To provide a broad, analytical and integrated study of marketing.
To provide a programme of study, which offers students grounding in the disciplines, and methodologies of marketing and to stimulate a critical awareness of the factors associated with the changing focus of contemporary marketing practice.
To enable all students to develop a business centred approach, within an academic context that is relevant to a wide range of organisations and industries.
To provide students with a flexible pathway that allows a basis from which to identify, develop, scrutinise and challenge a comprehensive range of marketing models, frameworks and theories, and to apply them to actual situations in the internal and external working environments.
To enable students to develop and use a range of generic (transferable), cognitive, intellectual, personal and interpersonal skills required for effective undergraduate study and future vocational needs.
To provide an appropriate base for access to further study or professional qualifications by encouraging the knowledge, skills and attitudes to become life-long learners who recognise the need to engage in Continuous Personal and Professional Development.
To provide a coherent programme of study, this will prepare students for post-University employment and careers.
Knowledge and Understanding
The various processes, procedures, competencies and practices associated with effective marketing.
Key traditional and contemporary theories underpinning the concept of marketing.
The management and development of resources and operations.
The diverse nature, purposes, structures, governance, operations, processes and management of organisations.
The macro and micro environment and it’s impact on marketing programmes
The development and operation of markets and the management of customer expectations.
The use of relevant information technologies and their applications to Marketing.
The development of relevant, effective and appropriate marketing policies and strategies.
The contemporary challenges and issues that face managers in the modern business and marketing environment and the organisations in which they operate.
Thinking or Cognitive Skills
Application of problem solving skills, knowledge and ideas to a range of situations.
Reflection upon a period of work based activity.
Development of analysis, synthesis and critical thinking in a variety of contexts.
Consider and question own values and opinions relating to a number of ethical and social responsibility issues.
Analyse relevant theories and concepts to determine their relevance to specific problems and situations.
Research and assess marketing facts, theories, paradigms, principles and concepts
Application and evaluation of theory to practical marketing industry situations.
Collect, analyse and process information/data.
The planning and conduct of an extended piece of original research relevant to marketing management. Develop reasoned arguments and challenge assumptions.
Identification and retrieval of relevant Marketing data using paper and electronic sources both primary and secondary
Development of problem solving and decision making skills.
Effective communication skills, oral and written.
Quantitative skills such as data analysis and interpretation.
Ability to engage in research into business and management issues by utilising relevant data and appropriate methodologies.
The acquisition of professional practical skills is the hallmark of an effective marketing practitioner
Ability to handle data, formulate ideas and present findings.
Competence in key office-based software.
Working in teams and team building.
Business report writing.
Application of Number
Information Literacy and Technology
Improving own learning and performance
Working with others
Use of information technology and an appreciation of its application in management and business.
Application of number (e.g. research methods and finance).
Working with others (e.g. group work tasks and activities).
Communication and presentation skills, both written and verbal
Lifelong learning skills and continuous personal and professional development.
Effective time management skills.
Construction of consistent and sustained argument
Managing and developing self
Research, evaluation and synthesis of information
Communicating - orally and in writing
Managing tasks and solving problems
Numeracy, technology and creativity.
Transferable Professional Skills
The programme has been designed to reflect the changing nature of marketing, offering a dynamic and contemporary programme of study to enable the student to reconcile the traditional theories of marketing with new thinking.
At Level 4 students will develop an understanding of the key marketing concepts and the business functions that managers require to operate in the modern business environment. In addition, relevant interpersonal and academic skills will be developed to enable students to become both effective students and marketers. They will be encouraged to become independent learners through the use of practical, hands on projects, particularly on the module TM4009, The Marketing Experience.
At Level 5 the student will develop a sound understanding of the principles of their field of study, and will be able to apply these principles more widely, within an organisational context. Through this, they will have learned to evaluate the appropriateness of different approaches to solving problems. Their studies will have a vocational orientation, enabling them to perform effectively in their chosen field. They will also develop the qualities necessary for employment in situations requiring the exercise of personal responsibility and decision-making. A Level 5 student will explore the relationship between functional areas and develop an appreciation of the context in which managers operate. Key aspects of marketing behaviour and practice will be developed culminating in a period work based Learning in which students will have the opportunity to transfer acquired skills, knowledge and understanding. It is intended that the placement be taken in a marketing based environment.
At Level 6 the student will develop an understanding of a complex body of knowledge, some of it at the current boundaries of an academic discipline. Through this the student will be able to use analytical techniques and problem solving skills that can be applied in many types of employment. The student will be able to evaluate evidence, arguments and assumptions, to reach sound judgements, and to communicate effectively. A Level 6 the student will develop an understanding of how organisations undertake marketing at a strategic level, whilst allowing an opportunity to specialise in aspects of marketing that are of particular interest to the student. Specialisation will be achieved by providing a range of marketing options modules and the completion of an individual research project, which focuses on an appropriate marketing issue.
In the United Kingdom the typical applicant will have the following:
A minimum of 240-280 UCAS points must be obtained from GCE A Levels or equivalent e.g. BTEC/OCR National Diploma, Certificate
Irish Highers/Scottish Highers: B in 4 subjects
International Baccalaureate: 26 points
QAA recognised Access to HE Diploma, Open College Units or Open University Credits
The Advanced Diploma
In the Philippines, the typical applicant will have the following:
Level 4 - diploma from high school and secondary transcript of record (grades 7-10/11), recommendation letters from teacher and guidance councillor and/or principal, 500-word essay, assessment test (Math, English and Science), interview by the Dean, copy of birth certificate/passport, and ID pictures. For transferees - tertiary transcript of record, transfer credentials, course description, recommendation letters from faculty and dean, 500-word essay, assessment test (Math, English and Science), interview by the Dean, copy of birth certificate/passport, and ID pictures.
Level 6 - HND diploma and transcript, English certificate and all Level 4 requirements
Non English background applicant must hold an IELTS test score of level 6.0 or higher
QAA Subject Benchmarks Statements for General Business and Management 2007
This subject benchmark statement is for general business and management honours degree programme. However, due to the fact that Marketing has no specific benchmark statement and the programmes are aligned with each other, the General Business and Management Benchmark Statements have been used as a guide.
The purpose of general business and management programmes is threefold:
Study of organisations, their management and the changing external environment in which they operate
Preparation for and development of a career in business and management
Enhancement of lifelong learning skills and personal development to contribute to society at large.
'Organisations' should be understood throughout this text to include a wide range of different types including, for example, public, private and not-for-profit, together with a comprehensive range of sizes and structures of organisations. Similarly, the term 'business' should be interpreted generically.
'Preparation for business' should be taken to mean the development of a range of specific business knowledge and skills, together with the improved self-awareness and personal development appropriate to graduate careers in business with the potential for management positions and to employability in general. This includes the encouragement of positive and critical attitudes towards change and enterprise, so as to reflect the dynamism and vibrancy of the business environment.
Not every student will engage subsequently in a business and management career, or will have entered directly from secondary education. Therefore, lifelong learning skills should be understood to include the development and enhancement of a range of general transferable intellectual and study skills, which, while being highly appropriate to a career in business and management, are not restricted to this.
While there is a clear expectation that all such general degree programmes should cover these three purposes, the actual balance will vary among individual higher education institutions and may also reflect the requirements for recognition by professional bodies. The particular balance being delivered should be explicable and demonstrable in terms of the specified learning outcomes of particular programmes.
Knowledge and Understanding
There is an expectation that degree programmes covered by this subject benchmark statement should provide a broad, analytical and highly integrated study of business and management. Students should be able to demonstrate relevant knowledge and understanding of organisations, the external environment in which they operate and how they are managed. There is likely to be an emphasis upon understanding and responding to change and the consideration of the future of organisations and the external environment in which they operate. The interrelationships among and the interconnectedness between these areas are very important within the overall student learning experience, and should be demonstrated in the capabilities of successful graduates from all modes of delivery.
Organisations - this encompasses the internal aspects, functions and processes of organisations including their diverse nature, purposes, structures, governance, operations and management, together with the individual and corporate behaviours and cultures which exist within and between organisations and their influence upon the external environment.
External environment - this encompasses a wide range of factors, including economic, environmental, ethical, legal, political, sociological and technological, together with their effects at local, national and international levels upon the strategy, behaviour, management and sustainability of organisations.
Management - this encompasses the various processes, procedures and practices for effective management of organisations. It includes theories, models, frameworks, tasks and roles of management together with rational analysis and other processes of decision making within organisations and in relation to the external environment. Within the framework of these three main areas, it is expected that graduates will also be able to demonstrate knowledge and understanding in the following areas:
Markets - the development and operation of markets for resources, goods and services
Customers - customer expectations, service and orientation
Finance - the sources, uses and management of finance; the use of accounting and other information systems for managerial applications
People - the management and development of people within organisations
Operations - the management of resources and operations
Information systems - the development, management and exploitation of information systems and their impact upon organisations
Communication and information technology - the comprehension and use of relevant communication and information technologies for application in business and management
Business policy and strategy - the development of appropriate policies and strategies within a changing environment, to meet stakeholder interests
Pervasive issues - sustainability, globalisation, corporate social responsibility, diversity, business innovation, creativity, enterprise development, knowledge management and risk management.
Business and management degrees are strongly related to practice and therefore there should be a strong link between the development of skills and employability of graduates. Graduates should be able to demonstrate a range of cognitive and intellectual skills together with techniques specific to business and management. Graduates should also be able to demonstrate relevant personal and interpersonal skills. These include (not in any particular priority order):
Cognitive skills of critical thinking, analysis and synthesis. This includes the capability to identify assumptions, evaluate statements in terms of evidence, to detect false logic or reasoning, to identify implicit values, to define terms adequately and to generalise appropriately
Effective problem solving and decision making using appropriate quantitative and qualitative skills including identifying, formulating and solving business problems. The ability to create, evaluate and assess a range of options together with the capacity to apply ideas and knowledge to a range of situations
Effective communication, oral and in writing, using a range of media which are widely used in business such as the preparation and presentation of business reports
Numeracy and quantitative skills including data analysis, interpretation and extrapolation. The use of models of business problems and phenomena
Effective use of communication and information technology for business applications
Effective self-management in terms of time, planning and behaviour, motivation, self-starting, individual initiative and enterprise
Effective performance, within a team environment, including leadership, team building, influencing and project management skills
Interpersonal skills of effective listening, negotiating, persuasion and presentation
Ability to conduct research into business and management issues, either individually or as part of a team for projects/dissertations/presentations. This requires familiarity with and an evaluative approach to a range of business data, sources of information and appropriate methodologies, and for such to inform the overall learning process
Self-reflection and criticality including self-awareness, openness and sensitivity to diversity in terms of people, cultures, business and management issues. Also, the skills of learning to learn and developing a continuing appetite for learning; reflective, adaptive and collaborative learning.
It is recognised that all programmes covered by these standards need to address issues at the European and international business levels. Where specific emphasis is placed upon this, for example, in the title or in requiring study and or work abroad, then appropriate business and cultural understanding and, where appropriate, foreign language capability should be developed and demonstrated by graduates.
The methods of learning and teaching are geared to progression and integration through the levels of the programme. The individual module descriptors provide details of learning outcomes and as well as methods of teaching and learning. The major forms of teaching methods will be lectures, seminars and workshops. Other methodologies will be employed as appropriate. These may include; directed reading, interactive learning via the University computer network, case study analysis, individual research, group learning activities, reflective log/portfolio (e.g. utilising student progress files in relation to personal development planning) and presentations.
Industry practitioners will be used wherever possible, as repositories of up to date, expert knowledge in their specialist or functional areas.
The Department seeks to deliver varied, high-quality learning experiences, teaching and assessment in order to develop appropriate knowledge and understanding, and to enhance a variety of key/transferable skills. This is facilitated through the outcome-directed nature of learning, teaching and assessment, in a student-centred environment, which provides incremental opportunities for independent and autonomous learning.
The assessment strategy for this degree will serve three purposes:
To test the level of knowledge and skills acquired, measured against the specified learning outcomes, and applied within a relevant marketing context;
To provide the vehicle for modular integration within a marketing context;
To promote teaching to learning, this will assist students in the achievement of academic goals and imbue them with skills and attitudes which will assist in life-long learning.
Assessment will follow the university model of a 4,000 word equivalency per module. Each module will be summatively assessed by a minimum of two assessments, with formative assessment also employed throughout. Student assessment will employ rigorous, objective testing to ensure that learning outcomes are met.
Assessment tasks will grow in sophistication and complexity as a student progresses on the programme. For example:
At Level 4 a student may be asked to describe, discuss, compare, and outline;
At Level 5 a student may be asked to evaluate, analyse, justify, and differentiate;
At Level 6 a student may be asked to criticise, synthesise, appraise, formulate.
However, it is expected that students will begin to use and develop critical skills from the beginning of the programme.
Students will be assessed in a number of ways, including essays, industry-related reports, presentations, poster displays and presentations, assessed seminars, reflective reports, examinations.
The departmental assessment strategy has been created in accordance to the University's Teaching, Learning & Assessment strategy.
Students completing the BA Marketing single honours programme should meet the QAA’s Benchmark document’s standards on knowledge and understanding, skills and the assessment strategies.
The outcome of level 6 should be a graduate student who will be able to offer added value to the market place by meeting the expectations of employers via the application of acquired transferable, integrated skills, and the developed body of knowledge gained from the programme.
In addition the graduate will have amassed valuable life skills such as self-awareness, creative problem solving, and autonomy, which could be applied in a wide variety of circumstances which they will face.
They will have been instilled with a positive attitude towards reflection, self- awareness and will possess openness towards seeking out life-long learning opportunities, which may be translated into the pursuit of professional qualifications.
Consistent with the University’s commitment to widen access and participation, the Department has a flexible admissions policy, and encourages applications from mature students and from groups normally under-represented in higher education. The general policy is to look for a good level of literacy, together with proven interest and/or experience in an appropriate subject.
The Department has considerable experience in successfully addressing the practical and learning needs of a wide range of students. This includes mature students, those entering education with a non-standard academic background and those with a wide range of disabilities. Equality and diversity issues are embedded and addressed in all departmental modules.
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