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Session: 2022/23
Last modified: 10/01/2022 12:13:17
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Title of Module: Integrated Marketing Communications |
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Code: MARK11023 |
SCQF Level: 11
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Business & Creative Industries |
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| Module Co-ordinator: | Xiuli
Guo |
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| Summary of Module |
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This module aims to inspire students to engage with the critical considerations involved in the conceptual development, planning and delivery of integrated marketing communications programmes. The module will encourage analysis and critical thinking in relation to IMC and will draw on the wider inputs in terms of cultural context and consumer behaviour.
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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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.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Critically examine and interpret theory in order to develop an understanding of integrated marketing communications programmes
L2.
Demonstrate the ability to critically evaluate applied marketing communications tools and concepts
L3.
Investigate the sub-components of IMC within the wider cultural and brand-related context
L4.
Demonstrate the ability to use clear communications skills |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 11.
Demonstrate a critical comprehension of the main theoretical concepts that underpin integrated marketing communications.
Demonstrate detailed understanding of the scope and nature of integrated marketing communications practices that are of topical and current value. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 11.
Employ a range of practical techniques and skills in relation to the conceptual development of IMC.
Demonstrate advanced investigative skills in relation to researching current, applied practice. |
| Generic Cognitive skills |
SCQF Level 11.
Display critical analysis of conceptual material as a consequence of investigating and researching academic and applied evidence.
Review and synthesise advanced material in relation to IMC within an international context. |
| Communication, ICT and Numeracy Skills |
SCQF Level 11.
Demonstrate fluency in oral and written communications.
Employ extensive use of electronic material to aid investigation.
Analyse integrated marketing commnications evidence and data. |
| Autonomy, Accountability and Working with others |
SCQF Level 11.
Display the ability to work within groups comprised of peers.
Demonstrate the ability to undertake research independently and meet deadlines.
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| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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This module is delivered as blended learning module utilising a Virtual Learning Environment (VLE). Students will have access to the VLE as a mechanism for communication and dissemination of information. Students will participate in a range of classroom activities supported by the quality assured resources and will be directed to wider reading, including access to electronic library and books.
The learning experience is intended to be flexible and student-centred, aiming to deliver an interactive learning experience.
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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) |
| Lecture/Core Content Delivery | 12 |
| Tutorial/Synchronous Support Activity | 24 |
| Independent Study | 164 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
De Pelsmacker, P., Geuens, M., and Van Den Bergh, J. (2018) Marketing Communications – A European Perspective. 6th edn (or 5th edn). Harlow: Pearson
Clow, K.E., and Baack, D. (2018) Integrated Advertising, Promotion and Marketing Communications. 8th edn. Harlow: Pearson.
Details of further resources, including textbooks, journals and online resources will be identified at the beginning of each delivery in the Module Handbook and on the VLE.
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(**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)
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| Engagement Requirements |
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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 |
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Supplemental Information
| Programme Board | Marketing, Innovation, Tourism & Events |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Marketing, Innovation, Tourism & Events |
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| Moderator | Karina McGowan |
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| External Examiner | Diane Morrad |
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| Accreditation Details | N/A |
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| Version Number | 1.06 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Report - 60% |
| Presentation - 40% |
(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.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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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.
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| Equality and Diversity |
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UWS is committed to advancing and promoting equality and diversity in all of its activities and aims to establish an inclusive culture free from discrimination and based upon the values of fairness, dignity and respect.
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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