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Session: 2022/23
Last modified: 04/03/2022 13:41:50
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Title of Module: Digital Project |
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Code: MARK09019 |
SCQF Level: 9
(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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The aim of this module is to equip the students with the skill set required to plan and deliver a practical digital marketing project. This module will introduce the students to a variety of digital marketing tools including, micro blog platforms, social media tools, ecommerce facilities, CRM systems, web platforms and analytical packages. The module will introduce the latest digital practices and developments in the industry.
The learning experience is intended to be flexible and student centred, aiming to deliver an interactive learning experience. Students will have the opportunity to develop, as part of the module assessments an online portfolio of competencies that will sharpen their practical skills. Students will also be encouraged to develop critical skills and produce material consistent with both academic and current industry requirements.
The learning style is blended with students being expected to attend workshop style support sessions and participate in online learning activities.
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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.
Develop a knowledge and understanding of digital marketing tools and their relevance in relation to B2B and B2C markets
L2.
Develop and apply practical digital marketing skills.
L3.
Critically assess applied digital marketing activities and associated analytics. |
| 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 9.
Demonstrating an understanding of the key theoretical concepts within the digital marketing discipline
Demonstrating comprehension of the scope and nature of integrated digital marketing techniques |
| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Making use of key practical techniques and skills relating to the organisation of digital marketing management
Making use of investigative enquiry into the application of digital marketing management tools |
| Generic Cognitive skills |
SCQF Level 9.
Demonstrating analysis of conceptual material within digital marketing
Investigating and synthesising academic and applied research material and analytical materials relating to the marketing discipline |
| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Demonstrating fluency in oral and written communication
Making use of electronic data to aid investigation
Analysing and reporting on industry data |
| Autonomy, Accountability and Working with others |
SCQF Level 9.
Demonstrating the ability to work within peer teams
Demonstrating the ability to undertake research independently |
| 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 is offered as blended learning experience. Class attendance for workshops will be essential. However, these will be delivered in conjunction with online learning material. Workshops aim to further develop prerequisite independent study, to encourage social interaction and provide opportunities to share knowledge.
All study materials will be available in electronic form on Moodle.
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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 | 12 |
| Laboratory/Practical Demonstration/Workshop | 24 |
| 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:
Kingsnorth, S. (2022) The Digital Marketing Handbook Kogan Page
Chaffey D and Smith, PR (2017) Digital Marketing Excellence: Planning Optimising and Integrating Online Marketing 5th edition Routledge
Chaffey, D & Ellis-Chadwick, F (2019) Digital Marketing Strategy, Implementation and Practice 7th edition. Pearson, United Kingdom.
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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 | Theo Tzanidis |
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| External Examiner | J White |
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| Accreditation Details | |
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| Version Number | 1.05 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Practical delivery of a project worth 60% |
| Written assessment worth 40% |
(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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