This page displays the selected Module Descriptor.
Printer friendly version
Session: 2022/23
Last modified: 15/04/2021 16:32:50
|
Title of Module: Contemporary and Cultural Issues in Marketing |
|---|
|
Code: MARK10007 |
SCQF Level: 10
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
|---|
| School: | School of Business & Creative Industries |
|---|
| Module Co-ordinator: | James
Watt |
|---|
| Summary of Module |
|---|
In terms of structure and delivery, the module will consist of a variety of specialist topics delivered by a range of people, including internal UWS staff and also a selection of external guest speakers. The selected topics, including current cultural issues, may not have been covered in great depth in other marketing modules delivered to date. This may include topics such as fashion marketing, green and sustainable marketing, sports marketing, relationship marketing, etc.I
The objective of the module is to offer students topics of current and cultural interest while building upon prior study. The educational approach seeks to introduce a synthesis of activities in order to encourage participation and interaction and expand the means by which students engage and enhance both personal and group-based learning.
Students will have the opportunity to participate in interactive workshops, and to engage with fellow students and guest experts, producing both an individual report and a group presentation.
|
| Module Delivery Method |
|---|
| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
 | | | | | |
Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
|
| Term(s) for Module Delivery |
|---|
|
(Provided viable student numbers permit).
|
| Term 1 | | Term 2 | | Term 3 | |
[Top of Page]
| Learning Outcomes: (maximum of 5 statements) |
|---|
On successful completion of this module the student will be able to:
L1.
Reflect, evaluate and dissemintate key topics as they apply to a range of current marketing issues
L2.
Critically assess current applied marketing practices in respect of a specific business environment
L3.
Evaluate and disseminate therotical developments in respect of contemporary marketing in a specific business environment |
| Employability Skills and Personal Development Planning (PDP) Skills |
|---|
| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
|
|---|
| Knowledge and Understanding (K and U) |
SCQF Level 10.
Applying knowledge of specialist and contemporary aspects of marketing
Producing a critical understanding of marketing theories presented in academic publications |
| Practice: Applied Knowledge and Understanding |
SCQF Level 10.
Applying knowledge gained from internal and external speakers to disseminate to other students
Applying knowledge gained from personal research and disseminating this to other students via oral presentation
|
| Generic Cognitive skills |
SCQF Level 10.
Providing solutions to specific problems being experienced in the field of marketing
Making judgements and evaluations from sources where information is incomplete or unclear
Demonstrating originality in the dissemination of information gathered during study |
| Communication, ICT and Numeracy Skills |
SCQF Level 10.
Engaging in formal and informal discussions and debates with internal and external presenters
Making formal presentations to staff and peers
Using a range of online facitlities to ehnance personal research, learning and presentation |
| Autonomy, Accountability and Working with others |
SCQF Level 10.
Working effectively as a part of a team to develop learning resources for other students
Taking responsibility for individual actions within a team
|
* Indicates that module descriptor is not published.
[Top of Page]
| Learning and Teaching |
|---|
| The teaching for this module be will be delivered by a number of internal and external guest speakers. Students will be given the opportunity to prepare in advance for classes to enable participation in complementary interactive workshops. As an integral element of the module, the students will also prepare and deliver (marked) group presentations based on analysis of contemporary/cultural topics. |
Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Laboratory/Practical Demonstration/Workshop | 24 |
| Tutorial/Synchronous Support Activity | 12 |
| Asynchronous Class Activity | 72 |
| Independent Study | 92 |
| 200
Hours Total
|
|
**Indicative Resources: (eg. Core text, journals, internet
access)
|
|---|
The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Due to the diversity of the syllabus and contemporary nature of the module, no besposke core text is recommened for purchase. Details of further resources, including textbooks, journals and online resources will be identified at the beginning of each delivery in the module handbook and made available via Moodle
|
|
(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
|
| Engagement Requirements |
|---|
In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure |
[Top of Page]
Supplemental Information
| Programme Board | Marketing, Innovation, Tourism & Events |
|---|
| Assessment Results (Pass/Fail) |
No
|
|---|
| Subject Panel | Marketing, Innovation, Tourism & Events |
|---|
| Moderator | Pravin Balaraman |
|---|
| External Examiner | S Forbes |
|---|
| Accreditation Details | |
|---|
| Version Number | 2.07 |
|---|
[Top of Page]
| Assessment: (also refer to Assessment Outcomes Grids below) |
|---|
| Presentation |
| Report |
(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
|
Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
[Top of Page]
Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
-
Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
|
| Equality and Diversity |
|---|
Every effort will be made by the University to accommodate any equality and diversity issues brought to the attention of the School. The module has been designed to reflect increases in the diversity of the student body and in this respect, the approach is ‘learner centred’. Staff are expected to work alongside students and learning support staff to personalise the delivery of the module. This module offers students the opportunity to celebrate difference in personal, academic and employability skills. Through problem based activities, students are encouraged to explore and share diverse experience of learning and skills development.
UWS Equality and Diversity Policy |
|
(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
|