devise an integrated marketing communication plan for the company, covering these essential elements:
Module Code Module Title Module Credits GSP5062 Integrated Marketing Communication 20 Academic Year and Semester Examination Board Level & Block 2023-24, 2nd Semester July 2024 5&2 Method of Assessment Term Weighting WRIT1 Mid-Term 50% Module Leader Module Leader email Jawad Tauheed [email protected] Additional Information (if any) This is an individual assignment. The due date of submission is April 25th, 2024 until 9pm. Ensure that you prepare your work in good faith. Any form of collusion and/or academic unfair practice will be dealt with according to the pertinent rules and regulations of the partner university. Please read carefully the plagiarism guide on page 11. Module Tutors: Mr. Jawad Tauheed Version 1 [email protected] Page 1 of 11 Contents 1. Assessment Details 2. Submission Details 3. Assessment Criteria 4. Further Information Who can answer questions about my assessment? Referencing Submission problems Unfair academic practice How is my work graded? 5. IV form Version 1 Page 2 of 11 Assessment Details Assessment title Abr. Weighting Assignment WRIT1 50% Pass marks for undergraduate work is 40%, unless stated otherwise. Task / Assessment Brief: Assume the role of a brand manager for a luxury skincare brand, planning to introduce its premium, eco-friendly skincare line in the Oman market. Your task is to devise an integrated marketing communication plan for the company, covering these essential elements: 1. Introduction of selected company/brand 2. Identification and analysis of target audience 3. Determining the marketing communication objectives 4. Setting and allocation of marketing communication budget 5. Designing marketing communication strategies and tactics (analyse two strategies) 6. Evaluate the performance and measure the success of marketing communication strategies used for the campaign 7. Conclusion – conclude your task Additional instructions: Minimum 10 References should be given from Text Books, Journals and other online academic sources from the year 2015 onwards with appropriate in-text citations and reference list. Use of Harvard Referencing Style is required. ************* Word count (or equivalent): 2000 This is a reflection of the effort required for the assessment. Word counts will normally include any text, tables, calculations, figures, subtitles and citations. Reference lists and contents of appendices are excluded from the word count. Contents of appendices are not usually considered when determining your final assessment grade. Academic or technical terms explained: Target Audience refers to a specific group of people or individuals who are most likely to be interested in a particular product or service. This group is identified based on factors such as demographics, psychographics, behaviours, and interests, and is the focus of a company’s marketing efforts. Version 1 Page 3 of 11 Marketing Communication Budget refers to the amount of money that a company allocates for its marketing communication efforts. This budget is typically used to cover the costs associated with advertising, public relations, promotions, and other communication activities aimed at promoting a product or service. The budget is based on a company’s overall marketing strategy and is typically determined by several factors, including the target audience, the competitive landscape, and the company’s goals and objectives. The marketing communication budget is an essential part of a company’s overall marketing plan, and the allocation of resources should be carefully planned and monitored to ensure that the marketing efforts are effective and efficient. Marketing Communication Strategies and Tactics refer to the specific methods and tools that a company uses to communicate with its target audience and promote its products or services. The primary goal of marketing communication is to create awareness, generate interest, and ultimately persuade consumers to purchase the product or service. Marketing communication strategies involve the development of an overall plan that outlines the company’s messaging, target audience, channels of communication, and specific goals. This plan may include a range of tactics such as advertising, public relations, sales promotions, events, and digital marketing. Marketing communication tactics are the specific tools and techniques used to execute the strategies outlined in the marketing communication plan. These tactics could include activities such as social media campaigns, email marketing, influencer marketing, direct mail, and content marketing. Submission Details Submission Deadline: Mid – 25th April 2024 Submission Time: 9:00 PM Turnitin: Any assessments submitted after the deadline will not be marked and will be recorded as a non-attempt unless you have had an extension request agreed or have approved mitigating circumstances. See the Gulf College website for more information on submission details and mitigating circumstances. File Format: The assessment must be submitted as a word document and submit through the Turnitin submission point. After the result announcement (10 working days) – July 2024 EB Estimated Feedback Return Date Your assessment should be titled with your: Student ID number, Module code and Assessment ID, e.g. 1610200 GSP5062 WRIT1 Feedback Feedback for the assessment will be provided electronically via Turnitin / MS Teams/Face-to-Face. Feedback will be provided with comments on your strengths and the areas which you can improve. Module tutors give students two types of assessment feedback: formative, which is given when the student is working on the completion of an assignment or coursework, and summative, which is given upon completion of the module. A comprehensive assessment feedback on your performance will be given after the announcement of the results. (10 Working Days) Version 1 Page 4 of 11 Assessment Criteria Learning outcomes assessed On successful completion of the module, a student should be able to: 1. Explain the role of marketing communications from a marketing, social and ethical perspective, and advise how it might be used to develop promotional effectiveness. 2. Review the importance of segmentation, targeting and positioning in relation to marketing communications. 3. Explain the main elements of the promotional mix and the role they play in developing successful brands through effective marketing communications planning. 4. Examine the importance of developing long-term relationships with customers, channel members, agencies and other stakeholders and suggest suitable marketing communications methods to influence such relationships. 5. Suggest and evaluate the cost-effectiveness of promotional mixes designed to meet specified marketing objectives within an integrated marketing communications plan. 6. Evaluate the use of integrated tools (including new media) in order to engage with customers and key stakeholders. In addition, the assessment will test the following learning outcome: 2. Review the importance of segmentation, targeting and positioning in relation to marketing communications. 3. Explain the main elements of the promotional mix and the role they play in developing successful brands through effective marketing communications planning. 4. Examine the importance of developing long-term relationships with customers, channel members, agencies and other stakeholders and suggest suitable marketing communications methods to influence such relationships. 5. Suggest and evaluate the cost-effectiveness of promotional mixes designed to meet specified marketing objectives within an integrated marketing communications plan. Version 1 Page 5 of 11 Marking/Assessment Criteria Task 1. 2. Criteria Description Weight Introduction of the company or brand 10 Identification and analysis of target audience covering the following aspects: (Each carries 5 marks) 15 Identification of target market Analysis of the chosen target market Summary of discussion 3. Determining the marketing communication objectives covering the following aspects (Each carries 5 marks) 15 Introduction Identification of marketing communication objectives Summary of discussion 4. Setting and allocation of marketing communication budget covering the following aspects: (Each carries 5 marks) 15 Introduction Setting and allocation of marketing communication budget Summary of discussion 5. Designing marketing communication strategies and tactics (analyse any two strategies) (Each carries 10 marks) 20 6. Evaluate the performance and measure the success of marketing communication strategies used for the campaign covering the following aspects: (Each carries 5 marks) 15 Introduction A combination of metrics to evaluate the performance and measure the success of our marketing communication strategies Summary of discussion 7. Conclusion – Result of your finding and analysis 10 TOTAL Version 1 100 Page 6 of 11 AY: 2023-24 / 1st Semester Marking Criteria/Rubrics Criteria Introduction Introduction of the selected company or brand (10 marks) Target Audience Identification and analysis of target audience (15 marks) Communication Objectives Determining the marketing communication objectives (15 marks). No Answer 0 No answer given or a totally irrelevant answer. Very Poor 20 An attempt to answer the basic requirements of the task but lacks clarity; highly irrelevant ideas and concepts; highly irrelevant materials which reflects very limited subject knowledge; no assignment objectives set Poor 30 Poor discussion of the assessment task; irrelevant ideas and concepts; irrelevant materials which reflects very limited subject knowledge; no clear assignment objectives Satisfactory 40 Basic discussion of the assessment task; limited ideas and concepts; limited use of relevant materials which reflects limited subject knowledge; assignment objectives are unclear Good 50 Good discussion of points in the assessment; relevant ideas; relevant materials reflect subject knowledge; assignment objectives are set Very Good 60 Very good discussion of the points in the assessment task; relevant ideas and concepts; relevant materials reflect thoroughness of subject knowledge; assignment objectives are defined Excellent 70 Excellent discussion of the main points in the assessment task; highly relevant ideas and concepts; excellent presentation of relevant materials which reflects thoroughness of subject knowledge; clearly defined assignment objectives No answer given or a totally irrelevant answer. An attempt to answer the basic requirements of the task but lacks clarity; very poor comprehension of the theories and concepts; unable to relate the theories and concepts to other fields of study; unclear discussion of the key terms of the assessment. Poor understanding of the theories and concepts; inability to relate the theories and concepts to other fields of study; poor discussion of the key terms of the assessment. Basic understanding of the theories and concepts; ability to relate the theories and concepts; limited discussion of the key terms needed in the assessment. Good understanding of the theories and concepts; ability to relate the theories and concepts; discussion of the terms needed in the assessment. Very good understanding of the theories and concepts in relation to the assessment; ability to relate the theories and concepts; discussion of the terms needed in the assessment. Excellent understanding and comprehension of the theories and concepts related to the assessment; ability to relate the theories and concepts to other fields of study; discussion of the key terms needed in the assessment. No answer given or a totally irrelevant answer. An attempt to answer the basic requirements of the task but lacks clarity; very poor comprehension of the theories and concepts; unable to relate the theories Poor understanding of the theories and concepts; inability to relate the theories and concepts to other fields of study; poor discussion of Basic understanding of the theories and concepts; ability to relate the theories and concepts; limited discussion of the key terms needed in the assessment. Good understanding of the theories and concepts; ability to relate the theories and concepts; discussion of the terms needed in the assessment. Very good understanding of the theories and concepts in relation to the assessment; ability to relate the theories and concepts; Excellent understanding and comprehension of the theories and concepts related to the assessment; ability to relate the theories and concepts to other Version 1 Page 7 of 11 Outstanding 80 Outstanding discussion of the main points in the assessment task; highly relevant ideas and concepts; outstanding presentation of relevant materials which reflects thoroughness of subject knowledge; clearly defined assignment objectives Outstanding understanding and comprehension of the theories and concepts related to the assessment; ability to relate the theories and concepts to other fields of study; discussion of the key terms needed in the assessment. Outstanding understanding and comprehension of the theories and concepts related to the assessment; ability to relate Exceptional 100 Exceptional discussion of the main points in the assessment task; highly relevant ideas and concepts; exceptional presentation of relevant materials which reflects thoroughness of subject knowledge; clearly defined assignment objectives Exceptional understanding and comprehension of the theories and concepts related to the assessment; ability to relate the theories and concepts to other fields of study; discussion of the key terms needed in the assessment. Exceptional understanding and comprehension of the theories and concepts related to the assessment; ability to relate Communication Budget Setting and allocation of marketing communication budget (15 marks) Strategies & Tactics Designing marketing communication strategies and tactics (analyse any two strategies) (20 marks) and concepts to other fields of study; unclear discussion of the key terms of the assessment. the key terms of the assessment. No answer given or a totally irrelevant answer. An attempt to answer the basic requirements of the task but lacks clarity; very poor comprehension of the theories and concepts; unable to relate the theories and concepts to other fields of study; unclear discussion of the key terms of the assessment. Poor understanding of the theories and concepts; inability to relate the theories and concepts to other fields of study; poor discussion of the key terms of the assessment. Basic understanding of the theories and concepts; ability to relate the theories and concepts; limited discussion of the key terms needed in the assessment. No answer given or a totally irrelevant answer. An attempt to examine the impact but no originality; very poor organisation of ideas; very poor analysis of arguments; no details and evidence; no theories used to address the issue Poor examination of the impact with no originality; ideas are not organised; poor analysis of arguments; very limited concepts with no relevant evidence; limited theories to address issues Basic examination of the impact with limited originality; ideas not properly organised; basic analysis with limited arguments; compare-contrast concepts with limited details and evidence; limited use of theories to address issues Version 1 discussion of the terms needed in the assessment. fields of study; discussion of the key terms needed in the assessment. Good understanding of the theories and concepts; ability to relate the theories and concepts; discussion of the terms needed in the assessment. Very good understanding of the theories and concepts in relation to the assessment; ability to relate the theories and concepts; discussion of the terms needed in the assessment. Excellent understanding and comprehension of the theories and concepts related to the assessment; ability to relate the theories and concepts to other fields of study; discussion of the key terms needed in the assessment. Good examination of the impact with originality; organised ideas; organised arguments; compare-contrast concepts supported by details; distinguish theories to address issues Very good examination of the impact with perception and originality; organised thoughts and ideas; analysis displays organised arguments; compare-contrast and differentiation of concepts supported by relevant details; distinguish theories with evidence to address issues. Excellent examination of the impact with a high degree of perception and originality; highly organised thoughts and ideas; analysis displays a strong and well-organised argument; compare-contrast and differentiation of concepts supported by relevant details and evidence; distinguish relevant theories with related evidence to address issues Page 8 of 11 the theories and concepts to other fields of study; discussion of the key terms needed in the assessment. Outstanding understanding and comprehension of the theories and concepts related to the assessment; ability to relate the theories and concepts to other fields of study; discussion of the key terms needed in the assessment. Outstanding examination of the impact with a high degree of perception and originality; highly organised thoughts and ideas; analysis displays a strong and wellorganised argument; comparecontrast and differentiation of concepts supported by relevant details and evidence; distinguish relevant theories with related evidence to address issues the theories and concepts to other fields of study; discussion of the key terms needed in the assessment. Exceptional understanding and comprehension of the theories and concepts related to the assessment; ability to relate the theories and concepts to other fields of study; discussion of the key terms needed in the assessment. Exceptional examination of the impact with a high degree of perception and originality; highly organised thoughts and ideas; analysis displays a strong and wellorganised argument; comparecontrast and differentiation of concepts supported by relevant details and evidence; distinguish relevant theories with related evidence to address issues. Evaluate the success Evaluate the performance and measure the success of marketing communication strategies (15 marks). Conclusion Your conclusion must convince the reader that they tie with the logical flow of your analysis. (10 marks) No answer given or a totally irrelevant answer. An attempt to judge the situation but no originality; appraisal of arguments with no pros and cons; critique of theories with no details; no consideration of evidence to address the issues; no solutions raised in the assessment task Poor judgement of the situation with no originality; appraisal of arguments with no pros and cons; critique of theories with no details; very limited consideration of evidence to address the issues; very limited solutions raised in the assessment task Basic judgement of the situation with limited originality; appraisal of arguments provides limited pros and cons; critique of theories with limited details; limited consideration of evidence to address the issues; limited solutions raised in the assessment task. Good judgement of the situation with originality; appraisal of arguments provides pros and cons; critique of theories with details; consideration of evidence to address the issues; solutions raised in the assessment task. Very good judgement of the situation with perception and originality; appraisal of arguments provides valid pros and cons; critique of theories supported by details; consideration of evidence relevant to theories to address the issues; solutions to problems raised in the assessment task. Excellent judgement of the situation with high degree of perception and originality; appraisal of arguments provides strong and valid pros and cons; critique of theories and concepts supported by relevant details; consideration of various evidence relevant to theories and concepts to address issues; solutions to problems and issues raised in the assessment task. No answer given or a totally irrelevant answer. An attempt to summarise the assessment task; very poor synthesis of the assessment task; very weak summary of the points presented; very weak position on the points raised Poor synthesis of the assessment task; weak summary of the points presented; weak position on the points raised Satisfactory synthesis of the assessment task; satisfactory summary of the points presented; unclear position on the points raised Good synthesis of the assessment task; good summary of the points presented; clear position on the points raised Very good synthesis of the points of the assessment task; very good summary of the evidence; strong position on the points raised Excellent synthesis of the main points of the assessment task; excellent summary of the evidence presented; profound position on the main points raised Version 1 Page 9 of 11 Outstanding judgement of the situation with high degree of perception and originality; appraisal of arguments provides strong and valid pros and cons; critique of theories and concepts supported by relevant details; consideration of various evidence relevant to theories and concepts to address issues; solutions to problems and issues raised in the assessment task. Outstanding synthesis of the main points of the assessment task; outstanding summary of the evidence presented; profound position on the main points raised Exceptional judgement of the situation with high degree of perception and originality; appraisal of arguments provides strong and valid pros and cons; critique of theories and concepts supported by relevant details; consideration of various evidence relevant to theories and concepts to address issues; solutions to problems and issues raised in the assessment task. Exceptional synthesis of the main points of the assessment task; exceptional summary of the evidence presented; profound position on the main points raised Further Information Who can answer questions about my assessment? Questions about the assessment should be directed to the staff member who has set the task/assessment brief. This will usually be the Module tutor. They will be happy to answer any queries you have. Referencing and independent learning (Not applicable for Examination) Please ensure you reference a range of credible sources, with due attention to the academic literature in the area. The time spent on research and reading from good quality sources will be reflected in the quality of your submitted work. Remember that what you get out of university depends on what you put in. Your teaching sessions typically represent between 10% and 30% of the time you are expected to study for your degree. A 20-credit module represents 200 hours of study time. The rest of your time should be taken up by self-directed study. Unless stated otherwise you must use the HARVARD referencing system. Further guidance on referencing can be found in the on Moodle. Correct referencing is an easy way to improve your marks and essential in achieving higher grades on most assessments. Technical submission problems (Not applicable for Examination) It is strongly advised that you submit your work at least 24 hours before the deadline to allow time to resolve any last minute problems you might have. If you are having issues with IT or Turnitin you should contact the IT Helpdesk on (+968) 92841521/ 92841217. You may require evidence of the Helpdesk call if you are trying to demonstrate that a fault with Turnitin was the cause of a late submission. Mitigating circumstances Short extensions on assessment deadlines can be requested in specific circumstances. If you are encountering particular hardship which has been affecting your studies, then you may be able to apply for mitigating circumstances. This can give the teachers on your programme more scope to adapt the assessment requirements to support your needs. Mitigating circumstances policies and procedures are regularly updated. You should refer to your Academic Advisor for information on extensions and mitigating circumstances. Unfair academic practice Cardiff Met takes issues of unfair practice extremely seriously. The University has procedures and penalties for dealing with unfair academic practice. These are explained in full in the University’s Unfair Practice regulations and procedures under Volume 1, Section 8 of the Academic Handbook. The Module Leader reserves the right to interview students regarding any aspect of their work submitted for assessment. Types of Unfair Practice, include: Plagiarism, which can be defined as using without acknowledgement another person’s words or ideas and submitting them for assessment as though it were one’s own work, for instance by copying, translating from one language to another or unacknowledged paraphrasing. Further examples include: Version 1 Page 10 of 11 Use of any quotation(s) from the published or unpublished work of other persons, whether published in textbooks, articles, the Web, or in any other format, where quotations have not been clearly identified as such by being placed in quotation marks and acknowledged. Use of another person’s words or ideas that have been slightly changed or paraphrased to make it look different from the original. Summarising another person’s ideas, judgments, diagrams, figures, or computer programmes without reference to that person in the text and the source in a bibliography/reference list. Use of assessment writing services, essay banks and/or any other similar agencies (NB. Students are commonly being blackmailed after using essay mills). Use of unacknowledged material downloaded from the Internet. Re-use of one’s own material except as authorised by your degree programme. Collusion, which can be defined as when work that that has been undertaken with others is submitted and passed off as solely the work of one person. Modules will clearly identify where joint preparation and joint submission are permitted, in all other cases they are not. Fabrication of data, making false claims to have carried out experiments, observations, interviews or other forms of data collection and analysis, or acting dishonestly in any other way. How is my work graded? Gulf College uses Cardiff Metropolitan University’s Generic Band Descriptors (GBD), in conjunction with programme-specific and/or assessment-specific descriptors that are developed in accordance with the principles underpinning the generic descriptors, as a reference in marking student work outputs. This is to ensure that marking is consistent across all Cardiff Met students’ work, including the work outputs of students in Gulf College. Assessment marking undergoes a meticulous process to make sure that it is fair and truly reflects the performance of students in their modules. Marking of work at each level of Cardiff Met degree programmes are benchmarked against a set of general requirements set out in Cardiff Met’s Guidance on Assessment Marking. https://www.cardiffmet.ac.uk/registry/academichandbook/Documents/AH1_04_03.pdf To find out more about assessments and key academic skills that can have a significant impact on your marks, download and read your Module Handbook from Moodle and your Programme Handbook from the college website. Version 1 Page 11 of 11
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