Marketing Management

PGBM15: Marketing Management TNE Issue Date: Friday 15th July 2016 Submission date: Tuesday 6th September 2016 Assessment PGBM15 Please prepare a report of no more than 4,000 words (+/- 10%). You must use Harvard Referencing throughout the body text and your reference list. You are expected to undertake your own original secondary research of both academic sources such as journal articles and trade press such as newspaper articles or blogs as well as demonstrating the personal study & reading you have undertaken during the module. 1. Please explain the difference between: - a mission statement, a corporate objective, a marketing objective, and a promotional/communication objective. Illustrate your answer with examples. 20% 2. Critically evaluate current Best Practice in researching the competitive environment of an organisation. 30% 3. Critically evaluate the main differences between Marketing Management Theory & Relationship Marketing Theory. Explain the different marketing strategies available for organisations using Marketing Management Theory or those using Relationship Marketing theory. 50% Please submit your assignment by The Postgraduate Marking Grid will be used. Generic Assessment Criteria – Postgraduate - {to be interpreted according to the level at which you are working & related to the assessment criteria of the module} Grade Relevance Knowledge Analysis Argument &Structure Critical Evaluation Presentation Ref. to Literature Pass 86 – 100% The work examined is exemplary and provides clear evidence of a complete grasp of the knowledge, understanding and skills appropriate to the Level of the qualification. There is also ample excellent evidence showing that all the learning outcomes and responsibilities appropriate to that Level are fully satisfied. At this level it is expected that the work will be exemplary in all the categories cited above. It will demonstrate a particularly compelling evaluation, originality, and elegance of argument, interpretation or discourse. 76-85% The work examined is outstanding and demonstrates comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is also excellent evidence showing that all the learning outcomes and responsibilities appropriate to that level are fully satisfied. At this level it is expected that the work will be outstanding in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse. 70 – 75% The work examined is excellent and is evidence of comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is also excellent evidence showing that all the learning outcomes and responsibilities appropriate to that level are satisfied. At this level it is expected that the work will be excellent in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse. 60 – 69% Directly relevant to the requirements of the assessment A substantial knowledge of relevant material, showing a clear grasp of themes, questions and issues therein Comprehensive analysis - clear and orderly presentation Well supported, focussed argument which is clear and logically structured. Contains distinctive or independent thinking; and begins to formulate an independent position in relation to theory and/or practice. Well written, with standard spelling and grammar, in a readable style with acceptable format Critical appraisal of up-todate and/or appropriate literature. Recognition of different perspectives. Very good use of a wide range of sophisticated material. 50 – 59% Some attempt to address the requirements of the assessment: may drift away from this in less focused passages Adequate knowledge of a fair range of relevant material, with intermittent evidence of an appreciation of its significance Significant analytical treatment which has a clear purpose Generally coherent and logically structured, using an appropriate mode of argument and/or theoretical mode(s) May contain some distinctive or independent thinking; may begin to formulate an independent position in relation to theory and/or practice. Competently written, with only minor lapses from standard grammar, with acceptable format Uses a good variety of literature which includes recent texts and/or appropriate literature, including a substantive amount beyond library texts. Competent use of material. 40 – 49% Some correlation with the requirements of the assessment but there is a significant degree of irrelevance Basic understanding of the subject but addressing a limited range of material Some analytical treatment, but may be prone to description, or to narrative, which lacks clear analytical purpose Some attempt to construct a coherent argument, but may suffer loss of focus and consistency, with issues at stake stated only vaguely, or theoretical mode(s) couched in simplistic terms Sound work which expresses a coherent position only in broad terms and in uncritical conformity to one or more standard views of the topic A simple basic style but with significant deficiencies in expression or format that may pose obstacles for the reader Evidence of use of appropriate literature which goes beyond that referred to by the tutor. Frequently only uses a single source to support a point. Weak use of quotation Fail 35 – 39% Relevance to the requirements of the assessment may be very intermittent, & may be reduced to its vaguest & least challenging terms A limited understanding of a narrow range of material Largely descriptive or narrative, with little evidence of analysis A basic argument is evident, but mainly supported by assertion and there may be a lack of clarity and coherence Some evidence of a view starting to be formed but mainly derivative. Lots of deficiencies in expression and presentation; writer achieves clarity (if at all) only by using a simplistic/ repetitious style Barely adequate use of literature. Over reliance on material provided by the tutor. The evidence provided shows that the majority of the learning outcomes and responsibilities appropriate to that Level are satisfied. 30 – 34% The work examined provides insufficient evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence provided shows that some of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in some of the indicators. 15-29% The work examined is unacceptable and provides little evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence shows that few of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in several of the indicators. 0-14% The work examined is unacceptable and provides almost no evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence fails to show that any of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in the majority or all of the indicators.