Recent Question/Assignment

max plagiarism allowed in my uni is 8% any other things is in the uploaded file,
Learning Outcomes tested
(from module syllabus) Assessment Criteria to achieve each outcome a student must demonstrate the ability to:
Critically comprehend, analyse, evaluate and discuss the role, theories, concepts, practices, environmental frameworks and contexts of marketing in organisations and the wider business environment, including the key role which research, marketing strategy, marketing plans, and marketing-led decision making have in organisations
By doing Assessment Component 1question 1and2 & Annexure and then making a presentation on it through Assessment Component 2,Students should be able to undertake environmental analysis, market segmentation, targeting and positioning and strategic analysis using different marketing techniques and tools.
Critically analyse, evaluate, plan, apply and interpret, marketing reports, tools and techniques, models and applications in marketing management in businesses and organisations.
By doing Assessment Component 1 question 3and4 & Annexure, and then making a presentation on it through Assessment Component 2, Students should be able to analyse the market conditions, develop action plans (evaluating and deploying marketing techniques and tools) and prepare the report.

TASK DESCRIPTION: Assignment One- 50% Written Assignment
As the newly appointed Marketing Manager, you have the task of preparing a written business report to your Board of Directors, covering the following areas of marketing management in the context of your organisation:
1. Undertake a Segmentation and Targeting investigation into the organisation`s market and critically examine the significance of your findings for the organisation`s future marketing strategies.
2. Construct a competitive positioning/perceptual map for the organisation, demonstrating the market research that you have undertaken and critically evaluate the significance of your findings for the organisation`s future marketing strategies.
3. In the light of your findings in tasks 1 and 2 above, state and justify three strategic marketing objectives for the organisation, covering the next three years period for your organisation.
4. Critically discuss how and why an integrated approach to marketing communications planning is vital to your organisation achieving these strategic marketing objectives.
Your report should be based on an organisation of your own choice.
3,000 words
Assessment One Requirements:
• The submission of your work assessment should be organised and clearly structured in a report format.
• Maximum word length allowed is 3000 words, excluding words in charts & tables and in the appendixes section of your assignment.
• Assignment Question One is worth 50% of the final assessment of the module.
• You are required to submit a type-written document in Microsoft Word format with Times New Roman font type, size 12 and line spacing 1.5.
• You must indicate the sources of information and literature reviews by including all the necessary citations and references adopting the Harvard Referencing System.

MARKING CRITERIA AND STUDENT FEEDBACK FOR ASSIGNMENT ONE
This section details the assessment criteria. The extent to which these are demonstrated by you determines your mark. The marks available for each criterion are shown. Lecturers will use the space provided to comment on the achievement of the task(s), including those areas in which you have performed well and areas that would benefit from development and improvement.
Common Assessment Criteria (applied to all parts of the project) Marks available Marks
awarded
1. Research-informed Literature
Extent of research and/or own reading; selection of credible sources, application of appropriate referencing conventions. 20
2. Knowledge and Understanding of Subject
Extent of knowledge and understanding of relevant marketing management concepts and underlying principles associated with the discipline, in line with the set tasks. 25
3. Analysis
Analysis, evaluation and synthesis; logic, argument and judgement; analytical reflection; organisation of ideas and evidence in line with each of the set tasks. 25
4. Practical Application and Deployment
Deployment of methods, materials, tools and techniques; application of concepts; formulation of innovative and creative solutions to solve problems in the context of your chosen organisation. 20
5. Skills for Professional Practice
Attributes in professional practice: individual working; deployment of appropriate media; presentation and organisation of your work in a business report format. 10
TOTAL 100

TASK DESCRIPTION: Assignment TWO - 50% Written Assignment
Students are required to submit a presentation paper based on the report done in Assignment One, using slides (not more than fifteen slides).
NOTE that Turnitin will not accept power point so you must submit your slides as word documents.
The submission of your slides package should be organized and clearly structured in a report format.
Total- 15 slides (One slide is equivalent to 200 words).
Your slides package should consist of the visuals that you would use to prepare for a presentation of your written report to your Board of Directors.
The emphasis in this task is on deployment, application and presentation which is reflected in the mark allocations for component 2.
As such you should design a professional slides package that will facilitate the presentation of your written report (assignment one), demonstrating the value of your analysis to your Directors and detailing the key academic insights and emphasising the deployment, applications and presentation of these insights in the context of your chosen organisation.
Your presentation package should therefore be a combination of the academic/ conceptual insights (with the relevant academic sources clearly indicated on each of your slides), together with the practical value of these insights being demonstrated in the context of your chosen organisation.
3000 Words

MARKING CRITERIA AND STUDENT FEEDBACK FOR ASSIGNMENT TWO
This section details the assessment criteria. The extent to which these are demonstrated by you determines your mark. The marks available for each criterion are shown. Lecturers will use the space provided to comment on the achievement of the task(s), including those areas in which you have performed well and areas that would benefit from Development/improvement.
Common Assessment Criteria (applied to all parts of the project) Marks available Marks
awarded
6. Research-informed Literature
Extent of research and/or own reading, selection of credible academic sources, application of appropriate referencing conventions.
Coverage in line with the academic demands of the 4 tasks set out in assignment one. 10
7. Knowledge and Understanding of Subject
Extent of knowledge and understanding of relevant marketing management concepts , marketing tools and the underlying principles associated with the discipline.
Presented in line with the tasks set out in assignment one. 15
8. Analysis
Analysis, evaluation and synthesis; logic, argument and judgement; analytical reflection; organisation of ideas and evidence.
Justifications of the key academic insights to be included in your presentation package. 15
9. Practical Application and Deployment
Deployment of methods, materials, tools and techniques; application of concepts; formulation of innovative and creative solutions.
Solving problems and providing marketing management solutions in the context of your chosen organisation. 30
10. Skills for Professional Practice
Attributes in professional practice: individual and collaborative working; deployment of appropriate media,
Presentation and organisation of the slides package consisting of the visuals you would employ in your presentation to the Board of Directors. 30
TOTAL 100
Notes on Plagiarism & Harvard Referencing
Plagiarism
Plagiarism is passing off the work of others as your own. This constitutes academic theft and is a serious matter which is penalized in assignment marking.
Plagiarism is the submission of an item of assessment containing elements of work produced by another person(s) in such a way that it could be assumed to be the student’s own work. Examples of plagiarism are:
• The verbatim copying of another person’s work without acknowledgement
• The close paraphrasing of another person’s work by simply changing a few words or altering the order of presentation without acknowledgement
• The unacknowledged quotation of phrases from another person’s work and/or the presentation of another person’s idea(s) as one’s own.
Copying or close paraphrasing with occasional acknowledgement of the source may also be deemed to be plagiarism is the absence of quotation marks implies that the phraseology is the student’s own.
Plagiarised work may belong to another student or be from a published source such as a book, report, journal or material available on the internet.
Harvard Referencing
The structure of a citation under the Harvard referencing system is the author’s surname, year of publication, and page number or range, in parentheses, as illustrated below:
• The page number or page range is omitted if the entire work is cited. The author’s surname is omitted if it appears in the text. Thus we may say: “Jones (2001) revolutionized the field of trauma surgery.”
• Two or three authors are cited using “and” or “&”: (Deane, Smith, and Jones, 1991) or (Deane, Smith & Jones, 1991). More than three authors are cited using et al. (Deane et al. 1992).
• An unknown date is cited as no date (Deane n.d.). A reference to a reprint is cited with the original publication date in square brackets (Marx [1867] 1967, p. 90).
• If an author published two books in 2005, the year of the first (in the alphabetic order of the references) is cited and referenced as 2005a, the second as 2005b.
• A citation is placed wherever appropriate in or after the sentence. If it is at the end of a sentence, it is placed before the period, but a citation for an entire block quote immediately follows the period at the end of the block since the citation is not an actual part of the quotation itself.
• Complete citations are provided in alphabetical order in a section following the text, usually designated as “Works cited” or “References”. The difference between a “works cited” or “references” list and a bibliography is that a bibliography may include works not directly cited in the text.
• All citations are in the same font as the main text.
Examples
Examples of book references are:
• Smith, J. (2005a). Dutch Citing Practices. The Hague: Holland Research Foundation.
• Smith, J. (2005b). Harvard Referencing. London: Jolly Good Publishing.
In giving the city of publication, an internationally well-known city (such as London, The Hague, or New York) is referenced as the city alone. If the city is not internationally well known, the country (or state and country if in the U.S.) are given.
Examples of journal references are:
• Smith, John Maynard. “The origin of altruism,” Nature 393, 1998, pp. 639-40.
• Bowcott, Owen. “Street Protest”, The Guardian, October 18, 2005, accessed February 7, 2006.

GUIDANCE FOR STUDENTS IN THE COMPLETION OF TASKS
NOTE: The guidance offered below is linked to the five common assessment criteria overleaf and specifically aligned to the “exceptional” outcome category to which we anticipate students aspire.
1. Research-informed Literature
Your work must embed and be informed and supported by relevant and credible scholarly material that is accessible in the learned journals listed on the module schedule. You should refer to at least 10 such sources. Additionally, you should refer to text books, current news items and benchmark your organisation against other organisations to ensure your assignment is current and up-to-date. High-level referencing skills using the Harvard Method must be demonstrated throughout your work and all sources listed alphabetically within your bibliography.
2. Knowledge and Understanding of Subject
Your work must demonstrate the growing extent of your knowledge and understanding of concepts and underlying principles associated with the subject area. This means that within your work, you should provide evidence of your growing mastery in critical awareness of current challenges, new insights and the constant need for innovation within the field. Furthermore, a critical awareness of the ambiguities and limitations of knowledge and even understanding, should be considered and examples of such, illustrated within your work.
3. Analysis
To be considered masters worthy, your work must contain evidence of analysis, evaluation and synthesis. This means not just describing “What!” but also justifying: Why? How? When? Who? Where? And at what cost! At all times, you must provide justification of your arguments and judgements. Evidence that you have reflected upon the ideas of others on matters occurring in the real world of business is crucial to you providing a reasoned and informed debate within your work. Your choice of methodologies to gather data and information must be rigorously defended. Furthermore, you should provide evidence that you are able to make sound judgements and convincing arguments in the absence of complete data, since within the real world of work, we rarely have access to, or know all the information! Persuasive conclusions are especially necessary and must be derived from the content of your work – there should be no new information presented within your conclusion. Your work should aspire to resemble work which is of journal publishable quality.
4. Practical Application and Deployment
It is essential that you rationalise how you decided upon certain methods, materials, tools and techniques to inform and complete your work. You must demonstrate what informed your decision(s) to apply certain concepts that enabled you to formulate innovative and creative solutions to the challenges presented to you or that you identified for yourself. Plausible, costed and justifiable recommendations are demanded and where these are absent, your work is undermined. Your work should provide evidence that you are growing in mastery in developing cutting edge processes and techniques within the subject area.
Skills for Professional Practice
Your work must provide evidence of your attributes in the application of professional practice. This includes demonstrating that you are highly capable of individual and collaborative working. Regarding the presentation of your work, you must demonstrate your ability to select and deploy the appropriate media that is “fit for purpose. Additionally, you must exhibit your ability to: communicate with an exceptionally high level of professionalism; work professionally, autonomously and within a team; develop leadership skills; and produce/present work that is coherent, cogent and specifically addresses the challenges set for you or you have set yourself. Importantly, your work should be easily understood by specialists and non-specialists in the field.
PG COMMON ASSESSMENT AND MARKING CRITERIA
OUTRIGHT FAIL FAIL UNSATISFACTORY SATISFACTORY GOOD EXCELLENT EXCEPTIONAL
Assessment Criteria 0-29% 30-39%* 40-49% 50-59% 60-69% 70-79%
80-100%
1. Research-informed Literature
Extent of research and/or own reading, selection of credible sources, application of appropriate referencing conventions
Little or no evidence of reading.
Views and findings unsupported and non-authoritative.
Referencing conventions largely ignored. Poor evidence of reading and/or of reliance on inappropriate sources, and/or indiscriminate use of sources.
Referencing conventions used inconsistently. References to a limited range of mostly relevant sources. Referencing conventions not always applied consistently.
Inclusion of research-informed literature, including sources retrieved independently. Some omissions and minor errors.
Referencing conventions mostly consistently applied.
Inclusion of a wide range of research-informed literature, including sources retrieved independently.
Selection of relevant and credible sources. Very good use of referencing conventions, consistently applied. A comprehensive range of research informed literature embedded in the work. Excellent selection of relevant and credible sources. High-level referencing skills, consistently applied.
Outstanding knowledge of research-informed literature embedded in the work. Outstanding selection of relevant and credible sources. High-level referencing skills consistently and professionally applied
2. Knowledge and Understanding of Subject
Extent of systematic knowledge, understanding and critical awareness of concepts and underlying principles associated with the discipline. Major gaps in knowledge and understanding of material at this level. Substantial inaccuracies. Gaps in knowledge, with only superficial understanding. Some significant inaccuracies. Some evidence of knowledge and understanding of current and relevant concepts and underlying principles but with gaps or errors. Knowledge is generally accurate with a satisfactory understanding of the field of study. Knowledge is extensive. Exhibits understanding of the breadth and depth of established and contemporary views. Excellent mastery of a complex and specialised area of knowledge and skills, with an excellent critical awareness of current problems and/or new insights at the forefront of the field. Clear awareness of challenges to established views and the limitations of the knowledge base. Exceptional mastery of a complex and specialised area of knowledge and skills, with an exceptional critical awareness of current problems and/or new insights at the forefront of the field. A critical awareness of the ambiguities and limitations of knowledge.
3. Analysis
Analysis, evaluation and synthesis; logic, argument and judgement; analytical reflection; organisation of ideas and evidence Unsubstantiated generalisations, made without use of any credible evidence. Lack of logic, leading to unsupportable/ missing conclusions. Lack of any attempt to analyse, synthesise or evaluate. Some evidence of analytical intellectual skills, but for the most part descriptive. Ideas/findings sometimes illogical and contradictory. Generalised statements made with scant evidence. Conclusions lack relevance. Evidence of some logical, critical thinking and some attempts to synthesise, albeit with weaknesses.
Some evidence to support findings/ views, but evidence not consistently interpreted.
Some relevant conclusions and recommendations, But not always well linked to other material. Evidence of some logical, analytical, critical thinking and synthesis. Can analyse new and/or complex data and situations without guidance.
An emerging awareness of different stances and ability to use evidence to support the argument.
Some conclusions and recommendations, where relevant Evaluates methodologies, current research and ideas critically and, where appropriate, proposes new hypotheses/ideas. Evaluates and synthesises complex issues both systematically and creatively. Makes sound judgements and proposes convincing arguments in the absence of complete data. Sound, convincing conclusions / recommendations. Excellent critical evaluation of methodologies, current research and ideas and, where appropriate, proposes new hypotheses/ ideas. Evaluates and synthesises complex issues systematically and creatively. Makes excellent judgements and proposes convincing arguments in the absence of complete data. Strong, persuasive, conclusions, justifiable recommendations. Work is of conference publishable quality.
Exceptional critical evaluation of methodologies, current research and ideas and, where appropriate, proposes new hypotheses/ ideas. Evaluates and synthesises complex issues at a high level of mastery. Makes outstanding judgements and proposes highly convincing arguments in the absence of complete data. Highly persuasive conclusions. Work is of journal publishable quality.
4. Practical Application and Deployment
Effective deployment of appropriate methods, materials, tools and techniques; extent of skill demonstrated in the application of concepts to a variety of processes and/or contexts; formulation of innovative, original and creative solutions to solve problems. Limited or no use of methods, materials, tools and/or techniques.
Little or no appreciation of the context of the application.
Rudimentary application of methods, materials, tools and/or techniques but without consideration and competence. Flawed appreciation of the context of the application.
Some awareness and mostly appropriate application of well-established methods, materials, tools and/or techniques.
Some appreciation of the context of the application.
A satisfactory and appropriate application of standard methods, materials, tools and/or techniques.
Satisfactory appreciation of the context of the application, with some use of examples, where relevant.
A very good application of a range of methods, materials, tools and/or techniques.
Very good consideration of the context of the application, with perceptive use of examples, where relevant.
Evidence of some originality, innovation and creativity. An advanced application of a range of methods, materials, tools and/or techniques.
The context of the application is well considered, with extensive use of relevant examples.
Application and deployment extend beyond established conventions. Originality, innovation and/or creativity evident throughout. Outstanding levels of application and deployment skills. Assimilation and development of cutting edge processes and techniques.
5. Skills for Professional Practice
Demonstrates attributes expected in professional practice including: individual initiative and collaborative working; deployment of appropriate media to communicate (including written and oral); clarity and effectiveness in presentation and organisation. Communication media is inappropriate or misapplied.
Little or no evidence of autonomy in the completion of tasks.
Work is poorly structured and/or largely incoherent. Media is poorly designed and/or not suitable for the audience.
Poor independent or collaborative initiative.
Work lacks structure, organisation, and/or coherence Communication is not clear.
Limited independent work and limited involvement in group activities.
Work lacks coherence in places and is in need of amendments to the structure. Can communicate effectively in a suitable format, but may have minor errors.
Can work effectively autonomously and as part of a team, with some involvement in group activities.
Mostly coherent work and is in a suitable structure. Can communicate well, confidently and consistently in a suitable format.
Can work very well autonomously and as part of a team, with very good contribution to group activities.
Work is coherent and fluent and is well structured and organised. Can communicate professionally and, confidently in a suitable format.
Can work professionally autonomously and within a team, showing leadership skills as appropriate, managing conflict and meeting obligations.
Work is coherent, very fluent and is presented professionally. Can communicate with an exceptionally high level of professionalism.
Can work exceptionally well and professionally autonomously and within a team, showing advanced leadership skills.
Work is exceptionally coherent, very fluent and is presented professionally.

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