FACULTY OF MANAGEMENT DEPARTMENT OF MARKETING BA (Hons) Business Studies with Marketing BA (Hons) Business Studies with Law
Digital Interactive Marketing UNIT HANDBOOK [2017-18]
Unit Leader: Name: Office: Tel: Email:
Dr Elvira Bolat C113 (Christchurch House, Talbot Campus) 01202 968755 ebolat@bournemouth.ac.uk
Other Tutors involved with the Unit: Name: Office: Tel: Email:
Dr Gelareh Roushan-Easton C121 (Christchurch House, Talbot Campus) 01202 968745 groushan@bournemouth.ac.uk
Disclaimer Information contained within this programme handbook is correct at the time of going to press (January 2018). However, some information may change and Bournemouth University reserves the right to make changes to procedures, regulations and processes subject to maintaining equivalent standards.
CONTENTS
PAGE
1.0
Welcome from the Unit Leader / Leader Biography
3
2.0
Unit Aim
5
3.0
Learning Outcomes
5
4.0
Learning Environment
6
5.0
Communication Practices
9
6.0
Outline of Lecture and Seminar programme
11
7.0
Unit Assessment Strategy
18
8.0
Brief for Assignment
22
9.0
Unit Resources
36
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1.0 WELCOME FROM THE UNIT LEADER / LEADER BIOGRAPHY “Ignoring online marketing is like opening a business but not telling anyone.” (Anon) "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. The teaching and learning will be conducted through a mix of lectures, guest lectures, labs, webinars and seminars, where there will be student-led seminars, debates, group work and class discussion. The aim is to provide a rich and stimulating learning experience, which is relevant to today’s practice and grounded in academic theory and research. HANDBOOK: DIGITAL INTERACTIVE MARKETING 3
Hard work is involved, as always. Lectures, preparation for labs/seminars (flipped classroom approach), reading, assignments and active participation through discussion and presentation will make demands on your time and concentration. Support is there with tutorials and learning resources to guide you and to help you use this year to best advantage. 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. I look forward to working together with you. Elvira UNIT LEADER’s BIOGRAPHY Dr Elvira Bolat Elvira is Senior Lecturer in Marketing at the Faculty of Management, Bournemouth University. In addition she is a Global Engagement Leader for the Department of Marketing. Elvira’s teaching covers both postgraduate and undergraduate levels and she has led first interfaculty degree at BU, BSc (Hons) Marketing, for five years. She has gained PhD with the 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 Fashion 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 published in a number of academic journals, including Journal of Marketing Management and Journal of Business and Industrial Marketing. Dr Bolat is involved and leads various research projects within both business and consumer contexts. Staff Profile: http://staffprofiles.bournemouth.ac.uk/display/ebolat @Elvira_MLady HANDBOOK: DIGITAL INTERACTIVE MARKETING 4
https://www.linkedin.com/in/elvirabolat/
OTHER TUTOR’s BIOGRAPHY Dr
Gelareh Roushan-Easton is Senior Principal Academic at the Faculty of Management, Bournemouth University. In addition she is Director of Accreditation for the Faculty of Management. Gelareh has extensive experience in Higher Education and she had contributed in executive and leadership positions in Bournemouth University. Her roles and responsibilities have included Head of Department, Head of Undergraduate Programmes, Associate Dean for e-Learning, MBA Director and Associate Dean for Education. Gelareh’s external activities have included Chair of HE Academy’s Business Management Accounting and Finance Subject Group (e-Learning Special Interest) Group. She continues as a Board Member on the Board of UK Academy of Information Systems, and serves as External Examiner in other UK Universities, previous responsibilities included Transnational Education. Her research and teaching expertise covers performance management, technology capabilities, technology-enhanced learning, social marketing, education and pedagogies.
2.0
UNIT AIM
Digitisation 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: 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. 1.
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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. Hours: Student Study Hours: Class contact hours:
6 hours per week 3 hours per week- 2 hr lecture + 1hr lab session
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. Lab sessions will be used to apply theoretical knowledge to practice, learn to work individually and collectively. All lecture slides and supporting materials will be uploaded on to myBU. BYOD (Bring your own device) is an underpinning to the unit delivery; hence, the use of laptops and tablets (except mobile phones with small screen) is welcomed. In addition you are required to set up separate Gmail or use your own Gmail account. This will be used to engage in lab sessions (weeks 3136). 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, Organisation of the Unit. 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. Help and Support:
Ongoing help, support and guidance will be provided by the tutors in class and via myBU. Students may also see tutors during ‘Surgery Hours’ or by appointment. Dr Elvira Bolat’s surgery times are Friday 11am-12pm, in C113 (by email appointment). Students with Additional Learning Needs may contact Learning Support on www.bournemouth.ac.uk/disability_support. There are some excellent resources available via the ‘Academic Skills’ tab on myBU. HANDBOOK: DIGITAL INTERACTIVE MARKETING 6
4.1
Professional, Statutory and Regulatory Bodies
4.1.1 The AACSB Assurance of Learning (AOL) AACSB basis accreditation judgment through 15 standards and a critical area of learning and teaching addresses Curricular Management and Assurance of Learning (AOL). We assess Assurance of Learning through a set of generic Learning Goals (listed below) that are mapped against your programme learning goals. Our graduates possess an array of knowledge, skills, attributes, behaviours and values, which enable them to succeed and we believe they stand out in 4 key areas in particular. We express these through our AACSB Assurance of Learning Goals and Objectives. For our undergraduate students: The AOL Goals are listed below, with those reinforced and assessed in this unit’s assessments as indicated () Goal 1 - Our graduates will be professional communicators 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
During your time with us in the Faculty of Management you will find that a number of your assignments and exams 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 Undergraduate Level)
0-54%
55-69%
70-100%
AOL assessment rating
Does Not Yet Meet Expectations
Meets Expectations
Exceeds Expectations
It is important for you to be aware of the distinction between passing under BU assessment regulation and still ‘not yet met’ the AOL assessment threshold. If this is the case, you will still be able to progress, as you meet BU assessment requirements. However, you will be able to receive feedback to enable you to benchmark your performance against the AOL goals. 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 HANDBOOK: DIGITAL INTERACTIVE MARKETING 7
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 4.1.2 The Institute of Direct and Digital Marketing The Institute of Direct and Digital Marketing (IDM) is Europe’s leading training and qualifications organisation for the digital, direct and data profession. It is the UK’s only government approved institute for this activity. The IDM is a modern, forward-looking institute, alert to new and emerging applications of technology in marketing. It is dedicated to keeping the profession abreast of new techniques, new media and new practices. In May 2015, the IDM merged with the Direct Marketing Association (DMA) to form the DMA Group. The Employability division of the DMA Group is responsible for the development of programmes to inspire young people to join the industry. Bournemouth University has joint forces with IDM to give students taking the marketing, direct and digital content on BA (Hons) Business Studies with Marketing pathway the opportunity to gain professional qualification in digital marketing, the IDM Certificate in Digital Marketing. IDM qualifications and short marketing courses are designed for marketers who want to do more, faster, better. IDM qualifications are highly sought after by employers, and map alongside the BA (Hons) Business Studies with Marketing degree, which ensures we are equipping students with the best opportunities for a successful career in digital marketing. Undergraduate students on the BA (Hons) Business Studies with Marketing degree have the opportunity to achieve the IDM qualification at level 4 Certificate in Digital Marketing, as a result of completing all marketing modules/units and level 5 module/unit Digital Interactive Marketing and a result of exemptions awarded by the IDM for the BA (Hons) Business Studies with Marketing degree programme. Students have the opportunity to achieve this award at the end of their second year of studies prior to their placement year, after completing the Digital Interactive Marketing module/unit. Benefits for students: Improved employability prospects, due to achievement of academic and professional qualifications whilst in higher education Improved placement prospects through achievement of Certificate in Digital Marketing Membership of IDM and associated benefits. Benefits for employers: Graduates and placement students with proven practitioner and academic skills. Additional costs: There are IDM studying membership and assessment fees. If these costs have an impact on students you will be advised before you begin HANDBOOK: DIGITAL INTERACTIVE MARKETING 8
your course. There are five studentships available to cover exam fees. Students will be selected on the basis of engagement with the IDM Certificate in Digital Marketing workshops led by Dr Bolat. All information regarding the IDM Certificate in Digital Marketing examination and series of support lectures will be recorded separately via myBU community group: IDM Certificate in Digital Marketing.
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(s) 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 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 (Marketing Tab), Business Studies with Law (Law Tab). You are encouraged to use alternative communication channel to facilitate your group work (i.e. Facebook group), and based on your individual preferences invite the unit leader (https://www.facebook.com/elvira.bolat.7) to participate and provide the feedback. One of the key factors for successful completion of the unit is effective communication with your tutor(s)/lecturers, programme support officers and peers. Here are some practical guidelines on how to manage this:
Consider which is the MOST APPROPRIATE communication channel (i.e. face-to-face, telephone, e-mail, post to a discussion forum, social media channels) to use in the specific case, keeping in mind the urgency of your task and your recipient’s availability and preferences (if known). When scheduling a meeting via e-mail or telephone message, allow SUFFICIENT TIME for your recipient to deal with the request and confirm the meeting with you. Some indication of your availability (nonavailability) outside the suggested time and the cause/agenda for the meeting will be useful. In communication with your tutors, USE YOUR STUDENT EMAIL ADDRESS and provide your FULL CONTACT DETAILS, i.e. name, course, seminar group/cohort, e-mail and, if preferred, a telephone number for contact. You can save some time if you include these HANDBOOK: DIGITAL INTERACTIVE MARKETING 9
details in the signature file automatically attached to your e-mail or forum messages. If you haven’t heard from the tutor within a couple of days of your last e-mail, either RESEND your e-mail request, or try to contact him/her via telephone. If you can’t speak to the person, leave a message on their voice mail or in their office, providing your full contact details and the nature of the request, as specified earlier. If your query concerns myBU or other TECHNOLOGY-RELATED ISSUES, log a job with IT Services. You can do this via telephone (+44) 01202 965515 or via the ‘Contact us’ page on the IT Support part of the Student portal (http://studentportal.bournemouth.ac.uk ). You will receive an email 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.
Most tutors provide weekly SURGERY HOURS, which are announced on MyBU (under Staff Contact Details tab) and/or posted outside each tutor’s office. These are times when students can ‘drop in’ (or call the tutor’s office) to see the tutor without an appointment. There are only a few such times available per week as tutors teach more than one unit, so generally if you need to speak to your tutor you should request an appointment. When doing this, consider the following:
To ensure your e-mail is dealt with quickly, send it to ALL your unit tutors. You will notice that the tutor who replies has included the others. Remember that your tutors are happy to hear from you and despite a busy workload will endeavour to address any queries you have, hear your views and discuss any matters of concern.
Remember, it is YOUR responsibility to take the initiative throughout your studies: This means you must manage the process of raising problems or difficulties with the unit leader. Vital Contact Information: Unit Leader Dr Elvira Bolat ebolat@bournemouth.ac.uk Office phone: 01202 968755 Other Tutors Dr Gelareh Roushan-Easton groushan@bournemouth.ac.uk Office Phone: 01202 968745 Other relevant contacts: Academic Services, Bournemouth University: Bournemouth House Library 19 Christchurch Road, Bournemouth BH1 3LH UK HANDBOOK: DIGITAL INTERACTIVE MARKETING 10
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
6.0
OUTLINE OF LECTURE AND SEMINAR PROGRAMME
The following two schedules list the sessions organised by week of delivery and the tutors who have developed these 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 30/1
Lecture Topic Tuesday 30 Jan. 9:00-10:00 hrs 1.1. Introduction to Digital (Interactive) Marketing [DIM] Overview of the digital marketing landscape
Lecturers
Elvira Bolat
Friday 2 Feb. 14:00-15:00 hrs 1.2. Briefing session for the coursework/assignment
Elvira Bolat 31/2
32/3
33/4
34/5
35/6
Tuesday 6 Feb. 9:00-10:00 hrs 2.1. The digital marketing landscape analysis: marketplace analysis and the marketing mix Friday 9 Feb. 14:00-15:00 hrs 2.2. Understanding the digital consumer: exploring digital culture and gaining customer insight Tuesday 13 Feb. 9:00-10:00 hrs 3.1. Data and database applications: gaining customer insight
Elvira Bolat Elvira Bolat Elvira Bolat
Friday 16 Feb. 14:00-15:00 hrs 3.2. DIM strategy: key principles
Elvira Bolat
Tuesday 20 Feb. 9:00-10:00 hrs 4.1. DIM campaign: planning digital marketing I
Elvira Bolat
Friday 23 Feb. 14:00-15:00 hrs 4.2. DIM campaign: planning digital marketing II
Elvira Bolat
Tuesday 27 Feb. 9:00-10:00 hrs 5.1. Content development and management: website and mobile apps
Elvira Bolat
Friday 2 Mar. 14:00-15:00 hrs 5.2. DIM analytics: website and mobile apps
Elvira Bolat
Tuesday 6 Mar. 9:00-10:00 hrs 6.1. Content development and management: social media Friday 9 Mar. 14:00-15:00 hrs 6.2. DIM analytics: social media
Elvira Bolat Elvira Bolat
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36/7
37/8
Tuesday 13 Mar. 9:00-10:00 hrs 7.1. Digital media I: search marketing and display advertising
Elvira Bolat
Friday 16 Mar. 14:00-15:00 hrs 7.2. Digital media II: Affiliate, email and content (digital PR) marketing
Elvira Bolat
Tuesday 20 Mar. 9:00-10:00 hrs 8.1. Integrating offline media
Gelareh RoushanEaston
Friday 23 Mar. 14:00-15:00 hrs 8.2. AI in marketing
38-40 41/9
42/10
Guest Speaker: Katie King, Director of Transformation s (Digital Leadership Associates), Founder and MD at Zoodikers Consulting Ltd. EASTER BREAK
Formative Assessment Week – Feedback sessions on GROUP coursework Tuesday 24 Apr. 9:00-10:00 hrs 9.1. Producing great digital creative: strategy and implementation Friday 27 Apr. 14:00-15:00 hrs 9.2. Legal aspects – regulation (new GDPR), permission and codes of practice
43/11
44/12
Guest Speaker: Emile Douilhet, GDPR consultant at IT Governance Ltd.
No Teaching ASSESSMENT week – GROUP coursework Tuesday 8 May. 9:00-10:00 hrs Gelareh 10.1. Digitization on the ‘go’ – mobile marketing Roushan-Easton Friday 11 May. 14:00-15:00 hrs 10.2. Digital and Luxury: Blogging, digital business and lifestyle
45/13
Gelareh RoushanEaston
Guest Speaker: TBC
Revision Time – online support
PROVISIONAL LAB/SEMINAR PROGRAMME* * BYOD (Bring your own device) is an underpinning to the unit delivery. Lab rooms have PCs but you are free to bring your laptops and tablets (except mobile phones with small screen) to all lab sessions. You are required to set HANDBOOK: DIGITAL INTERACTIVE MARKETING 12
up separate Gmail or use your own Gmail account. This will be used to engage in lab sessions. Please note that this is a provisional programme and it will be adjusted, hence, it is advisable to check myBU weekly materials folder for up to date documents and preparation tasks.
WEEK
30 EB1 Seminar
SUGGESTED TOPICS & ACTIVITIES (Subject to changes by individual tutors)
SUGGESTED PREPARATION
Topic: Traditional marketing versus Digital Interactive Marketing
Students are to use this week to familiarise themselves with the Unit Guide as well as the prescribed main texts.
Seminar session content: What is in news? Case study Arranging the coursework/assignment groups: self-assessment activity.
31 EB Lab
Topic: Brainstorming coursework and its elements
Read article (myBU): Leeflang, P.S., Verhoef, P.C., Dahlström, P. and Freundt, T., 2014. Challenges and solutions for marketing in a digital era. European management journal, 32(1), pp.112.
SUGGESTED READING related to LECTUREs and LAB/SEMINAR CONTENT READ BOOK CHAPTER: Chaffey and Ellis-Chadwick, 2016, 2012. Chapter 1: Introducing digital marketing. 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.sciencedirec t.com/science/article/pii /S0007681314000949 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).
Initiating coursework research
READ ASSIGNMENT BRIEF
Topic: Understanding customer life cycles and journeys and managing customer touchpoints and experiences
Additional reading and interactive learning
Seminar session content: Case study (Naked Juice) – overall digital proposition:
Macro/micro situation analysis for the case
READ BOOK CHAPTERs: Chaffey and Ellis-Chadwick, 2016, 2012. Chapter 2: Online marketplace analysis: microenvironment, and Chapter 3: The Internet macro-environment.
Lab session content: Outputs Client IDM Competition Rules Timelines 33 EB Seminar
Case study discussion
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website, SEO, social media and mobile
brand/company
Macro/micro situational analysis including competitive analysis and customer life cycle and journey mapping
Needed tools: presenting findings via infographic (try https://www.picktoch art.com or https://www.easel.ly Feedback: developments in coursework research
SWOT Analysis lesson: http://www.marketingte acher.com/swotanalysis-marketingtools-from-marketingteacher/ Weihrich, H., 1982. The TOWS matrix—a tool for 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. Lemon, K.N. and Verhoef, P.C., 2016. Understanding customer experience throughout the customer journey. Journal of Marketing, 80(6), 69-96.
33 EB Seminar
Topic: Gaining customer insights from digital data and learning to set SMART objectives, underpinned by strategic framework(s) Seminar session content: Use of profiling and geodemographic profiling The principles of segmentation Targeting the right customers Turning data into actionable insight in marketing campaigns Setting Campaign Objectives and KPIs Understanding types of Direct and Digital Marketing Strategies (i.e. customer acquisition, customer retention, creative and communication strategy, data strategy)
Journal article reading and discussion: Li, Y., 2016. Using data to build alwayson valuable experience throughout the consumer journey. Journal of Digital & Social Media Marketing, 4(2), 102111. An exercise to perform segmentation and profiling An exercise to set strategy and formulate SMART objectives by linking it to strategic options Feedback:
READ BOOK CHAPTER: Chaffey and Ellis-Chadwick, 2016, 2012. Chapter 4: Digital marketing strategy. http://www.enterprisebu cks.co.uk/wpcontent/uploads/2014/0 9/digital-marketingplan-template-smartinsights1.pdf Wilcox, M., 2016. The seven most effective digital marketing strategies for banks. Journal of Digital & Social Media Marketing, 3(4), 331337. Weber, L. and Prodromou, P., 2015. The digital consumer: Building attractive
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34 EB Lab
Topic: Campaign planning and managing Lab session content: Overview of key elements Review of success/failure campaigns Case study
35 EB Lab
Topic: Let’s focus on website Lab session content: Site planning, templating and site content, with emphasis around different platforms. Site building. Understanding the traffic and analytics for the website.
developments in coursework research
digital environments to increase engagement, views, shares and sales. Journal of Digital & Social Media Marketing, 3(2), 103113.
Case analysis: Trump’s 2016 US presidency election campaign: Make America Great Again!
READ BOOK CHAPTER: Chaffey and Ellis-Chadwick, 2016, 2012. Chapter 8: Digital marketing strategy.
Article: Wang, Y., Luo, J., Niemi, R., Li, Y. and Hu, T., 2016. Catching Fire via" Likes": Inferring Topic Preferences of Trump Followers on Twitter. arXiv preprint arXiv:1603.03099. Please NOTE that in preparation to this lab session, you are asked to create Gmail account which can be used to set up website and create social media accounts required for subsequent lab sessions. If preferred, you are free to use existing Gmail account. Interactive/active learning: Site planning, templating and building, site content, with emphasis around different platforms, exploring website analytics
READ BOOK CHAPTER: Chaffey and Ellis-Chadwick, 2012. Chapter 7: Delivering the online customer experience. Wang, Q., Yang, S., Liu, M., Cao, Z., & Ma, Q., 2014. An eyetracking study of website complexity from cognitive load perspective, Decision Support Systems, 62, 1-10. Rahimnia, F., & Hassanzadeh, J. F., 2013. The impact of website content dimension and e-trust on e-marketing effectiveness: The case of Iranian commercial saffron corporations. Information & Management, 50(5), 240-247. López, I., & Ruiz, S., 2011. Explaining website effectiveness: The hedonic–utilitarian dual mediation hypothesis. Electronic Commerce Research and Applications, 10(1), 49-58.
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Qi, S., Ip, C., Leung, R., & Law, R., 2010. A new framework on website evaluation. In E-Business and EGovernment (ICEE), 2010 International Conference on (pp. 7881), May. 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. 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. 36 EB Lab
Topic: Social Media content and analytics Lab session content: Content development and management Social media engagement analytics.
Please NOTE that in preparation to this lab session, you are asked to create Gmail account which can be used to set up website and create social media accounts required for subsequent lab sessions. If preferred, you are free to use existing Gmail account. Interactive/active learning:
READ BOOK CHAPTER: Tuten, T.L. and Solomon, M.R., 2014. Social media marketing, Chapters 58.
Lee, M. R., & Chen, T. T., 2014. Digital creativity: Research themes and framework. Computers in Human Behavior. Ashley, C., & Tuten, T.,
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Developing social media content – research, curation and development, SM content management Exploring analytics Read articles: Busk, D., 2016. How CocaCola Journey transformed corporate communications. Journal of Digital & Social Media Marketing, 4(1), 616. Koch, M., 2016. A peek behind the curtain: How the Chicago Bears engage their social media followers. Journal of Digital & Social Media Marketing, 4(3), 207216. Zucker, D., 2015. Social media storytelling at scale. Journal of Digital & Social Media Marketing, 3(3), 199208.
2015. Creative strategies in social media marketing: An exploratory study of branded social content and consumer engagement. Psychology & Marketing, 32(1), 1527. 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. 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. 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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37 GRE2 Seminar
Topic: Exploring Digital Media Channels/Tools Seminar session content: Case studies Affiliate marketing Digital Storytelling (PR) Email marketing
Exploring examples of digital media application excellence Active learning: Email newsletter drafting, affiliate partner search, digital storytelling craft
READ BOOK CHAPTER: Chaffey and Ellis-Chadwick, 2016, 2012. Chapter 9: Delivering the online customer experience. Nilsson, M., 2010. Developing voice in digital storytelling through creativity, narrative and multimodality. In Seminar. Net: Media, Technology & Life-Long Learning (Vol. 6, No. 2, pp. 148-160), May. Available from: http://seminar.net/index .php/reviewshovedmeny-110/75current-issue/154developing-voice-indigital-storytellingthrough-creativitynarrative-andmultimodality Gresham, P., 2014. Fostering creativity through digital storytelling. Metaphor, (1), 47. Gibbs, M., Meese, J., Arnold, M., Nansen, B., & Carter, M., 2015. #Funeral and Instagram: death, social media, and platform vernacular. Information, Communication & Society, 18(3), 255268.
38-40 EASTER BREAK 41 42 GRE Seminar
Formative Assessment Week – Feedback sessions on GROUP coursework Topic: Integrated Marketing Communications Seminar session content: Case study (Life Sequences mobile app) and group discussions; exploring marketing communications tools and its effective integration in delivering the message
Looking for metrics, linking to SMART objectives http://www.kaushik.n et/avinash/digitalmarketing-andmeasurementmodel/
READ BOOK CHAPTERs: Chaffey and Ellis-Chadwick, 2012. Chapter 8: Campaign planning for digital media, and Chapter 10: Campaign planning for digital media.
Video workshop on Analytics: https://www.youtube. com/watch? v=k5arCkqn_Xk
Schultz, D. E., 1992. Integrated marketing communications. Journal of Promotion Management, 1(1), 99-
HANDBOOK: DIGITAL INTERACTIVE MARKETING 18
104. Hutton, J. G., 1996. Integrated marketing communications and the evolution of marketing thought. Journal of Business Research, 37(3), 155162. 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. 43
No Teaching ASSESSMENT week – GROUP coursework
44 EB Seminar
Topic: Surgery – preparation to the exam
REVISE MAIN TEXTs and LECTURE SLIDES
Seminar session content: Revision of exam topics and understanding the exam layout. Q&A with tutor in preparation to final exam. 45 1 2
Revision Time – online support
EB stands for Elvira Bolat GRE stands for Gelareh Roushan-Easton
7.0
UNIT ASSESSMENT STRATEGY
The unit will be assessed through a combination of coursework (and/or a final examination) as follows I.
EXAMINATION:
The exam part of the Digital (Interactive) Marketing (DIM) unit assessment contributes a total of 50% towards the unit mark. Format: Exam will take place on May - June 2018 (examination period: 21st May – 1st June). It will last 2 hours 30 minutes. It is a closed-book examination. You will be provided with two sections of questions (section A and section B). Each section has set of four questions. You are required to respond to two questions from each section – four questions in total. Link to past exam papers: https://mybu.bournemouth.ac.uk/webapps/cmsmain/webui/library/Past %20Exam%20Papers/Faculty%20of%20Management/Level%205/Digital %20Interactive%20Marketing? action=frameset&subaction=view&uniq=kbaq95&mask=%2Flibrary HANDBOOK: DIGITAL INTERACTIVE MARKETING 19
II.
COURSEWORK:
Title: “IDM Student Marketing Competition 2018” Type: Group Weighting: 50% of the overall mark for the Unit Deliverables and deadlines:
Group Report: 12 noon* 1st May 2018 (via myBU) Group Elevator Pitch Video: 12 noon* on 4th May 2018 (via myBU) Executive Summary (500 words): 12 noon* on 4th May 2018 (via myBU) Self and Peer Assessment: 12 noon* on 4th May 2018 (UGrade, via myBU)
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 Exam
2. Recognise and critique a range of theoretical perspectives on contemporary issues of digital marketing and social media
Exam
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 examination 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
High First
Subject knowledge and understanding
Intellectual skills - including analysis, evaluation, and critical judgement
Feedback
The work demonstrates outstanding knowledge of the subject through extensive reading/research. An exceptional conceptual understanding has been demonstrated.
Feedforwar d
Future work could offer even broader and deeper understanding.
Feedback
The work demonstrates a detailed knowledge of the subject informed by extensive reading/research. Excellent conceptual understanding is demonstrated.
Feedforwar d
Deeper reading and research could help develop subject knowledge and conceptual understanding further.
Feedback
The work demonstrates a very good understanding of the subject through wider reading/research. Sound conceptual understanding has been demonstrated.
The work demonstrates appropriate and effective techniques of evaluation and an exceptional ability to demonstrate logical and well-structured argument/reasoning. The work is cogently argued/reasoned using well selected, collated and presented evidence. Future work could offer an even deeper and more extensive critical approach with deeper analysis and evaluation. A range of information has been analysed by applying main theories from the subject/discipline. Appropriate techniques of evaluation have been selected. Critically selected information supports logical and well-structured argument or reasoning. Future work could consider further techniques for analysis and evaluation with in-depth arguments more clearly expressed. The work demonstrates very good analysis and evaluation of the selected information in support of the argument. Discussion is logically developed from sequentially established facts. Assertions are well supported.
Feedforwar d
Future work should demonstrate wider reading and more developed understanding.
Future work should offer more detailed analysis and criticality with clearly expressed reasoning.
Feedback
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 wide reading and more developed understanding.
The work demonstrates an emerging application of theory to practice and development of some analysis and evaluation of information. The work demonstrates some critical skills. Future work should contain more clearly developed arguments and more critical analysis, backed up with references from the literature. The work has demonstrated only a basic analysis of a range of information. Some basic evaluation is present and some unsubstantiated opinions.
The work demonstrates some application of knowledge to different situations.
In future work more clearly developed analysis, backed up with references from the literature is required.
80% + Exceptional work overall
First 70 - 79% Excellent work overall
Upper Second 60 - 69% Very good work overall
Lower Second 50 - 59% Good work overall
Feedforwar d
Third Class
Feedback
40 - 49% A basic level of work overall
Feedforwar d
Fail
Feedback
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 difficulties 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
Unit Handbook: Digital Interactive Marketing factual and conceptual understanding 30-39%
Insufficient level of
of the subject. There is little or no evidence of reading/research beyond a partial reproduction of information gained through unit contact.
Subject-specific skills including applications and problem solving The work demonstrates an exceptional competence and confidence to apply an appropriate range of knowledge problems/situations. Appropriate responses to problems have been developed with considerable innovation and creativity. Future work could demonstrate even further innovation and insights. The work demonstrates an excellent application of a range of knowledge competently address problems or situations. Appropriate responses are formulated and show innovation and creativity.
Transferable skills - including communication and presentation
Future work could demonstrate further levels of innovation and creativity.
Future work could be highly organised with more effective grammar and sentence structure.
The work demonstrates a very good ability to apply an appropriate and selective range of knowledge to a range of problems/situations and contains appropriate responses which may show originality. Future work should demonstrate deeper insight along with innovative responses.
The work presents a logical structure and few mistakes are evident in grammar/sentence structure and the use of English. Presentational style is sound.
The work is exceptionally wellorganised. Arguments are well structured and rigorous. Sentence structure and grammar indicate excellent academic skills.
Future work could offer further wellstructured arguments. The work is very well-organised with structured and rigorous arguments. It is well communicated with few mistakes in presentation, grammar and sentence structure.
Future work should demonstrate additional flow and progression, well developed sentence structure and accurate referencing. There is some attempt at structure and organisation but this is inconsistent. Presentation style and communication skills show some limitations.
Future work should demonstrate a more detailed application of knowledge to other contexts.
Future work should contain a clearer structure and/or more accurate references and language use.
The work shows limited application of ideas/knowledge to the set task and not all the material is relevant
The structure of the work is weak and/or inconsistent and not well organised. There are mistakes in grammar or sentence structure and the writing style needs development. References are poorly or inconsistently presented.
Clearer links between theory and practice are required in future work.
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.
The work is entirely or virtually entirely The link between theory and descriptive, showing little or no evidence page practice is poor or absent. of analysis. Unsubstantiated opinions may be common.
8.0
BRIEF FOR ASSIGNMENT(S)
Faculty of Management Assignment Brief Programme: BA (Hons) Business Studies
Level: 5
BA (Hons) Business Studies with Marketing BA (Hons) Business Studies with Law Unit Name: Digital (Interactive) Marketing
Unit Tutor: Dr Elvira Bolat
Assignment Marker:
Dr Elvira Bolat Dr Gelareh Roushan-Easton
Assignment Title: IDM Student Marketing Competition 2018 Feedback method: electronic
Issue date: 30th Jan 2018
Submission date: Group Report: 12 noon* 1st May 2018 (via myBU) Group Elevator Pitch Video: 12 noon* on 4th May 2018 (via myBU) Executive Summary (500 words): 12 noon* on 4th May 2018 (via myBU) Self and Peer Assessment**: 12 noon* on 4th May 2018 (UGrade, via myBU) *In accordance with University regulations any coursework submitted after the due deadline will be regarded as late and awarded a mark of 0%. ** Please note that failure to submit Self and Peer Assessment by the deadline will result in penalty (5 marks).
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. ***Please note that the overall mark for Coursework will be moderated using Self-and-Peer assessment (SPA) - (see Appendix A for further details).
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Details of what you are expected to do: 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, in Groups you will work on the digital marketing consultancy project for Royal Mail, the brief set for the IDM (Institute of Direct and Digital Marketing) Student Marketign Competition 2018. In groups you will plan, develop and document the marketing communications plan. Other benefits of being part of the IDM Student Marketing Competition: “ - A taste of what it's like to create a marketing brief for a well-known industry brand; - A taste of what it’s really like to work for an digital and advertising agency; - A great boost for your CV - the competition is widely recognised and will give you the edge over other graduate candidates. - An opportunity to win a joint cash prize of £1500” (IDM 2017 and 2018, https://www.theidm.com/employability-schemes/for-students/idm-student-marketingcompetition#) 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. 3. Overview of assignment The IDM Student Marketing Competition is an annual event, underwritten by the Institute of Direct and Digital Marketing and sponsored by a client, Royal Mail in 2018. The Institute of Direct and Digital Marketing is “the UK’s only government-approved Institute for the professional development of direct and digital marketers, offering a broad range of practitioner-taught training courses” and qualifications as well as acting as “a membership organisation, providing status, knowledge and networking opportunities to today’s” marketers (IDM 2017). Further information about the Institute of Direct and Digital Marketing can be found at http://theidm.com 2018 case study is provided by Royal Mail. More information about Royal Mail can be found at https://www.royalmailgroup.com/about-us
The competition brief – Royal Mail Credit to the image* *The competition brief is fully adopted from the IDM and can be accessed at https://www.theidm.com/TheIDM/files/e6/e64a16b9-5f5e-498d-a7fa-6b705d0f919a.pdf
Background Royal Mail plc is a postal service company in the United Kingdom, originally established in 1516. We are the only company that has the capability to deliver a one-price-goes-anywhere, six days a week service on a range of letters and parcels to more than 29 million addresses across the UK. This is known as the ‘Universal Service’. The network is unrivalled in terms of size, coverage and geographical reach. On 15th October 2013 Royal Mail became a quoted company with shares traded on the London Stock Exchange. Its market capitalisation entry was £3.3bn with more than 99% of its 150,000 UK employees holding shares in the company. The markets in which we operate are changing quickly. Our core delivery business comprises of UK Parcels, International and Letters (UKPIL). The Letters business, previously the mainstay, is in structural decline in the face of changing consumer behaviour and increased competition from digital advertising channels so pro-actively defending letters by reducing operational costs and growing marketing mail volumes is one of our key strategic priorities. The challenge Increase direct mail revenue by encouraging the top 150 UK brand advertisers and top 150 UK marketing agencies to increase their use of direct mail in their integrated communications campaigns when targeting young people. Generate business leads by driving traffic to Royal Mail’s Mailmen portal, encouraging prospects to download direct mail reports and engage with content. Unit Handbook: Digital Interactive Marketing
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Direct mail in a digital world Whilst the positive adoption of all things ‘digital’ has been well documented, marketing issues have emerged, such as how to stand out and cut through the digital clutter or negative feelings as top brands unwittingly advertise on pornographic and extremist web sites or intrusion with disruptive retargeting techniques. Against this background, recent articles have suggested that innovative direct mail campaigns can help generate more engagement and revenue especially when combined with digital marketing communications tools. Direct Mail is a highly effective advertising media that enables marketing to people on a one-to-one basis with targeted, personalised, creative, timely and relevant communications, capable of monitoring and measurement. When used in combination with other channels, direct mail can significantly improve overall campaign performance. An article in March 2017 by Logixal, referred to direct as ‘The Comeback Kid’ as it proved to ‘be quite the star when it comes to cut-through in clients’ campaigns’. Royal Mail marketing activities In 2012, Royal Mail launched their directing marketing services site and dedicated business unit, MarketReach https://www.royalmailgroup.com/tags/marketreach to help advertisers incorporate ‘real’ elements into their digitally led campaigns. The aim of MarketReach is to provide advertisers with the knowledge and expertise to add mail easily to their campaigns. A trade marketing campaign featuring the strapline, "We believe in the power of real” launched the new service (Campaign 2012). MarketReach had an immediate impact in its first year and bucked the trend with a 5% increase in marketing mail revenues. ‘Real’ formed the basis of an award winning campaign by 1000heads agency with an effective word of mouth campaign based on the ‘revitalising love of the physical over digital’. The campaign was called Real: The Physical Network and can be viewed at https://vimeo.com/47524229 In 2015, Royal Mail launched its first major ad campaign to support MarketReach, in a bid to convince advertisers digital isn't the only option and direct mail is an ideal companion to boost ROI. The Mailmen campaign paid homage to the US drama Mad Men and incorporated positive direct mail support from influential UK marketing agency gurus (Campaign 2015).
Royal Mail are seeking to raise awareness of the power of direct mail, to affect a result when targeting a younger demographic of 18–25 year olds. Target audience: This is a business to business marketing (b2b) campaign. The target audience are the creators of marketing campaigns and their clients: 1. The top 150 UK agencies by advertising spend in 2016.
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2. The top 150 brands by advertising spend in 2016 whose products and services are aimed at this age group. Specifically, these will be account handlers and planners in agencies and marketing managers/heads of marketing in client organisations. Royal Mail wish to make this audience aware of the value of direct mail and demonstrate how to include it to enhance their communications campaigns. Account handlers and media planners will play an influential role in advising key clients on the use and combination of different communications tools. Therefore, it is imperative that Royal Mail can showcase the potential of direct mail applications. Account handlers are employed by advertising agencies to manage the accounts of a small number of clients. They are the key client contact and their role traditionally involves consulting about campaign requirements, liaising internally with appropriate media/creative staff, agreeing timescales and monitoring the creative outputs through to final review. However, Jono Marcus, client director at Inkling creative agency argues that the role is much more than a process of simply getting a client to sign off creative work but requires a close, honest client relationship to interrogate the brand back to front and everything that will influence its future performance (The Drum, 2014). Media planners, sometimes referred to as communications planners or media strategists, usually work in media agencies or integrated agencies. They utilise quantitative and qualitative research data sources to inform the media plan. The plan determines the optimal ‘mix’ of media channels to communicate effectively with the client’s target audience and ultimately achieve the campaign objectives. These strategies come from the brand’s communications strategy and often need to be developed in conjunction with the client’s creative agency. Sometimes planning and buying functions are combined in the media planner’s role. Royal Mail recognises how direct mail can complement digital and has trialed various digital and direct activities to get a slice of the expanding programmatic media market (DMA, 2015). For example, Royal Mail worked with a large retailer in following consumers’ online purchase behaviour where they had saved items in their basket but had not completed. Typically, online retailers employ abandoned shopping cart remarketing with an e-mail reminder, perhaps even including a further incentive to purchase. In this trial, an abandoned shopping cart triggered a physical letter or brochure to those expressing an interest. The cost of the mailing would be significantly higher than the digital prompt but was expecting superior response rates. Young people aged 18-25 are critical to numerous large markets, from fashion, travel and technology to alcohol, eating out and entertainment. A 2015 Inkling Millennial Report found that millennials will account for 25% of the UK population (17 million people) by 2019. In the UK in 2015, millennials had an average disposal income of £25,378 and a travel-spend of £20 billion. This digital generation is difficult to engage, expect ‘on demand’ services but want experiences that are real. In line with this, the Royal Mail’s 2016 Life Stages of Mail report identified significant opportunities in targeting younger people, who despite their digital usage, received little direct mail but were very receptive to high quality mail and print communications. They believe it to be memorable, trusted, stand out and like brand imagery that is tangible and can be shared with friends and across other channels like social media. Ultimately the mailings drove recipients to the next stage in the sales funnel in either on or offline channels. In this campaign, Royal Mail wishes to build on these positive findings and secure greater b2b adoption of direct mail. Key to this is to enthuse the target audiences and drive them to the Mailmen website and encourage visitors to download one of their industry research reports. Royal Mail’s sales team follow up this interest and advise potential clients on the best mail based solutions to enhance their campaigns. Objective To convert 6% of the 300 target companies to testing an increase of direct mail in campaigns during the first 12 months of the campaign. By achieving this you should also aim to: Raise awareness amongst marketers of the value of including direct mail in marketing campaigns that target young people. Convince advertisers and media planners that direct mail can drive behavioural change amongst the younger audience; i.e. drive web searches etc. Inspire marketing and advertising practitioners in both advertisers and their agencies, to always consider direct mail as part of their media planning. Your Task This is a business to business brief. Your digital agency has been given the task of creating a 12 month integrated b2b marketing communications plan to convert 6% of the target companies and make recommendations for year 2. Unit Handbook: Digital Interactive Marketing
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Student must assign themselves to a team of 4-5 individuals and come up with the Team name by Monday 5th Feb 2018. These details should be posted on myBU. It is advised to work with the team members who are part of the same seminar class, to benefit from assignment related seminar and lab sessions. We will advise you of where to post via an announcement on myBU and the unit’s blog. You are then required to allocate a member of your team to be Team Leader who will be the main point of contact with the unit tutors and the IDM, will be responsible for submission of the group deliverables on myBU as well as registration and submission of entries at http://theidm.com/studentcomp. You have a marketing budget of £500,000. Royal Mail would expect a campaign of this nature to pay for itself within c.2 years. A successful roll out using direct mail across an increased number of campaigns will yield an average of £30,000 additional postal revenue for Royal Mail. This will be measured using in house sales reporting and overlaid with WARC figures on advertiser spend and agency earnings. The emphasis is therefore on the quality rather than the quantity of leads you produce. We will also be looking for you to demonstrate a clear understanding of our target audiences (advertisers and media planners) and how we can increase their understanding of mail and buy-ins to adopt it within their campaigns. Given that their clients will be marketing to the 18-25 demographic, primary research into this age group’s attitude to direct mail and its relevance to them should inform your campaign. Mandatories!!! Royal Mail has no direct control over the pricing of postal services as this is a regulated business. Your recommendations should therefore avoid anything in the pricing area as this will be impossible to implement. IMPORTANT: All materials presented in this brief are covered by copyright and cannot be copied or used for anything other than the educational and the IDM Student Marketing Competition 2018 purposes without the express permission of Royal Mail. All the materials provided are confidential and are only for the use of academics and students in the context of the competition and for teaching purposes. All queries regarding the competition must be made in the first instance to the unit leader who can then contact the IDM’s Employability Department. Royal Mail must not be approached about the brief. References
1. 2. 3. 4.
Royal Mail unveils direct marketing facility MarketReach, July 9 2012 http://www.campaignlive.co.uk/article/royal-mail-unveils-direct-marketingfacilitymarketreach/1140023#jjbzkURkqRm7b1ry.99 Royal Mail launches 'Mail Men' campaign to boost direct mail http://www.campaignlive.co.uk/article/royal-maillaunches-mail-men-campaign-boost-directmail/1331384#qMrmUU5OpLCwfKby.99 Direct Mail: The Comeback Kid https://www.logixal.co.uk/single-post/2017/03/10/Direct-Mail-The-Comeback-Kid DMA (2015) https://dma.org.uk/article/direct-mail-back-in-the-news-with-new-royal-mail-scheme
Useful Information Sources Royal Mail have put together a Moodle telling you all things B2B. We’d really recommend you use this. Link: https://learn.theidm.com/enrol/index.php?id=620. Scroll down to the bottom of the page where it says ‘Login as a guest’ and enter the following password: Oct2017! www.royalmail.com www.adassoc.org.uk www.ipa.co.uk www.dma.org.uk www.isba.org.uk www.thinkbox.tv www.google.co.uk/adwords www.womma.org http://www.mailmen.co.uk/ Unit Handbook: Digital Interactive Marketing
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http://www.mailmen.co.uk/sites/default/files/The%20Life%20Stages%20of%20Mail%20-%20Summary%20Report.pdf Royal Guide How to Produce Direct Mail http://www.royalmail.com/business/system/files/Royal-Mail-How-To-Produce-Direct-Mail.pdf Experian B2B Direct Mail Guide https://www.b2bprospector.co.uk/Files/Direct_mail_tips.pdf 4. Submission details / parameters / competition schedule The following is required to produce and submit the coursework:
An elevator pitch video (maximum 3 minutes) which outlines your main creative idea and approach. It’s not all about how the video looks; the content is the most important bit. You need to submit the link to your video (we don’t need an actual copy of the video file). It is up to you where you host it; we just need to be able to view it. Suggested platforms you could use are YouTube, Vimeo or Prezi. The video should be no longer than 3 minutes in length. Please ensure you state your team name within the video. An executive summary (maximum 500 words), which captures the essence of your campaign idea and recommended execution. Your executive summary should highlight the key themes and outputs of your campaign so the reader can gain a quick understanding of your creative idea, execution and forecasted results. Please submit your executive summary together with the link to the Elevator Pitch video in a single pdf file. Your video or animated presentation and executive summary should have great impact. An integrated marketing communications plan (the group report) that harnesses the commercial potential of direct mail. This should include: i. A brief marketing audit ii. Campaign Marketing objectives (SMART) iii. Database development, targeting and segmentation profiling iv. A brief testing plan for key campaign elements v. A detailed 12-month communications plan with budget vi. A creative strategy with examples vii. Brief recommendations for year 2 of the campaign viii. A detailed marketing budget by covering the campaign period to achieve a maximum Return on Investment (ROI). This section should also include KPI’s and relevant tools to explain how you will measure and evaluate the campaign.
A group report should be no more than 22 sides of A4 for the main text plus up to 15 pages of appendices (relevant supportive information and creative ideas). Word count for the report is 5000 words (excluding 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. Reports that exceed the number of pages will be penalised and exceeded pages will not be marked. The title page must contain the following information (in the order listed below). i. Name of Campaign ii.Team Name Each report should have a contents page. A report should be presented in PDF format and include details of your team name on all pages. Creative samples may be included in the appendices. Students may prepare their own artwork (colour or black and white). Computer graphics are acceptable if produced by a student on the team but teams will not be penalised for submitting “roughs”/sketches. Photography undertaken by team members is also permissible. Reports should be named “competition-entry-team name.pdf” (eg. competition-entry-student team.pdf) and submitted as a single PDF document containing both the main text and the appendices. BU Harvard Referencing is required. A Team Leader should submit an electronic copy of a group report via Turnitin, myBU. A Team Leader should submit link to an elevator pitch video via Turnitin, myBU. A Team Leader should submit an electronic copy of an executive summary via Turnitin, myBU. As an individual you are required to take an active role in planning, developing, presenting and producing your team’s video and report. Individual marks for the group based project will be moderated using Self and Unit Handbook: Digital Interactive Marketing
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Peer Assessment (SPA) form (see Appendix A for further details). You can access and view the IDM Student Marketing Copetition 2017 winning entry at https://www.theidm.com/getmedia/d2df511b-aeb2-483f-941a-1e9d30707078/BeHeard-IDM-Winner-2017.pdf Please do use this as guidance to the structure and expectations rather than as prescriptive document for the creative ideas. Note 2016’s winner was Bournemouth University team studying on the Digital (Interactive) Marketing unit.
The submission date for the group report form is by 12.00 noon on Tuesday 1st May 2018. The submission date for the elevator pitch video is by 12.00 noon on Friday 4th May 2018. The submission date for the executive summary is by 12.00 noon on Friday 4th May 2018. The submission date for the SPA form is by 12.00 noon on Friday 4th May 2018.
Please note that failure to submit Self and Peer Assessment by the deadline will result in penalty (5 marks). Please be advised that the above listed deadlines are for the unit coursework assessment purpose. However, for the reports to be formally accepted for the IDM Student Marketing Competition 2018, the following schedule should be followed:
1st May 2018 (noon) 4th May 2018 (noon) 4th May 2018 (noon) 14th May – 16th May 2018 17th May – 18th May 2018 25th May 2018 (midnight) late June 2018 11thJuly 2018****
Team leaders are to submit group reports via Turnitin submission box, myBU Team leaders are to submit links to elevator pitch videos, executive summaries via Turnitin submission box, myBU All students to submit Self and Peer Assessment via UGrade, myBU (Appendix A) Unit leader (Course Tutor) and other tutor will determine reports eligible for the entering the competition and provide feedback on strenghtening the competition entry Team leaders of the eligible outputs are to be notified Final closing date for receipt of entries at the IDM. Team leaders of the selected team are to register and upload entry at XXXXX Shortlisted teams are notified on decision and invited to pitch Shortlisted teams are invited to pitch to the client and annual awards ceremony in central London.
Dates/deadlines listed in red are crucial for the coursework assessment purposes. All details about the competition including details on the prizes can be viewed at https://www.theidm.com/employability-schemes/for-students/idm-studentmarketing-competition **** - the date is subject to change.
5. Assessment criteria and weightings 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 competition in stages. w/c 16th April each team will be given an opportunity to present your creative ideas to the unit leader. Use this opportunity to develop your ideas further and benefit from feed-forward comments. Please note that no teaching classes take place w/c 16th April and w/c 30th April 2018. Feedback and marks for the group report, video and executive summary will be announced and provided via Turnitin, myBU and Grade Center. Further feedback can be obtained from the unit leader. Please note, the unit tutors (assessors) reserve the right to moderate Self and Peer Assessment marks where deemed necessary. Please note that failure to submit Self and Peer Assessment by the deadline will result in penalty (5 marks). In your interest, a sample of work is second-marked; the sample normally includes 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 Unit Handbook: Digital Interactive Marketing
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myBU and a new version of this assignment brief will be circulated.
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ASSESSMENT CRITERIA (AACSB Detailed Rubric for AOL Goal 4) Criterion
First/High First (70%+)
Upper Second (60-69%)
Lower Second (50-59%)
Third – Pass (40-49%)
Fail (0-39%)
% Weighting
Storyboard is weak and lacking structure. Materials are incoherent. No supporting evidences and creative materials are used. BU ethical guidelines (where appropriate) and BU plagiarism and referencing guidelines are not followed and applied. Presentation and organisation of work is of a really poor standard (really poor quality sound). Video is hard to watch and understand. No linkages with a full report are evident.
10%
Representation of the campaign idea and recommended execution of a poor standard. No themes and/or outputs are presented. No reference to execution and forecasted results is provided.
Representation of the campaign idea and recommended execution of a really poor standard. No themes and/or outputs are presented. No reference to creative idea, execution and forecasted results is provided.
5%
Theoretical models, principles and frameworks are used with little understanding in applying academic theory to provide appropriate responses to a given problem. Work is descriptive with little evidence of debate but shows basic level of analysis.
Little or no evidence of reading/research and ability to relate theory to practice. Work is descriptive and shows little or no evidence of analysis.
5%
An Elevator Pitch Video Content of the video. Work should provide a condensed ‘snapshot’ of your whole campaign, and have great impact by grabbing attention of the audience.
Execution of the video. Work should be of reasonable quality to communicate message clearly and where appropriate creatively.
Creative/original content communicates the storyboard in a logical, meaningful and effective. Demonstrate high level of synthesis of material with further reference to a full report. Follows BU ethical guidelines (where appropriate) and uses BU plagiarism and referencing to present assets and storyboard. Excellent video which contains creative materials presented by showing flow and progression. Presentation and organisation of work is of a very high standard (high quality sound), likely to be highly stimulating (i.e. using animation technology). Supporting evidences and creative materials are well selected, collated, presented and support decisions and recommendations that are made in a full report.
Storyboard is location and meaningful. Demonstrate good level of synthesis of material with further reference to a full report. Follows BU ethical guidelines (where appropriate) and uses BU plagiarism and referencing to present assets and storyboard.
Storyboard demonstrates reasonable structure. Follows BU ethical guidelines (where appropriate) and uses BU plagiarism and referencing to present assets and storyboard.
Storyboard is inconsistent and lacking in sequential flow. Little supporting evidences and creative materials are used. BU ethical guidelines (where appropriate) and BU plagiarism and referencing guidelines are followed and applied inconsistently.
Good video which contains creative materials presented by showing flow and progression. Presentation and organisation of work is of a very good standard (good quality sound), likely to be engage audience throughout the duration of a video. Supporting evidences and creative materials are well selected, collated, presented and support decisions and recommendations that are made in a full report.
Presentation and organisation of work is of a reasonable standard (reasonable quality sound). Video is easy to watch and follow through. Supporting evidences and creative materials support recommendations that are made in a full report.
Presentation and organisation of work is of a poor standard (poor quality sound). Video is hard to watch and follow through. Supporting evidences and creative materials are not linked to recommendations that are made in a full report.
5%
An Executive Summary Impactful presentation of key content. Work should capture the essence of your campaign idea, recommended execution and forecasted results.
Excellent representation of the campaign idea and recommended execution. Supporting ideas and facts are well selected and presented to highlight the key themes and outputs of the campaign so the reader can gain a quick understanding of creative idea, execution and forecasted results.
Good representation of the campaign idea and recommended execution. Supporting ideas and facts highlight the key themes and outputs of the campaign so the reader can gain a quick understanding of creative idea, execution and forecasted results.
Representation of the campaign idea and recommended execution of a reasonable standard. Key themes and outputs are presented but in a fragmented manner. No reference to execution and forecasted results is provided.
A Report Marketing audit. Work should show a good understanding of academic theory in relation to situational analysis. Relevant theoretical principles, models and frameworks need to be identified and applied to underpin the key facts are presented. Work should show an appropriate application of critical analysis using different
Demonstrate the use of variety of theoretical principles, models and frameworks with competent and confident application that is clearly evident in the key facts that are presented. Demonstrate very high level of critical appraisal and judgement in analysis, evaluation and synthesis of material.
Demonstrate the use of theoretical principles, models and frameworks with sound application that is clearly evident in the key facts that are presented. Critical judgement and analysis are present.
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areas of knowledge. Campaign Marketing objectives (SMART). Objectives statements should be formulated using SMART principles should derive from the results of marketing audit and should be interlinked. Database development, targeting and segmentation profiling. Relevant theoretical principles, models and frameworks need to be identified and applied to underpin the key decisions and recommendations that are made in regards to targeting, segmentation and profiling.
Excellent list of SMART objectives which derive from the marketing audit and represent a set of cohesive interlinked statement.
Good list of SMART objectives which derive from the marketing audit.
Objectives are well formulated but not fully compliant with SMART principles. It is clear how marketing audit informs objectives formulation, however, objectives are not interlinked.
Objectives are poorly formulated (using 1-2 SMART principles). It is unclear how marketing audit informs objectives formulation.
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 in regards to targeting, segmentation and profiling.
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 in regards to targeting, segmentation and profiling.
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 in regards to targeting, segmentation and profiling.
Theoretical models, principles and framework are used with little understanding in applying academic theory to provide appropriate responses to targeting, segmentation and profiling.
A brief testing plan for key campaign elements. A brief plan outlining control and evaluation activities linked back to marketing audit, objectives, strategy and detailed plan with budget.
An excellent plan which can be clearly implemented and logically links all elements of the campaign within testing scenarios.
The plan is realistic and implementable, elements are integrated within the campaign-testing scenario.
The plan is well justified but may need further thought with regard to implementation. Elements of the campaign are fragmented with the testing scenario.
The marketing communications plan seems arbitrary or abstract. Elements of the campaign are fragmented within the testing scenario.
The marketing communications plan is fragmented, disjointed and not realistic. No campaign links among elements is established within the testing scenario.
5%
A detailed 12-month communications plan with a detailed budget. Detailed plan links objectives, tactics, decisions via coherent and detailed schedule and logical link with budget decisions. Budget covers the campaign period to achieve a maximum Return on Investment (ROI). This section should also include KPI’s and relevant tools to explain how you will measure and evaluate the campaign.
An excellent plan which can be clearly implemented. Budget is very detailed with consideration of ROI and overview of KPIs as well as evaluation phase of the campaign.
The plan is realistic and implementable. Budget is very detailed with consideration of ROI and overview of KPIs as well as evaluation phase of the campaign.
The plan is well justified but may need further thought with regard to implementation. Budget is sufficiently detailed with consideration of ROI and overview of KPIs as well as evaluation phase of the campaign.
The marketing communications plan seems arbitrary or abstract. Budget is presented with no consideration of ROI. Overview of KPIs as well as evaluation of the campaign is presented.
The marketing communications plan is fragmented, disjointed and not realistic. Budget is presented with no consideration of ROI. Overview of KPIs as well as evaluation of the campaign is not presented.
25%
A creative strategy with examples. Reports with insightful and imaginative ideas, strategies and approaches will be rewarded. Quality of supporting evidences and creative materials.
Highly developed critical insight and innovative ideas have informed the marketing communication plan. Supporting evidences and creative materials are well selected, collated, presented and support decisions and recommendations that are made.
Students provide critical insight and interesting ideas into issues informing the marketing communication plan. Supporting evidences and creative materials are support well the decisions and recommendations that are made.
Students are able to draw conclusions from analysis informing the marketing communication plan. Supporting evidences and creative materials reasonably support the decisions and recommendations that are made.
Students demonstrate only a basic ability to analyse the information. Appropriate responses and ideas may not have been formulated to a given problem. Little supporting evidences and creative materials are used. Where it is, no link is evident with the decisions and recommendations that are made.
No conclusions from analysis are evident with unsupported generalisations made. Supporting evidences and creative materials are used inconsistently.
20%
Brief recommendations for year 2 of the campaign.
Excellent list of year 2 recommendations directly and
Good list of year 2 recommendations directly and logically linked with a
Sufficient list of year 2 recommendations directly linked with
Fragmented and disjointed list of year 2 recommendations provided.
No list of year 2 recommendations provided.
5%
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Objectives are very poorly formulated (no SMART principles are utilised). No linkage is evidence among objectives as well as no connection is evident between objectives and marketing audit. Little or no evidence of reading/research and ability to relate theory to practice in regards to targeting, segmentation and profiling.
5%
10%
List of recommendations for years 2 of the campaign is provided as a continuation of activities and objectives set within a detailed 12-month communications plan. Structure and presentation of work (see Appendix B for details). You will be penalised for spelling and grammatical errors as well as for exceeding the word count (number of pages) requirement. Failure to use the BU Harvard system for referencing will also be penalised.
logically linked with a detailed 12month communications plan.
detailed 12-month communications plan.
a detailed 12-month communications plan.
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.
Good report with clear structure. Introduction explains context and introduces key ideas. These are then systematically developed in a logical order. Key issues are sign-posted. Conclusions are logical.
Report demonstrates reasonable structure. Contains introduction and develops arguments, with a summary and conclusion. Work is easy to read and has a logical order.
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Report’s structure is inconsistent and lacking in sequential development.
Report’s structure is weak or lacking. Materials are incoherent.
5%
Appendix A: Self- and Peer-Assessment Please note that failure to submit Self and Peer Assessment by the deadline will result in penalty (5 marks).
1. Self – you will award yourself a mark out of 10, indicating how much you feel you contributed to the preparation, organisation and delivery of the assignment, relative to other group members. You should reflect on both the quality and quantity of your input: 8 out of 10 I made an outstanding contribution to the assignment 7 out of 10 My contribution was greater than most members of the group 6 out of 10 My contribution was about the same as other members of the group 5 out of 10 I contributed a little less than most members of the group 4 out of 10 I contributed much less than most other members of the group less than 4 I contributed little, if anything, to the assignment
2. Peer - you must award a mark out of 10 to each other member of the assignment group, indicating how much you feel each person contributed to the preparation, organisation and delivery of the assignment, relative to yourself and other group members. You should reflect on both the quality and quantity of each individual’s input: 8 out of 10 Student X made an outstanding contribution to the assignment 7 out of 10 Student X’s contribution was greater than most members of the group 6 out of 10 Student X’s contribution was about the same as other members of the group 5 out of 10 Student X contributed a little less than most members of the group 4 out of 10 Student X contributed much less than most other members of the group less than 4 Student X contributed little, if anything, to the assignment
PLEASE NOTE: Marks are relative, not absolute! Marks will be used to modify the overall group mark upwards or downwards to arrive at final individual marks. Tutors reserve the right to make appropriate and reasonable adjustments on the basis of academic judgement. Unit tutors reserve the right to require any group or individual to justify marks. Any student wishing to award a mark of less than 4 or more than 8 must speak to tutors. Any student(s) suspected of abusing this system will be required to meet with tutors to explain.
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The SPA form can be found under the Assessment tab on myBU, Marketing Communications unit (as shown below):
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Appendix B: 1) TRAIT Structure and style: Document, paragraph and sentence structure, flow and layout, appropriate to audience. Use of headers/subhead ers, charts etc.
AACSB Detailed Written Communication Rubric (AOL Goal Does Not Yet Meet Expectations 0-59% Overly repetitive or simplistic sentence structure; consistently disjointed, lack of flow; style/structure inappropriate for audience. Insufficient use of headers/subheaders. Charts/exhibits/attachm ents not offered
Does Not Yet Meet Expectations 60-69% Not overly repetitive; some variety in sentence construction; generally flows well; some awareness of audience and genre. Headers/subheaders are used but do not always reflect the content in sections to which they relate.Charts/exhibits/attach ments relegated to appendices/ When they would have been useful in body of text. Most ideas are well presented and supported by evidence. Occasional lapses into opinion. Points lead on well from one to the next.
Development of ideas Distinction between sue of research material and own opinion, flow of points from one to the next
Most ideas unsupported, fails to distinguish between personal opinion and evidence. Inclusion of material not directly relevant to the assignment.
Clarity and conciseness: Answers the question, succinct, appropriate complexity.
Main point and/or argument confused/unclear. Irrelevant information. May get bogged down in detail. Difficult to follow. Unclear conclusion. Numerous spelling errors, non-existent or incorrect punctuation, and/or severe errors in grammar that interfere with understanding. Consistently fails to structure sentences properly. Excessively limited or inappropriate or repetitive vocabulary. Misuses disciplinespecific terminology.
Argument reasonably clear; occasionally misses the point but answers the question; not over-elaborate or over-complicated.
Appropriate use of referencing system
Does not attempt to use BU Harvard (or accepted alternative1) referencing system.
Generally uses BU Harvard (or accepted alternative1) referencing system.
Academic Integrity
Work appears to be not adequately referenced or attributed.
Other sources appear to be acknowledged.
Technical writing skills: Spelling, capitalisation, punctuation, grammar, general proofreading. Vocabulary: Originality, breadth, appropriateness, variety.
Does Not Yet Meet Expectations 70-100% Variety of sentence construction; logical flow; style and structure appropriate for task, audience and genre. Proper use of headers/subheaders; appropriate location of charts/exhibits/attachm ents Uses engaging delivery that enhances understanding. Excellent use of evidence to support a set of ideas which flow from one to the next, building towards wellsupported conclusions. Opinion restricted to the concluding section and clearly identified as such. Argument effectively and efficiently conveyed; highly focused on the question; easily understood.
Occasional lapses in spelling, punctuation, grammar, but not enough to seriously distract the reader. Occasional lapses in proper sentence structure.
Very few spelling errors, correct punctuation, grammatically correct, complete sentences. Good sentence structure.
Generally appropriate vocabulary; not overly repetitive. Generally uses correct word choice and discipline-specific terminology.
Highly appropriate, well chosen, precise and varied vocabulary. Consistently uses correct word choice and discipline-specific terminology. Uses BU Harvard (or accepted alternative1) referencing system consistently and correctly. Appropriate use of others’ work, acknowledged via in-
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text citations.
9.0
UNIT RESOURCES
Digital (Interactive) Marketing Unit e-Reading list can be accessed via http://readinglists.bournemouth.ac.uk/lists/2F18F92B-9954-6268-1E9449BB600D74E1.html READING LIST Key Texts Chaffey, D. and Ellis-Chadwick, F., 2012. Digital marketing: Strategy, implementation and practice. 5th ed. Harlow: Pearson Education. Available from: http://lib.myilibrary.com?id=399626 Chaffey, D. and Ellis-Chadwick, F., 2016. Digital marketing: Strategy, implementation and practice. 6th ed. Harlow: Pearson Education. Available from: http://lib.myilibrary.com/Open.aspx?id=936826&src=0 Tuten, T.L. and Solomon, M.R., 2017. Social media marketing. London: Sage. 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 Unit Handbook: Digital Interactive Marketing
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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
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
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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 'I
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