Digital Interactive Marketing unit handbook 2017 by Elvira

FACULTY OF MANAGEMENT DEPARTMENT OF MARKETING BA (Hons) Business Studies BA (Hons) Business Studies with Marketing BA (Hons) Business Studies with Law

DIGITAL (INTERACTIVE) MARKETING UNIT HANDBOOK Level 5 [2016-17] Disclaimer Information contained within this programme handbook is correct at the time of being issued to the students for the first time (Feb 2017). However, some information may change and Bournemouth University reserves the right to make changes to procedures, regulations and processes subject to maintaining equivalent standards. If you require a large print version of this unit guide, please contact your Programme Administrator or any of the unit tutors. An electronic version of the latest edition of the handbook is available via the Marketing Communications unit space on myBU.

Unit Leader/Tutor: Name:

Dr Elvira Bolat 1

Office: Tel: Email:

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

CONTENTS

PAGE

1.0

Welcome from the Teaching Team

2.0

Unit Aim

3.0

Learning Outcomes

4.0

Learning Environment

5.0

Communication Practices

6.0

Indicative Unit Delivery Plan

7.0

Unit Assessment Strategy and Assessment Criteria

8.0

Assignment Brief

9.0

Unit Resources

1.0

WELCOME FROM THE TEACHING TEAM "Rather than seeing digital marketing as an ‘add on’, marketers need to view it as a discipline that complements the communication mix and should be used to generate leads, get registrations or drive sales, rather than simply generating awareness." (Charisse Tabak, Vice-President of client services at Acceleration Media, 2002)

Mobile devices, social media, and specifically emergence of the Internet have transformed the way people communicate, make decisions and consume content and services. Augmented reality and gamification are reality and part of the branded entertainment that consumers are experiencing on a daily basis. This should be embraced by brands. The Internet, and all other information and communication technologies (ICT) are primarily channels for communicating the message and aim for efficiency in communication activities. As a result, the company’s communication strategies and tactics are the ones mostly affected, and these dynamic changes need to be addressed accordingly. But there is more to how technology can transform the society and business. Digital technologies are justifiably viewed as a central driver for the innovation and internationalisation of business activities. Digital technologies provide marketers with a fantastic opportunity to measure results immediately. Companies and brands increasingly have to address how best to effectively manage their business, particularly in view of greater consumer choice and interactivity, increased global competition, and dynamic and shifting digital media landscape. Studying on this unit, Digital (Interactive) Marketing, will help you to learn how to strategically apply digital technologies to support and enable marketing activities that lead to profit generation and satisfaction of customer needs. Digital and interactive marketing is effective, measurable, strategic and extremely creative. Analytical skills, critical and creative thinking are skills and competences you are expected to acquire and/or advance while studying on this unit. This unit will examine and apply strategic and tactical aspects of positioning, segmenting and targeting, the marketing mix and communications principles in digital marketing environments. The unit will cover the impact of social media and new digital technologies on marketing theories and practice. The Digital (Interactive) Marketing unit is a 20-credit unit assessed through by a group based project (50%) and exam (50%). The topics covered in the lectures, seminars and lab sessions will inform and underpin the assessment. There are a couple of key texts plus few supplementary books for this unit. Additional readings including journal articles will be made available particularly to support the syllabus. You are strongly encouraged to conduct independent research and reading relevant to the topics covered in each teaching session. Enjoy the unit, be creative and professional, and be brave and courageous in discovering the science and art of digital interactive marketing. Elvira and Geli 

TUTORS’ BIOGRAPHIES Dr Elvira Bolat is Senior Lecturer in Marketing at the Faculty of Management, Bournemouth University. In addition she is a Programme Leader for BSc Marketing degree and Global Engagement Leader for the Department of Marketing. Elvira’s teaching covers both postgraduate and undergraduate levels. She has gained PhD with thesis titled 'Mobile Technology Capabilities and their role in service innovation practices in creative SMEs' and now is supervising other doctoral students in the fields of marketing and management with the focus on digital/interactive marketing. Elvira is Deputy Chair for the Academy of Marketing B2B SIG and has interest and expertise in researching and consulting SMEs within the creative B2B sector. Dr Bolat is external examiner for the MA in Luxury Brand Management at WSA University of Southampton. Elvira’s area of expertise includes Digital Marketing, Service Innovation Practices, Internet of Things, Marketing Communications and Luxury Branding. Elvira is Fellow of the Higher Education Academy and Member of the Institute of Direct and Digital Marketing. She has extensive consultancy experience sharing her knowledge around digital and social media marketing with companies across industries and sizes. Elvira has been invited to give talks at a number of universities both nationally and internationally. She has been involved and led various research projects within both business and consumer contexts. 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

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. 6

3.0

LEARNING OUTCOMES

Having completed this Unit, the student is expected to: 1. Develop critical understanding of ways in which marketing principles are applied and adapted in digital marketing environments; 2. Recognise and critique a range of theoretical perspectives on contemporary issues of digital marketing and social media; 3. Evaluate and creatively apply frameworks for researching, planning and implementing digital marketing campaigns; 4. Demonstrate confidence and competence in the use of information communication technologies by working effectively in the digital online environment. THE AACSB ASSURANCE OF LEARNING (AOL) Part of the AACSB Accreditation process relates to assessment, and is called ‘Assurance of Learning’ (AOL). Through AOL, we are able to capture and evidence some of the many things students graduating from Business School Programmes can do well. Our graduates possess an array of knowledge, skills, attributes, behaviours and values, which enable them to succeed, but we believe they stand out in 4 key areas in particular. We express these through our AACSB Assurance of Learning (AOL) Goals and Objectives. The AOL Goals are listed below, with those reinforced in this Unit indicated AOL Goal In this unit Goal 1 - Our graduates will be professional Yes communicators (detailed rubric can be found in section 8, Appendix B)

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 (detailed rubric can be

Yes

found in section 8, assessment criteria)

During your time with us in the Faculty of Management you will find that a number of your assignments will be assessed using both BU marking criteria and the AOL assessment criteria. The marking scale that we use for AOL is as follows: BU mark (at 0-59% 60-69% Undergraduate Level) AOL assessment Does Not Yet Meets rating Meet Expectations Expectations

70-100% Exceeds Expectations

Thus, it is possible to pass an assignment under BU Regulations, but to have not yet met the AOL assessment threshold. If this is the case, this is nothing for you to worry about. It is merely a mechanism for us to benchmark students’ achievements against the AOL criteria. 7

If you have any questions about how AOL has been incorporated into the marking of one of your assignments, please contact the Unit Leader. Follow this link for a short video to what gaining AACSB Accreditation will mean to you: Bournemouth University’s journey to AACSB accreditation https://www.youtube.com/watch?v=3pVF1rcRdfc. If you would like to learn more about The AACSB, you can visit their website at http://www.aacsb.edu/. Alternatively you can contact our Director of Accreditation, Dr Gelareh Roushan-Easton at groushan@bournemouth.ac.uk

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 sessions take place every Thursday, 11am-12pm. 8



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.

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 and International Business Management (Marketing and BIBM 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 (non-availability) 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 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 email, 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 9

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: o 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. o 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 Tutor/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 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

INDICATIVE UNIT DELIVERY PLAN

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

Lecture Topic Thursday 2 Feb. 17:00-18:00 hrs 1.1. Introduction to Digital (Interactive) Marketing [DIM] Overview of the digital marketing landscape

Lecturers

Elvira Bolat

Friday 3 Feb. 12:00-13:00 hrs 1.2. Briefing session for the coursework/assignment

Elvira Bolat 31

Thursday 9 Feb. 17:00-18:00 hrs 2.1. The digital marketing landscape analysis: marketplace analysis and the marketing mix Friday 10 Feb. 13:00-14:00 hrs 2.2. Understanding the digital consumer: exploring digital culture and gaining customer insight Thursday 16 Feb. 17:00-18:00 hrs 3.1. Data and database applications: gaining customer insight

Elvira Bolat Elvira Bolat

Friday 17 Feb. 13:00-14:00 hrs 3.2. DIM strategy: key principles

Elvira Bolat

Thursday 23 Feb. 17:00-18:00 hrs 4.1. DIM campaign: planning digital marketing I

Elvira Bolat

Friday 24 Feb. 13:00-14:00 hrs 4.2. DIM campaign: planning digital marketing II

Elvira Bolat

Thursday 2 Mar. 17:00-18:00 hrs 5.1. Content development and management: website and mobile apps

Elvira Bolat

Friday 3 Mar. 13:00-14:00 hrs 5.2. DIM analytics: website and mobile apps

Elvira Bolat

Thursday 9 Mar. 17:00-18:00 hrs 6.1. Content development and management: social media Friday 10 Mar. 13:00-14:00 hrs 6.2. DIM analytics: social media

Elvira Bolat

Elvira Bolat Elvira Bolat

Thursday 16 Mar. 17:00-18:00 hrs 7.1. Digital media I: search marketing and display advertising

Elvira Bolat

Friday 17 Mar. 13:00-14:00 hrs 7.2. Digital media II: Affiliate, email and content (digital PR) marketing

Elvira Bolat

Thursday 23 Mar. 17:00-18:00 hrs 8.1. Integrating offline media

Gelareh RoushanEaston

Friday 24 Mar. 12:00-13:00 hrs 8.2. Producing great digital creative: strategy and implementation

Gelareh Roushan-

Easton

Thursday 30 Mar. 17:00-18:00 hrs 9.1. Legal aspects – regulation, permission and codes of practice

Guest Speaker: TBC

Friday 31 Mar. 12:00-13:00 hrs 9.2. Working and doing business in digital (including discussion on placement opportunities)

Formative Assessment Week – Feedback sessions on GROUP coursework

40-42

EASTER BREAK

No Teaching ASSESSMENT week – GROUP coursework Thursday 11 May 17:00-18:00 hrs Gelareh 10.1. Digitization on the ‘go’ – mobile marketing Roushan-Easton Friday 12 May 12:00-13:00 hrs 10.2. Digital and Luxury: Blogging, digital business and lifestyle

Guest Speaker: Ross Taylor, CEO Top Cat Media Group

Guest Speaker: Aileen Gilani, The Luxury Student (blogger and digital entrepreneur)

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 up separate Gmail or use your own Gmail account. This will be used to engage in lab sessions (weeks 31-36). WEEK

SUGGESTED TOPICS & ACTIVITIES (Subject to changes by individual tutors)

SUGGESTED PREPARATION

30 EB1

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.

Lab session content: Case study Arranging the coursework/assignment groups: self-assessment activity.

Case study discussion Self-assessment activity - What digital marketing personality are you?

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), 703-

708. Available from: Read article (myBU): http://www.sciencedirec Caig, J., 2016. t.com/science/article/pii Humanising the brand/S0007681314000949 in a digital age. Journal of Digital & Patil, R. D., Patil, M. S., Social Media & Bankar, M. V., 2015. Marketing, 4(1), 17-24. Digital Marketing: The 21st Century Marketing tool. International Research Journal of Multidisciplinary Studies, 1(5). 31 EB

Topic: Brainstorming coursework and its elements

Initiating coursework research

READ ASSIGNMENT BRIEF

Topic: Understanding customer life cycles and journeys and managing customer touchpoints and experiences

Additional reading and interactive learning

Lab session content: Case study (Naked Juice) – overall digital proposition: website, SEO, social media and mobile

Macro/micro situation analysis for the case brand/company

READ BOOK CHAPTERs: Chaffey and Ellis-Chadwick, 2016, 2012. Chapter 2: Online marketplace analysis: microenvironment, and Chapter 3: The Internet macro-environment.

 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

Lab session content:  Outputs  Client  IDM Competition Rules  Timelines 32 EB

Case study discussion

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

Topic: Gaining customer insights from digital data and learning to set SMART objectives, underpinned by strategic framework(s) Lab 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)

34 EB

Topic: Campaign planning and managing Lab session content: Overview of key elements Review of success/failure campaigns Case study

35 EB

Topic: Let’s focus on website Lab session content:  Site planning, templating and site content, with emphasis around different platforms.

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: developments in coursework research

Case analysis: Trump’s 2016 US presidency election campaign: Make America Great Again!

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 digital environments to increase engagement, views, shares and sales. Journal of Digital & Social Media Marketing, 3(2), 103113. 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

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 eye-

 Site building.  Understanding the traffic and analytics for the website.

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

tracking 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. 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

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: 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.

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., 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. 37 GRE2

Topic: Exploring Digital Media Channels/Tools Lab 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 GRE

Topic: Integrated Marketing Communications Lab 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/ Video workshop on Analytics: https://www.youtube. com/watch? v=k5arCkqn_Xk

READ BOOK CHAPTERs: Chaffey and Ellis-Chadwick, 2012. Chapter 8: Campaign planning for digital media, and Chapter 10: Campaign planning for digital media. Schultz, D. E., 1992. Integrated marketing communications. Journal of Promotion Management, 1(1), 99104. Hutton, J. G., 1996. Integrated marketing communications and the evolution of marketing thought. Journal of Business Research, 37(3), 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.

Formative Assessment Week – Feedback sessions on GROUP coursework

40-42 EASTER BREAK 43

No Teaching ASSESSMENT week – GROUP coursework

44 EB

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 and ASSESSMENT CRITERIA

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 2017(examination period: 22nd May – 2nd 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/BA%20%28Hons %29%20Business%20Studies/2.%20Level%20I/Digital%20Interactive %20Marketing?action=frameset&subaction=view&uniq=g11tlq&mask= %2Flibrary II.

COURSEWORK:

Title: “IDM Student Marketing Competition 2017” Type: Group Weighting: 50% of the overall mark for the Unit Deliverables and deadlines:   

Group Report: 12 noon* 3rd May 2017 (via myBU) Group Elevator Pitch Video: 12 noon* 3rd May 2017 (via myBU) Self and Peer Assessment: 12 noon* on 4th May 2017 (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

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 â&#x20AC;&#x2DC;Assessmentâ&#x20AC;&#x2122; tab.

Level 5 Grade Range

Subject knowledge and understanding

Intellectual skills - including analysis, evaluation, and critical judgement

High First

Feedback

The work demonstrates outstanding knowledge of the subject through extensive reading/research. An exceptional 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.

Feedforw ard

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.

Feedforw ard

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.

Feedforw ard

Future work should demonstrate wider reading and more developed understanding.

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. 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.

Feedforw ard

Future work should demonstrate wide reading and more developed understanding.

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 factual and conceptual understanding of the subject. There is little or no evidence of reading/research beyond a partial reproduction of information gained through unit contact. In future work factual and conceptual understanding needs to be strengthened. Much more reading and research beyond the material covered in unit contact is needed. The work shows little or no evidence of factual and conceptual understanding, or of relevant reading/research.

80% + Exceptio nal work overall

First 70 - 79% Excellent work overall

Upper Second 60 - 69% Very good work overall

Lower Second 50 - 59% Good work overall

Third Class 40 - 49% A basic level of work overall

Fail

Feedforw ard

Feedback

30-39% Insufficie nt level of work overall Feedforw ard

Poor Fail 0-29% A very insufficie

Feedback

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.

Transferable skills - including communication and presentation

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.

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 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 well-structured arguments.

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.

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.

Clearer links between theory and practice are required in future work.

The work is entirely or virtually entirely descriptive, showing little or no evidence of analysis. Unsubstantiated opinions may be common.

The link between theory and practice is poor or absent.

Future work needs to demonstrate critical analysis, not only description, backed up with the use of appropriate literature.

Future work needs to make some links between theory and practice.

In future work clear structure is needed, along with a more accurate use of English. Developing skills in referencing is strongly recommended.

The work shows very insufficient evidence of appropriate analysis. Unsubstantiated opinions are present in the work.

The work shows very little, if any, evidence of relating theory to practice.

The work is unstructured and/or written in very poor English and/or an inappropriate style. References may be presented incorrectly or missing. The work may be incomplete and/or very brief.

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. 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.

8.0

ASSIGNMENT BRIEF

Faculty of Management Assignment Brief Programmes: BA (Hons) Business Studies

Level: 5

BA (Hons) Business Studies with Marketing BA (Hons) Business Studies with Law Unit Name: Digital (Interactive) Marketing

Unit Tutors: Dr Elvira Bolat Dr Gelareh Roushan-Easton

Assignment Markers:

Dr Elvira Bolat, Dr Gelareh RoushanEaston

Coursework IDM Student Marketing Competition 2017 Feedback method: Electronic (via myBU, Turnitin) You will normally receive your mark and feedback within the period specified in the University Regulations. Detailed comments on each individual element of the assessment may not be provided, but everything submitted will be taken into consideration. A sample of work, normally including all Firsts and Fails, as well as a selection of other work, is second-marked.

Submission dates: 

Issue date: 1st Feb 2017

 

Group Report: 12 noon* 3rd May 2017 (via Turnitin submission box, Assessment tab, myBU) Group Elevator Pitch Video: 12 noon* 3rd May 2017 (via submission box, Assessment tab, myBU) Self and Peer Assessment: 12 noon* on 4th May 2017 (via UGrade, Assessment tab on myBU, Appendix A)

Weighting of this assignment: (as % of total coursework assessment for the unit)

50%**

It is your responsibility to be aware of University Regulations relating to academic offences and to avoid committing them. The BU definitions and the penalties are listed in: Academic Offences: Policy & Procedure for Taught Awards If you are unable to submit your assignment on time due to medical or other mitigating circumstances you must complete a Mitigating Circumstances form PRIOR to the deadline and submit it for approval. *In accordance with University regulations if a piece of coursework is not submitted by the required deadline, the following will apply:  If coursework is submitted within 72 hours after the deadline, the maximum mark that can be awarded is 40%. If the assessment achieves a pass mark and subject to the overall performance of the unit and the student’s profile for the level, it will be accepted by the Assessment Board as the reassessment piece. The unit will count towards the reassessment allowance for the level (see 12.2);  This ruling will apply to written coursework and artefacts only;  This ruling will apply to the first attempt only (including any subsequent attempt taken as a first attempt due to mitigation);  If coursework is submitted more than 72 hours after the deadline, a mark of zero (0%) will be awarded; 

Failure to submit/complete any other types of coursework by the required deadline will result in a mark of zero (0%) being awarded.

**Please note that the overall mark for Coursework will be moderated using Self-and-Peer assessment (SPA) - (see Appendix A for further details).

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 The Economist, the brief set for the the IDM (Institute of Direct and Digital Marketing) Student Marketign Competition 2017. 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.” (IDM 2016 and 2017, 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 Coursework The IDM Student Marketing Competition is an annual event, underwritten by the Institute of Direct and Digital Marketing and sponsored by a client, The Economist in 2017. 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 2017 case study is provided by the Economist. More information about the Economist can be found at http://www.economist.com/

The competition brief – The Economist* Credit to the image*

*The competition brief is fully adopted from the IDM and can be accessed at http://www.theidm.com/getmedia/e8e4288f-6007-4ba5-9efc9b4caf9ad517/Final-Competition-Brief-Issue-2.pdf

“The Challenge in a Nutshell: get more women to read and subscribe to The Economist”.

Brand Intoduction a. Who we are

Many people think The Economist is only about economics. It’s not. It’s about pretty much everything. From politics to business and finance, from science and technology to the arts - we bring our readers clear analysis of the issues that lie behind each week’s global news stories. We satisfy the naturally curious with a distilled view of world affairs that is intelligent, insightful and thought-provoking. Whatever is happening across the globe, we have an opinion on it. Our positioning is: “The Economist is your essential guide to the forces that shape our future”. Ever since our launch in 1843, we’ve maintained a fiercely independent editorial stance, believing in the freedom of the individual, the freedom of markets and the free exchange of knowledge and ideas. It’s no wonder that JFK and Mandela numbered amongst our readers. In today’s world we continue to promote the same essential freedoms - and challenge wherever we see them being denied. Because of this strong, journalistic point of view, we continue to regard ourselves as a weekly newspaper, never a mere magazine (search ‘The Economist explains itself’ on http://www.economist.com/ to find out more). b. Our brand values

 A smart guide to the forces that shape the future  A trusted filter on world affairs  An advocate for positive change  Giving a global perspective  Quality our readers are willing to pay for  c. Our readers Our core readers are called ‘Globally Curious’ who share a psychographic, not a demographic. They may come from different cultures, different parts of the world and from different professional sectors. But what they all share is an intellectual curiosity about the key issues that influence and shape our world. They are people who want to change the world, not rule it.

We have defined the key characteristics of our audience as:       

Facing forward, looking outward; Independent thinkers, not tribal about political ideology; Keenly interested in events and places beyond their national boundaries; Keeping up with developments in technology; Creative, optimistic, liking a challenge; Professionally driven and materialistic; But also ethical and happy to volunteer to help others.

d. Customer Value

 

Life Time Value (LTV): assume a LTV of £600 per customer (indicative due to confidentiality) Cost Per Acquisition (CPA): (Per channel below: you may assume an aggregated CPA of £200)

e. Audience Profile

Our Marketing

In the past,The Economist has been viewed in some circles as being focused on a narrow, intellectual elite. Its title has been misread as that of a dry and rather distant journal. Our current marketing approach sets out to shatter those misconceptions. In true Economist style, it’s a witty subversion of the familiar. It also makes our readers a vital part of our story. In all our writing we seek to help this audience identify itself and make it clear their beliefs are the same as our beliefs. It doesn’t matter who you are professionally, when you subscribe to The Economist you’re not only satisfying your inherent desire to know more about the issues that shape our world, you’ve found your intellectual home. g. Our Challenge

The Economist has identified that a greater proportion of new subscribers are male, despite an equal split of male and female Globally Curious in the market. Unpicking this trend, we know from research that non-readers believe The Economist has masculine traits, which we may have unintentionally been reinforcing in some of our communications:

Yet, our core values and attitudes are absolutely gender-neutral. We have a female editor, our content is strongly pro-equality and it’s a topic we regularly cover. So how do we address the fact that women are 10% less likely to respond to our advertising and 50% less likely to buy? We know women want a level playing field, not special treatment, so we have to carefully consider how we engage them with our advertising. It is interesting to observe the type of advertising women typically respond to and the content they like to consume: • •

Women are more likely to click on adverts with human topics and narrative hooks, and less likely to click on those with statistics and masculine references When commenting on content from The Economist on social media, women are more likely to reference key words such as ‘family’, ‘research’, ‘making’, ‘help’, ‘social’, ‘book’. Whereas men are more likely to comment with words such as ‘economy’, ‘crisis’, ‘major’, ‘course’, ‘end’, ‘debt’.

Topics of interest by gender â&#x20AC;&#x201C;Female vs Male vs Shared

Facebook brand response campaign results by gender

Our own data (above tables) proves that the more we can get women to engage with our content, the narrower the gender gap in our readership becomes. Campaign Objective Campaign objective is to continue to grow the UK subscriber base while increasing the percentage of female subscribers from 29% to 40% by the end of 2017.

Your Task Your digital agency has been given the task of creating a digital marketing plan/campaign to achieve the above objective of the Economist. In particular, the Economist want for you to create a direct and digital marketing strategy to contribute at least 2500 new subscribers to the overall business objective with a total marketing budget of £500,000 excluding VAT. If you feel you can exceed this target then show how you will achieve this. It is important to keep your main focus on the acquisition of new subscribers to grow the size of the base and redress the gender balance long term. The Economist is looking for your strategic recommendation on how they can tackle the key issue i.e. whether it is an overt recruitment drive, or a more discreet approach. The Economist will also be looking for you to demonstrate a clear understanding of their target audience and how they can increase both brand appeal, and conversion. And don’t forget to tell a good story, they are a newspaper after all. Student must assign themselves to a team of 4-5 individuals and come up with the Team name by Monday 13th Feb 2017. These details should be posted on myBU. 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 deliverables on myBU as well as registration and submission of entries at http://theidm.com/studentcomp. As a team you are required to develop a digital marketing plan/campaign, produce and submit the following deliverables: 1. An elevator pitch video (maximum 3 minutes) Your video or animated presentation should have great impact and make the Economist want to read your full report. You need to submit the link to the video (no need to submit an actual copy of the video file). It is up to you where you host it but make sure that unit tutors/markers and the IDM judges are 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 that you state your team name within the video. Why is the video important? This is what the IDM judges base their first round judging on. It is a real challenge to give a condensed ‘snapshot’ of your whole campaign which is why your video/animated presentation should have impact. It should grab your audience (the judges/prospective client: The Economist) from the outset, and should invite them to look more deeply into your campaign. When deciding on a shortlist of teams to invite to pitch to the client, the judges should be able to return again and again to your video in order to capture the essence of your campaign. 2. A report, which includes the following: 

The key challenges the brand will have to overcome to achieve the main objective, for example, brand, culture, audience or competitor barriers. It is strongly recommended for you to undertake your own consumer and market research to inform this.



Direct and digital strategy, including objectives, acquisition strategy (including data targeting and segmentation) and a communication plan with your proposed weight of paid, earned and owned media.



Distribution of the marketing budget over the campaign period / by channel to get a maximum Return on Investment (ROI).



Your big campaign idea and creative recommendations - How are the Economist going to create a significant step-change while remaining true to their core brand values? Will there be a ripple effect of your activity and how might the Economist benefit from this?



KPIs and recommended measurement.



Test and learn plan, including how the Economist could use the UK pilot to inform global rollout.



High level considerations for retention of new female subscribers in Years 2 and 3. Your budget for Year 1 activity is £500,000 excluding VAT. Please make recommendations for how your plan should roll out in year’s 2 and 3.



Word count for the report is 5000 words (excluding tables, appendices, figures and references). Please note that the report should be no more than 22 sides of A4 for the main text plus up to 15 pages (max.) of appendices (relevant supportive information and creative ideas). It should be presented in PDF format and include details of your team name on all pages. Mandatories!!!

1. You cannot change or affect the editorial content in any way and this should not be considered as part of your response. However, you do have the flexibility to package together existing content and tailor / recommend content for specific audiences. 2. To be clear, this isn’t about turning The Economist into The Economiss - they do not want a campaign that is patronising or demeaning to women in any way. 3. The Economist does not want to affiliate itself with a specific cause or political body e.g. The Women’s Equality Party. 4. The Economist also doesn’t want to compromise the integrity of their Editor, Zanny Minton Beddoes, so do not use her as a figurehead in your creative recommendations. 5. This brief is for a UK pilot only, running from Jan 2017 to Dec 2017. 6. Ensure your strategy is compliant with data protection laws – we recommend you include key considerations as part of your response. 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 2017 purposes without the express permission of the Economist. 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 tutors who can then contact the IDM’s Employability Department. The Economist must not be approached about the brief.

4. Submission details / parameters / competition schedule The following is required to produce and submit the coursework:  An elevator pitch video (maximum 3 minutes)  A team 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 exceeds 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.docx” (eg. competition-entry-student team.docx) 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 an individual report via Turnitin, myBU.  A Team Leader should submit link to an elevator pitch video 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 Peer Assessment (SPA) form (see Appendix A for further details). You can access and view the IDM Student Marketing Copetition 2016 winning entry at https://www.theidm.com/TheIDM/files/62/62486afb-009e-4f5a-ae06-e24f44d0b7a3.pdf Note last year’s winner was Bournemouth University team studying on the Digital (Interactive) Marketing unit. Please do use this as guidance to the structure and expectations rather than as prescriptive document for the creative ideas.

  

The submission date for the group report form is by 12.00 noon on Wednesday 3rd May 2017. The submission date for the elevator pitch video is by 12.00 noon on Wednesday 3rd May 2017. The submission date for the SPA form is by 12.00 noon on Thursday 4th May 2017.

Please be advised that the 12 noon 3rd May is the deadline of the submission via Turnitin, myBU, for the unit coursework assessment purpose. However, for the reports to be formally accepted for the IDM Student Marketing Competition 2017, the following schedule should be followed: 3rd May 2017 (noon) 3rd May – 4th May 2017 4th May 2017 4th May 2017 (noon) 5th May 2017 (noon) early/mid June 2017 29th June 2017

Team leaders are to submit reports and links to elevator pitch videos via Turnitin submission boxes, myBU Unit leader (Course Tutor) and tutors will determine reports eligible for the entering the competition Team leaders of the eligible report are to be notified All students to submit Self and Peer Assessment via UGrade, myBU (Appendix A) Final closing date for receipt of entries at the IDM. Team leaders of the selected team are to register and upload entry at https://employability.formstack.com/forms/studentcomp2017 Finalist teams invited to pitch. Finalists pitch to the client and annual awards ceremony in 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/employabilityschemes/for-students/idm-student-marketing-competition

5. Assessment criteria/weightings and Feedback Assessment criteria/weightings are listed on the following page. Please note that the syllabus is designed to help you work through the requirements of the competition in stages. w/c 3rd April each team will be given an opportunity to present your creative ideas to the teaching team. Use this opportunity to develop your ideas further and benefit from feed-forward comments. Please note, no teaching classes take place w/c 3rd April and w/c 1st May 2017. Feedback and marks for the group video and report will be announced and provided via Turnitin, myBU. Further feedback can be obtained from the teaching team. Please note, the unit tutors reserve the right to moderate Self and Peer Assessment marks where deemed necessary. 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 myBU and a new version of this assignment brief will be circulated.

ASSESSMENT CRITERIA (AACSB Detailed Rubric for AOL Goal 4) Criterion

First/High First (70%+)

Upper Second (60-69%)

Lower Second (50-59%)

Third â&#x20AC;&#x201C; 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%

An Elevator Pitch Video Content of the video. Work should provide a condensed â&#x20AC;&#x2DC;snapshotâ&#x20AC;&#x2122; 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.

A Report Integration of theory. Work should show a good understanding of academic theory. Relevant theoretical principles, models and frameworks need to be identified and applied to underpin the key decisions and recommendations that are made. Level of analysis, critical judgement and reflective skills. Work should show an appropriate application of critical judgement and analysis using different areas of knowledge.

Demonstrate the use of variety of theoretical principles, models and framework with competent and confident application that is clearly evident in the key decisions and recommendations that are made.

Demonstrate the use of theoretical principles, models and framework with sound application that is clearly evident in the key decisions and recommendations that are made.

Demonstrate the use of theoretical models, principles and framework with a reasonable application that is evident in the key decisions and recommendations that are made.

Theoretical models, principles and framework are used with little understanding in applying academic theory to provide appropriate responses to a given problem.

Little or no evidence of reading/research and ability to relate theory to practice.

20%

Demonstrate very high level of critical appraisal and judgement in analysis, evaluation and synthesis of material. Demonstrate an ability to diagnose and apply appropriate and selective conceptual knowledge to a practical problem/situation in order to produce valid, creative/original solutions which are logical, meaningful and effective.

Critical judgement and analysis are present. Students interrogate the literature with good application of conceptual knowledge supporting coherent arguments and informing the whole study. The conceptual knowledge is used to develop and support ideas; thus evidence of strong logic and debate is clear.

Work shows basic level of critical judgement and analysis. Work shows a reasonable understanding and application of the key conceptual knowledge that relates to the area under investigation. The conceptual knowledge is partially used to support ideas.

Work is descriptive with little evidence of debate but shows basic level of analysis. Work shows little or no understanding and application of the key conceptual knowledge that relates to the area under investigation.

Work is descriptive and shows little or no evidence of analysis.

30%

Quality of recommendations. Assignment with insightful and imaginative objectives, ideas, strategies and approaches will be rewarded.

Highly developed critical insight has informed the marketing communication plan. An excellent plan which can be clearly implemented.

Students provide critical insight into issues informing the marketing communication plan. The plan is realistic and implementable.

Students are able to draw conclusions from analysis informing the marketing communication plan. The plan is well justified but may need further thought with regard to implementation.

Students demonstrate only a basic ability to analyse the information. Appropriate responses may not have been formulated to a given problem. The marketing communication plan seems arbitrary or abstract.

No conclusions from analysis are evident with unsupported generalisations made.

30%

Structure and presentation of work (see Appendix B for details). Quality of supporting evidences and creative materials. 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.

Excellent report which contains a tightly structured, rigorous argument showing flow and progression. Presentation and organisation of work is of a very high standard, likely to be highly stimulating. Supporting evidences and creative materials are well selected, collated, presented and support decisions and recommendations that are made.

Good report with clear structure. Introduction explains context and introduces key ideas. These are then systematically developed in a logical order. Key issues are sign-posted. Conclusions are logical. Supporting evidences and creative materials are support well the decisions and recommendations that are made.

Report demonstrates reasonable structure. Contains introduction and develops arguments, with a summary and conclusion. Work is easy to read and has a logical order. Supporting evidences and creative materials reasonably support the decisions and recommendations that are made.

Reportâ&#x20AC;&#x2122;s structure is inconsistent and lacking in sequential development. Little supporting evidences and creative materials are used. Where it is, no link is evident with the decisions and recommendations that are made.

Reportâ&#x20AC;&#x2122;s structure is weak or lacking. Materials are incoherent. Supporting evidences and creative materials are used inconsistently.

Appendix A: Self- and Peer-Assessment

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 0-39% 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 40-69% 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-9954-6268-1E94-49BB600D74E1.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., 2014. 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 Journal of Research in Interactive Marketing *The majority of the reading for the unit will be from within selected academic journals. Unit Handbook: Digital (Interactive) Marketing

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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 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

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Electronic Communications’, then (in the middle of the screen, under 'Detailed specialist guides') PECR guidance for marketers. Best practice: A guide is available on the DMA website. Look for the ‘Best Practice’ link under the heading 'Intelligence'.

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