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Session: 2022/23
Last modified: 08/02/2022 14:27:42
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Title of Module: Consumer Experiences and Relationships |
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Code: MARK10018 |
SCQF Level: 10
(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: | Valerie
Will |
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| Summary of Module |
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This module focuses on exploring and analysing the concept and theory of the experience economy (Pine and Gilmore, 2020) and its influence on marketing approaches. Individuals throughout society are increasingly pursing immersive experiences (Patterson et al, 2017) and millennials in particular have a propensity to focus on “authenticity, fulfilment and sustainability” (Sofronov, 2018: p109) in their quest for experiences. The Consumer Experiences and Relationships module seeks to investigate the phenomenon of experiences, as well as how marketers can and should respond.
Topics to be considered will include
- Defining and understanding the experience economy
- Customer-centricity and relationships (including “authenticity, fulfilment and sustainability” (ibid))
- Consumer immersion
- Exploring experience-scapes (eg servicescapes, social servicescapes, sensescapes)
- Customer experience journeys
- Emotion in experiences
- Experiences as ‘theatre’
- The worker experience (emotional and aesthetic labour)
Due to the specific subject-matter and orientation of this module, it is expected that students participating in the module will require prior academic knowledge of marketing in advance of taking the module.
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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.
Demonstrate a critical understanding of the theory of the experience economy, the marketing of experiences, the influence of consumer relationships and associated module topics
L2.
Analyse and evaluate the multidimensional issues involved in the development, construction and augmentation of consumer experiences and relationships within marketing
L3.
Employ and show a critical and reflective approach to applying theory to practice in this context |
| 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 10.
Demonstrate a profound, detailed and critical knowledge of the principal theories, concepts and principles in relation to the module topics, including the experience economy, the marketing of experiences and customer-centricity/relationships as marketing. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 10.
Demonstrate the ability to relate and apply theory to practice regarding the module topics in order to augment and enhance practice.
Investigate the module topics in a deep and critically reflective manner.
Use online/offline sources of information (as appropriate) to source and select research material in relation to the module topics prior to conducting a robust analysis of such material.
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| Generic Cognitive skills |
SCQF Level 10.
Demonstrate critical analysis and interpretation of problems and issues within the module topic areas in order to make insightful and (to a degree) original recommendations and/or courses of action for potential implementation. |
| Communication, ICT and Numeracy Skills |
SCQF Level 10.
Present or convey, formally and informally, information about the module topics to an informed audience.
Communicate with others (eg peers, teaching staff) in a professional manner.
Use a range of sources of information (including e-sources) to search for module-related information.
Use standard applications (such as Word and Powerpoint) to present and display data.
Convey information in a clear and accessible manner
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| Autonomy, Accountability and Working with others |
SCQF Level 10.
Exercise managerial responsibility in relation to self and others (as appropriate) in order to prepare/undertake class activities and prepare/produce and submit assessment tasks.
Where required and appropriate (eg during class activities), adopt a leadership/managerial role.
Engage appropriately in working with others to precipitate change, development and/or new thinking.
Being reflective and mindful in relation to working in accordance with ethical and/or professional codes of conduct while recognising the limits of these codes and so seeking guidance where appropriate
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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: | Marketing for a better future and B2B marketing and relationship networks |
| 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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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 | 36 |
| 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:
Pine, J.B. and Gilmore, J.H. (2020) The experience economy. Boston, MA: Harvard Business Review Press.
Further resources will be detailed 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 | |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | MITE |
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| Moderator | Eileen Conlan |
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| External Examiner | tbc |
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| Accreditation Details | |
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| Version Number | 1 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| The assessment for this module is a portfolio of work which is worth 100% of the marks for the module. Portfolio will comprise up to 4000 words. |
(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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The Equality, Diversity and Human Rights policy underpins student engagement. We aim to make UWS a fair and equal place to study an institution which addresses specific issues covering all aspects of equality, diversity and human rights. Where required module assessment will be adapted to meet student requirements.
http://www.uws.ac.uk/equality/
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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