Faculty of Social Sciences Assessment Brief for Students 2016 / 2017

Module code and title

7MK002
Module leader
William Mott
Diet 8 May 2017 1200

Assessment type Report

Submission date 10 July 2017 1400

Submission method Online and Paper Submission

Assessment limits No more than: 6000 words, excluding appendices

Assessment weighting 100%

Assessment brief (if appropriate, please refer to module assessment briefing document)

You have been appointed as a Marketing Consultant. In this role you are required to prepare a
three-year marketing plan for One Fine Stay

Task 1. You are required to produce a summary of an environmental appraisal analysis for the
company in the U.K. market. - LO1 (20% weighting).

Task 2. Identify two new target markets appropriate to the company in the U.K. market. This must
include full justification of the target markets, customer profiling and positioning LO2 (35%
weighting).

Task 3.Develop differentiated marketing mixes for each target market identified in part 2 (above).
This must include marketing objectives and control sections for each mix. All recommendations
must be fully justified LO2, LO3 (45% weighting)

Assessment Criteria (The actual assessment components for this assignment)

Criteria Weighting (If applicable)
Summary of environmental appraisal analysis LO1 (20% weighting) 20%

Identification of two target markets appropriate to This must include 35%

full justification of the target markets, customer profiling and
positioning LO2 (35% weighting)

Development of differentiated marketing mixes for each target market 45%

identified in part 2 (above). This must include marketing objectives and
control sections for each mix. All recommendations must be fully justified
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 LO2, LO3 (45% weighting)

Postgraduate 50%
Pass mark
Other (PSRB or subject specific)

Performance descriptors in use;

University of Wolverhampton Yes  No 
Professional or Statutory Body Yes  No 
Module specific Yes  No 
Other (specify below) Yes  No 

Return of assessments
(Instructions for return /
collection of assessments)

This assessment is testing Module Learning outcomes Tick if tested here

LO1 Critically analyse the changing environment(s) within which

organisations operate and the implications for marketing
management.
LO2 Synthesise marketing theory in order to develop marketing
plans, applying appropriate models, tools and techniques.
LO3 Formulate control mechanisms in order to evaluate the
effectiveness of the marketing plan.

Additional information for students

The Universitys Learning Information Services have produced a series of guides covering a range of
topics to support your studies, and develop your academic skills including a guide to academic
referencing http://www.wlv.ac.uk/lib/skills_for_learning/study_guides.aspx

Your module guide and course handbook contain additional and important information regarding;
The required referencing style for your assignment.*
Whilst many modules require referencing in accordance with the Harvard Referencing
convention, some modules for example those within the School of Law require Oxford
Referencing. Please familiarise yourself with the requirements of your module.

Submission of your work

Marking, feedback and moderation in accordance with the University of Wolverhampton
Assessment Handbook
Extensions on submission dates *
Additional support *
Academic conduct with regards to cheating, collusion or plagiarism *
Links to appropriate sources of relevant information *

* Further information regarding these and other policies can be accessed through your student portal on wlv.ac.uk.

Always keep a copy of your work and a file of working papers

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 The requirement to keep a file of working papers is important. There may be circumstances where it is
difficult to arrive at a mark for your work. If this is the case, you may be asked to submit your file and
possibly meet with your tutor to answer questions on your submission.

When you submit your work you will be required to sign an important declaration confirming that:
The submission is your own work
Any material you have used has been acknowledged and appropriately referenced
You have not allowed another student to have access to your work
The work has not been submitted previously.

The following information is important when:

Preparing for your assignment
Checking your work before you submit it
Interpreting feedback on your work after marking.

Module Learning Outcomes

Module Learning Outcomes are specific to this module, and are set when the module was validated.

Assessment Criteria
The module Learning Outcomes tested by this assignment, and precise criteria against which your work
will be marked are outlined in your assessment brief.

Performance Descriptors
Performance descriptors indicate how marks will be arrived at against each of the assessment criteria. The
descriptors indicate the likely characteristics of work that is marked within the percentage bands indicated.
To help you further:
Re-sit opportunities are available for students who are unable to take the first sit opportunity, or who
need to re take any component.
Refer to the VLE topic for contact details of your module leader / tutor, tutorial inputs, recommended
reading and other sources, etc. Resit details will also appear on the VLE module topic.
The Universitys Learning Information Services offer support and guidance to help you with your studies
and develop your academic skills http://www.wlv.ac.uk/lib/skills_for_learning/study_guides.aspx

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FoSS Generic Assessment Performance Descriptors
Based on University Performance Descriptors (updated September 2015)
Note that these are generic descriptors that apply mainly, though not exclusively, to written academic work. The relevant performance descriptors for the appropriate level (as
below) should appear in the module guide.
Any further module-specific assessment criteria, such as number of words, should be clearly stated in the assignment brief.

The pass rate at levels 3 -6 = 40%

Level 3 Level 4 Level 5 Level 6 (Graduate level)

90-100% Very detailed answers Focused and comprehensive Exceptionally detailed and
to all parts of the engagement with the original response to the
question / task. question, showing evidence assignment, with critical use of Exceptional level of analysis,
Extremely clearly of in-depth understanding of independently sourced showing deep critical
structured and the issues. Extremely clearly contextual material.Outstanding engagement with a
focused, demonstrating structured and demonstration of linked comprehensive range of
overall coherence and demonstrating a coherent understanding of relevant contextual material.
in- depth argument throughout. theory, concepts and models. Demonstration of independent
understanding. Clear Extremely well structured with thought resulting in highly
evidence of a range of Evidence of wide, high level of analysis. original or creative responses to
independently sourced independent reading. the assignment. Provision of
material well applied in No obvious errors in referencing clear evidence of understanding
No obvious errors in or grammar or syntax as of current scholarship and
all contexts.
referencing or grammar or appropriate. research based on an extensive
No obvious errors in syntax as appropriate. range of relevant sources.
grammar as Extreme clarity of structure
appropriate. demonstrating complete focus of
argument.

No obvious errors in referencing

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 or grammar or syntax as
appropriate.

Excellent links between relevant

Detailed answers to all Detailed response to all
Very full, independent response ideas, theories and practice.
parts of the question / relevant parts of the
to the assignment with totally Evidence of clearly independent
task. Very clear, logical question with evidence of
relevant material which is well scholarship and the ability to
structure and focus, clear understanding of the
beyond any module input, engage critically and analytically
demonstrating overall issues. Well structured with
demonstrating independent with a wide range of
coherence. Clear evidence of independent
study. Excellent understanding contextually relevant resource
evidence of reading supporting the
and application of relevant material.
80-89% independently sourced argument.
theory, concepts and models.
material appropriately Demonstration of original
Very clear logical structure.
applied. Very few errors in
insights, supported by extremely
referencing or grammar or
Very few errors in referencing or well structured overall
Very few errors in syntax as appropriate.
grammar or syntax as argument.
grammar as
appropriate.
appropriate. Very few errors in referencing or
grammar or syntax as
appropriate.

70-79% Full answers to all the Identification and very good Full response to the assignment Very good links between a range
parts of the question / understanding of issues in with all content relevant and of different ideas and theories.
task. Clear structure the assessment. Full focused. Very good Places issues in a wider context.
and focus. Evidence of answers to all understanding of relevant Evidence of clear understanding
material not covered in questions/task. Very clear theory, concepts and models. of a range of relevant theories
taught context and argument with relevant Application of appropriate theory and application of these
appropriately applied examples used to illustrate to examples/practice, appropriately. Independent
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 ideas, well argued and
response. Clear evidence of demonstrating a rigorous
to given context. supported.
reading outside the module approach to a variety of ideas,
list. contexts and frameworks.
Few errors in grammar Few errors in referencing or
as appropriate. grammar or syntax as
Few errors in referencing or Few errors in referencing or
appropriate.
grammar or syntax as grammar or syntax as
appropriate. appropriate.

All significant content Answers most if not all detailed Clear links between theory and
Good understanding of the
accurate. All main aspects of the question. Content practice. Good coverage of
issues. Engages directly with
points of question / mainly relevant and accurate. assignment issues. Full
the question. Clear
task covered. Good knowledge and understanding of core issues.
argument with good
Identifiable structure. understanding of relevant theory Evidenced level of
examples used to support it.
Some evidence of and concepts and application of understanding of appropriate
All main points and
60-69% material not directly theoretical models. Evidence of theory and concepts.
important issues of the
covered in taught a developing appreciation of
question/task covered. Some
input. contextual issues. Some small repeated errors in
evidence of reading outside
referencing or grammar or
the module list
Some small repeated Some small repeated errors in syntax as appropriate
errors in grammar as referencing or grammar or
Some small repeated errors
appropriate syntax as appropriate
in referencing or grammar or
syntax as appropriate

50-59% Content generally Generally sound Main issues addressed and solid Identifies main issues and

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 understanding of basic attempt to answer question.
accurate and relevant relevant theory. Coverage of
concepts. Content relevant Some relevant content applied.
to the question / task. most of assignment issues.
to the question/task. Sound knowledge and
Reasonable breadth of Competent application of
Competently deals with understanding of relevant theory
taught material used. relevant theory and states
main issues. Reading based and concepts and identification
Evidence of structure. obvious links to practice.
on main texts or materials, of main issues
but not always fully utilised
Some repeated errors in
in supporting arguments. Some repeated errors in
referencing or grammar or
referencing or grammar or
syntax as appropriate.
Some repeated errors in syntax as appropriate.
referencing or grammar or
syntax as appropriate.

40-49% Satisfactory evidence Satisfactory evidence of Satisfactory attempt to address Demonstration that the learning
of understanding of understanding of basic question/issues with some outcomes have been met. Makes
40% Pass basic concepts/issues concepts/issues and content relevant to assignment few links between theory and
mark and demonstration that demonstration that the topic. Demonstration that the practice. Answers question in a
the learning outcomes learning outcomes have learning outcomes have been very basic way.
have been met. been met. Content broadly met. Material engages with
Limited use of the relevant but with limited or relevant module materials, but Describes relevant theory
breadth of taught little application of theory. largely repeats taught input and accurately, and some relevant
content. Some attempt Almost totally descriptive. lacks development or personal ideas offered.
at structure. interpretation. Some general
Limited coherence of structure.
understanding of topic

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 Some learning outcomes
Some learning
and / or assessment criteria
outcomes and / or Some learning outcomes and / Some learning outcomes and / or
not met.
assessment criteria not or assessment criteria not met. assessment criteria not met.
met.
Superficial treatment of
Questions not answered fully. Inadequate content with issues
issues. Some is relevant to
Repetition of taught Content not wholly relevant. not addressed; insufficient
topic set. Material merely
content with minimal Little or no evidence of evidence of understanding of
repeats taught input. Lacks
attempt to focus on the understanding of relevant relevant theory and concepts
30-39% understanding of basic
given question or theory. Very repetitive of taught and only partial understanding
theory or concepts. Possible
issue. Little evidence of input no development or shown. Very limited application
Compensatab use of extensive quoted
le Fail structure. application. The use of extensive of theory. Use of extensive
passages.
quoted passages evident. quoted passages is evident.
Evidence of sufficient
Evidence of sufficient grasp
grasp of learning Evidence of sufficient grasp of Evidence of sufficient grasp of
of learning outcomes to
outcomes to suggest learning outcomes to suggest learning outcomes to suggest
suggest that the student will
that the student will be that the student will be able to that the student will be able to
be able to retrieve the
able to retrieve the retrieve the module on retrieve the module on
module on resubmission.
module on resubmission. resubmission.
resubmission.

20-29% No learning outcomes No learning outcomes fully met. No learning outcomes fully met.
Fail fully met. Little Little attempt to engage with the No demonstration of adequate
No learning outcomes fully
evidence of attempts module materials or ideas. knowledge or understanding of
met. Little evidence of
to engage with module key concepts or theories. There
attempts to engage with
materials. is no recognition of the
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 module materials.
complexity of the subject.

Little attempt to Little attempt to engage

Little attempt to engage with Little attempt to engage with
engage with with assignment brief and
assignment brief and has not assignment brief and has not
assignment brief and has not met learning
met learning outcomes. met learning outcomes.
has not met learning outcomes. Inadequate
Inadequate demonstration of Inadequate demonstration of
10-19% outcomes. Inadequate demonstration of knowledge
knowledge or understanding of knowledge or understanding of
Fail demonstration of or understanding of key
key concepts, theories or key concepts, theories or
knowledge or concepts, theories or
practice. practice.
understanding of key practice.
concepts, theories or
practice.

No real attempt to address the No real attempt to address the

No real attempt to
0-9% Fail No real attempt to address assignment brief or learning assignment brief or learning
address the
the assignment brief or outcomes outcomes.
assignment brief or
learning outcomes
learning outcomes

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FoSS Generic Assessment Performance Descriptors
Based on University Performance Descriptors (updated September 2015)
Note that these are generic descriptors that apply mainly, though not exclusively, to written academic work. The relevant performance descriptors for the
appropriate level (as below) should appear in the module guide.
Any further module-specific assessment criteria, such as number of words, should be clearly stated in the assignment brief.

ThepassrateatMastersLevel=50%
L7 (Masters Level)

This work is outstanding and is of a standard which could be considered for future publication in a professional journal.
The work demonstrates engagement in a focused academic debate which presents a range of evidence underpinning a
90-100% deep understanding of all the issues studied and a totally justified position. The work demonstrates a high level of
originality with challenges to current theory and/or practice and specific, focused examples of contestability. There is
evidence of a high level of synthesis of theoretical exemplars, underpinning principles and practical interpretation.
No obvious errors in referencing or grammar or syntax as appropriate.
The work is of an excellent standard and has the potential for future publication in a professional context. The work
demonstrates engagement in an academic debate which presents clear evidence of a considered understanding of the
professional issues studied, the approach adopted and the position taken. The work enhances current theory and/or
80-89%
practice and displays a range of examples of contestability. There is evidence of clear synthesis of theoretical issues
and practice. A critical analysis of theoretical models and/or practical applications has resulted in a distinct level of
originality.
Very few errors in referencing or grammar or syntax as appropriate.
There is evidence of analysis and critique of concepts, models of key authors, rival theories, and major debates
together with some evidence of synthesis. The work fully considers the complexity of the context in which it is situated
70-79% and the impinging external factors; it takes cognisance of differing perspectives and interpretations and recognises
dilemmas. Ideas are presented in a succinct manner and conclusions are well reasoned. The work shows an ability to
critique the underlying assumptions upon which current views are based and to challenge received opinion.
Few errors in referencing or grammar or syntax as appropriate.

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 The work demonstrates a capacity to express views based on sound argument and solid evidence in an articulate and
60-69% concise way, and, where relevant, to put forward and make use of criteria for the judgement of theories and issues.
There is evidence of effective engagement in a critical dialogue relating to professional practice, a clearly presented
overview of an area of concern, and a comparative review of key authors, rival theories and major debates. The work
demonstrates a willingness to question and to explore issues and to synthesise theoretical perspectives and practical
application within a given professional context.Some small repeated errors in referencing or grammar or syntax as
appropriate

The structure and focus are evident and relevant to the assignment task. There is evidence of engagement with
50-59% pertinent issues. Key authors and major debates are clearly presented and there is evidence of suitable basic reading.
The work explores and analyses issues, but is not strong on presenting synthesis or evaluations. The work is mainly
50% Pass mark
descriptive, but has achieved all the learning outcomes.
Some repeated errors in referencing or grammar or syntax as appropriate.
Whilst some of the characteristics of a pass have been demonstrated, the work does not address each of the outcomes
for the specified assessment task. There may be little evidence of an ability to apply the principles of the module to a
wider context. The work may be an overly descriptive account demonstrating only minimal interpretation, and very
limited evidence of analysis, synthesis or evaluation. No counterarguments or alternative frames of reference are
40-49% Fail
generated or considered.

There is evidence of sufficient grasp of the modules learning outcomes to suggest that the participant will be able to
retrieve the module on resubmission.

The work has failed to address the outcomes of the module. There are fundamental misconceptions of the basis of the
30-39% Fail module. The work is mainly descriptive and shows little or no understanding of relevant theory.

There is insufficient evidence to suggest that the author will be able to retrieve the assignment without retaking the
module.

20-29% Fail This work shows little or no understanding of relevant theory. There is little reference to appropriate literature and no
evidence of independent thought or criticality. Overall the work is unduly descriptive and presents only a superficial

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 grasp of the essential issues.

10-19% Fail This work is not coherent and shows severe faults in referencing or grammar or syntax as appropriate. It includes
unsubstantiated statements or assertions. It is unstructured and extremely badly presented. It is totally descriptive and
lacks any attempt at analysis.

0-9% Fail No real attempt to address assignment brief or learning outcomes.

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