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Ashcroft International Business School

Module Title: Marketing Design and Innovation Department: International Business Strategy Module Code: MOD001223

Academic Year: 2012/2013 Semester: One

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Contents 1. Key Information........................................................................................ 2 2. Introduction to the Module........................................................................ 2 3. Intended Learning Outcomes .................................................................. 3 4. Outline Delivery (including attendance requirements).............................. 4 4.1 Attendance Requirements ………………………………………… 5 5. Assessment ............................................................................................. 6 6. Assessment Criteria and Marking Standards ........................................ 11 7. Assessment Offences ............................................................................. 12 8. Learning Resources ............................................................................... 17

8.1 Library ………………………………………………………………. 17 8.2 Other Resources …………………………………………………… 18

9. Module Evaluation …… ..........................................................................18 10 Module Definition Form …………………………………………………….. 20 11. Report on last delivery of Module ...........................................................23

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1. Key Information Module title: Marketing Design and Innovation Module Leader: Michael Warner

London School of Marketing LS Education Group Email: mgw904@yahoo.co.uk Module Tutors: Neleisha Weerasinghe (Online Delivery) Nayani Perera (Online Delivery)

IMPORTANT MESSAGE FOR ALL STUDENTS IN 2010/11 A very important change to the Academic Regulations which governs the assessment of all modules at Anglia Ruskin and its partner institutions has been introduced for all students

with effect from the academic year 2010/11.

Full details are in Section 5 of this module guide. Please make sure you read this section carefully. All modules delivered by Anglia Ruskin University at its main campuses in the UK and at partner institutions throughout the UK and overseas are governed by the Academic Regulations. You can view these at www.anglia.ac.uk/academicregs. A printed extract of the Academic Regulations, known as the Assessment Regulations, is available for every student from LS London office. In the unlikely event of any discrepancy between the Academic Regulations and any other publication, including this module guide, the Academic Regulations, as the definitive document, take precedence over all other publications and will be applied in all cases. 2. Introduction to the Module It is increasingly the case that in many markets an organisation’s competitive strength is determined and shaped by its general design and innovation prowess. This strategic and operational fact applies across the business spectrum: i.e., design and innovation readiness and responsiveness is as commercially critical to the growth and success of a micro-business, as it is to a global multinational. But of equal importance is the relevance and effectiveness of an organisation’s design and innovation specific capability: both throughout its operational structure and across its commercial functions. For instance, customers can benefit as much from a firm’s investment in an innovative smart and lean marketing system, as they can from the launch of a breakthrough new product or service. This module seeks to explore the full range of organisational design and innovation operations, with a strong course emphasis on the way in which success in these areas can impact on competitiveness in the marketplace. Indeed, central to the

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module’s objectives, is the demonstration of how strong marketing positions can be constructed and defended around an organisation’s design and innovation expertise. This course module aims to provide an integrated and practical approach, offering usable management techniques which are primarily directed at developing design and innovation initiatives for gaining competitive advantage. Importantly, practical problem solving exercises and group workshop activities are the basis of this module. In addition, every effort is made to include in the lecture course a rich body of examples of where design and innovation strategy has propelled organisations, both large and small, into positions of market strength and commercial sustainability. Of prime importance throughout the course is the focus placed within the teaching schema upon providing candidates with highly business relevant skill sets and professional performance capabilities — attributes that will bolster and enhance their employability.

3. Intended Learning Outcomes On successful completion of this module you will be able to: 3.1. Identify and critically evaluate the main characteristics of product and service design and innovation from the marketing perspective, at both a practical and theoretical level.

3.2. Distinguish between the key characteristics of the design process in the context of stylistic change, fashion and consumer taste, including the nature of design management and the importance of design and innovation in enhancing competitiveness. 3.3. Critically appraise the importance of patenting ideas, design registration, trade marking and intellectual property on new products and services. 3.4. Critically examine compelling organisational theories and alternative theoretical frameworks around the study of organisations.

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4. Outline Delivery The table below is indicative only and can be customised as necessary

Session Lecture Student activity Reading references 1

A closer look at customer needs and wants

In order to fully benefit from the lessons, students are expected to read the recommended Lecture notes, Practical applications and Case studies, available in the IMSS.

• Jordan P W, (latest edition), Designing pleasurable products: an introduction to the new human factors, Taylor & Francis, London

• Dussauge, P. and Garette, B. (latest edition) Cooperative Strategy: Competing successfully through strategic alliances. Chichester: Wiley

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The role of communication and branding in new product development

In order to fully benefit from the lessons, students are expected to read the recommended Lecture notes, Practical applications and Case studies, available in the IMSS.

• Dussauge, P. and Garette, B. (latest edition) Cooperative Strategy: Competing successfully through strategic alliances. Chichester : Wiley

• Von Stamm B., (latest edition) Managing Innovation, Design and Creativity, John Wiley, Chichester

• http://www.betterproductdesign.net/tools/ (2004-) (A current website that is related to product design).

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The design process and principles of product and service design

In order to fully benefit from the lessons, students are expected to read the recommended Lecture notes, Practical applications and Case studies, available in the IMSS.

• Jordan P W, (latest edition), Designing pleasurable products: an introduction to the new human factors, Taylor & Francis, London

• Baxter M, (latest edition), Product design: practical methods for the systematic development of new products, Stanley Thornes, UK

• Trott P., (latest edition) Innovation Management and New Product Development, FT Prentice Hall, Harlow

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Patents, trademarks and intellectual property

In order to fully benefit from the lessons, students are expected to read the recommended Lecture notes, Practical applications and Case studies, available in the IMSS.

• Von Stamm B., (latest edition) Managing Innovation, Design and Creativity, John Wiley, Chichester

• Jolly A., (latest edition) From Idea to Profit, Kogan Page London

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• Trott P., (latest edition) Innovation Management and New Product Development, FT Prentice Hall, Harlow

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Innovation and global trends

In order to fully benefit from the lessons, students are expected to read the recommended Lecture notes, Practical applications and Case studies, available in the IMSS.

• Kelley T, (latest edition), The art of innovation, Harper Collins Business, London

• Bidault F., Despres C. and Butler, C. (latest edition) Leveraged Innovation: Unlocking the innovation potential of strategic supply. Basingstoke: Macmillan

• Trott P., (latest edition) Innovation Management and New Product Development, FT Prentice Hall, Harlow

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Consumerism and commoditisation of products and services

In order to fully benefit from the lessons, students are expected to read the recommended Lecture notes, Practical applications and Case studies, available in the IMSS.

• Jolly A., (latest edition) From Idea to Profit, Kogan Page London

• Dussauge, P. and Garette, B. (latest edition) Cooperative Strategy: Competing successfully through strategic alliances. Chichester : Wiley

• Bidault F., Despres C. and Butler, C. (latest edition) Leveraged Innovation: Unlocking the innovation potential of strategic supply. Basingstoke: Macmillan

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Activity -1 TBN

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Activity - 2 TBN

The module will be contextualised depending on the need of the cohort. * Students must read the articles and other material given out during the module.

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4.1 Attendance Requirements Attending all your classes is very important and one of the best ways to help you succeed in this module. In accordance with the Student Charter, you are expected to arrive on time and take an active part in all your timetabled classes. If you are unable to attend a class for a valid reason (eg: illness), please contact the academic department on academic@lseducationgroup.com . London School of Marketing will closely monitor the attendance of all students and will contact you by e-mail if you have been absent without notice for two weeks. Continued absence can result in the termination of your registration as you will be considered to have withdrawn from your studies. International students who are non-EEA nationals and in possession of entry clearance/leave to remain as a student (student visa) are required to be in regular attendance at London School of Marketing. Failure to do so is considered to be a breach of national immigration regulations London School of Marketing, like all British Universities and colleges is statutorily obliged to inform the UK Border Agency of the Home Office of significant unauthorised absences by any student visa holders. 5. Assessment

IMPORTANT CHANGE TO ACADEMIC REGULATIONS IN 2010/11 PLEASE READ CAREFULLY

For all modules delivered from July 2010 onwards, the following regulations apply in all locations and to all students. The important change to the assessment process (ie: different from previous academic years) is highlighted in point (d) below: a) You must undertake all assessment tasks which form part of the module (eg:

submit all coursework assignments by the appropriate deadline and/or attend all presentations/examinations on the appropriate date etc.).

b) If there is a valid reason for you not being able to complete any assessed work,

you must either seek an extension from your Student Adviser or submit a claim for mitigation (see www.anglia.ac.uk/mitigation for more information).

c) If you undertake all assessment tasks which form part of the module but you do

not pass the module, you will be allowed one

further attempt to undertake some or all of the assessment tasks (ie: resit) in order to pass the module.

d) If you do not undertake one or more of the required assessment tasks which form part of the module (eg: you simply do not attend an examination or do not submit a coursework assignment on time etc.) AND this is not explained by a successful claim for mitigation, you will NOT

be allowed any further attempt at assessment in the module and are deemed to have failed the module completely.

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The Assessment for this module is an individual 3000 word report (75%) and a 1000 word reflective commentary (25%). The assignment is given below.

ASSIGNMENT INSTRUCTIONS Provisional Module Title: Marketing Design and Innovation Module Code: MOD001223 Level: 4

Academic Year: 2012/13 Semester: 1

Module Leader: Mr Michael Warner Instructions: Answer the following questions. Word Limit: 3,000 words + 1,000 words

Submission Date: This assignment must be uploaded

by no later than 5pm on 10th May 2013 to the IMSS.

Written assignments must not exceed the specified maximum number of words. All assignments which do so will be penalised. The penalty will be the deduction of 10% of the maximum marks available (i.e. 10%). Assignments will not be accepted without a word count on the cover sheet. Requests for short-term extensions will only be considered in the case of illness or other cause considered valid by the Student Adviser. These must normally be received and agreed by Student Adviser in writing at least twenty four hours prior to the deadline. Please refer to the Academic Regulations or your Student Handbook for full details.

This assignment must be attached to a completed University Assignment Cover Sheet and accompanied by a completed University Assignment Receipt before submission. Any attachments (such as computer discs) must be marked with your SID number(s) and securely attached to your assignment before submission.

The module will be assessed by individual assignment. The assignment is given below. Context: You are required to select a contemporary consumer, industrial or commercial product or service that for one reason or another inspires you to critique within the context of this module. Explain why this choice has influenced you.

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TASK 1: (75%) Carry out a written critique of the way in which characteristics of the chosen innovative product or service has altered over time in order to suit the changing needs of the market by taking account of the following:

• The benefits and value derived by the clients or customers or recipients

• The uniqueness of its design elements – shape, colour, design, imagination, relevance and usefulness

• Its brand appeal in relation to competitors in contemporary markets

Task 2: (25%) Write a critical reflective essay (1000 words) on your journey of discovery through the module, set within the context of the learning outcomes. In particular, describe how the course challenged your thinking, brought to you new and interesting ideas and concepts, or, presented approaches to the topic with which you may have disagreed. 6. Assessment Criteria and Marking Standards

You should demonstrate that you have shown the relevance of your arguments to the module learning outcomes:

• Combined design, innovation, management and organisation practice and

theory • Shown evidence of critical and reflective analysis • Used a variety of management literature using the Harvard system

The following provides a guide to how the assignment should be structured: Introduction:

• Is there a clear introduction that the context of the situation that is to be analysed?

• Is there a clear statement of the problem/objective of the assignment? Synthesis and use of literature:

• Have you used the literature to explore the topic and as evidence to support the points you make?

• Have you integrated the literature? • You are expected to show your knowledge and understanding of the literature

by using the literature to argue a case in support of your point of view. Be sure to use your own words to present ideas you have obtained from the literature and to cite your sources.

• The descriptive retelling of source material alone is insufficient. Analysis:

• Have you moved beyond simple description? • Have you drawn insights and conclusions which address the assignment

purpose?

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• Is there a review/reference made to relevant literature and its appropriate use?

• Is there critical evaluation? • Are discussions and arguments coherent? • Have you demonstrated skills in applying theory into practice? • Analysis does not come by just describing ‘things’ and listing the views of the

various writers. Instead you must breakdown the various arguments. You must look for the strengths and weakness in each argument.

Conclusions:

• Are your conclusions logical in the context of your assignment? • What are the main points to be made in your conclusion? • Are your conclusions evidenced based and built upon rigorous analysis? • What lessons can be learnt from the conclusions?

Literacy:

• Have you checked structure, spelling, punctuation, grammar, language and sentence and paragraph formation?

• Good paragraphs will contain transitional sentences which clearly state how you move from one theme to the next.

• One/few sentences do not normally make a paragraph. A final check: If someone was to read your assignment could they:

• Tell you what the question is you are attempting to answer? • Explain what they saw as your major points and conclusions? • Be persuaded by the evidence you present and the line of reasoning you

offered to support your conclusions? MARKING CRITERIA: The assignment wil be assessed according to the following criteria: Marks The degree to which the concepts have been explained and Understood 30% The clarity of application 25% The reasoning behind the evaluation 30% The presentation and structure of report 15% _____

100%

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Note: You may find it useful to discuss your approach and framework with the module tutor before starting your assignment NOTE: All coursework assignments and other forms of assessment must be submitted by the published deadline which is detailed above. It is your responsibility to know when work is due to be submitted – ignorance of the deadline date will not be accepted as a reason for late or non-submission. All student work which contributes to the eventual outcome of the module (ie: if it determines whether you will pass or fail the module and counts towards the mark you achieve for the module) is submitted via the IMSS using the formal submission sheet Academic staff CANNOT accept work directly from you. Any late work will NOT be accepted and a mark of zero will be awarded for the assessment task in question. You are requested to keep a copy of your work. Feedback You are entitled to written feedback on your performance for all your assessed work. For all assessment tasks which are not examinations, this is provided by a member of academic staff completing the assignment coversheet on which your mark and feedback will relate to the achievement of the module’s intended learning outcomes and the assessment criteria you were given for the task when it was first issued. Examination scripts are retained by Anglia Ruskin and are not returned to students. However, you are entitled to feedback on your performance in an examination and may request a meeting with the Module Leader or Tutor to see your examination script and to discuss your performance. Anglia Ruskin is committed to providing you with feedback on all assessed work within 20 working days

of the submission deadline or the date of an examination. This is extended to 30 days for feedback for a Major Project module (please note that working days excludes those days when Anglia Ruskin University is officially closed; eg: between Christmas and New Year). Personal tutors will offer to read feedback from several modules and help you to address any common themes that may be emerging.

London School of Marketing will publish details of the arrangement for the return of your assessed work (eg: a marked essay or case study etc.). To assure ourselves that our marking processes are comparable with other universities in the UK, Anglia Ruskin provides samples of student assessed work to external examiners as a routine part of our marking processes. External examiners are experienced academic staff from other universities who scrutinise your work and provide Anglia Ruskin academic staff with feedback and advice. Many of Anglia Ruskin’s staff act as external examiners at other universities.

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On occasion, you will receive feedback and marks for pieces of work that you completed in the earlier stages of the module. We provide you with this feedback as part of the learning experience and to help you prepare for other assessment tasks that you have still to complete. It is important to note that, in these cases, the marks for these pieces of work are unconfirmed as the processes described above for the use of external examiners will not have been completed. This means that, potentially, marks can change, in either direction! Marks for modules and individual pieces of work become confirmed on the Dates for the Official Publication of Results which can be checked at www.anglia.ac.uk/results.

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6. Assessment Criteria and Marking Standards ANGLIA RUSKIN UNIVERSITY GENERIC ASSESSMENT CRITERIA AND MARKING STANDARDS

LEVEL 4

Generic Learning

Outcomes

(Academic Regulations, Section 2)

Assessment criteria by level Marking standards (by mark band) 70%+ 60-69% 50-59% 40-49% 30-39% 1-29%

Characteristics of student achievement per mark band →

Achieves module outcome/s related to this GLO at this Level of Study

Achieves module outcome/s related to this GLO at this Level of Study

Achieves module outcome/s related to this GLO at this Level of Study

Achieves a marginal pass in the module outcome/s related to this GLO at this Level of Study

Fails marginally to achieve module outcome/s related to this GLO

Fails to achieve module outcome/s related to this GLO

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Level 4 (FHEQ level 7) is characterised by an expectation of students’ expertise in their specialism. Students are semi-autonomous, demonstrating independence in the negotiation of assessment tasks (including the major project) and the ability to evaluate, challenge, modify and develop theory and practice. Students are expected to demonstrate an ability to isolate and focus on the significant features of problems and to offer synthetic and coherent solutions, with some students producing original or innovative work in their specialism that is worthy of publication or public performance or display.

DISTINCTION As MERIT but showing independence of thought, a high level of intellectual rigour and consistency.

MERIT Good analysis of key issues/ Concepts/ethics. Development of conceptual structures and argument making consistent use of scholarly conventions.

PASS Satisfactory knowledge of key issues/ concepts/ ethics in discipline. Descriptive in parts but some ability to synthesise scholarship and argument. Minor lapses in use of scholarly conventions

PASS Basic knowledge of key issues/ concepts/ ethics in discipline. Largely descriptive, with restricted synthesis of existing scholarship and little argument. Use of scholarly conventions inconsistent.

Limited information base, understanding or research skills in discipline.

Inadequate information base. Lack of understanding of key issues and/or research skills in discipline.

Inte

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), Pr

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Affe

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kills

Level 4 (FHEQ level 7) is characterised by an expectation of students’ expertise in their specialism. Students are semi-autonomous, demonstrating independence in the negotiation of assessment tasks (including the major project) and the ability to evaluate, challenge, modify and develop theory and practice. Students are expected to demonstrate an ability to isolate and focus on the significant features of problems and to offer synthetic and coherent solutions, with some students producing original or innovative work in their specialism that is worthy of publication or public performance or display.

DISTINCTION As MERIT but excellent research skills, independ-ence of thought, a high level of intellectual rigour and consistency, excellent express-ive/professional skills, and consid-erable creativity and originality. Excellent academic/intellectual skills, and considerable creativity and originality

MERIT Good analysis of key issues/ Concepts/ethics. Development of conceptual structures and argument, making consistent use of scholarly conventions.

PASS Satisfactory knowledge of key issues/ concepts/ ethics in discipline. Descriptive in parts but some ability to synthesise scholarship and argument. Minor lapses in use of scholarly conventions

PASS Basic knowledge of key issues/ concepts/ ethics in discipline. Largely descriptive, with restricted synthesis of existing scholarship and little argument. Use of scholarly conventions inconsistent.

Limited research skills impede use of learning resources and problem solving. Major problems with structure/ accuracy in expression. Team/ Practical /professional skills not yet secure. Weak academic/ intellectual skills. Inconsistent use of scholarly conventions

Inadequate research skills prevent use of learning resources and problem solving. Major problems with structure/ accuracy in expression. Very weak academic/ intellectual skills. Ignorance of scholarly conventions Very weak team/ practical /professional skills

A mark of 0% may be awarded for non-submission, poor or dangerous practice, incoherent and insufficient work, and in situations where the student fails to address the assignment brief and related learning outcomes

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7. Assessment Offences You are reminded that any work that you submit must be your own. All suspected assessment offences will be investigated and can result in severe penalties. Please note that it is your responsibility to consult the relevant sections of the Academic Regulations (section 10 – see www.anglia.ac.uk/academicregs) and the Student Handbook. When you are preparing your work for submission, it is important that you understand the various academic conventions that you are expected to follow in order to make sure that you do not leave yourself open to accusations of plagiarism (eg: the correct use of referencing, citations, footnotes etc.) and that your work maintains its academic integrity. Plagiarism is theft and constitutes the presentation of another’s work as your own in order to gain an unfair advantage. You will receive advice and guidance on how to avoid plagiarism and other elements of poor academic practice during the early stages of your studies at Anglia Ruskin. Guidance on being honest in your work

Introduction

Being honest in your work is at the heart of studying and working at university. To be honest in your work you must acknowledge the ideas and work of others you use, and you must not try to get an advantage over others by being dishonest. It is important that you understand what it means to be honest in your work. Although there is general agreement within the UK academic community about the types of activity that are unacceptable, this does vary slightly between institutions, and may be different from where you studied before. We have developed this guidance to help you understand what it means to be honest in your work, and what you should do to make sure that you are handing in work that meets our expectations. This means we can make sure that we can maintain reliable standards for our academic awards, and students continue to enjoy studying for academic qualifications that have a good reputation. In this guidance we will: • clearly define what being honest in your work and good practice mean, and how

you can achieve this; • define ‘assessment offences’, including plagiarism, cheating and collusion; • identify the resources, help and advice available to help you learn the academic

skills you need to avoid committing assessment offences; • explain how we expect you to behave; and • describe what happens if we think you have committed an assessment offence.

Being honest in your work and good practice

You can show good practice when you do your work independently, honestly and in a proper academic style, using good referencing and acknowledging all of your sources. To show good academic practice you must:

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• show you understand the literature; • use research from academics and others in your area of study; • discuss and evaluate ideas and theories; • develop your own independent evaluation of academic issues; and • develop your own arguments. To support your own good practice you will need to develop your: • skills at studying and getting information (for example, reading, taking notes,

research and so on); • skills in looking at an argument and making your own evaluation (for example,

having a balanced opinion, using reasoning and argument); • writing skills for essays, reports, dissertations and so on; • referencing skills (how you include your sources of information in your work); and • exam techniques (for example, revising and timing). Achieving good practice is not as complicated as it may appear. You need to do the following. • Know the rules. • Make sure you reference all of your information sources. Poor practice or

dishonesty in your work (such as plagiarism, cheating, fraud and so on) can be a result of you not knowing what you are allowed to do.

• Develop your own style. Sometimes students include too much original text from the work of others, as they believe that they cannot ‘put it any better’. Although you should try to express ideas in your own words, quoting or summing up ideas from academic sources is fine, as long as you say where you have taken this from. You must also reference other people’s performances or art in your own work. It fine to use other people’s performances and art, but you must be completely clear about why you are using that work, and make sure it is obvious that it isn’t your own.

Definitions of assessment offences

Plagiarism Plagiarism is when you present someone else’s work, words, images, ideas, opinions or discoveries, whether published or not, as your own. It is also when you take the artwork, images or computer-generated work of others, without properly acknowledging where this is from or you do this without their permission. You can commit plagiarism in examinations, but is most likely to happen in coursework, assignments, portfolios, essays, dissertations and so on. Examples of plagiarism include: • directly copying from written work, physical work, performances, recorded work

or images, without saying where this is from; • using information from the internet or electronic media (such as DVDs and CDs)

which belongs to someone else, and presenting it as your own; • rewording someone else’s work, without referencing them; and • handing in something for assessment which has been produced by another

student or person.

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It is important that you do not plagiarise – intentionally or unintentionally – because the work of others and their ideas are their own. There are benefits to producing original ideas in terms of awards, prizes, qualifications, reputation and so on. To use someone else’s work, words, images, ideas or discoveries is a form of theft. Collusion Collusion is similar to plagiarism as it is an attempt to present another’s work as your own. In plagiarism the original owner of the work is not aware you are using it, in collusion two or more people may be involved in trying to produce one piece of work to benefit one individual, or plagiarising another person’s work. Examples of collusion include: • agreeing with others to cheat; • getting someone else to produce part or all of your work; • copying the work of another person (with their permission); • submitting work from essay banks; • paying someone to produce work for you; and • allowing another student to copy your own work. Many parts of university life need students to work together. Working as a team, as directed by your tutor, and producing group work is not collusion. Collusion only happens if you produce joint work to benefit of one or more person and try to deceive another (for example the assessor). Cheating Cheating is when someone aims to get unfair advantage over others. Examples of cheating include: • taking unauthorised material into the examination room; • inventing results (including experiments, research, interviews and observations); • handing your own previously graded work back in; • getting an examination paper before it is released; • behaving in a way that means other students perform poorly; • pretending to be another student; and • trying to bribe members of staff or examiners.

Help to avoid assessment offences

Most of our students are honest and want to avoid making assessment offences. We have a variety of resources, advice and guidance available to help make sure you can develop good academic skills. We will make sure that we make available consistent statements about what we expect in this document, and in student handbooks and module guides. You will be able to do tutorials on being honest in your work from the library and other central support services and faculties, and you will be able to test your written work for plagiarism using ‘Turnitin®UK’ (a software package that detects plagiarism).

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You can get advice on how to honestly use the work of others in your own work from the library website (www.libweb.anglia.ac.uk/referencing/referencing.htm) and your lecturer and personal tutor. You will have an opportunity to do a ‘formative’ assignment before you finish and hand in your first ‘summative’ assignment. A ‘formative’ assignment is one in which you can talk about your work thoroughly with your tutor to make sure that you are working at the correct level for your award, and that you understand what is meant by good practice (a ‘summative’ assignment counts towards the assessment for your course). You will be able to use ‘Turnitin®UK’, a special software package which is used to detect plagiarism. Turnitin®UK will produce a report which clearly shows if passages in your work have been taken from somewhere else. You may talk about this with your personal tutor to see where you may need to improve your academic practice. We will not see these formative Turnitin®UK reports as assessment offences. If you are not sure whether the way you are working meets our requirements, you should talk to your personal tutor. They will be able to help you and tell you about other resources which will help you develop your academic skills.

What we expect from you

We will make sure you have the chance to practice your academic skills and avoid accidentally breaking our Academic Regulations. On page nine of the Student Charter (see http://web.anglia.ac.uk/anet/students/pdfs/09_student_charter.pdf), it says you have to ‘be aware of the academic rules relating to your studies’. To make sure that you are aware of the rules, we expect you to agree to: • read this guidance and make sure you thoroughly understand it; • work through ‘PILOT’, the online tutorial available on our library website

(http://libweb.anglia.ac.uk/pilot/), which aims to help you learn good practice and has a useful section on plagiarism;

• make sure that you are familiar with how to reference (acknowledge other people’s work);

• correctly reference all the sources for the information you have included in your work;

• identify information you have downloaded from the internet; • never use someone else’s ideas for a performance, film or TV programme, their

artwork, graphics (including graphs, spreadsheets and so on and information from the internet) as if they are yours;

• only hand in your own original work; • never use another person’s work as if it were your own; and • never let other students use or copy your work.

What we will do for you

To help you avoid making assessment offences, our staff will: • make sure they are familiar with the guidance on being honest in your work and

the Academic Regulations;

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• tell you clearly about the guidance on being honest in your work and any guidelines on misconduct, and record the dates for future reference;

• arrange library information sessions for you; • promote the resources on the library website and put links to them in module

guides and student handbooks; • include statements on academic honesty in each module guide, making sure

they are consistent throughout our university; • make you aware of the punishments for misconduct early in the course; • give you effective guidance on how you should acknowledge the information you

have used; • tell you, in writing if possible, how far you may work with other students in your

coursework; • plan procedures for assessing work in a way that reduces plagiarism, cheating

and collusion; • be aware that you may have worked differently in the past and make sure that

you are aware of good practice in the UK; • familiarise themselves with ‘Turnitin®UK’ and its reports; and • report all suspected misconduct using the proper disciplinary procedures.

Procedures for assessment offences

An assessment offence is the general term used to define cases where a student has tried to get unfair academic advantage in an assessment for themselves or another student. We will aim to give you as much help as possible to avoid an assessment offence. We listed a number of possible assessment offences earlier in the document. These, and any relevant breaks of the Academic Regulations are dishonest, unacceptable and not allowed. We will fully investigate all cases of suspected assessment offences. If we prove that you have committed an assessment offence, we will take action against you using our disciplinary procedures. For full details of what punishments you may receive for assessment offences, see the Academic Regulations, section 10 at: www.anglia.ac.uk/academicregs

And finally

One of the main aims of university is to give you the ability to learn, have independent judgment, academic rigour and intellectual honesty. You should encourage people to ask questions, to show personal and professional honesty, and have mutual respect. You, university teachers and support staff are responsible for working together to achieve this aim.

References

Adapted from Scott, M, (2000), Academic Misconduct Policy. A model for the FE Sector. (Copyright _ Association of Colleges 2000)

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More information

Academic Regulations, section 10 (www.anglia.ac.uk/academicregs) PILOT, the online tutorial in academic practice (www.libweb.anglia.ac.uk/pilot/ ) Referencing procedures (http://libweb.anglia.ac.uk/referencing/referencing.htm) RefWorks, a bibliographic management service that allows you to create a personal database and collect bibliographies in a variety of styles (www.libweb.anglia.ac.uk/referencing/refworks.htm) The Student Charter (http://web.anglia.ac.uk/anet/students/pdfs/09_student_charter.pdf)

8. Learning Resources

8.1. Library

Resources Notes

Key text

Trott P., (2005) Innovation Management and New Product Development (3rd ed) FT Prentice Hall, Harlow

Von Stamm B., (2003) Managing Innovation, Design and Creativity, John Wiley, Chichester

We will draw heavily on these books. Students are advised to purchase a copy of either.

Books

Baxter M, (1999), Product design: practical methods for the systematic development of new products, Stanley Thornes, UK

Bidault F., Despres C. and Butler, C. (1998) Leveraged Innovation: Unlocking the innovation potential of strategic supply. Basingstoke: Macmillan

Dussauge, P. and Garette, B. (1999) Cooperative Strategy: Competing successfully through strategic alliances. Chichester : Wiley

Jordan P W, (2000), Designing pleasurable products: an introduction to the new human factors, Taylor & Francis, London

Kelley T, (2001), The art of innovation, Harper Collins Business, London

Jerrard R., Hands D., Ingham J., (2002) Design Management Case Studies, Routledge, London

Jolly A., (2005) From Idea to Profit, Kogan Page London

The bibliography is indicative in nature. Reading done before the class will help you to put things in context. You are advised to do so.

The list is designed as a resource to help you find relevant material and point you in the right direction. I found these books useful. However, you will have to decide whether to read few books and articles in detail or to scan many books and articles for an overview of the subject. You will also find in the library and from your tutor other relevant references. After all in your professional life you will often have to synthesise large amount of material in a short report. You have to decide for yourself what is relevant to your needs from the material you can find.

Journals Harvard Business Review European Management Journal Journal of Management Studies Organisational Dynamics Sloan Management Review Management Today Fortune

Available in the Digital Library.

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Specific journal articles Journal articles will be recommended during the sessions.

Websites

http://www.imc.co.uk (Institute of Business Consulting)

http://www.cim.co.uk/home.aspx (Chartered Institute of Marketing)

http://www.isp.org.uk/contacts/talk.html (Institute of Sales Promotion)

http://www.asa.org.uk/asasp (Advertising Standards Authority)

http://www.designcouncil.org.uk (British Design Council)

http://www.ipo.gov.uk (Intellectual Property Office)

http://www.betterproductdesign.net/tools/ (A website that is related to product design).

These are really useful websites for Design and innovation.

Additional notes on this reading list Link to the University Library catalogue and Digital Library http://libweb.anglia.ac.uk/ Link to Harvard Referencing guide http://libweb.anglia.ac.uk/referencing/harvard.htm

8.2. Other Resources Articles and handouts will be given out during delivery of the module. 8.3. Other Resources The museum of Brands, Packaging & Advertising at 2, Colville Mews, Lonsdale Rd Notting Hill London provides an interesting array of exhibitions. (www.museumofbrands.com) Faculty Liaison Librarians AIBS Diana Garfield (diana.garfield@anglia.ac.uk) extn 3192

9. Module Evaluation Towards the end of the delivery of this module, you will be asked to complete a module evaluation questionnaire to help us obtain your views on all aspects of the module. This is an extremely important process which helps us to continue to improve the delivery of the module in the future and to respond to issues that you bring to our attention. The module report in section 11 of this module guide includes a section which comments on the feedback we received from other students who have studies this module previously. Your questionnaire response is anonymous and you will receive a summary in e-Vision of the scores of all your modules two days after the survey closes.

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The Module Evaluation process is managed on-line. More information is available at:

http://web.anglia.ac.uk/curriculum/survey_stu.phtml Please help us to help you and other students at Anglia Ruskin by completing the Module Evaluation process. We very much value our students’ views and it is very important to us that you provide feedback to help us make improvements. In addition to the Module Evaluation process, you can send any comment on anything relate to your experience at Anglia Ruskin to tellus@anglia.ac.uk at any time.

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10. Module Definition Form

Module Definition Form (MDF)

1. Module Title: maximum 100 characters

Marketing Design and Innovation

2a. Module Leader: 2b. Department: 2c. Faculty:

Roger Moore HRM & Marketing AIBS

3a. Level: see guidance notes 3b. Module Type: see guidance notes

4 Standard

4a. Credits: see guidance notes 4b. Study Hours: see guidance notes

15 150

5. Restrictions

Pre-requisites: None

Co-requisites: None

Exclusions: None

Pathways to which this module is restricted:

None

LEARNING, TEACHING AND ASSESSMENT INFORMATION (for inclusion in the Module Guide)

6a. Module Description: 200 – 300 words The module investigates stylistic change in taste, fashion and customer need by examining contemporary issues in marketing, design and innovation, including dependency products and services. Marketing principles of product and service design, functionality and purpose, customer perception, value and branding extend to the consideration of patenting ideas, design registration, trade marking and intellectual property. The module also looks at the influence of marketing communications on demand. The design process is then examined from the customer perspective, involving new product development, life cycle, and the importance of design in enhancing competitiveness. Finally, the module investigates current developments in design and product/service innovation and the introduction of mass customisation in global markets. One of the main focuses for the design of this module has been the further development of

Module Code: MOD001223 Version: 1 Date amended: 12.08.12

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relevant employability and professional skills. Such skills are implicit in the learning outcomes. Multiculturalism has been considered during the design of this module and will be considered when the assessment brief is written. 6b. Outline Content: 1. Marketing • Customers, consumers, clients and the distinction between want and need, from the

perspective of: • Product and service functionality, dependence and performance, • Perception, ownership and use, • Value and meaning, • Branding, brand value and competitive advantage • Marketing communications • Projection of ideas and concepts to target markets 2. Design • The design process that includes study, investigation, research, concept, rough,

prototype, test, modify, implement, presentation, modification to final commercialisation. • The main principles of product and service design, functionality and purpose, customer

perception, value and branding. • Patenting ideas, design registration, trade marking and intellectual property. 3. Innovation • Diffusion of innovation, style, change and fashion. • Global patterns of market demand and trends, • Consumerism and commoditisation of products and services. • Significance of innovation in the marketing process. 6c. Key Texts/Literature:

Baxter M, (1999), Product design: practical methods for the systematic development of new products, Stanley Thornes, UK Bidault F., Despres C. and Butler, C. (1998) Leveraged Innovation: Unlocking the innovation potential of strategic supply. Basingstoke: Macmillan Dussauge, P. and Garette, B. (1999) Cooperative Strategy: Competing successfully through strategic alliances. Chichester : Wiley Jordan P W, (2000), Designing pleasurable products: an introduction to the new human factors, Taylor & Francis, London

Kelley T, (2001), The art of innovation, Harper Collins Business, London

Von Stamm B., (2003) Managing Innovation, Design and Creativity, John Wiley, Chichester

Jerrard R., Hands D., Ingham J., (2002) Design Management Case Studies, Routledge, London

Jolly A., (2005) From Idea to Profit, Kogan Page London

Trott P., (2005) Innovation Management and New Product Development (3rd ed) FT Prentice Hall, Harlow

http://www.imc.co.uk (Institute of Business Consulting)

http://www.cim.co.uk/cim/index.cfm (Chartered Institute of Marketing)

http://www.isp.org.uk/contacts/talk.html (Institute of Sales Promotion)

http://www.asa.org.uk/index.asp (Advertising Standards Authority)

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http://www.designcouncil.org.uk (British Design Council)

http://www.ipo.gov.uk (Intellectual Property Office)

http://www.betterproductdesign.net/tools/ (A website that is related to product design). 6d. Specialist Learning Resources:

7. Learning Outcomes (threshold standards):

On successful completion of this module the student will be expected to be able to:

Knowledge and understanding

1. Identify and critically evaluate the main characteristics of product and service design and innovation from the marketing perspective.

Intellectual, practical, affective and transferable skills

2. Distinguish between the key characteristics of the design process in the context of stylistic change, fashion and consumer taste, including the nature of design management and the importance of design and innovation in enhancing competitiveness.

3. Critically appraise the importance of patenting ideas, design registration, trade marking and intellectual property on new products and services.

4. Critically examine the impact of current developments in design and product/service diffusion and innovation on mass customisation and marketing communications.

8. Learning Activities Learning Activities Hours Learning

Outcomes Additional Comments (including

details of use of web-CT)

Teacher managed learning: 24 1-4 Student managed learning: 126 1-4

TOTAL 150

9. Assessment Assessment Method % contribution to

module mark or P/F Learning

Outcomes Assignment 75% 1-4

Reflective essay 25% 1-4

In order to pass this module, students are required to achieve an overall mark of 40%

In addition, students are required to (a) for each element of fine graded assessment listed above, achieve a minimum mark of 30% (or higher - see Module Guide) and (b) pass any pass/fail elements

OTHER TECHNICAL DETAILS

10. Delivery of the Module Please delete as appropriate Delivery This module is delivered over… Yes or No? Indicate which by deleting as appropriate

1 …a single semester Y / N Semester 1 or Semester 2

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2 …two semesters Y / N Semester 1 Semester 2

3 …a single trimester Y / N Trimester 1 Trimester 2 Trimester 3

4 …two trimesters Y / N Trimester 1 Trimester 2 Trimester 3

5 …three trimesters Y / N Trimester 1 Trimester 2 Trimester 3

6 …multiple delivery patterns Y / N

7 … an exceptional delivery pattern Y / N Give details (see guidance notes)

11. Learning Activities – further details Learning Activities Details of duration and frequency of learning activities

Teacher managed learning: 2 hour sessions consisting of lectures and seminars/tutorials Student managed learning: Reading around the subject, contributing in seminars/group exercises

and preparing for the assignments

12. Module Assessment – further details Method Length/duration

Fine graded (FG) or

pass/fail (PF)

Minimum Qualifying Mark see guidance notes

Comments

Assignment 3,000 words FG 30% Reflective essay

1,000 words FG 30%

10. Report on last delivery of module (August 2012) Roger Moore

13. Subject: see guidance notes N5 Marketing and Market Research