Comments Off on Choose one of the following companies: Food Retailers Hotels Aldi UK Hilton Waitrose Premier Inn Iceland Travelodge UK • Use a portfolio approach (visuals and written commentary) to demonstrate how four of the seven marketing mix elements the company has used in the UK since 2019 reflect how it divides the market (Segmentation), who it is seeking to serve (Targeting), and how it wants to be perceived by the target market segment (Positioning). (40 marks) • Within your findings you should include analysis on how the company has applied business and marketing strategies, theories and models that you have been taught in this module. (30 marks) • To conclude your portfolio, identify and/or suggest metrics the company has available to measure the success of its marketing activities. (20 marks)
Choose one of the following companies:
Food Retailers Hotels
Aldi UK Hilton
Waitrose Premier Inn
Iceland Travelodge UK
• Use a portfolio approach (visuals and written commentary) to demonstrate how four of the seven marketing mix elements the company has used in the UK since 2019 reflect how it divides the market (Segmentation), who it is seeking to serve (Targeting), and how it wants to be perceived by the target market segment (Positioning). (40 marks)
• Within your findings you should include analysis on how the company has applied business and marketing strategies, theories and models that you have been taught in this module. (30 marks)
• To conclude your portfolio, identify and/or suggest metrics the company has available to measure the success of its marketing activities. (20 marks)
The content of your portfolio must display academic skill and integrity, appropriate to level five studies. (10 marks)
ASSESSMENT CRITERIA
• Knowledge of relevant literature that would permit an understanding of affective marketing mix solutions. This will take the form of strategies and tactical plans that are supported by a sound information base.
• Depth of research and analysis skills that consistently draw on taught theory, models and strategy.
• The ability to identify creative marketing skills and knowledge in a practical and applied situation. The work should demonstrate intellectual originality and imagination.
• Academic skills appropriate to level five studies. This will include grammar, layout and referencing.
READING REQUIREMENT
Your work must be fully supported with references (cited in the Harvard style). You must use all of the following:
• Kotler, P., Keller, K. L. & Chernev, A., 2022. Marketing Management. 16th ed. New Jersey: Pearson Education.
• Chaffey, D., Ellis- Chadwick, F., 2019. Digital Marketing, Strategy, Implementation and Practice. 7th edition. Harlow: Pearson
• Andrews, J., and Shimp, T., 2017. Advertising, Promotion, and other Aspects of Integrated Marketing Communications. 10th edition. South West- Cengage Learning.
• At least three other academic sources (e.g. publications/ journals).
ANGLIA RUSKIN UNIVERSITY GENERIC ASSESSMENT CRITERIA AND MARKING STANDARDS: LEVEL 5
Level 5 reflects continuing development from Level 4. At this level students are not fully autonomous but are able to take responsibility for their own learning with some direction. Students are expected to locate an increasingly detailed theoretical knowledge of the discipline within a more general intellectual context, and to demonstrate this through forms of expression which go beyond the merely descriptive or imitative. Students are expected to demonstrate analytical competence in terms both of problem identification and resolution, and to develop their skill sets as required.
Mark Bands Outcome Characteristics of Student Achievement by Marking Band for ARU’s
Generic Learning Outcomes (Academic Regulations, Section 2)
Knowledge & Understanding Intellectual (thinking), Practical, Affective and
Transferable Skills
90-
100% Achieves module outcome(s) Exceptional information base exploring and analysing the discipline, its theory and ethical issues with extraordinary originality and autonomy. With some additional effort, work may be considered for internal publication Exceptional management of learning resources, with a higher degree of autonomy/ exploration that clearly exceeds the brief. Exceptional structure/accurate expression. Demonstrates intellectual originality and imagination. Exceptional team/practical/professional skills. With some additional effort, work may be considered for internal publication
80-
89% Outstanding information base exploring and analysing the discipline, its theory and ethical issues with clear originality and
autonomy Outstanding management of learning resources, with a degree of autonomy/exploration that clearly exceeds the brief. An exemplar of structured/accurate expression. Demonstrates intellectual originality and imagination.
Outstanding team/practical/professional skills
70-
79% Excellent knowledge base, exploring and analysing the discipline, its theory and ethical issues with considerable originality and autonomy Excellent management of learning resources, with a degree of autonomy/exploration that may exceed the brief. Structured/accurate expression. Excellent academic/ intellectual skills and team/practical/professional skills
60-
69% Good knowledge base; explores and analyses the discipline, its theory and ethical issues with some originality, detail and
autonomy Good management of learning with consistent selfdirection. Structured and mainly accurate expression. Good academic/intellectual skills and team/practical/ professional skills
50-
59% Sound knowledge base that begins to explore and analyse the theory and ethical issues of the discipline
Sound use of learning resources. Acceptable structure/accuracy in expression. Sound level of academic/intellectual skills, going beyond description at times. Sound team/practical/professional skills.
Inconsistent self-direction
40-
49% A marginal pass in
module outcome(s) Adequate knowledge base with some omissions and/or lack of theory of discipline and its ethical dimension Adequate use of learning resources with little self-direction. Some input to teamwork. Some difficulties with academic/intellectual skills. Largely imitative and descriptive. Some difficulty with structure and accuracy in expression, but developing practical/professional skills
30-
39% A marginal fail in module
outcome(s).
Satisfies default
qualifying mark Limited knowledge base; limited understanding of discipline and its ethical dimension Limited use of learning resources, working towards selfdirection. General difficulty with structure and accuracy in expression. Limited academic/ intellectual skills. Still mainly imitative and descriptive. Team/practical/ professional skills that are not yet secure
20-
29% Fails to achieve module
outcome(s)
Qualifying mark not satisfied. Little evidence of an information base. Little evidence of understanding of discipline and its ethical dimension Little evidence of use of learning resources. No selfdirection, with little evidence of contribution to teamwork. Little evidence of academic/intellectual skills and significant difficulties with structure/expression. Very imitative and descriptive. Little evidence of practical/professional skills
10-
19% Deficient information base. Deficient understanding of discipline and its ethical dimension Deficient use of learning resources. No attempt at selfdirection with inadequate contribution to teamwork. Deficient academic/intellectual skills and major difficulty with structure/expression. Wholly imitative and descriptive.
Deficient practical/professional skills
1-
9% No evidence of any information base. No understanding of discipline and its ethical dimension No evidence of use of learning resources of understanding of self-direction with no evidence of contribution to teamwork. No evidence academic/ intellectual skills and incoherent structure/ expression. No evidence of practical/professional skills
0% Awarded for: (i) non-submission; (ii) dangerous practice and; (iii) in situations where the student fails to address the assignment brief (eg: answers the wrong question) and/or related learning outcomes
References
Kotler, P., Keller, K. L. & Chernev, A., 2022. Marketing Management. 16th ed. New Jersey: Pearson Education.
Food Retailers Hotels
Aldi UK Hilton
Waitrose Premier Inn
Iceland Travelodge UK
• Use a portfolio approach (visuals and written commentary) to demonstrate how four of the seven marketing mix elements the company has used in the UK since 2019 reflect how it divides the market (Segmentation), who it is seeking to serve (Targeting), and how it wants to be perceived by the target market segment (Positioning). (40 marks)
• Within your findings you should include analysis on how the company has applied business and marketing strategies, theories and models that you have been taught in this module. (30 marks)
• To conclude your portfolio, identify and/or suggest metrics the company has available to measure the success of its marketing activities. (20 marks)
The content of your portfolio must display academic skill and integrity, appropriate to level five studies. (10 marks)
ASSESSMENT CRITERIA
• Knowledge of relevant literature that would permit an understanding of affective marketing mix solutions. This will take the form of strategies and tactical plans that are supported by a sound information base.
• Depth of research and analysis skills that consistently draw on taught theory, models and strategy.
• The ability to identify creative marketing skills and knowledge in a practical and applied situation. The work should demonstrate intellectual originality and imagination.
• Academic skills appropriate to level five studies. This will include grammar, layout and referencing.
READING REQUIREMENT
Your work must be fully supported with references (cited in the Harvard style). You must use all of the following:
• Kotler, P., Keller, K. L. & Chernev, A., 2022. Marketing Management. 16th ed. New Jersey: Pearson Education.
• Chaffey, D., Ellis- Chadwick, F., 2019. Digital Marketing, Strategy, Implementation and Practice. 7th edition. Harlow: Pearson
• Andrews, J., and Shimp, T., 2017. Advertising, Promotion, and other Aspects of Integrated Marketing Communications. 10th edition. South West- Cengage Learning.
• At least three other academic sources (e.g. publications/ journals).
ANGLIA RUSKIN UNIVERSITY GENERIC ASSESSMENT CRITERIA AND MARKING STANDARDS: LEVEL 5
Level 5 reflects continuing development from Level 4. At this level students are not fully autonomous but are able to take responsibility for their own learning with some direction. Students are expected to locate an increasingly detailed theoretical knowledge of the discipline within a more general intellectual context, and to demonstrate this through forms of expression which go beyond the merely descriptive or imitative. Students are expected to demonstrate analytical competence in terms both of problem identification and resolution, and to develop their skill sets as required.
Mark Bands Outcome Characteristics of Student Achievement by Marking Band for ARU’s
Generic Learning Outcomes (Academic Regulations, Section 2)
Knowledge & Understanding Intellectual (thinking), Practical, Affective and
Transferable Skills
90-
100% Achieves module outcome(s) Exceptional information base exploring and analysing the discipline, its theory and ethical issues with extraordinary originality and autonomy. With some additional effort, work may be considered for internal publication Exceptional management of learning resources, with a higher degree of autonomy/ exploration that clearly exceeds the brief. Exceptional structure/accurate expression. Demonstrates intellectual originality and imagination. Exceptional team/practical/professional skills. With some additional effort, work may be considered for internal publication
80-
89% Outstanding information base exploring and analysing the discipline, its theory and ethical issues with clear originality and
autonomy Outstanding management of learning resources, with a degree of autonomy/exploration that clearly exceeds the brief. An exemplar of structured/accurate expression. Demonstrates intellectual originality and imagination.
Outstanding team/practical/professional skills
70-
79% Excellent knowledge base, exploring and analysing the discipline, its theory and ethical issues with considerable originality and autonomy Excellent management of learning resources, with a degree of autonomy/exploration that may exceed the brief. Structured/accurate expression. Excellent academic/ intellectual skills and team/practical/professional skills
60-
69% Good knowledge base; explores and analyses the discipline, its theory and ethical issues with some originality, detail and
autonomy Good management of learning with consistent selfdirection. Structured and mainly accurate expression. Good academic/intellectual skills and team/practical/ professional skills
50-
59% Sound knowledge base that begins to explore and analyse the theory and ethical issues of the discipline
Sound use of learning resources. Acceptable structure/accuracy in expression. Sound level of academic/intellectual skills, going beyond description at times. Sound team/practical/professional skills.
Inconsistent self-direction
40-
49% A marginal pass in
module outcome(s) Adequate knowledge base with some omissions and/or lack of theory of discipline and its ethical dimension Adequate use of learning resources with little self-direction. Some input to teamwork. Some difficulties with academic/intellectual skills. Largely imitative and descriptive. Some difficulty with structure and accuracy in expression, but developing practical/professional skills
30-
39% A marginal fail in module
outcome(s).
Satisfies default
qualifying mark Limited knowledge base; limited understanding of discipline and its ethical dimension Limited use of learning resources, working towards selfdirection. General difficulty with structure and accuracy in expression. Limited academic/ intellectual skills. Still mainly imitative and descriptive. Team/practical/ professional skills that are not yet secure
20-
29% Fails to achieve module
outcome(s)
Qualifying mark not satisfied. Little evidence of an information base. Little evidence of understanding of discipline and its ethical dimension Little evidence of use of learning resources. No selfdirection, with little evidence of contribution to teamwork. Little evidence of academic/intellectual skills and significant difficulties with structure/expression. Very imitative and descriptive. Little evidence of practical/professional skills
10-
19% Deficient information base. Deficient understanding of discipline and its ethical dimension Deficient use of learning resources. No attempt at selfdirection with inadequate contribution to teamwork. Deficient academic/intellectual skills and major difficulty with structure/expression. Wholly imitative and descriptive.
Deficient practical/professional skills
1-
9% No evidence of any information base. No understanding of discipline and its ethical dimension No evidence of use of learning resources of understanding of self-direction with no evidence of contribution to teamwork. No evidence academic/ intellectual skills and incoherent structure/ expression. No evidence of practical/professional skills
0% Awarded for: (i) non-submission; (ii) dangerous practice and; (iii) in situations where the student fails to address the assignment brief (eg: answers the wrong question) and/or related learning outcomes
References
Kotler, P., Keller, K. L. & Chernev, A., 2022. Marketing Management. 16th ed. New Jersey: Pearson Education.
<p>The post Choose one of the following companies: Food Retailers Hotels Aldi UK Hilton Waitrose Premier Inn Iceland Travelodge UK • Use a portfolio approach (visuals and written commentary) to demonstrate how four of the seven marketing mix elements the company has used in the UK since 2019 reflect how it divides the market (Segmentation), who it is seeking to serve (Targeting), and how it wants to be perceived by the target market segment (Positioning). (40 marks) • Within your findings you should include analysis on how the company has applied business and marketing strategies, theories and models that you have been taught in this module. (30 marks) • To conclude your portfolio, identify and/or suggest metrics the company has available to measure the success of its marketing activities. (20 marks) first appeared on For academic Help.</p>
