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Session: 2022/23
Last modified: 08/03/2022 10:09:23
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Title of Module: Digital Branding |
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Code: MARK11033 |
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: | Emma
Reid |
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| Summary of Module |
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This module critically explores the concepts of branding and ways which they have been adopted to create/recreate images and identities. In globally competitive market destinations, organisations and individuals are increasingly seeking to differentiate themselves, creating distinctive, recognisable and enduring brands that resonate with current trends in contemporary culture in the digital age.
The branding concepts in this module are initially explored from a marketing and business perspective where the elements of brand management are planned and applied in a strategic process of creating brand awareness, developing brand associations and building brand loyalty across a range of digital platforms. Illustrative case studies will be used to highlight specific concepts throughout 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 branding principles and their application in the digital age.
L2.
Critically appraise the application of branding principles in a range of contexts
L3.
Apply knowledge to demonstrate how the academic principles of branding can be applied in practice |
| 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.
Developing a critical awareness of the principles of brand management in contemporary society.
An understanding of the integration of academic theories and models involved in the creation of brand image and identity.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 11.
Applying a range of brand management tools and techniques to a range of contexts including people, places and spaces.
Demonstrating creativity and originality in the application of branding principles to to a range of context.
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| Generic Cognitive skills |
SCQF Level 11.
Dealing with complex issues and make informed judgements in response to information received.
Critically review and reflect on actions taken by self and team members in order to improve performance and build on areas of good practice.
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| Communication, ICT and Numeracy Skills |
SCQF Level 11.
Undertaking critical evaluations of a wide range of numerical and graphical data.
Communicating using appropriate methods to a range of audiences
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| Autonomy, Accountability and Working with others |
SCQF Level 11.
Reflecting on the relationship with other modules and considering their personal and career development.
Developing individual and collective responsibility for effective performance in a team environment.
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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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| The emphasis of learning activities at Level 11 is on encouraging a high level of learner autonomy supported by appropriate directed learning resulting in critical analysis, synthesis and evaluation. Lectures are supported by substantial background material, provided through online learning environments, which allow for discussion and argument. Students will be expected to develop their skills of reading and synthesizing complex academic texts whilst relating these to real life and/or simulated case study situations. |
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 | 24 |
| Tutorial/Synchronous Support Activity | 24 |
| Asynchronous Class Activity | 32 |
| Independent Study | 120 |
| 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:
Keller, K.L. and Swaminathan, V., 2020. Strategic brand management: Building, measuring, and managing brand equity. Harlow: Pearson.
Beverland, M., 2021. Brand management: Co-creating meaningful brands. Brand Management, pp.1-424.
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.
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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 | Valerie Will |
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| External Examiner | D Morrad |
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| Accreditation Details | |
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| Version Number | 2 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Presentation 40% |
| Portfolio of practical work 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.)
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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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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, which offers students the opportunity to celebrate difference in personal, academic and employability skills and, through problem based activities, students are encouraged to explore and share diverse experience of learning and skills development.
Additionally, students of different nationalities are encouraged to work together, both during tutorials and for written submissions, to introduce benefits from diverse cultural backgrounds, in order to achieve and deliver continuous assessment work.
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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