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Session: 2022/23
Last modified: 27/04/2021 16:13:37
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Title of Module: Introduction to Marketing |
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Code: MARK07006 |
SCQF Level: 7
(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: | James
Watt |
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| Summary of Module |
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The aim of this module is to introduce students to the key aspects of marketing and to outline why it is essential for many businesses today. There is a belief that marketing is all about advertising and personal selling and, while these topics are important, they only form a small element of this module. Most of what happens in marketing occurs before the customer sees an advert or encounters a sales representative.
Management guru Peter Drucker confirms the importance of marketing by stating: "The business enterprise has two basic functions - marketing and innovation. Marketing is the unique function of the business".
This module will introduce students to the following elements of marketing;
The sales, production and marketing concept; the marketing mix, the external marketing environment, the extended marketing mix
Marketing research and market segmentation, targeting and positioning
The Marketing Mix - Product, Price, Promotion/Communication and Distribution
Examples will be provided from both business-to-consumer (B2C) and business-to-business(B2B) organisations.
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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.
Understand the marketing concept and how it is impacted upon by external forces
L2.
Understand the key components of marketing research, market segmentation, targeting and positioning
L3.
Demonstrate an awareness of how the marketing mix is applied by a wide range of organisations |
| 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 7.
Developing and demonstrating an understanding of key marketing techniques, approaches and strategies
Assessing the effectiveness of marketing techniques and strategies across a range of markets |
| Practice: Applied Knowledge and Understanding |
SCQF Level 7.
Applying marketing principles in dynamic and changing markets in order to appreciate their impact, both positive and negative. |
| Generic Cognitive skills |
SCQF Level 7.
Evaluating theoretical approaches to marketing and determining the relative advantages and disadvantages to differing practical situations. |
| Communication, ICT and Numeracy Skills |
SCQF Level 7.
Communication, both oral and written, based on business practices which will require ICT and Digital skills to be developed. |
| Autonomy, Accountability and Working with others |
SCQF Level 7.
Time management skills when organising schedule of work, working in a group and being able to resolve conflict satisfactorily. |
| 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 will make use of a range of techniques with which to engage the student and to motivate them to develop an understanding of the topic.
Online quizzes based around relevant textbook chapters will ensure the student is familiar with the scope, depth and complexity of key topics. The aim of the lecture is to engage the student by using powerpoint slides, video material, formative assessment activities and source material relevant to the topic. Tutorial activities will be be the focus for student presentations and group work based around specific source material |
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 | 12 |
| Asynchronous Class Activity | 84 |
| Independent Study | 80 |
| 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:
Dibb, S., Simkin, L., Pride, W., Ferrell, O. (2019) Marketing Concepts and Strategies. 8th edition. London. Cengage Publishing
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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 | Dr Emma Reid |
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| External Examiner | S Forbes |
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| Accreditation Details | |
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| Version Number | 1.04 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Class Test |
| Portfolio |
(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
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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