BA (Hons) Marketing with Advertising Management/media/files/courses/... · The Marketing with Advertising Management degree offers an attractive set of educational and market features,

LEEDS BECKETT UNIVERSITY

Course Specification

BA (Hons) Marketing with Advertising Management

BMKAM

2018-19

www.leedsbeckett.ac.uk

Record of Enhancement No. Detail of modification

(Provide a brief description of the modification and where the Course Specification has been updated)

Date Effective (Indicate the academic year of entry and course level(s) to which the modification will apply)

1-1 Change to course structure: H5 Marketing Planning swapped with H5 Principles of Advertising. Modification approved at SAC 15/05/18.

2018/19

Version Control

For completion by Quality Assurance Services only

Next Re-validation date

Version Control

Version number and date effective

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Target award, course title and programme code:

BA (Hons) Marketing with Advertising Management BMKAM

Level of qualification: H6

Course Rationale and Philosophy:

The Marketing with Advertising Management degree offers an attractive set of educational and market features, with intelligent consideration of today’s marketing, advertising and business environments. Business, and as such marketing and advertising, is in the throes of a digital revolution and an increased pace of competitive change, so a sharper focus is provided while not compromising the intrinsic characteristics of the degree. The University’s Education Strategy 2016-21 proposes a Learning Pathway through Levels 4-7. Level 4’s focus is on Engagement and preparing the student for success during the latter stages of their degree. This is supported through module content, delivery approach and supporting engagement with peers and course teams. Level of BA (Hons) Marketing with Advertising Management will not only introduce the key concepts and theories required to be successful in the latter part of the degree, but will also support the students in their development as effective learners and future professionals. Level 5’s focus is Contextualisation, and here the course moves from developing knowledge and skills to applying them in a variety of different contexts (for profit, public, not for profit and social enterprise) in order to develop both a depth and breadth of understanding of the subject. The different contexts introduced will support students in their academic and prossional development, considering different opportunities and areas of research and employment. Further developmental support will be provided to support the achievement of a rewarding placement, critical thinking and reflection. Finally, the focus on Level 6 is Independence. The opportunity to demonstrate independence of through, research and action is provided through the optional dissertation and the Media Planning Project in particular. Assessment methods for the Level 6 modules will enable students to demonstrate both academic ability and professional capabilities. Support will continue throughout the level to prepare students for graduate roles, employment and further education at Level 7. Leeds Beckett University, and Leeds Business School, has Three Strategic Objectives in place to support the provision of ‘An Excellent Education and Experience’, these are:

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1.1 Student Progression Measure: Our students will progress smoothly through their courses KPI: 95% progression after one year of study

1.2 Student Satisfaction Measure: Our students will have the best possible course experience KPI: 89% NSS satisfaction with teaching

1.3 Graduate Employment Measure: Our students will be able to make the most of their Leeds Beckett education KPI: 76% DLHE Graduate Employment

Through the academic, personal and professional support provided, as detailed above and below, students will be empowered to manage their own studies and successful progression in order to deliver on strategic objective 1.1. The overall design of the course, through consultation, research and consideration of professional and academic standards, along with the knowledge, experience and research outputs of the course team, will work to ensure that students have the best possible course experience and deliver on strategic objective 1.2. Finally, the course focus on the development of a reflective ‘intelligent practitioner’ as a core output is designed to support the achievement of 1.3. This course has been designed to address these challenges, opportunities, objectives and expectations by focusing on the development of the reflective ‘intelligent practitioner’ and through tightly integrating the different aspects of the study of marketing and management within and between modules. This will be achieved through content alignment and progression across each Level, and through adopting a holistic approach in the development of the course structure which facilitates interdisciplinary and multidisciplinary learning and experiences through each year of the course. Further to this, students will be challenged to draw on previous and current learning, on formal and informal learning and on extra and co-curricular activities. In this they will be encouraged to see the bigger strategic picture in relation to marketing, management and business and to develop their own values, employability and professional behaviours. Students will be given the opportunity to specialise in the elective selection which will, on successful completion, enable them to graduate at a minimum with part professional accreditation. The course aims have been derived from both the Chartered Institute of Marketing’s Professional Marketing Standards Framework and the QAA Business and Management Subject Benchmark Statement of February 2015. These benchmarks have been contextualised in relation to this course. Philosophically, the course aims to inspire individuals in their thinking, professional (and therefore marketing) practice and in their purposeful /active engagement with their studies, learning, employability and continuing professional development. Professional and practice-based intelligence will be developed through practical, experiential and authentic learning experiences and students will be supported in developing their academic rigor, critical thinking and applied problem solving skills such that they will be able to operate effectively in an inclusive, digital, sustainable and global marketplace. In

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addition, the course will support the development of ‘enterprising’ skills through exposure to opportunities for creative and innovative thinking, team working and collaboration as well as opportunity to engage and network with employers and external organisations. The course will draw on current research and the cross-disciplinary expertise from School and University Research Centres and students will have the opportunity to engage in some of this research – including in the co-creation of research content, module content and learning experiences. During the course, students will be encouraged to consolidate and make transparent their learning, knowledge and skills necessary for a marketing practitioner – such that they will be career-prepared and will ‘know what they know’ with the ability to evidence this. There will also be the opportunity to be part of the student Marketing Society and engage with local businesses in all sectors through real-life marketing projects and learning from those in post. All of these elements of the course, its overarching philosophy and values are designed to support both the Education Strategy and the University’s, and Business School’s, Strategic Objectives. By the end of the course graduates will have acquired a set of intellectual, professional and personal skills together with at least part professional accreditation which will open the door to either postgraduate study or graduate-level employment and support the achievement of Strategic Objective 1.3, focusing on students making the most of their education and the achievement of a high DLHE Graduate Employment percentage. There are similarities between this degree and its ‘sister’ degree BA (Hons) Marketing Management. The courses diverge on more course-specific modules from Level 5 with Principles of Advertising, and at Level 6 with Advertising Strategy, Media Planning Project and Creativity and Innovation. These four course specific modules, along with content inLevel 4 Introduction to Marketing Communications, Level 5 Integrated Marketing Communications and Level 6 options such as Contemporary Brand Management, Arts Marketing and Communications and Dissertation ensure that advertising content represents at least 25% of the overall course content and thus justifies the ‘with’ preposition.

Overview and Aims:

To provide both an academic and vocationally-oriented curriculum which will

enable students to develop a comprehensive knowledge and understanding of

the structures, concepts and processes involved in marketing, and marketing and

advertising management by organisations.

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To understand and positively respond to the changing social, economic, financial,

technological, political, international, ethical and legal frameworks within which

organisations operate

To provide a stimulating learning environment that fosters a critical, reflective,

creative and challenging approach to the study of marketing and advertising

management.

To provide opportunities that encourage students to develop their capability to

take positive initiatives, respond effectively to new ideas, adapt to changing

circumstances, and address multi-faceted problems with an open mind.

To offer students opportunities for specialisation in preparation for their career

in marketing, advertising or related areas.

To facilitate the development of a range of skills and values which encourage

students to use their talents to the full in achieving their personal and career

aspirations, particularly in relation to marketing and marketing and advertising

management.

Course Learning Outcomes: On successful completion of the course students will have:

1 Students will have developed a comprehensive knowledge and understanding of

the structures, concepts and processes involved managing marketing and advertising by organisations and the changing social, economic, financial, technological, political, international, ethical and legal frameworks within the global environment in which they operate.

2 Students will have developed the capability to take positive initiatives, respond effectively to new ideas, adapt to changing circumstances, be enterprising and address multi-faceted problems with an open mind.

3 Students will have gained a critical, reflective and challenging approach to the study and application of marketing, marketing management and advertising management.

4 Students will be digitally literate and have gained knowledge of areas of specialisation in preparation for their career in marketing, advertising or related areas.

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5 Students will have developed a range of skills and values which allow them to use their skills, abilities and talents to the full in achieving their personal and career aspirations, particularly in relation to marketing, advertising and associated management activities.

Level Learning Outcomes At Level 4 students will be able to:

1 Demonstrate a knowledge of underlying concepts and principles of marketing

organisations, their management and the global environment in which they operate

2 Explain the role of information and its management in a business and marketing environment

3 Recognise the need to collect, organise and interpret data using appropriate digital and physical techniques

4 Examine the role of effective communication within the internal and external marketing environments

5 Apply an understanding of the principles, concepts and application of customer oriented marketing in an enterprise culture

6 Recognise and challenge the differing contexts and perspectives within which marketing takes place

At Level 5 students will be able to:

1 Understand the significance of consumer behaviour on the marketing and advertising functions

2 Access, store, organise and retrieve data and information relevant to marketing and advertising from a variety of digital and physical sources for practical application in marketing research and planning

3 Analyse, understand and develop integrated external communications in a global context

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4 Analyse the interrelationship between the business disciplines, the support systems, structures and procedures and apply them to the management of marketing planning of an organisation

5 Explore approaches to managing marketing resources recognising the influence of differing cultures within a range of contemporary work organisations

6 Understand the influences on decision making and apply a range of techniques to support the decision making process in the marketing and advertising functions of organisations operating in a global environment

At Level 6 students will be able to:

1 Synthesise and apply theories, including accepted and novel techniques, within and across business disciplines to a range of contemporary, relatively complex and open-ended 'marketing and advertising management' problems and situations in a critical manner both independently and in groups

2 Develop appropriate policies, strategies and tactics within an enterprise culture, to meet a breadth of stakeholder interests and needs

3 Critically evaluate ethical and global issues facing organisations when formulating and implementing marketing and advertising strategies

4 Address a range of contemporary and pervasive issues using models, frameworks, concepts, simulations and scenarios to explore complex situations in relation to the management of marketing and advertising within a variety of organisational cultures

5 Critically reflect on aspects of the external (competitive and regulatory) and internal environment, to inform strategic marketing and advertising decision making in a regional, national and global context

6 Work independently, collaboratively and ethically on a range of problems utilising research, techniques and tools to select and present suitable solutions and plans

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Course Structure Level 4

The modules at Level 4 provide an introduction to all key subject areas within marketing management in order to develop meaningful knowledge with some experience and application. All modules support the development of academic and professional skills, in areas such as self-directed study, research, reflection, management of personal effectiveness, communication and presentation. Marketing Environment and Marketing Essentials modules offer significant focus on personal, professional and academic development through integrated and assessed content.

Semester 1 Core (Y) Semester 2 Core (Y)

Marketing Environment

Y Marketing Essentials Y

Introduction to Marketing Communications

Y Introduction to Digital Marketing

Y

Information for Marketing

Y Practical Marketing Y

Level 5

The modules at Level 5 build on the knowledge of key concepts developed at Level 4 to ensure that these can be both consolidated and contextualised across a variety of different organisations and sectors. At Level 5 module content and assessments require students to develop and demonstrate such skills as analysis, decision-making and planning. The Integrated Marketing Communications module, along with the support of the Placement Office, offers focus on employability and the steps needed to undertake a successful placement through integrated and assessed content. The Marketing Research module is designed to prepare students for the increasing independence of study at Level 6.


Consumer Insight

Y Managing Marketing Projects

Y

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Marketing Research

Y Principles of Advertising Y

Integrated Marketing Communications

Y

Option Modules: - Sales Management - Marketing for

Entrepreneurs and Small Businesses

- Public Relations - Sustainable Marketing

N

Level 6

The modules at Level 6 are designed so that students can demonstrate an advanced level of knowledge and consistent application in the subjects of marketing and marketing management. The Media Planning Project is a ‘long-thin’ module, spread over two semesters, enabling the successful undertaking and completion of a real-life marketing project. Critical thinking and complex decision-making, as well as independence in their academic work, are core elements of each module. Support provided by Year Tutors, and the opportunity to complete projects and coursework in subjects and organisations of interest, help prepare the students for employment and allow the demonstration of academic and professional capability.


Advertising Strategy

Y Media Planning Project Y

Creativity and Innovation

Y

Strategic Marketing

Y

Option (see below)

Y Option (see below)

N

Indicative option modules Option Modules are approved to run on a course in either semester unless otherwise stated. Currently the options for this course run as per the structure below and due to resource implications should be offered in such a manner. There is no academic rationale why these modules could not be offered in a different order subject to the resources being in place.

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Semester 1 Semester 2

Marketing Dissertation (40 credits)

Contemporary Brand Management Arts Marketing and Communication

Retail Marketing Celebrity and the Media

Marketing Placement Contemporary Consumer Culture

Digital Strategy Marketing Placement

Contained awards available:

Award Title Level Credits

BA Marketing with Advertising Management 6 300

Dip HE Marketing with Advertising Management 5 240

Cert HE Marketing with Advertising Management 4 120

Length and status of programme and mode of study:

Length (years)

Status (FT/PT) Mode (campus based/DL or other)

3 years FT Campus based

4 years Sandwich Campus based (excluding placement year)

6 years PT Campus based

Learning and Teaching

Learning and Teaching Approaches

The Learning Pathway The teaching and learning approach for the course will be derived from the Learning Pathway, as put forward in the University’s Education Stratgey 2016-21. Our students will follow a coherent course of study, underpinned by relevant research (which is informed in part by research from within Leeds Business School) which engages them, academically and professionally, builds their self-confidence and develops their expertise in the subjects of marketing and marketing management. They will be supported throughout each level of their course (and between undergraduate and postgraduate study) by their course leader, module tutors and year tutors, as well as other relevant University services. Studnets will also be encouraged to reflect upon their learning experience alongside their academic, professional and personal development. Development of this approach is as much about the way in which the course team works with students as about the content of their modules, strengthening a narrative of learning within a coherent course structure.

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In the increasingly complex, dynamic and ambiguous marketing and business environment (be it at the local, regional, national or international) the wide range of delivery modes and diet of assessment aims to prepare students for careers in the marketing and business world by featuring an increased emphasis by level on self-managed learning and integration of subjects, particularly at Level 6. Modules at Level 6 represent the culmination of empowered critical-thinking, problem solving and decision-making in a holistic way, having progressed from the more knowledge focused approach at Level 4 with its emphasis on identification and production of simple solutions in relatively closed contexts. The approach at each Level is considered below: Level 4: Engagement Our emphasis at level 4 is upon transition, enabling all students to understand, and meet, the challenges of learning within a University and supporting their success at the next levels of their course. By the end of level 4, students will be oriented and integrated into their learning environment. They will also be fully prepared for the remainder of their course, with a sound understanding of the key concepts and knowledge of marketing management required for successful completion. Students will have begun to develop the full range of knowledge and skills needed to complete their course and will be engaging confidently both with their course teams and with each other. At Level 4 students will be presented with some defined problems to analyse and solve as well as identifying contemporary marketing practice and demonstrating an understanding of the decision-making processed behind them and how key theoretical concepts manifest themselves, and key frameworks and models can be applied to support understanding. There is also the opportunity to undertake practical marketing activities both individually and within groups as part of modules and some assessment, such as the Google Online Marketing Challenge as part of the Introduction to Digital Marketing module, or a develop and manage a small scale real-life marketing project as part of Practical Marketing. Marketing Essentials and Marketing Environment will have a focus on core marketing theories, concepts and models to support more specialist understanding across all modules. Level 5: Contextualisation Our emphasis at level 5 is on consolidation and deeper contextualisation. At this intermediate stage students will become more immersed in the subject of marketing management, and able to reflect critically, both upon its nature and place within their future professional and/or academic lives. Students will begin to deepen and extend their awareness of the academic, professional and personal opportunities available upon graduation and will be supported and encouraged to put their marketing management knowledge and skills into practice in a variety of employment-related contexts.

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Level 5 has a focus on the refinement of problem solving skills and the use of theoretical knowledge to support understanding and underpin decision-making. The less clear specification of problems starts to transfer the imperative to the student to use, develop and apply the appropriate skills and judgement to derive and justify solutions. This is the crux of modules such as Principles of Advertising and Integrated Marketing Communications. Marketing Research will require the application of knowledge and understanding developed in the Level 5 module Information for Marketing through the development of a live research project. Managing Marketing Projects will develop the understanding of decision-making and resource management through the inclusion of marketing simulation software. Level 6: Independence Our emphasis at level 6 is upon the strengthening and development of independence and the further growth of students as critical thinkers, increasingly knowledgeable and reflective, both about their own academic development and about the research environment of marketing, management and associated subjects. All students will be offered the opportunity to demonstrate this development, through a sustained piece of work (with a potential for interdisciplinary working) which shows them to be academically and professionally capable. They will be able to demonstrate the application of their marketing knowledge and skills within real-world contexts, as well as exemplifying our University’s graduate attributes. Success in marketing requires competence in a wide range of vocationally relevant skills such as project management, planning, teamwork and decision-making. Students also have the opportunity to utilise a 48week period of work placement as part of their Level 6 studies. There will be a ‘reading week’ during Week 7 of the 12-week semester included to enable feed-forward, formative feedback, as well as the opportunity for students to engage in more substantial guided-learning activities, focused on reading and reflection, to develop knowledge and understanding of key concepts and theories.

Learning and Teaching Activities

A variety of teaching techniques are used ranging from traditional lectures to workshop-based computer software employed for problem solving; supervision and mentorship of individual and group based projects; tutor directed case studies; experimental work in Practical Marketing and Managing Marketing Projects to simulate decision-making in situations of uncertainty through simulation software or real-life activities; testing of alternative theories by acquiring and analysing data; the use of feed-forward as a means of teaching and learning e.g. by allowing students to consider past submissions, suitably conditioned for student use; MyBeckett-based diagnostic tests for skills in Literacy, Numeracy and IT supported by Skills for Learning; use of Podcasts, Apps and other relevant platforms in Introduction to

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Digital Marketing and Media Planning Project and the use of Research software packages in Marketing Research. Our choice of learning and teaching activities is then governed by the degree to which they allow students to achieve the module learning outcomes, and thus the course learning outcomes. Learning and teaching activities become more complex with the Levels, developing skills typical of the Levels consistent with the University’s Education Strategy, as follows:

H4: Engagement H5: Contextualisation H6: Independence

These are mirrored in the Level Skills Specification of the Graduate Attributes. At the same time, the context within which students develop these skills differs with the levels: at Level 4 the context of learning is typically simple and tutor controlled; at Level 5 more complex but still largely tutor controlled; at Level 6 complex/dynamic, open ended and involving considerable student discretion. Teaching and learning processes will be strategically employed to ensure that Graduate Attributes are developed effectively. For example, in the Level 4 Introduction to Digital Marketing module students will work on live SEO projects (part of the Google Online Marketing Challenge), which have a global focus, require enterprising thought and some specific digital literacy. This in then taken further at Level 6 in the Media Planning Project module where these attributes are further developed, building on work at Levels 4 and 5 to produce a strategic plan for real-life organisations. To ensure that students see progression between levels and identify with the course and the staff team throughout their degree, we have sought to ensure that the PDP processes act as a vehicle for unifying the student experience firmly in the context of Marketing and Advertising Management, and to further consolidate course identity by staffing key elements of the course from within the Marketing with Advertising Management team. VLE tools will be employed to support learning and teaching activities in seminars – document and web links to guide reading/preparation, discussion boards to stimulate debate/allow peer assessment before and after the seminar.

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Graduate Attributes The ‘Enterprise’ attribute is developed formatively and summatively assessed throughout the programme, primarily through tasks which require thinking ‘outside of the box’, the ability to identify opportunities, the ability to make quick robust decisions, organisational skills, leadership skills or project management skills. These elements are identified within module specs where they apply. The ‘Digital Literacy’ attribute is developed and assessed throughout the programme via the use of digital media in various module contexts, including use of software packages for organising and presenting work, including individual and group presentations, reports, portfolios, dossiers, posters and podcasts together with data manipulation. Development of this competence is seen as an integral part of the Induction Programme. No Marketing and/or Advertising Management programme can ignore the wider international environment. The ‘Global Outlook’ attribute features at all levels of the Marketing with Advertising Management degree programme. Those modules including this element focus on the international marketing and business environments and how these impact on the world of marketing and business through global management practices and the operation of international organisations, and in which firms operate. Graduate attributes are embedded into the modules as follows. Enterprise This attribute is defined as “the development of creativity, organisational skills, problem solving, business skills, leadership skills and project management skills” (The Little Book of Graduate Attributes, 2013). The competence at the specific H4, H5 and H5 Levels is specified below. Level 4: Basic understanding relating to academic skills and business specific functions of the requirements for the successful development of Enterprise in simple, controlled contexts with a clear focus on marketing and advertising management. Level 5: Deeper understanding of the academic skills and business specific elements (parameters, assumptions limitations and implications) of Enterprise skills in more vocationally specific business related and less controlled contexts, with a clear focus on marketing and advertising management. Level 6: The translation of the skills gained at H5 to a deep understanding of and competence in handling the academic skills and business specific elements (parameters, assumptions limitations and implications) of Enterprise in open

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contexts and the incorporation of these into the Enterprise aspect of any proposal or development, with a clear focus on marketing and advertising management. This graduate attribute is developed and assessed in the context of taught modules, as follows:

Module Developed Assessed

Level 4

Marketing Essentials Yes

Marketing Environment Yes

Information for Marketing Yes Yes

Introduction to Marketing Communications Yes

Introduction to Digital Marketing Yes Yes

Practical Marketing Yes Yes


Level 5 (Electives in italics)

Principles of Advertising Yes Yes

Consumer Insight Yes Yes

Integrated Marketing Communications Yes Yes

Managing Marketing Projects Yes Yes

Marketing Research Yes

Sales Management Yes Yes

Marketing for Entrepreneurs & Small Businesses Yes Yes

Public Relations Yes Yes

Sustainable Marketing Yes Yes



Strategic Marketing Management Yes Yes

Creativity and Innovation Yes Yes

Advertising Strategy Yes Yes

Media Planning Project Yes Yes

Contemporary Brand Management Yes Yes

Digital Strategy Yes Yes

Contemporary Consumer Culture Yes

Marketing Placement Yes Yes

Arts Marketing & Communication Yes Yes

Celebrity and the Media Yes Yes

Retail Marketing Yes Yes

Marketing Dissertation Dependent on Project

Dependent on Project

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Digital Literacy This attribute is defined as “the confident and critical use of information and digital technologies to enhance academic, personal, and professional development”. The competence at the specific H4, H5 and H6 Levels is specified below. Level 4: Basic development and applications of Digital Literacy in simple, controlled contexts, relating to academic skills and business specific functions in the areas of report writing, presentations and the use presentation and manipulation of data, with a clear focus on marketing and advertising management. Level 5: Development of Digital Literacy skills in more vocationally specific business related, but still controlled, contexts, with a clear focus on marketing and advertising management. Level 6: Student discretion in the choice and use of appropriate Digital Technologies appropriate to dynamic, complex, and vocationally relevant contexts and the use of these technologies to capture incremental solution progression and refinement through sensitivity analysis. This graduate attribute is developed and assessed in the context of taught modules, as follows:


Level 4

Marketing Essentials Yes Yes

Marketing Environment Yes Yes


Introduction to Marketing Communications Yes Yes





Principles of Advertising Yes


Integrated Marketing Communications Yes Yes


Marketing Research Yes Yes




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Advertising Strategy Yes




Contemporary Consumer Culture Yes Yes

Marketing Placement Yes Yes



Retail Marketing Yes Yes

Marketing Dissertation Yes


Global Outlook This attribute is defined as “enabling effective and responsible engagement in a multicultural and globalising world”. The competence at the specific H4, H5 and H6 Levels is specified below: Level 4: Basic understanding relating to academic skills and implications of the impact of the global environment on specific business specific functions simple, controlled contexts, with a clear focus on marketing and advertising management. Level 5: Deeper understanding of the role of the global business environment where applicable as a ‘driver’ for the business as a whole and its specific functions in more vocationally specific business related and less controlled contexts, with a clear focus on marketing and advertising management. Level 6: The ability where applicable to factor in and incorporate the impact of the changing dynamics of the global environment though their impact on specific business functions into solutions to business problems in open contexts and to justify any consequential refinements, with a clear focus on marketing and advertising management. This graduate attribute is developed and assessed in the context of taught modules, as follows:

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Level 4

Marketing Essentials Yes Yes

Marketing Environment Yes Yes


Introduction to Marketing Communications Yes Yes





Principles of Advertising Yes


Integrated Marketing Communications Yes


Marketing Research Yes








Advertising Strategy Yes




Contemporary Consumer Culture Yes Yes

Marketing Placement Yes

Dependent on

Placement



Retail Marketing Yes

Marketing Dissertation Dependent on Project


In the context of Atlay’s (2006)¹ observations on Professional Development Planning the curriculum in the previous award was of the form of an interrelated model (some integration between PDP and the academic modules). The introduction of the Extended Induction programme aims to incorporate the elements of the embedded model (deeper integration of PDP into the modules and more blended learning)

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while the addition of Guest Lectures and part professional accreditation through additional activities embodies the incorporation of the philosophy of the curriculum plus model (the integration of activities outside the curriculum) into the delivery of the award. 1Atlay, M. (2006) Embedding PDP Practice in the Curriculum. Learning & Employability Series 2. York: The Higher Education Academy. Use of the Virtual Learning Environment At induction students are introduced to a VLE accessed through the university portal. Announcements are made on the portal to inform students of university-wide events, and group announcements are made to both students across the course, and to all, or to students at specific levels as appropriate. Students’ individual timetables are provided through the VLE. Modules all provide a “MyBeckett” site designed to meet at least the minimum VLE design expectations of the university. In addition a zero credit module provides course related information to students, such as the PowerPoint presentations used in induction sessions; documentation and links to relevant sites in support of student applications for an optional self-organised semester of Study Abroad at a partner university in year 2 semester 2; details of Work Placement opportunities/support; and visiting speaker arrangements. All Marketing with Advertising Management module leaders are expected to post learning materials and full course documentation, including assessment specifications and criteria, on MyBeckett, and we aim to increase the use of MyBeckett facilities for submission of work and to provide assessment feedback, both generic and to individual students. These practices are already commonplace on the course. Turnitin is also employed extensively for the purpose of assignment submission and feedback as well as assessing through its Similarity Scores the case for investigative interviews. Some modules will require students will be to show evidence of using VLE resources/facilities and/or will feature sessions VLE. This may be in the formative or summative dimension. H6 module Media Planning Project requires the delivery of a professional advertising pitch as part of the assessment. H5 Marketing Research includes teaching sessions featuring the use of software such as SPSS and research specific platforms such as Qualtrics. The H4 Introduction to Digital Marketing module will require students to work with Google Analytics and AdWords. Use of Blended Learning As a concept, blended learning refers to the combination of face-to-face and self-directed, primarily distance-learning, study. Both full-time and part-time degrees are not regarded as ‘distance-learning’ and require attendance at all timetabled sessions.

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In recognition of different learning styles, a range of activities are employed so that students have sufficient opportunities to exhibit their abilities and meet learning outcomes. In some modules traditional classroom forms of learning are complemented by wholly online activities to facilitate better understanding. A variety of contexts are employed to give students the opportunity to develop their strengths and address weaknesses in terms of skills and the way they evidence learning. This is achieved by the use of a range of learning and teaching activities.

Student Support Network

If you have a question or a problem relating to your course, your Course Administrator is there to help you. Course Administrators works closely with academic staff and can make referrals to teaching staff or to specialist professional services as appropriate. They can give you a confirmation of attendance letter, and a transcript. You may also like to contact your Course Rep or the Students’ Union Advice team for additional support with course-related questions. If you have any questions about life at our University in general, call into or contact the Student Hub on either campus to speak to our Student Experience Team. This team, consisting of recent graduates and permanent staff, are available to support you throughout your time here. They will make sure you have access to and are aware of the support, specialist services, and opportunities our University provides. There is a Student Hub on the ground floor of the Rose Bowl at City Campus and one in Campus Central at Headingley. You can also find the team in the Gateway in the Leslie Silver Building at City Campus. The telephone number is 0113 812 3000, and the e-mail address is [email protected]. Within MyBeckett you will see two tabs (Support and Opportunities) where you can find online information and resources for yourselves. The Support tab gives you access to details of services available to give you academic and personal support. These include Library Services, the Students’ Union, Money advice, Disability advice and support, Wellbeing, International Student Services and Accommodation. There is also an A-Z of Support Services, and access to online appointments/registration. The Opportunities tab is the place to explore the options you have for jobs, work placements, volunteering, and a wide range of other opportunities. For example, you can find out here how to get help with your CV, prepare for an interview, get a part-time job or voluntary role, take part in an international project, or join societies closer to home. Personal tutor system Each Marketing with Advertising Management student will have a Personal Tutor who they can proactively engage with each week at the end of one specified tutorial

mailto:[email protected]

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(linked to the following modules – Level 4 Marketing Environment and Marketing Essentials, Level 5 Integrated Marketing Communications and Consumer Insight, Level 6 Strategic Marketing Management and Media Planning Project), and students are in addition encouraged to seek advice from Personal Tutors when required throughout the year. In these sessions the Personal Tutors main focus is as follows: Level 4: Adjustment to degree life and study; academic skills; student performance (grades per module); advice on non-curricular issues affecting studies; monitoring and support. Level 5: Academic skills; student performance (grades per module); advice on non-curriculum issues affecting studies; work placement and related vocational skills issues; monitoring and support. Level 6: Academic skills; student performance (grades per module); advice on non-curriculum issues affecting studies; career/job market preparation and related vocational skills issues; degree classification issues; monitoring and support.

Course Leader

Course Leaders provide additional support and guidance, particularly on the operation of the course and regulations, and may also undertake a personal/ year tutor role separately from and in addition to the course leadership. With respect to academic support, a review of each student’s progress is conducted following confirmation of the Semester 1 results - by the Course Leader and counselling offered to discuss salient issues. This complements the continuing activities throughout the programme on the part of Module Leaders. With regard to pastoral support, the Course Leader ensures that he is highly ‘visible’ and accessible to the cohort. Clearly, a working relationship has to be established to provide the required context for any discussion by students of factors impacting upon them during the programme.

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Assessment Strategy

Summative Assessment Assessment throughout the Marketing with Advertising Management degree supports the progressive development of problem-solving techniques. A glance at the Module Assessment Methods below will show that the range of assessment tools across modules including Examinations, Presentations, Individual Assignments, Marketing Plans, Group Presentations, Portfolios, Case Studies, Group Projects, Reflective Assignments and Research Reports. These vehicles of assessment enable the development of a wide range of skills (intellectual and personal). Due emphasis is placed on assessing the application of knowledge and skills and, where appropriate particularly in the H4, H5 and H6 modules (respectively) Marketing Essentials, Marketing Planning and Strategic Marketing the assessment will act as a vehicle for integration between the discipline areas. Assessments differ by Level, with tutor direction and control of assessment contexts being greatest at Level 4, more emphasis at Level 5 on students using problem solving techniques in the ‘micro’ context and at H6 the “joining of the dots” to apply holistic solutions to holistic problems in a changing dynamic ‘macro’ environment. In this way the strategy is to encourage students to progress from dependence to independence in their learning. Assessment word length varies to reflect the progression through the increasing complexity of the levels on the course as follows:

H4: 3000 words

H5: 4000 words

H6: 5000 words. In addition the vast majority of modules have two summative assessment components to support student success. However the case of some modules two summative assessments do not constitute the appropriate assessment vehicle. A strategic decision was taken where possible to utilise a two component assessment split. Again there are a few exceptions for pedagogic reasons. Formative Assessment Formative feedback is an important aspect of the learning process and is a feature of all modules in some of a number of forms, for example:

Tutor feedforward on proposals Individual and group presentations within seminars or workshops Responses to practice assessments/test questions Tutor comments on VLE discussion forums

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Peer-to-peer critiques on prepared written work and discussion.

Formative assessment (as distinct from formative feedback and feedforward, above) is taken to mean the provision of feedback designed to directly inform students’ interim work towards an item of summative assessment. In general therefore formative assessment is specific to individual modules’ learning and teaching strategies and the mode of summative assessment adopted. The approach to formative assessment varies between the modules; from informal to formal; in line with current thinking. Informal assessment is not allocated a word count but feeds forward into the summative work. Formal formative assessment is awarded a word count and will also feed forward into the summative assessment. Formative assessment activities are varied across the programme levels in line with increasing development of learner autonomy. Indicative formative assessment activities at each level include:

At H4: Tutor feedback on tutor-led group discussion; practice tests; tutor feedback on individual draft work.

At H5: Tutor-facilitated discussion of examples of draft work; group wikis.

At H6: Informal discussion of assignment ideas, draft project proposals or research interests; student-led peer review of informal presentations.

Feedback on Assessed Coursework In line with University policy, staff utilise MyBeckett to disseminate assessment specifications and criteria, in addition to verbal and hard copy Module Handbook guidelines. MyBeckett and Turnitin are also increasingly employed for electronic submission and retrieval of student work, and for return of work with feedback and grades to students. At the end of the process for the revalidated degree it is the role of the Course Leader to post a note on the MyBeckett Group tab to the effect that the moderation process has been completed. In a degree with a breadth of focus such as BA (Hons) Marketing with Advertising Management the specific methods of feedback will differ according to the nature of the assessment. However, although the form of feedback may vary tutors are expected to deliver feedback to the students within a 4 working week period. Regarding the posting of marks the School’s position that provisional marks can be posted but with a significant ‘warning’ to the effect that they are provisional will be continued. The revalidation has given the Course Team and Module Leaders the opportunity to rethink the interface between learning outcomes and the way assessments address these in a manner consistent with timely feedback to students.

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An increasing number of tutors employ “feed-forward” techniques such as utilising exemplars representative of good and bad submissions against criteria, in order to anticipate or eliminate misunderstandings of assessment tasks, and to enhance learning; this process is often related to formative assessments to further consolidate the student’s understanding. In addition, at course level, tutors endeavour to relate feedback given to students in prior modules to the material they are covering in their current modules. This serves to emphasise to students’ coherence and progression, and vertical integration of modules within and between levels, enabling students to develop their knowledge, skills and Graduate Attributes systematically and holistically.

Module Assessment Methods

Module Titles Wri

tten

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Wri

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ass

ign

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t,

incl

ud

ing

essa

y

Rep

ort

Dis

sert

atio

n

Po

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Pro

ject

ou

tpu

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than

dis

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Ora

l ass

essm

ent

and

pre

sen

tati

on

Pra

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al s

kills

asse

ssm

ent

Set

Exer

cise

Level 4

Marketing Essentials

75 25

Marketing Environment

70 30

Information for Marketing

100

Introduction to Marketing Communications

50 50

Introduction to Digital Marketing

30 70

Practical Marketing

70 30

Level 5

Consumer Insight

70 30

Principles of Advertising

100

Integrated Marketing Communications

80 20

25

Managing Marketing Projects

100

Marketing Research

100

Level 6

Strategic Marketing

50 50

Creativity & Innovation

100

Advertising Strategy

50 50

Media Planning Project

100

Employability and Professional Context: The revalidated award will have Dual Award professional accreditation with the CIM as one of its major themes (for more information please see the online prospectus). This ‘part award’ reflects the attempt to develop a brand distinctiveness and add value through an increase in the likelihood of higher salaries and higher employment rates for graduates. This market positioning through disctinctiveness and value, together with the philosophy of the BA (Hons) Marketing Management course, shall enhance the opportunity to increase students’ employability and hence leverage enhanced salary starting points as against sectoral destination norms. Full exemption from the Level 3 and Level 4, as well as part exemption from L6, CIM Professional Marketing qualifications will be applied for and mapped against the Professional Marketing Standards Framework with the CIM. Mapping of modules to this framework can be found in the appendix.

Work Related Activities

Students may opt to spend the third year of their degree in a Work Placement of 48 weeks’ duration. This is supported by a visit from a course team supervisor and completion of the Marketing Placement module on return to the programme in Level 6. The work placement has to be formalised and approved by the School Work Placement Office. The Work Placement is an opportunity but is not guaranteed; students have to show initiative in securing a placement in liaison with the Work Placement office. Where possible course team staff will help to acquire placements through their own contacts in industry but this is done on a pragmatic basis. Students may wish to use the Marketing Placement module as one of their final year electives.

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Students may alternatively arrange their own independent external work experience, to meet the minimum University requirement that all students should complete work related learning, or engage in supported voluntary activity (there are close links between the Marketing Society and the Student’s Union offering a variety of voluntary experiences with links to marketing). To ensure that all students gain insights into vocational aspects of their studies, it is envisaged that one of the additional duties of the H6 Personal Tutors will be to liaise with key stakeholders (such as the Placements Office and Jobs and Careers) regarding students’ progression into finding employment/postgraduate study. The Extended Induction Programme also features the development of employability skills office. Placement or Work Related Activity Level:

Placement after H5

Placement or Work Related Activity Length in Weeks:

48 weeks

Type of Placement or work related activity: Paid placement with an organisation to be agreed with the School. Summative assessment. Students are allocated a supervising tutor and receive a pastoral visit. Students are also required to have local supervision within their organisation. Consultancy Project: Formative and Summative assessment. Each student group is allocated a supervisor who advises and monitors the appropriateness of projects against learning outcomes.

Reference Points used in course design and delivery

All our courses leading to Leeds Beckett University awards have been designed and approved in accordance with UK and European quality standards. Our courses utilise the Frameworks for Higher Education Qualifications (FHEQ) and where relevant subject benchmarks (where these are available) and professional, statutory and regulatory body requirements (for professionally accredited courses). We review our courses annually and periodically, responding to student feedback and a range of information to enhance our courses. Our University is also subject to external review by the Quality Assurance Agency. Our latest report can be found on the QAA web site at http://www.qaa.ac.uk/reviews-and-reports We appoint External Examiners to verify that our University sets and maintains standards for awards which adhere to relevant national subject benchmark statements and the Framework for Higher Education Qualifications (UK), ensure standards and student achievements are comparable with other Higher Education

http://www.qaa.ac.uk/reviews-and-reports

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Institutions in the UK, with which they are familiar, and ensure that assessments measure achievement of course and module learning outcomes and reach the required standard. External Examiners may also provide feedback on areas of good practice or potential enhancement.

Staff Teaching on the Course

You can find details of our highly qualified permanent teaching staff on our website, who are involved in teaching, research and administration associated with the course.

Regulatory Exemption details

N/A

Scheduled Non-Modular Contact Hours

N/A

Documents

BA (Hons) Marketing with Advertising Management/media/files/courses/... · The Marketing with Advertising Management degree offers an attractive set of educational and market features,