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Module Descriptors

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Session: 2022/23

Last modified: 14/04/2020 11:15:24

Title of Module: Future Marketing & Transformational Tech

Code: MARK11044 SCQF Level: 11
(Scottish Credit and Qualifications Framework)		 Credit Points: 20 ECTS: 10
(European Credit Transfer Scheme)
School:School of Business & Creative Industries
Module Co-ordinator:Matthew   Frew

Summary of Module

This module critically and practically interrogates how this age of acceleration, and techno-culture is challenging and changing the field of marketing, digital marketing and the marketing professional. Underpinned by a socio-theoretical futurology the module focuses on how global phenomenon, trends and patterns in digital, social and transformational DARQ technologies reflect a discursive power that is shaping the future of how we work, learn and live. 

Students will explore and critique this discursive shift, the power and potential of transformational technologies to accelerate a transhuman consumer, market and so future marketing. From this theoretical futurology, where students will explore possible, plausible, preferable and probable futures for the field of marketing and the marketer, students will practically engage and apply a series of transformational DARQ* technologies to advance future marketing innovations.

Therefore, this module, theoretically and practically, places the student within an accelerating techno-culture compelling them to develop critical, creative and practical skill sets that respond and adapt to a dynamic, and ever changing marketing field.  As such this module prepares students for a future marketing, emerging transhuman markets, impacts and applications of transformational technologies

*DARQ – Distributed ledger systems, artificial intelligence, augmented, virtual, mixed and extended reality, quantum computing along with transformational technologies such as haptics, nanotechnology, and internet of things.


Module Delivery Method
Face-To-FaceBlendedFully OnlineHybridCHybridOWork-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.


Campus(es) for Module Delivery
The module will normally be offered on the following campuses / or by Distance/Online Learning: (Provided viable student numbers permit)
Paisley:Ayr:Dumfries:Lanarkshire:London:Distance/Online Learning:Other:
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Term(s) for Module Delivery
(Provided viable student numbers permit).
Term 1check markTerm 2

 

Term 3

 

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Learning Outcomes: (maximum of 5 statements)

On successful completion of this module the student will be able to:

L1. Critically interrogate and explore the field of marketing, marketer and their skill set needs through a socio-theoretically informed futurology

L2. Critically examine the impact this age of acceleration, techno-culture and transformational DARQ technologies have on global trends, national policy agendas, markets, consumer practices and the disruption for business marketing practice

L3. Apply and couple theoretical insights with a series of transformational DARQ technologies for new and practical skill sets development and innovation

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 11.

Students will be able to demonstrate knowledge and understanding of key components of digital, social and transformational DARQ technologies. They will be able to critical interrogate the theoretical to practical impact and future implications of digital and technological disruption for business, enterprise and entrepreneurship.

Practice: Applied Knowledge and Understanding SCQF Level 11.

Students will be able to understand, demonstrate and develop a series of transformational DARQ technologies skill sets for the analysis, promotion and development of business, brands and an emergent transhuman prosumer.

Generic Cognitive skills SCQF Level 11.

Demonstrate critical and analytical skills through the application of a socio-culturally informed futurology. This conceptual understanding will enable the development of higher order skill sets, which will facilitate creativity and future facing insights and innovations for business, enterprise and entrepreneurship
Critically review, reflect and consolidate the knowledge, skills and practices that demonstrate the rise and demand for accelerated DARQ technologies a business, enterprise and entrepreneur

Communication, ICT and Numeracy Skills SCQF Level 11.

SCQF Level 11.
Develop the skills, competencies and creative confidence in the use of digital, social media and transformational DARQ technologies for marketing innovations and approaches
Utilise a series of digital, social media and transformational DARQ technologies essential to a future facing marketer

Autonomy, Accountability and Working with others SCQF Level 11.

Exercise autonomy, independence and initiative by developing and deploying a personal portfolio digital skills that speaks to a globally convergent and networked business environment
Demonstrate the interpersonal to practical skills to work effectively and efficiently, with facilitated guidance, with peer, professional and social networks to complete collaborative project work
Demonstrate responsibility, accountability and professional practice through negotiated workloads, outputs and deadlines with peers, external organisations and clients.

Pre-requisites: Before undertaking this module the student should have undertaken the following:
Module Code:
Module Title:
Other:
Co-requisitesModule Code:
Module Title:

* Indicates that module descriptor is not published.

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Learning and Teaching
This module is delivered via Accelerated and Immersive Education (AIE) approach. The AIE is designed to digitally deliver teaching and learning in a mobile, immediate and interactive manner. It responds to the challenges of a digitally accelerating world by providing a versatile, student-centred and empowering educational experience that flexibly adapts to the field, industry and lifestyles of individual students.

Core educational content is hosted through a cloud-based virtual learning platform that allows staff to customise and digitally deliver content that is visual, vibrant and engaging. Through the integration of digital, social and transformational technologies student learning is a facilitated, convergent and immersive process being co-created between staff, students and their social networks. Therefore, the AIE is specifically designed to provide a collaborative, interactive and immersive educational experience for the modern 21st Century learner.
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 Delivery24
Laboratory/Practical Demonstration/Workshop24
Asynchronous Class Activity48
Independent Study104
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:

Baelo-Allué, S., 2019. Transhumanism, transmedia and the Serial podcast. International Journal of English Studies, 19(1), pp.113-131.

Castells, M., 2011. The rise of the network society (Vol. 12). John Wiley & Sons.

Harari, Y.N., 2016. Homo Deus: A Brief History of Tomorrow. Penguin

Kaku, M. 2018 The Future of Humanity: Terraforming, Mars, Interstellar Travel, Immortality and our Destiny Beyond. Audible.

More, M. and Vita-More, N. (2013) The Transhumanist Reader: Classical and Contemporary Essays on the Science, Technology, and Philosophy of the Human Future. John Wiley & Sons.

Solis, B., 2013. WTF?: What's the Future of Business?: Changing the Way Businesses Create Experiences. John Wiley & Sons.

Van Dijck, J., 2013. Cultures of connectivity. Oxford University Press.

Vaynerchuk, G., 2013. Jab, jab, jab, right hook: How to tell your story in a noisy social world. Harper Business.

(**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

Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
It is expected that students will attend all scheduled classes or participate with all delivered elements as part of
their engagement with their programme of study. Please refer to UWS Regulation 5.3.6

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Supplemental Information

Programme BoardMarketing, Innovation, Tourism & Events
Assessment Results (Pass/Fail) No
Subject PanelMarketing, Innovation, Events and Tourism
ModeratorTheo Tzanidis
External ExaminerDiane Morrad
Accreditation DetailsDigital Marketing Institute
Version Number

1

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Assessment: (also refer to Assessment Outcomes Grids below)
Practical Project: Developing a DARQ Brand (40%)
Critically interrogate transformational DARQ Technologies for Future Marketing and Marketer via a digital/transformational artefact (60%)
(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.)

Component 1
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Weighting (%) of Assessment ElementTimetabled Contact Hours
Portfolio of practical work  check mark400

Component 2
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Weighting (%) of Assessment ElementTimetabled Contact Hours
Portfolio of practical workcheck markcheck mark 600
Combined Total For All Components100% 0 hours

Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above

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Note(s):
  1. More than one assessment method can be used to assess individual learning outcomes.
  2. 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
In accordance with the University’s proposed Single Equality Scheme every effort will be made to accommodate
any equality and diversity issues brought to the attention of the school. (N.B. Every effort will be made by the University to accommodate any equality and diversity issues brought to the attention of the School)

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)

2014 University of the West of Scotland

University of the West of Scotland is a Registered Scottish Charity.

Charity number SC002520.

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