This page displays the selected Module Descriptor.
Printer friendly version
Session: 2022/23
Last modified: 10/01/2022 11:04:43
|
Title of Module: Global Marketing |
|---|
|
Code: MARK08015 |
SCQF Level: 8
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
|---|
| School: | School of Business & Creative Industries |
|---|
| Module Co-ordinator: | Xiuli
Guo |
|---|
| Summary of Module |
|---|
Global marketing has grown increasingly important in the past decades. The discipline of marketing is universal. However, marketing practices vary from country to country. Marketing strategies that have proved successful in one country may not work in another country. Organisations that fails to understand the importance of global marketing may lose its domestic business to competitors with lower costs, more experience, and better products (Green and Keegan, 2020). This module aims to help students to develop knowledge and understanding of the global marketing theory and practice and to gain experience of evaluating and analysing the issues and challenges marketers face in the development and deployment of global marketing strategy.
This module will examine: global marketing and its importance, Standardisation versus adaptation, global marketing environment, how to approach global markets, different market entry strategies, the global marketing mix, etc.
|
| 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.
Develop a critical understanding of the main theoretical concepts used to assess the global marketing environment
L2.
Critically analyse and evaluate the issues related to global market entry strategies
L3.
Apply theory to practice to solve global marketing problems |
| 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 8.
Demonstrate an understanding of the various theories and concepts in relation to global marketing activities |
| Practice: Applied Knowledge and Understanding |
SCQF Level 8.
Demonstrate the ability to apply theories and concepts to practice and evaluate data and information from a range of specific sources related to global marketing research. |
| Generic Cognitive skills |
SCQF Level 8.
Evaluating specific theories and utilising them in a way designed to solve global marketing problems. |
| Communication, ICT and Numeracy Skills |
SCQF Level 8.
Communications skills will be developed via the assessment and in class discussions
ICT skills will be utilised for the research, preparation and submission of the assessment
|
| Autonomy, Accountability and Working with others |
SCQF Level 8.
Working as part of a team, taking responsibility for individual tasks, co-operation, resolving conflict and developing a team spirit |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
|
|---|
Module Code:
MARK07006
| Module Title:
Introduction to Marketing
|
| Other: | |
| Co-requisites | Module Code:
| Module Title:
|
|---|
* Indicates that module descriptor is not published.
[Top of Page]
| Learning and Teaching |
|---|
| 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. |
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
|
|
**Indicative Resources: (eg. Core text, journals, internet
access)
|
|---|
The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Green, M. and Keegan, W. (2020) Global Marketing. 10th edn. Harlow: Pearson Education Ltd.
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.
|
|
(**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 | TBC |
|---|
| External Examiner | TBC |
|---|
| Accreditation Details | N/A |
|---|
| Version Number | 1 |
|---|
[Top of Page]
| Assessment: (also refer to Assessment Outcomes Grids below) |
|---|
| Presentation (30%) |
| Report (70%) |
(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 |
|---|
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 |
|
(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
|