BAMD5 2022A Module : UGB321 E-Marketing Strategy

Course : Bachelor of Arts (Hons) Business and Management (Top- up) BAMD5 2022A Module : UGB321 E-Marketing Strategy MDIS Module Tutor Assessment : Individual Assignment Due Date : 30 April 2020 Weighting within Module : 100% __________________________________________________________________________ Assignment Submission Students are required to submit their coursework through JIRA. Only assessments submitted through JIRA will be marked. Any other submission including submission to your study centre in hard copy will be treated as a non-submission. If your centre supports Turnitin©, a copy of your Turnitin© originality report must be submitted in conjunction with your assignment. PLAGIARISM/INFRINGEMENT STATEMENT All Assessments are subject to the University’s Policy on ‘Cheating, Collusion and Plagiarism’. Students found guilty of this are subject to severe penalties. This is an INDIVIDUAL piece of work – If there is evidence that the work is not wholly attributable to you, the University’s policy on ‘Cheating, Collusion and Plagiarism’ will be applied. Link to University Academic Integrity and Misconduct Policy

 https://docushare.sunderland.ac.uk/docushare/dsweb/View/Collection-8155

ASSESSMENT METHOD: 100% Practical: The medium chosen for the students’ work should be co- created between the teacher and the student. BRIEF OUTLINE: This practical assessment requires students to complete a set of four tasks. These are designed to meet the module’s learning outcomes and allows the student’s work to be presented in a digital marketing form. The assessment provides students the opportunity to decide on an appropriate format and medium for the delivery of their work, with the agreement of the module lead.

BRIEF OUTLINE OF TASK: Students are required to complete each of the four tasks:

Task one Co-creation of format and medium.

Task two Creation of content piece number one.

Task three Creation of content piece number two.

Task four Digital marketing analytics.

Below is an example of what a student’s assessment journey may look like:

Format Medium

Video Creating a vlog channel such as YouTube

Audio Creating a podcast channel such as Buzz Sprout

Written Creating a blog site such as Blogger.com

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ASSESSMENT CONTEXT: Task One: Students should decide if they would like to submit their work by either a video, audio, or written format. This will subsequently determine if the student is to launch a vlogging (video), podcasting (audio) or blogging (written) channel. Students should brand their chosen medium in relation to the context of the assessment. Both the format and medium should be agreed with the module tutor. Task Two: Case Study Create a piece of digital content [15-minute vlog or 15-minute podcast or 850-word blog post] critically evaluating either one of the topics below: Option 1:

Covid-19 coronavirus has created an unprecedented global pandemic, health hazards and economic disruptions worldwide. Every country’s government has their own strategy to confront the major threats. The crux of Singapore’s strategy is to slow down the infection rate and maintain it at as low a level for as long as possible, Health Minister, Mr Gan Kim Yong said in Parliament (The Straits Times, 25 March 2020). This will help the country to better conduct epidemiological investigations, contact tracing and quarantining of close contacts, to prevent further spread and to preserve healthcare capacity to care for the more severe cases. Singapore’s 3-pronged strategy to fight Covid-19

1. Reduce importation of cases

2. Detect and isolate cases early

3. Emphasis on social responsibility and good personal hygiene Subsequently, a ‘circuit-breaker’ was implemented for two months and later lifted with a series of new measures under Dorscon Orange alert. Throughout, there was an emphasis of public education, enforcement and support. Recently, there has been no local transmission for the past days and imported transmissions contained. As such, The Prime Minister has just announced that we will be moving into Phase 3 with more relaxation on 28 December 2020 with the availability of the vaccines from then on.

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Students should critically evaluate the following aspects:

 The identification of the first imported case of Covid-19 in Singapore and how it transmitted and eventually to the local community.

 The public education campaign on Covid-19 using integrated media strategy.

 Covid-19’s digital marketing strategies and how they continued to engage the community through various online channels

 How supporting brands apply various digital platforms and give examples of how they utilised social media to engage target audiences during the Covid-19 period

 What were the digital marketing objectives in relation to Charlesworth (2018)?

 How could relevant, credible academic/practitioner models (such as McGruer, 2020) be applied to the campaign?

Task Two: (continued) Option 2 https://www.straitstimes.com/business/ikea-turns-the-page-on-catalogue-after-seven-decades

https://www.retaildetail.eu/en/news/furniture/ikea-stop-paper-catalogue (accessed on 12 Dec 2020)

For the past seventy years, Ikea has been publishing its paper catalogue that has become something to look forward to among certain Ikea customers. Founder Ingvar Kamprad put together the first copy in 1951. It is now necessary to stop the paper catalogue as times change although it is an emotional but rational decision. The decision to say goodbye to the iconic catalogue is closely linked to the company’s digital transformation in recent years. Both media consumption and customer behaviour have changed dramatically over the years. It has become less and less important to continue printing millions of copies of catalogue each year.

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Students should critically evaluate the following aspects:

 Ikea’s new digital marketing strategy with the aim to attract the younger generation (explore the branding, value proposition, digital channels, customer journey)

 The success and challenges of the strategy/campaign and how was it measured/KPIs

 What were the digital marketing objectives in relation to Charlesworth (2018)?

 How could relevant, credible academic/practitioner models (such as McGruer, 2020) be applied to the campaign

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Task Three: The Digital Marketing Environment Students are required to create a second piece of separate content [15-minute vlog or 15- minute podcast or 850-word blog post], ideally focusing on their format (e.g. video) and medium (e.g. YouTube). The content should critically examine the strategic application of various platforms various their chosen medium (such as YouTube, Blogspot, PodBean for example) in the digital marketing environment today.

• The identification of any industry success stories • Any examples of brands integrating this approach • The current digital trends in relation to the medium • The composition of the customer avatar, targeted to engage with this medium • Identify the search engine optimisation opportunities

Please note: Further discussion of relevant themes and analysis is also encouraged to display the students further reading, research and understanding of the subject and themes.

Task Four: Digital Marketing Analytics

Students are required to provide an annotated screen shot of their platform’s free analytics. This should be achieved via free analytical tools provided within the platform, or free analytical tools such as the highly regarded Google Analytics tool. Focusing on at least one KPI (e.g. bounce rates), students should provide analytical annotations [suggested 500 words in total] on how this measurement is utilised within digital marketing strategy today. Students should consider the key actions and decisions of the digital marketer in relation to this measurement.

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Bibliography: Students are required to provide a bibliography listing all books, journals, news sources, YouTube videos, Podcasts etc. used throughout teaching and private study. Appendices: Students are strongly encouraged to include relevant figures and appendices in your submission to support your work.

Further Notes: Students are not required to make any purchases during the assessment. Students are encouraged to build their ‘Digital Marketing Toolbox’ throughout the weeks of teaching with many straightforward, free tools (e.g. Canva, Wix) to use at their disposal. Students are not graded on the amount of engagements received via their platform. Task four is about the student’s understanding of the digital marketing metrics and analytics.

Upon successful completion of the assessment students should have experience building their own digital channel, created two pieces of content (embedding knowledge and understanding) and provided a snapshot of digital marketing analytics. The assignment is designed to be co-created, flexible in its approach and to encourage creativity. Skills gained could be used in the student’s future career and the produced platform utilised as a portfolio contribution for upcoming job interviews.

Module Learning Outcomes: K1 – Understanding of the role of e-marketing in the contemporary business environment. K2 – Critical understand the relevance and application of internet technology in the marketing of both off- and online organisations K3 – Critical understand how the Internet is located in a strategic business context K4 – Critical understand the models and theories of e- marketing S1 – Students can analyse information and/or a situation S2 – Students can solve problems and make decisions S3 – Students can read, synthesise, and report on current e- marketing-related issues.

Generic Assessment Criteria: Kindly follow the link to view the Universities’ generic assessment criteria. CLICK HERE.

Commented [FL1]: This is just a suggestion…to encourage students to include relevant support.

Generic Assessment Criteria – Undergraduate Bachelor’s degree

Categories Grade Relevance Knowledge Analysis Argument and Structure Critical Evaluation Presentation Reference to Literature

P a

ss

86 – 100%

The work examined is exemplary and provides clear evidence of a complete grasp of the knowledge, understanding and skills appropriate to the Level of the qualification. There is also unequivocal evidence showing that all the learning outcomes and responsibilities appropriate to that Level are fully satisfied. At this level it is expected that the work will be

exemplary in all the categories cited above. It will demonstrate a particularly compelling evaluation, originality, and elegance of argument, interpretation or discourse.

76-85% The work examined is excellent and demonstrates comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is also excellent evidence showing that all the learning outcomes and responsibilities appropriate to that level are fully satisfied. At this level it is expected that the work will be excellent in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse and there may be some evidence of originality

70 – 75%

The work examined is of a high standard and there is evidence of comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is also clearly articulated evidence demonstrating that all the learning outcomes and responsibilities appropriate to that level are satisfied At this level it is expected that the standard of the work will be high in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse.

60 – 69%

Directly relevant to the requirements of

the assessment

A substantial knowledge of

relevant material, showing a clear

grasp of themes, questions and issues therein

Good analysis, clear and orderly

Generally coherent and logically structured, using an appropriate mode of

argument and/or theoretical mode(s)

May contain some distinctive or

independent thinking; may begin to formulate an

independent position in relation to theory

and/or practice.

Well written, with standard spelling

and grammar, in a readable style with acceptable format

Critical appraisal of up-to- date and/or appropriate literature. Recognition of

different perspectives. Very good use of source material. Uses a range of

sources

50 – 59%

Some attempt to address the

requirements of the assessment: may drift away from this in less

focused passages

Adequate knowledge of a fair range of relevant

material, with intermittent

evidence of an appreciation of its

significance

Some analytical treatment, but

may be prone to description, or to narrative, which

lacks clear analytical purpose

Some attempt to construct a coherent argument, but may

suffer loss of focus and consistency, with issues at

stake stated only vaguely, or theoretical mode(s) couched

in simplistic terms

Sound work which expresses a coherent position only in broad terms and in uncritical conformity to one or

more standard views of the topic

Competently written, with only minor lapses from standard grammar,

with acceptable format

Uses a variety of literature which includes some recent

texts and/or appropriate literature, though not necessarily including a

substantive amount beyond library texts. Competent use

of source material.

40 – 49%

Some correlation with the

requirements of the assessment

but there are instances of irrelevance

Basic understanding of the subject but

addressing a limited range of

material

Largely descriptive or narrative, with

little evidence of analysis

A basic argument is evident, but mainly

supported by assertion and there may be a lack of

clarity and coherence

Some evidence of a view starting to be formed but mainly

derivative.

A simple basic style but with significant

deficiencies in expression or format

that may pose obstacles for the

reader

Some up-to-date and/or appropriate literature used.

Goes beyond the material tutor has provided. Limited use of sources to support a

point.

F a

il

35 – 39%

Relevance to the requirements of the assessment may be very intermittent,

and may be reduced to its

vaguest and least challenging terms

A limited understanding of a

narrow range of material

Heavy dependence on

description, and/or on

paraphrase, is common

Little evidence of coherent argument: lacks

development and may be repetitive or thin

Almost wholly derivative: the writer’s

contribution rarely goes beyond

simplifying paraphrase

Numerous deficiencies in expression and

presentation; the writer may achieve clarity (if at all) only by using a simplistic or repetitious style

Barely adequate use of literature. Over reliance on material provided by

the tutor.

The evidence provided shows that the majority of the learning outcomes and responsibilities appropriate to that Level are satisfied – for compensation consideration. 30 –

34% The work examined provides insufficient evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence provided shows that

some of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in some of the indicators.

15-29% The work examined is unacceptable and provides little evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence shows that few of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in several of the indicators.

0-14% The work examined is unacceptable and provides almost no evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence fails to show that any of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in the majority or all of the indicators.

History 111 Spring 2021