form b - uwl.ac.uk...(e.g. fda / fdsc / ba (hons) / bsc (hons) / msc) msc course title: e.g....

FORM B

Form B – Course Specification Template – Mar 16 of 24

Course Specification Please refer to the ‘Guidance Notes for the completion of required Validation documentation’ and the QAA UK Quality Code for Higher Education Part A: Setting and Maintaining Academic Standards: Chapter A3 - Securing Academic Standards and an Outcomes-Based Approach to Academic Awards: http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code/quality-code-part-a

Name of final award: (e.g. FdA / FdSc / BA (Hons) / BSc (Hons) / MSc)

MSc

Course title: e.g. (Digital Media Arts)

International Marketing

Level:

7 Credits: 180

Exit awards, level and credits: (where applicable)

MSc in International Marketing (180 M-level credits) PG Diploma 120 credits PG Certificate 60 credits

School:

The Claude Littner Business School

Field/Subject:

Business, Management and Marketing

Academic Partners: (where applicable) Note: Approval for an academic partner to deliver a course requires an additional approval event.

n/a

Document version:

21

Date document completed:

21/4/2016

Document completed by:

Ioannis Gkliatis and Amelia Au-Yeung

http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code/quality-code-part-a


1. Awarding body/Institution

University of West London

2. Teaching institution

University of West London

3. Admissions criteria

First degree performance of a UK Honours Degree Class 2:2 or international equivalent.

IELTS Score for International Students (including the minimum score in all elements)

For international students additionally a IELTS 6.5 overall and a (UKBA required) minimum of 5.5 for each of the 4 individual components (Reading, Writing, Speaking and Listening). TOEFL ibt at score at 90 or above, Pearson PTE Academic at score 58 or above, or an equivalent secure English language test.

4. Codes

UCAS Code A N/A

UCAS Code B N/A

JACS Code N/A

Other

5. Professional, Statutory and Regulatory Body accreditation (if applicable) Chartered Institute of Marketing accreditation will be explored

6. Career and progression opportunities and employability skills

This Masters degree is designed to produce graduates with advanced expertise across the broad range of marketing channels so students can progress to leadership roles in a range of public and private sector organisations (including multinational and global companies). Possible careers include marketing management, international brand management and market research analysts, fund raising and events management, product managers, and account management, public relations, advertising and communications agencies as well as digital marketing management. The above progression is expected to result after completion of the course and after gaining a set of valuable skills. For example, analytical and presentation skills can be developed through a variety of assessments across modules, that will enhance students’ employability skills.

7. Location of delivery

West London (Ealing/Brentford)


8. Mode of delivery (Copy and paste this symbol - )

Full time Part time Distance learning Work-based learning*

Other If other, please specify:

*Work-based learning - if the course includes work-based learning elements, please specify below:

a. Is employment in a particular work role necessary to complete assessments? b. Are work placements an essential part of the course? (Examples of work experience and

employer engagement are requested in section 24)

N/A

9. Planned course duration

12 months for September intake; 15 months for February intake; 21-24 months for part-time weekday students depending on the intake

10. Sequencing within the academic calendar (Copy and paste this symbol - )

September only start February only start September and February start

Other If other, please specify:

11. First date of delivery of the course (month and year)

September 2014

12. Language of study

English

13. Formalised Links with External Organisations/Industrial Partners

Links with marketing practitioners e.g. EHS 4D, a London-based digital marketing agency

14. Student support arrangements

Throughout their course of study, each student will have access to a variety of sources of support depending on individual circumstances and needs. Apart from the University-wide support framework, which encompasses the course leaders, the module leaders, the personal tutors, in-course learning skills development and Personal Development Planning (PDP), all students will have at their disposal a variety of different support systems which depend on the nature of the course.


Student advice, help and support is further detailed in the Student Handbook with regard to University facilities, services and current policies: http://www.uwl.ac.uk/students/current-students/student-handbook . The following support services are available for students: Careers and Employment Services Student Advice Disability and Mental Health Advice Information and Funding Team Accommodation Service Chaplaincy Counselling Students’ Union Mentoring The development of learning skills includes processes and activities such as critical appraisal, reflection, literature searching, information technology, peer review, group work, presentation, research, practice/professional skills, note-taking, writing skills, electronic information retrieval, communication skills and independent study at home. These skills will be an integral part of learning courses. Students are expected to participate in an induction. This will introduce them to the requirements of their course of study and will provide an opportunity to receive all the relevant course documentation, visit the Library and meet and discuss requirements and expectations of their planned learning experience with the course team. Further course specific information: Course Teams should enter further course specific information here for example: innovative aspects of course induction; ‘buddying’; peer support groups? During course induction, students will take personality tests (e.g. Hogan and Champagne) and respond on a learning style questionnaire (e.g. Honey and Mumford) that will translate into feedback that will lead to a personal development plan—including areas that may develop during their studies—that can assist them to improve their overall learning experience/performance. Academic Partner provision Students at an academic partner institution may have different student support arrangements. These should be documented in this section.

N/A Postgraduate courses Arrangements for the support of postgraduate students will be contained in the relevant Course Handbook; key features should be detailed in this section.

The course director constantly acts as a mentor to students throughout the course, providing any support needed, academic or otherwise. Certificates in Personal and Professional Development (CPPD) N/A

15. Aims of the course

The MSc in International Marketing is designed to develop and educate individuals as marketing specialists who will use appropriate technology for analysis and communication and operate effectively in local and international contexts of stability, uncertainty and change. The distinctive aspects of this programme result from:

Academic content that enables students to understand the complexities of marketing in a global context where companies set an international marketing strategy which is customised to meet cultural and local contexts

http://www.uwl.ac.uk/students/current-students/student-handbook


Key intellectual concepts that underpin an understanding of consumer behaviour and decision-making including evaluating psychological, cultural, informational and situational drivers,

Inputs from practitioners operating in both traditional and digital media in various local, national and international marketing contexts

Students’ own experiences as customers and professionals operating in diverse contexts with different balances of marketing channels

and has the following specific aims to:

develop students’ intellectual skills at Masters level, including the ability to acquire and manage information, communicate clearly in various media, analyse complex marketing and other strategic issues, think critically and work with alternative national and international perspectives to produce effective marketing strategies, decisions and actions.

enable them to acquire and demonstrate expertise in developing marketing strategies for countries other than their own and thereby to extend their range of marketing understanding both to deal with global marketing situations in non-domestic markets and the impact of global competitors on the domestic market

explore emerging marketing channels including digital-marketing and social media

understand the tools and techniques that are applied by advertising, marketing communications and public relations professionals and media practitioners in a variety of international contexts and through a variety of audiences that inform practice and strategies.

explore issues relating to global institutional governance, compliance and corporate social responsibility as well as business ethics and sustainability in the global economy.

develop their individual strengths in leadership, creativity, self-knowledge and working with others

through critical appraisal and in-depth study of organisations, their marketing management, and the changing contexts in which they operate .develop strategic marketing perspectives on business issues to enable the formulation of marketing policies and decisions in a holistic manner.

promote a student-centred approach to the learning experience , developing skills and competencies that enable students to - lead, analyse and execute marketing projects - synthesise and critically evaluate specific marketing and general business information - lead and manage the implementation of strategic marketing decisions, with integrity,

creativity and innovation. As students progress through the course they will increase their knowledge base and the range of ideas, concepts and methodologies they will be exposed to. Assessments have been designed to enable students to demonstrate their understanding of key international marketing issues both in individual assignments and in shared assignments that also enable students to develop further effective team working. Underpinned by the specialised tools and techniques acquired through the Research Methods module the Marketing Project will enable students to both synthesise the learning from the areas they have studied and generate a substantial piece of original research that will also evidence their skills in international marketing to future employers.

The course aims above are designed intending to develop graduate attributes in terms of being creative and enterprising professionals with reflective and critical skills that would lead to globally literate citizens that promote sustainability.

16. Content of the course by level (UG)/stage (PG)

Students will be required to study the following compulsory modules : Digital and Social Media Marketing, Consumer Behaviour, Global Marketing, Strategic Marketing, Advertising and Corporate Communication, Brand Management as well as completing a Marketing Project and the preparatory Research Methods taught part of the module. In addition they will also choose one option from the following modules offered in the Business School postgraduate framework depending on their particular interests and intended career trajectory:

Contemporary Marketing Challenges: further exploring additional contemporary issues in the marketing area


Employment Law: This module considers the development and characteristics of the modern employment relationship.

Corporate Responsibility: Governance, Risk and Ethics (developing an understanding of the subject areas of global corporate citizenship, business ethics, international corporate governance and social responsibility)

Logistic and Supply Chain Management: Issues on supply chain performance, sourcing decisions and sustainability are covered among others

Project Management: project selection, initiation, planning and quality assurance.

Corporate Financial Management

New Venture Development: enabling the exploration of entrepreneurship and small business creation and development including of creativity, innovation and networking

17. Summary of the Course for the HEAR transcript

A statement of prose should be included which captures the aims of the Course and any unique and innovative aspects of the student learning experience across the academic levels. This should be written from a promotional standpoint and constitute a maximum of 3/4 short paragraphs. Changes in political and regulatory environment coupled with rapid innovations in information and transportation technologies have enabled businesses to more easily compete in the global market of product and services. This leads to an increase in demand for marketers with a good understanding of international environment and business. Furthermore, the rise of digital technology has also transformed the world of marketing. This course builds on the theory and practical application of key marketing topics, framed against the global and digital context, to help students develop a specialist knowledge and skills in marketing and enable them to work as an effective marketer in a global marketing and ditigal environment. The course covers the following areas:

Digital and Social Media

Consumer Behaviour

Global Marketing

Strategic Marketing

Advertising and Corporate Communication

Brand Management With all modules together, contemporary issues in international marketing are addressed, and with a marketing project being a capped stone project, students are equipped with the necessary knowledge and skills required for advanced, independent research in the form of a marketing project that addresses a real life marketing-related business problem. Throughout the programme, students are also encouraged to engage with current issues of international concern such as ethics, sustainability and social responsibility, and to examine how these relate to contemporary marketing practices.

18. Module list and pre-requisites


Module Title Code Level Credits Pre-requisites

Core/ Optional

Digital and Social Media Marketing

7 20 - C

Diversity in Consumer Behaviour

7 20 - C

Global Marketing 7 20 - C

Strategic Marketing 7 20 - C

International Advertising and Corporate Communication’

7 20 - C

Brand Management in Different Cultures

7 20 - C

International Marketing Project (including taught part with Research Methods)

7 40 - C

Contemporary Marketing Challenges

7 20 - O

Employment Law 7 20 - O

Corporate Responsibility 7 20 - O

Logistic and Supply Chain Management

7 20 - O

Project Management 7 20 - O


7 20 - O

New Venture Development 7 20 - O

19. Course Structure diagram indicating the Module Delivery Plan (delete UG/PG as appropriate)

Full-Time September January May

Level 7 – Year 1


Strategic Marketing


Global Marketing


International Advertising and Corporate Communication

Optional Modules Running


Logistics and Supply Chain Management


Employment law

Corporate Responsibility

Project Management

New Venture Development


*Research Methods part of the International Marketing Project

International Marketing Project

*September intake takes International Marketing Project (taught part, including research methods) during their 2nd term (January) and completes the project from May to August, completing course in 12 months January intake takes International Marketing Project (taught part, including research methods) during their 2nd term (September) and completes the project from January to May, completing course in 15 months

Part-Time September January

Year 1

Strategic Marketing




*Option

Year 2 International Advertising and Corporate Communication

**Research Methods part of the International Marketing Project

*Option

Global Marketing


Optional Modules Running


Logistics and Supply Chain Management


Employment law


Project Management


*1 optional module needed in 2nd or in 3rd term **September intake takes International Marketing Project (taught part, including research methods) during their 3rd term (September) and completes the project in 4th term from January to May, completing course in 21 months January intake takes International Marketing Project (taught part, including research methods) during their 3rd term (January) and completes dissertation in 4th term from September to January, completing course in 24 months ***for full details refer to the APPENDIX with the complete structure

20. Course Learning Outcomes

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A - Knowledge and understanding

Upon completion students will be able to:

Critically evaluate relevant international business issues from a complex scenario.

x x x x x x x x x x x x x x

Engage with ethical and cross-cultural issues and show sensitivity to ethical and cross- cultural dilemmas faced by international organisations

x x x x x x x x x x x

Demonstrate the ability to reflect critically on the complexities of the contested space between industry, consumers, civil society and the state regarding marketing and consumption across a broad range of contexts

x x x x x x x x x x x x

Differentiate and select from a range of appropriate models and frameworks of international business management


Critically evaluate the internal and external, political and economic environment of international business management

x x x x x x x x x x x x x

B - Intellectual skills


Analyse, critically evaluate and synthesise business-related data and information


Critically discuss the theory and practice of consumer / buyer behaviour and apply relevant models and theories to real-world scenarios in a global context

x x x x x x x x x x

Analyse complex problem situations, dealing with incomplete or contradictory information and being able to communicate the outcome of the analysis clearly and concisely.


Identify the key cultural factors and the nature of their impact in Global marketing

x x x x x x x x x x


Critically evaluate the regulatory environment of the media industry and national variations, as well as current debates and trends affecting media industries


Develop initiative and demonstrate originality in problem solving


Critically evaluate and analyse contemporary globalisation drivers


C - Subject practical skills

Upon completion, students will be able to:

Make informed choices of marketing channels (including e-marketing and social media) in line with organisational strategic objectives


Operate effectively in complex and unpredictable international business and organisational environments


Develop insightful recommendations which take account of social, ethical and environmental factors, contradictory perspectives on corporate communications and available digital, social and traditional tools and techniques.

x x x x x x x x x x x x x

Critically appraise models and tools in the international business management functions


Source and format information on International Business Management using appropriate critical analysis skills.


D - Key / Transferable skills


Work effectively as a team member with awareness of their individual areas of strength in group working

x x x x x x x x x

Operate in a diverse environment taking account of different cultural perspectives and operating styles


Develop insightful recommendations, which take account of: the complexities posed by a postmodern society; contradictory perspectives on contemporary marketing and the new digital and social marketing tools and techniques available


Critically reflect on and evaluate own performance


Communicate confidently in a wide range of formats including creating media releases, advertising messages, social media content and other media materials

x x x x x x x x

Critically evaluate research data and be capable of carrying out research using tools and techniques appropriate to the requirements of an international marketing project

x x x x


Be aware of the impact and contribution information technology makes to global marketing, and be appreciative of and sensitive to issues associated with cross-cultural marketing communications

x x x x x x x x x x

21. Course Level Skills Development For each of the Course Level Skills, please explain how the Course Structure ensures their development both within and across levels.

These include the following:

The exercise of initiative, sound judgement and personal responsibility

Working effectively with others

Ability to make decisions in complex and unpredictable situations

Independent learning ability aligned to continuing professional development

Originality in tackling and solving problems

Ability to deal with complex issues both systematically and creatively

Communicate effectively both orally and in writing

Critical thinking

Ability to assess environmental factors and provide solutions challenging situations

Ability to evaluate marketing decisions through appreciation of the digital environment

Ability to conduct research and marketing projects

Effective use of information

Competency in use of IT

Effective oral and written communication skills

Personal effectiveness (self management, time management, sensitivity to others, etc)

Ability to recognise and address ethical dilemmas and corporate social responsibility issues

Take responsibility for continuing to develop their own knowledge and skills

22. Teaching and Learning Approaches

In 2011, the University defined the UWL Graduate Attributes as representing a set of abilities acquired by students during their period of study at UWL that go beyond simple acquaintance with a subject. They reflect the University’s approach to education which includes developing graduates who are well prepared for employment, adopting a definition of ‘employability’ that includes creative and enterprising attributes, lifelong learning attitudes, and an awareness of the global context since educational and working experience are necessarily anchored in the context of the wider world.

Graduate Attributes are embedded in the subject and involve a preparedness and the confidence to analyse; question; categorise; interpret; see relations; explain; theorise; and reflect with reference to the broader context.

Graduating at the University of West London means that you will be developing the following Graduate Attributes and become:

• A creative and enterprising professional

o Interpersonal and team skills through group tasks (case studies, simulation, presentations)


o Working independently through work on a real consultancy project, but also other individual assignments

o Taking initiative (e.g. through the new venture development module)

• A reflective and critical lifelong learner

o Using and disseminating information effectively in a range of contexts (by providing consultancy and conducting research that leads to production of reports)

o Solving problems and promoting solutions (through work on a real consultancy project)

o Planning and evaluating own development (through the use of personal development plan)

• A globally aware individual

o Awareness of global and of ethical issues

o Cultural diversity and human rights

o Awareness of own responsibilities in a global context (through the full range of modules)

Follow the link below for an interactive representation of these attributes:

http://hermes.uwl.ac.uk/grad_attributes/

The teaching and learning philosophy of the course is to engage students actively and to enable students to develop their ability to study independently and work as part of a team at Masters level. This is achieved by encouraging them to question the status quo and critically assess marketing issues, to find innovative options and solutions. Successful marketers combine these skills with comprehensive marketing knowledge to achieve their objectives. Students will develop their understanding across a broad range of modules. Regular guest speakers complement the expertise of the lecturing staff and provide their own perspectives on current business affairs. The range of teaching strategies will include lectures, workshops, seminars, presentations, action learning sets, and individual personal supervision.

Some examples of the specific approaches used, that are valued as very important, to help students to achieve the above attribute, are listed below:

Research Led Learning

Lecturers are keen to bring latest research in the class room teaching and in devising assessments. This will engage students better in the class room discussions due to personalisation of knowledge. This research element will also reflect in assignments of many modules and in particular the International Marketing Project.

Students will be encouraged to Interrogation of relevant UK-based and international databases including Euromonitor’s Global Market Information Database and regular review of international journals including European Journal of Marketing, International Journal of Consumer Studies, International Journal of Research in Marketing, International Journal of Advertising, Journal of International Consumer Marketing, Journal of International Market Research, International Journal of Social Research Methodology, International Journal of Human Resource Management, Harvard Business Review etc (Consumer Behaviour, Contemporary Marketing


Challenges, Global Business Practice, Global Marketing, Research Methods). They would also be encouraged to keep up with the development of the marketing environment by reading Governmental policy reports:. House of Commons. International Development Committee: The Globalisation White Paper. Report, together with minutes of evidence, appendices and proceedings of the committee, United Nations. Department of Economic and Social Affairs World public sector report: globalization and the state (Research Methods).

Problem based learning - using Simulations

Role play, hand and computer simulations are a powerful tool of teaching in the class room. Many marketing problems and aspects of decision making can be replicated and solved using computer simulations. School has already licensed software to be introduced in level 7 teaching (i.e. strategy/international business related). From recent course committee meetings students have already indicated better engagement with problem based learning using simulations.

Problem based learning - using Case Study

Case study is a powerful method for realising and solving business and marketing matters. The case study method also develops group decision making skills. Faculty members are experienced in teaching using case studies. Also a few faculty has expertise in developing and publishing cases. Also students will be exposed with “live cases” where senior management of companies will discuss their own company cases to students and would seek them to understand and articulate appropriate strategies.

To enhance students’ employability, they also have the opportunity to attend a programme of careers workshops during the first two teaching terms and a range of career events and company visits during the course of their study.

Teaching and learning tools planned to achieve the development of these attributes are summarised in the following section.

23. Teaching and Learning Tools For example: lectures, student-led/tutor-led seminars, group work, action sets, workshops, practicals, lab, tutorials, student presentations, discussions, PDP, WBL, placements, employer engagement, PBL. As outlined in the University’s Learning, Teaching and Assessment Strategy, include reference to the way in which you will promote learning approaches using these tools.

The teaching and learning strategy for this programme has been formulated as a result of contemporary research and professional practice and reflects the learning outcomes of the programme. The strategy seeks to reflect the University and programme learning outcomes by providing students with a learning environment that uses a variety of learning and teaching methods. The methods used to guide and facilitate the learning include:

3-hour sessions combining traditional lectures and seminars in a more flexible and interactive delivery approach to disseminate information and promote discussion and debate.

Use of case teaching methods to enhance student engagement.


Workshops to provide students with the opportunities to develop their communication and presentation skills.

Use of case studies to provide students with experience of particular business related problems.

Directed reading through the use of essential texts and articles/handouts.

Use of simulation game, encouraging students to apply concepts/models/frameworks in a business environment.

Practitioner inputs to articulate current industry approaches, views and ideas on particular issues.

Development of research skills and ability to solve marketing problems through the international marketing project that addresses a real life marketing problem.

Educational visits to organisations to experience real international marketing issues in different

cultural environment.

The varied range of activities and exposures appropriately support students as independent learners working towards achieving high standards of performance. It also accommodates the differing learning styles of students by providing opportunities for learning which match individual styles. Each module applies a selection of methods and activities appropriate to its learning outcomes.

Learning materials are provided on Blackboard across the whole programme.

24. Technology Enhanced Learning (TEL) Indicate the strategic use of TEL within Learning, Teaching and Assessment, across the Course Levels.

Learning, Teaching and Assessment of the programme has been designed in a way that Blackboard platform becomes an integrated part of the studies. Specifically, all course documentation including handbooks and module study guides are distributed through the platform. In addition, all material of the modules (i.e. lecture slides, notes, hand-outs, articles) is uploaded in the electronic classroom for students to access. Assessments are solely submitted in electronic copies only and students receive their feedback online. Discussion boards are also encouraged in various modules, where there is room for students to exchange ideas, thoughts and material. Blackboard collaborate—an online conference meeting feature—has also been pilot tested and it is planned to gradually introduce it as an additional available tool for students. Apart from discussion boards on Blackboard, students will also be encouraged to use blogs, or other digital media to reflect on and discuss international marketing issues so that they could also familiarise themselves with various popular digital platforms. Simulation game has also been introduced as a supporting platform to enhance learning of students in the ‘global strategy’ module. Students have the chance to apply specific concepts/models/frameworks in a business environment. Panopto (e.g. lecture recording) is available for enhancement of the students’ learning experience.


25. Assessment Approaches

The programme has an integrated teaching, learning and assessment strategy which is:

- appropriate in relation to the students’ profile and the programme intended learning outcomes and skills.

- linked to the mode of delivery and appropriate for the student profile.

All modes of delivery and assessment intend to develop an independent learning culture and provide a challenging learning experience. Also, all the assessments will prepare students for the capstone international marketing project.

Students will have the opportunity to receive feedback before they have to submit same type of assessment.

Assessments are designed to reflect the aims and to achieve the learning outcomes of the course. It is designed to monitor student performance regularly in the context of specific requirements of individual subjects, the personal and group management skills required in international marketing, the theoretical background and applied skills needed for effective use of business tools and ultimately the knowledge and skills crucial to meet the overall requirements of a Master's degree. Our assessment methods mirror the realities of business. For example, group assignment reflects real life business situation where teamwork is very common. Each method of assessment is designed to draw out a student’s inquisitive, and critical thinking ability, so that students enter the marketing job marketplace with a strong management skillset. The overall assessment arrangements for this course are based on an appropriate mix of assessment approaches. The rationale for time-constrained and continuous assessment is to additionally support a student-centred learning approach, in which the student's ability to write (in such formats as essays, reports, industry briefing papers and reflective statements) and to offer evidence of in-depth research and analysis, will be assessed.

There is integration between theory and practice, and this is achieved by a variety of means. Where appropriate, participants are expected to capitalise on their current and prior experiences. The assessment strategy makes available opportunities for participants to reflect on their knowledge, experience and practice, particularly through a process of peer interaction. This leads to participants being able to modify and develop their own, and others' marketing practices. Some assignments may include, immediate application of knowledge and skills within organisations. The international marketing project is particularly important in this context.

Overall, the assessment methods aim to assess achievement, both formatively and summatively, over the whole degree course. It is recognised however that achievement of some components may be difficult to assess. Nevertheless graduates are expected to have achieved master's level in knowledge, understanding and skills taken as a whole.

More specifically:

- There is a combination of assessed programme work, examinations, individual and group presentations for the taught modules to assess knowledge and understanding. Detailed knowledge in a selected topic is assessed via a supervised international marketing project.

- All programme work, exams, the international marketing project are designed to assess

intellectual skills.

- So are class presentations, which are assessed by the tutor.

- All work is assessed for referencing (essays, reports, plans, consultancy project)

- Case study analysis/educational visits and assignments promote group working skills


- Reflection and professional development is assessed via reflective assessment.

- The international marketing project develops students’ ability to work independently.

26. Assessment Matrix Module Title Level Credit Assessment Type

(see definitions below)

Weighting (%)

Overall pass mark

Threshold (%)

Submission: Week Number

e.g. Introduction to Higher Education

7 20 Report 50 50 40 8


7 20 Essay 40 50 6

Group report 60 50 12


7 20 Essay 40 50 6-8

Essay 60 50 12

Global Marketing 7 20 Report 50 50 7

Report 50 50 12

Strategic Marketing 7 20 Course work (individual)

50 50 9

Course work (group)

50 50 12


7 20 Individual Essay 40 50 7

Group report 60 50 12


7 20 Group project & Presentation

60 50 6

Examination 40 50 12


7 40 Research proposal

40 50 5, 7

Project output (other than dissertation)

60 50 12


7 20 Presentation 40 50 6

Essay 60 50 12

Employment Law 7 20 Essay 50 50 6

Essay 50 50 12


7 20 Coursework (group)

50 50 9

Coursework (individual)

50 50 12

Logistics and supply Chain Management

7 20 Report 40 50 8

Written Exam 60 50 TBC

Project Management 7 20 Business Case 30 50 6

Project Plan & Reflective Statement

70 50 12

Corporate and Financial Management

7 20 Assignment 40 50 TBC

Exam 60 50 TBC


7 20 Business Model Business Plan

6040 50 8

Business Model Business Plan

4060 50 142


Assessment type KIS category

Written exam Written

Written assignment, including essay Coursework

Report Coursework

Dissertation Coursework

Portfolio Coursework

Project output (other than dissertation) Coursework

Oral assessment and presentation Practical

Practical skills assessment (including OSCE) Practical

Set Exercise Varies (see below*)

*Examples might include data interpretation, data analysis exercises and problem-based or problem-solving exercises. The categorisation of set exercises will depend on the nature of the exercise being set. Typically, set exercises will not be conducted under exam conditions and will therefore normally be coursework. Where the set exercise is performed under exam conditions and does not involve the use of practical skills it should be treated as a written exam. Otherwise it should be a practical exam.

27. Opportunities for work experience and employer engagement

The marketing project brings together all the knowledge gained from the taught modules and allows the student to apply it to a substantial piece of independent work – preferably related to a work-based problem / issue. Practitioners/Guest Speakers can contribute with live cases delivery/discussions to the students’ overall learning experience. However, a main benefit of this experience is that students can have a potential opportunity for employment by networking with some speakers. Marketing project provides valuable work experience to the students that can potentially lead to employment opportunities. This can be achieve either directly with a position offered in the organisation where consultancy is provided, or indirectly by strengthening the graduate’s profile.

28. Personal Development Planning (PDP)

The students will undertake an academic intellectual journey, in which from day 1 until completion of the course, they will have to complete activities as part of a personal development plan. Specifically, starting from the induction day, students will take personality tests (e.g. Hogan and Champagne) and respond on a learning style questionnaire (e.g. Honey and Mumford) that will translate into feedback which will lead to a personal development plan—including areas that may develop during their studies. This process will assist them to improve their overall learning experience/performance. After the induction process and during the whole period of studies, students will have meetings with their personal tutor (e.g. once per semester), revisiting their plan and reflecting on their progress/development. While this personal development plan is and progress of implementing it is not assessed, using this as a basis for personal development discussion with the course leader or personal tutor would enhance students’ learning and hence implicitly improve students’ performance, particularly the capstone marketing project at the end.

29. QAA Subject Benchmarks / Foundation Degree Benchmarks The relevant benchmarks for this course can be downloaded from: http://www.qaa.ac.uk/AssuringStandardsAndQuality/subject-guidance/Pages/Subject-benchmark-statements.aspx

http://www.qaa.ac.uk/AssuringStandardsAndQuality/subject-guidance/Pages/Subject-benchmark-statements.aspx

http://www.qaa.ac.uk/AssuringStandardsAndQuality/subject-guidance/Pages/Subject-benchmark-statements.aspx


Subject knowledge, understanding and skills

There is an expectation that generalist degree programmes covered by this subject benchmark statement should

provide a broad, analytical and integrated study of business and management. The specialist programmes will be

expected to set the specialism within the context of the broader field of business and management.

All master's graduates will therefore be able to demonstrate relevant knowledge and understanding of organisations,

the external context in which they operate and how they are managed (see below). There is likely to be an emphasis

on understanding and responding to change and consideration of the future of organisations, and the external context

in which they operate.

The interrelationships among and the interconnectedness between the above areas are very important within the

overall student learning experience, and should be demonstrated in the capabilities of successful graduates from all

modes of delivery.

'Organisations' encompasses the internal aspects, functions and processes; their diverse nature, purposes, structures,

governance, operations and management, together with the individual and corporate behaviours and cultures which

exist within and between organisations and their influence on the external context.

'External context' encompasses a wide range of factors including economic, environmental, ethical, legal, political,

sociological and technological, together with their effects at local, national and international levels upon the strategy,

behaviour, management and sustainability of organisations.

'Management' encompasses the various processes, procedures and practices for effective leadership and management

of organisations. It includes theories, models, frameworks, tasks and roles of management together with rational

analysis and other processes of decision making within organisations and in relation to the external context. It also

includes the critical application of theory to the advancement of management practice.

Graduates will be able to demonstrate a broad knowledge and understanding of organisations, the external context in which they operate and how they are managed, as outlined above. They will be able to understand, respond to and lead change and be able to demonstrate intellectual breadth by making integrative links across the various areas of organisations. They should be able to demonstrate an additional range of skills beyond those general skills expected of first degree holders. The differences between type 2 (career entry) and type 3 (career development) graduates are outlined below:

- Graduates will have a sound theoretical grounding in the broad area of business and management and will have developed a range of analytical and personal skills. However their practical knowledge and skills will necessarily be limited by the constraints of the pedagogical process. They should have value added above their first degree by having a clear understanding of how their initial discipline may be utilised effectively within an organisational context.

Graduates are expected to be able to demonstrate a range of cognitive and intellectual skills together with techniques specific to business and management. They should also demonstrate relevant personal and interpersonal skills. These include:

- being able to think critically and be creative: manage the creative processes in self and others; organise thoughts, analyse, synthesise and critically appraise. This includes the capability to identify assumptions, evaluate statements in terms of evidence, detect false logic or reasoning, identify implicit values, define terms adequately and generalise appropriately

- being able to solve complex problems and make decisions: establish criteria, using appropriate decision-making techniques including identifying, formulating and solving business problems; and the ability to create, identify and evaluate options; the ability to implement and review decisions

- the ability to conduct research into business and management issues either individually or as part of a team through research design, data collection, analysis, synthesis and reporting

- using information and knowledge effectively: scanning and organising data, synthesising and analysing in order to abstract meaning from information and to share knowledge

- numeracy and quantitative skills including the development and use of relevant business models - effective use of CIT - effective two-way communication: listening, effective oral and written communication of complex

ideas and arguments, using a range of media, including the preparation of business reports


- high personal effectiveness: critical self-awareness, self-reflection and self-management; time management; sensitivity to diversity in people and different situations and the ability to continue to learn through reflection on practice and experience

- effective performance within team environments and the ability to recognise and utilise individuals' contributions in group processes and to negotiate and persuade or influence others; team selection, delegation, development and management

- leadership and performance management: selecting appropriate leadership style for different situations; setting targets, motivating, monitoring performance, coaching and mentoring

- ability to recognise and address ethical dilemmas and corporate social responsibility issues, applying ethical and organisational values to situations and choices.

Master's degrees in the business and management field are awarded to students who have demonstrated during their programme:

- a systematic understanding of relevant knowledge about organisations, their external context and how they are managed

- application of relevant knowledge to a range of complex situations taking account of its relationship and interaction with other areas of the business or organisation

- a critical awareness of current issues in business and management which is informed by leading edge research and practice in the field

- an understanding of appropriate techniques sufficient to allow detailed investigation into relevant business and management issues

- creativity in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to develop and interpret knowledge in business and management

- ability to acquire and analyse data and information, to evaluate their relevance and validity, and to synthesise a range of information in the context of new situations

- conceptual understanding that enables the student to:

o evaluate the rigour and validity of published research and assess its relevance to new situations

o extrapolate from existing research and scholarship to identify new or revised approaches to practice

- ability to conduct research into business and management issues that requires familiarity with a range of business data, research sources and appropriate methodologies, and for such to inform the overall learning process

- ability to communicate effectively both orally and in writing, using a range of media - operate effectively in a variety of team roles and take leadership roles, where appropriate.

Once they are in professional practice, master's graduates should be able to:

- consistently apply their knowledge and subject-specific and wider intellectual skills - deal with complex issues both systematically and creatively, make sound judgements in the

absence of complete data, and communicate their conclusions clearly to a range of audiences - be proactive in recognising the need for change and have the ability to manage change - be adaptable, and show originality, insight, and critical and reflective abilities which can all be

brought to bear upon problem situations - make decisions in complex and unpredictable situations - evaluate and integrate theory and practice in a wide range of situations - be self-directed and able to act autonomously in planning and implementing projects at

professional levels

take responsibility for continuing to develop their own knowledge and skills.


Subject knowledge, understanding and skills

There is an expectation that generalist degree programmes covered by this subject benchmark statement should provide a broad, analytical and integrated study of business and management. The specialist programmes will be expected to set the specialism within the context of the broader field of business and management.

All master's graduates will therefore be able to demonstrate relevant knowledge and understanding of organisations, the external context in which they operate and how they are managed (see below). There is likely to be an emphasis on understanding and responding to change and consideration of the future of organisations, and the external context in which they operate.

The interrelationships among and the interconnectedness between the above areas are very important within the overall student learning experience, and should be demonstrated in the capabilities of successful graduates from all modes of delivery.

'Organisations' encompasses the internal aspects, functions and processes; their diverse nature, purposes, structures, governance, operations and management, together with the individual and corporate behaviours and cultures which exist within and between organisations and their influence on the external context.

'External context' encompasses a wide range of factors including economic, environmental, ethical, legal, political, sociological and technological, together with their effects at local, national and international levels upon the strategy, behaviour, management and sustainability of organisations.

'Management' encompasses the various processes, procedures and practices for effective leadership and management of organisations. It includes theories, models, frameworks, tasks and roles of management together with rational analysis and other processes of decision making within organisations and in relation to the external context. It also includes the critical application of theory to the advancement of management practice.

Graduates will be able to demonstrate a broad knowledge and understanding of organisations, the external context in which they operate and how they are managed, as outlined above. They will be able to understand, respond to and lead change and be able to demonstrate intellectual breadth by making integrative links across the various areas of organisations. They should be able to demonstrate an additional range of skills beyond those general skills expected of first degree holders. The differences between type 2 (career entry) and type 3 (career development) graduates are outlined below:

- Graduates will have a sound theoretical grounding in the broad area of business and management and will have developed a range of analytical and personal skills. However their practical knowledge and skills will necessarily be limited by the constraints of the pedagogical process. They should have value added above their first degree by having a clear understanding of how their initial discipline may be utilised effectively within an organisational context.

Graduates are expected to be able to demonstrate a range of cognitive and intellectual skills together with techniques specific to business and management. They should also demonstrate relevant personal and interpersonal skills. These include:

- being able to think critically and be creative: manage the creative processes in self and others; organise thoughts, analyse, synthesise and critically appraise. This includes the capability to identify assumptions, evaluate statements in terms of evidence, detect false logic or reasoning, identify implicit values, define terms adequately and generalise appropriately

- being able to solve complex problems and make decisions: establish criteria, using appropriate decision-making techniques including identifying, formulating and solving business problems; and the ability to create, identify and evaluate options; the ability to implement and review decisions

- the ability to conduct research into business and management issues either individually or as part of a team through research design, data collection, analysis, synthesis and reporting

- using information and knowledge effectively: scanning and organising data, synthesising and analysing in order to abstract meaning from information and to share knowledge

- numeracy and quantitative skills including the development and use of relevant business models - effective use of CIT


- effective two-way communication: listening, effective oral and written communication of complex ideas and arguments, using a range of media, including the preparation of business reports

- high personal effectiveness: critical self-awareness, self-reflection and self-management; time management; sensitivity to diversity in people and different situations and the ability to continue to learn through reflection on practice and experience

- effective performance within team environments and the ability to recognise and utilise individuals' contributions in group processes and to negotiate and persuade or influence others; team selection, delegation, development and management

- leadership and performance management: selecting appropriate leadership style for different situations; setting targets, motivating, monitoring performance, coaching and mentoring

- ability to recognise and address ethical dilemmas and corporate social responsibility issues, applying ethical and organisational values to situations and choices.

Master's degrees in the business and management field are awarded to students who have demonstrated during their programme:

- a systematic understanding of relevant knowledge about organisations, their external context and how they are managed

- application of relevant knowledge to a range of complex situations taking account of its relationship and interaction with other areas of the business or organisation

- a critical awareness of current issues in business and management which is informed by leading edge research and practice in the field

- an understanding of appropriate techniques sufficient to allow detailed investigation into relevant business and management issues

- creativity in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to develop and interpret knowledge in business and management

- ability to acquire and analyse data and information, to evaluate their relevance and validity, and to synthesise a range of information in the context of new situations

- conceptual understanding that enables the student: o to evaluate critically current research and advanced scholarship in the discipline o to evaluate methodologies and develop critiques of them and, where appropriate, to

propose new hypotheses. - ability to conduct research into business and management issues that requires familiarity with a

range of business data, research sources and appropriate methodologies, and for such to inform the overall learning process

- ability to communicate effectively both orally and in writing, using a range of media - operate effectively in a variety of team roles and take leadership roles, where appropriate.

Once they are in professional practice, master's graduates should be able to:

- consistently apply their knowledge and subject-specific and wider intellectual skills - deal with complex issues both systematically and creatively, make sound judgements in the

absence of complete data, and communicate their conclusions clearly to a range of audiences - be proactive in recognising the need for change and have the ability to manage change - be adaptable, and show originality, insight, and critical and reflective abilities which can all be

brought to bear upon problem situations - make decisions in complex and unpredictable situations - evaluate and integrate theory and practice in a wide range of situations - be self-directed and able to act autonomously in planning and implementing projects at

professional levels

take responsibility for continuing to develop their own knowledge and skills.


30. QAA Qualification Descriptors The relevant qualification descriptors for this programme can be downloaded from: http://www.qaa.ac.uk/academicinfrastructure/fheq/ewni08/

Descriptor for a higher education qualification at level 7: Master's degree

The descriptor provided for this level of the framework is for any master's degree which should meet the descriptor in full. This qualification descriptor can also be used as a reference point for other level 7 qualifications, including postgraduate certificates and postgraduate diplomas.

Master's degrees are awarded to students who have demonstrated:

a systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study or area of professional practice

a comprehensive understanding of techniques applicable to their own research or advanced scholarship

originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline

conceptual understanding that enables the student: o to evaluate critically current research and advanced scholarship in the discipline o to evaluate methodologies and develop critiques of them and, where appropriate, to

propose new hypotheses.

Typically, holders of the qualification will be able to:

deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences

demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level

continue to advance their knowledge and understanding, and to develop new skills to a high level.

And holders will have:

the qualities and transferable skills necessary for employment requiring: o the exercise of initiative and personal responsibility o decision-making in complex and unpredictable situations

the independent learning ability required for continuing professional development

31. External Examiner Arrangements

Indicate the current status of External Examiner (EE) arrangements related to this Course(s) i.e. use of existing EE’s for shared modules and, the requirement for additional EE’s.

http://www.qaa.ac.uk/academicinfrastructure/fheq/ewni08/


For the modified or existing modules the existing external examiners will be consulted, while for the newly developed modules either the existing or new externals may be utilised.

Module C/O Comments


C This module is an updated version of the existing ‘contemporary marketing challenges’, however it was considered essential to incorporate the ‘digital’ element across the module’s contents.

Diversity in Consumer Behaviour*

C Existing module

Global Marketing* C Existing module

Strategic Marketing C This new module has a combination of strategy and marketing contents. It was considered important to develop a specialised module that aligns more to marketing area than having a general strategy module that was offered before.


C The ‘old’ module called ‘corporate advertising and media’ has been updated with minor changes.

Brand Management in Different Cutlures

C This is a new module in a dedicated area of marketing that draws enough attention in the contemporary business environment.

International Marketing Project (including taught part with Research Methods)

C Replacing the current research methods and dissertation. Students will need to complete a research marketing project where they will have to work on a real-life problem, trying to provide valuable findings/solutions/recommendations.

Contemporary Marketing Challenges*

O Existing module

Employment Law* O Existing module

Corporate Responsibility* O Existing module

Logistic and Supply Chain Management*

O Existing module

Project Management* O Existing module

Corporate Financial Management*

O Existing module

New Venture Development O The module is an updated version of ‘Enterprise and Innovation’ module, that has now included the practical element of business modelling (i.e. use of CANVAS). This way the module aims to become more attractive to students by showing specific tools for use in real entrepreneurial businesses.


Appendix – Carousel Delivery Model MSc Int Marketing

Semester Sep-16 Jan-17 Sep-17 Jan-18 Sep-18 Jan-19 Sep-19 Jan-20 Sep-20 Jan-21 Sep-22

Intake

Sep-16

St M

CB

BM

DSMM

Option

ACC

M Project

taught

Option

GM

M Project

Jan-17

BM

DSMM

St M

CB

Option

GM

M Project

taught

Option

ACC

M Project

Sep-17

St M

BOL

BM

DSMM

Option

ACC

M Project

taught

Option

GM

M Project

Jan-18

BM

DSMM

St M

CB

Option

GM

M Project

taught

Option

ACC

M Project

Sep-18

St M

CB

BM

DSMM

Option

ACC

M Project

taught

Option

GM

M Project

Jan-19

BM

DSMM

St M

CB

Option

GM

M Project

taught

Option

ACC

M Project

Sep-19

St M

CB

BM

DSMM

Option

ACC

M Project

taught

Option

GM

M Project

Jan-20

BM

DSMM

St M

CB

Option

GM

M Project

taught

Option

ACC

M Project

For timetabling:

Jan runs: GM/BM in parallel, DSMM/M Project taught in parallel, 3 options in parallel: Employment law, Corporate Responsibilty, Project Management

Sept runs: ACC/M Project taught in parallel, St M/CB in parallel, 3 options in parallel: Contemporary Marketing Challenges, Logistics and Supply Chain Management, Corporate Financial Management

form b - uwl.ac.uk...(e.g. fda / fdsc / ba (hons) / bsc (hons) / msc) msc course title: e.g....

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