence so that alternative assessment arrangements can be made. Students can obtain information regarding the mitigating circumstances procedure either directly from the Programme Administrator or via the BAIBMP community pages on MyBU. Unit Tutors will be available to address questions about the TCP during the start of the two exam time periods. However, the only further information that unit tutors can provide at this point, is clarification of the wording of examination question not on Unit Handbook: Digital (Interactive) Marketing
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how students should seek to respond to the questions. If for any reason, a unit tutor is not available on that date, they will be responsible for organising an alternative suitable contact person. For any students registered for ALS, please ensure you obtain confirmation from the Programme Administrator before the TCP is due that suitable arrangements are in place and where to find the TCP. If students have any queries regarding the TCP process, please contact the Programme Administration Team (FM-support@bournemouth.ac.uk).
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10.0 UNIT RESOURCES Digital (Interactive) Marketing (Online) Unit e-Reading list can be accessed via http://readinglists.bournemouth.ac.uk/lists/BDF3BC73-BE54-AF46-D0C2FD97185F4242.html READING LIST Key Texts Chaffey, D. and Ellis-Chadwick, F., 2012. Digital marketing: Strategy, implementation and practice. Harlow: Pearson Education. Available from: http://lib.myilibrary.com?id=399626 Hemann, C. and Burbary, K., 2013. Digital marketing analytics: making sense of consumer data in a digital world. Indianapolis, Indiana: Que. Complementary Texts: Bax, S., Wilkins, N., and Meyer, K., 2013. Cambridge Marketing Handbook: Digital. Lodnon: Kogan Page. Available from: http://lib.myilibrary.com/ProductDetail.aspx?id=546652 Hundekar, S.G., Appannaiah, H.R. and Reddy, P.N., 2010. Principles of marketing. Mumbai: Himalaya Publishing House. E-book. Available from: http://site.ebrary.com/lib/bournemouth/docDetail.action?docID=10415387 Rowles, D., 2014. Digital branding: a complete step-by-step guide to strategy, tactics and measurement. London: KoganPage. Sheldrake, P., 2011. The business of influence: Reframing marketing and PR for the digital age. Chichester: Willey. Tapp, A., Whitten, I., and Housden, M., 2014. Principles of direct, database and digital marketing. New York: Pearson Education. Available from: http://lib.myilibrary.com/ProductDetail.aspx?id=564216 Journals* Journal of Direct, Data and Digital Marketing Practice Harvard Business Review Business Horizons Journal of Digital and Social Media Marketing Journal of Marketing Management Journal of Interactive Marketing Journal of Research in Interactive Marketing *The majority of the reading for the unit will be from within selected academic journals. Useful trade titles to read on a regular basis: Marketing Marketing Week Campaign PR Week Unit Handbook: Digital (Interactive) Marketing
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WEB-BASED RESOURCES (with focus on Marketing aspects) www.marketresearch.com www.marketingweek.com digitalmarketingmagazine.co.uk www.theidm.com www.ted.com www.blogs.adobe.com/digitalmarketing/analytics/ www.theguardian.com/media-network/series/digital-marketing www.marketing-interactive.com (with focus on Law aspects) Copyright and Intellectual Property Guidance: www.patent.gov.uk/ Data protection Guidance: Data Protection Guide Best practice: A guide is available on the DMA website. Look for the Best Practice link under the heading 'Intelligence' Direct marketing rules British Code of Advertising, Sales Promotion and Direct Marketing, aka the CAP Code. The CAP Code is the rule book for direct marketing communications, sales promotions including prize draws, and non-broadcast advertisements. It has sections on distance selling, database practice, children, motoring, environmental claims, health/beauty products/therapies, weight control, employment and business opportunities, financial products, betting and gaming, tobacco products, alcoholic drinks. Copy Advisory service: Available free of charge – see info on the CAP website. Email marketing Opt-in, soft opt-in, guidance, law: Comprehensive guidance is available from the Information Commissioner's website. (If this link sends you to an introductory page, rather than to a useful document then, from www.informationcommissioner.gov.uk, click on ‘For Tools and Resources’, then ‘Document Library’, then ‘Privacy and Electronic Communications’, then (in the middle of the screen, under 'Detailed specialist guides') PECR guidance for marketers. Best practice: A guide is available on the DMA website. Look for the ‘Best Practice’ link under the heading 'Intelligence'.
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11.0 PLAGIARISM AND REFERENCING Plagiarism involves presenting someone else’s work as if it were your own by paraphrasing, summarising or quoting without citation or giving a full reference. You must acknowledge your source every time you refer to someone else's work. Failure to do so amounts to plagiarism, which is against the University rules and is a serious offence. Further information about plagiarism and self-plagiarism can be found on the Plagiarism webpages at www.bournemouth.ac.uk/library/how-to/plagiarism.html and within the document 6H – Academic Offences: Policy and Procedure for Taught Awards available via the BU Student Portal and on the BAIBMP community on MyBU. Please also ensure you access the ‘Academic Skills’ tab on MyBU which will provide invaluable information on understanding plagiarism and how to avoid committing an academic offence at Bournemouth University. All students should read the policy document so that they are aware of the possible penalties for Academic Offences. There is a scale of penalties depending on the severity of the offence and can ultimately involve:
Resubmission of the assessment and the resubmission mark capped at 40% or Repeat the unit completely and all marks will be capped at 40% or Repeat a complete level of study or Withdrawal from the University without any credits
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