ROYAL DOCKS SCHOOL OF BUSINESS AND LAW

Provisional

Module Title:
Marketing in a Digital Age and Corporate
Social Responsibility

Module Code: MK7040

Level

Term 3

Academic Year 2020/21

MK7040 1
 MK7040 Marketing in a Digital Age and Corporate Social
Responsibility

MODULE GUIDE

Module Leader

Corporate Social Responsibility:

The Module Leader/Other Tutors and Contact Details were correct at point of
publication. You will be notified of any changes.

Timetabled Teaching

DAY ACTIVITY TIMES

Online via M.S. Teams
Monday Lecture 09.00-11.30
Monday Repeated Lecture 12.00-14.30
Monday Repeated Lecture 14.30-17.00
Monday Repeated Lecture 17.30-20.00
Tuesday Seminars 09.00-11.30
14.00-16.30
Wednesday Seminars 14.00-16.30
17.00-19.30
Check your calendar to know which lecture and seminar you are allocated and where.

How to access your timetable

To access your personal timetable log into the intranet and click on the timetable box
and save to your favourite browser, or use the intranet link (UEL ID required to login)
https://uelac.sharepoint.com/students/Pages/Timetable-and-Attendance.aspx

All room numbers on our campuses follow the same pattern – the initial of the
building, followed by the floor number and finally the room number e.g. DL.4.01 is
room 1 on the 4th floor of the Docklands Library building. Campus maps can be found
on https://www.uel.ac.uk/About/Finding-us

Initials Building name Campus

AE Arthur Edwards Stratford

AVA AVA Building Docklands
DL Docklands Library Docklands
CC Conference and Computer Centre Stratford
EB East Building Docklands
ED School of Cass Education and Communities Stratford
ITC IT clusters – Library Docklands
KD Knowledge Dock Docklands
LT Lecture Theatre Stratford
MLT Main Lecture Theatre Docklands
RB R Building Stratford

MK7040 2
 SD Sports Dock Docklands
UH University House Stratford
US University Square Stratford University Square
Stratford
WB West Building Docklands

Assessment
Project
Individual Report (100%)
Deadline date and time for Turnitin submission
Report- Monday 23 August 2021 - 16:00
Formative Individual Presentation (not marked but verbal feedback is provided)
Presentations are to be part of the seminars’ activities on
Tuesdays 10 & 17 and Wednesdays 11 & 18 August 2021– in your seminar class
Details of the assessment can be found in the assessment section below

INTRODUCTION TO THE MODULE

This module is designed to introduce you to contemporary principles and practices in marketing, in a customer-
focused and market-oriented organisation. Relationship marketing is the recent marketing approach that develops
around the buying and consumption experience. As such, the module aims to develop your in-depth
understanding of the strategic role of marketing in business, and its impact on the market and society in the digital
age.

MODULE AIMS

The main aim(s) of the module are:

 To develop your understanding of contemporary marketing in an environment of digitalised
communications serving a customer-brand-relationship.
 To equip you with the ability to make strategic decisions in market segmentation, targeting and
positioning, brand and corporate reputation management, market offerings, and marketing
programme/mix.
 To offer you insight into future marketing challenges: society, technology, and ethics; the role of
corporations in our society; accountability and responsibility in the corporate environment.
 To develop your understanding of corporate social responsibility; and the most relevant mandatory
corporate social responsibility interventions, to make responsible business and market decisions.

MODULE LEARNING OUTCOMES

At the end of this module, you will be able to:
Knowledge
1. Develop a critical understanding of major concepts, frameworks, and methods in marketing and corporate
social responsibility, and assess their application in the business environment, including brand value.
2. Examine the role digital marketing and media play in contemporary marketing and business practice, and
the social impact of these practices.
3. Identify key issues and problems related to the lack of responsibility in the approach to corporate business
operations, and the risk that unethical corporate conducts pose for our society.

Thinking skills

MK7040 3
 4. Critically evaluate marketing strategies, including digital marketing solutions - in different business
contexts, and address their implications including ethical issues, and reflect on the significance of key
historical events.

Subject-based practical skills

5. Make strategic marketing decisions based on facts and market research; and to commission marketing
communication campaigns, including digital marketing solutions.
6. Critically assess currently implemented corporate social responsibility solutions and recognise the links
between the adoption of certain solutions and the performance of business operations.

Skills for life and work (general skills)

7. Adopt a persuasive argumentation, and present it in verbal or written communication.
8. Collect, analyse and synthesise data; and take a problem-solving approach to strategic thinking, and
creativity.

READING AND RESOURCES LIST

Reading and resources for the module:

Core
Baines, P., Fill, C., Rosengren, S. and Antonetti, P. (2017) Fundamentals of marketing, UK: Oxford University Press.

Recommended
Altschuller, S., Feldman, D. and Blecher, L. (2008) “Corporate social responsibility”, The International Lawyer, 42:
489.
Carroll, A.B. (2009) A History of Corporate Social Responsibility, in Cran et al. (eds) Oxford: The Oxford Handbook
of Corporate Social Responsibility, Oxford University Press.
Hanlon, A. (2019) Digital Marketing: strategic planning and integration. 4th edn. London: SAGE.
Kotler, P. and Lee, N.R. (2009) Up and out of poverty: the social marketing solution. Horlow: Financial Times/
Prentice Hall.
Laudon, K and Traver, C (2015) E-commerce 2015: Business. Technology. Society, Harlow: Pearson.
Masterson, R., Philips, N. and Pickton, D. (2017) Marketing an introduction, London: SAGE.
Ozuem, W and Bowen, G (2016) Competitive social media marketing strategies. Hershey: IGI.
Rowles, D. (2014) Digital branding: A complete step-by-step guide to strategy, tactics and measurement. London:
Kogan Page.
Tuten, T.L. (2020) Principles of Marketing for a digital age, London: SAGE.
Tuten, T and Solomon, M (2015) Social media marketing, London: SAGE.
Visser, W. (2009) CSR in Developing Countries, in Andrew Cran et al. (eds) The Oxford handbook of corporate social
responsibility, Oxford: Oxford Univeristy Press.

TEACHING SCHEDULE*

Week No. Topic

1 Marketing today and Customer Behaviour
2 Marketing Strategies and Competitiveness
Segmentation, Targeting, and Positioning
3 Proposition and Branding Decisions
4 Marketing Communications in a Digital age
5 Digital Marketing, Social Media, and Ecommerce
6 Marketing planning and Digital Strategy

MK7040 4
 7 Introduction and Ethics 
8 Corporate Social Responsibility (CSR)
9 Sustainability and supply chain 
10 CSR strategies
11 Human Rights and Greenwashing
12 Unethical Behaviour in organisations
*Important note: The content of the module plan is subject to update by the Module Leader so check
the Moodle site regularly to catch up with any changes, additional teaching and reading materials, and
any relevant announcements.

Core Readings

Marketing today and Customer Behaviour

Textbook:
Baines, P., Fill, C., Rosengren, S. and Antonetti, P. (2017) Fundamentals of marketing, UK:
Oxford University Press. Chapter 1, 2 and 3.

Marketing Strategies and Competitiveness- Segmentation, Targeting, and Positioning

Textbook: Chapter 4 and 5.
Additional reading:
Fucks, C. and Diamantopoulos, A (2010) Evaluating the effectiveness of brand positioning
strategies from a consumer perspective, European Journal of Marketing, 44 (11/12). 1763 -86
Porter, M (2008) The Five Competitive Forces that Shape Strategy, Harvard Business Review,
pp 78 -93

Proposition and Branding Decisions

Textbook: Chapter 6.
Further reading:
Schau, H. J., Muniz, A. and Arnould, E.J. (2009) ‘How Brand Community Practices Create
Value’, Journal of Marketing, 73(5): 30-51.

Marketing Communications in a digital age

Textbook: Chapter 8 and 9.
Further reading:
Jobber, D and Ellis-Chadwick (2013) Principles and Practice of Marketing, Harlow: Pearson,
Chapter 16.

Digital Marketing, Social Media, and Ecommerce

Textbook: Chapter 11.
Further reading:
Ozuem, W and Gordon, Bowen (2016) Competitive Social Media Marketing Strategies,
Hersey: IGI, Chapter 1, 2 and 5.
Stephen, A.T and T.O (2010) Deriving Value from Social Commerce Networks, Journal of
Marketing Research, Vol. 47, No 2. Pp.215 – 228.
Laudon, K and Traver, C (2015) E-commerce 2015: Business. Technology. Society, Harlow:
Pearson, Chapter 1, 2 & 3.

Marketing planning in a digital age & Data analytics: an overview

Key Reading: Jobber, D and Ellis-Chadwick (2013) Principles and Practice of Marketing,
Harlow: Pearson, Chapter 18.
Further reading:
O’Keeffe, A, Ozuem, W and Lancaster, G (2016) Leadership Marketing: an exploratory study,
Journal of Strategic Marketing, Vol. 24: no 5
MK7040 5
Tuten, T.L. (2020) Principles of Marketing for a digital age, London: SAGE, chapter 12.

Recommended academic journals for further reading are:

- Consumption Markets and Cultures
- Journal of Marketing Management
- Journal of the Academy of Marketing Science
- Marketing Theory

Further recommended reading may be shared on Moodle and in the classroom.

ASSESSMENT

This assessment is an individual project that contains one individual summative report
and one formative individual presentation.
- Formative individual presentation (0% - verbal feedback is provided).
- Summative individual written report (100%).

CSR communications are in a state of flux as organisations adapt to creative

communication approaches conducive to the digital era. For example, most
organisations are yet to apply a comprehensive transmedia storytelling
communications strategy, integrated with other communication approaches available
to reach and engage their stakeholders.

The application of CSR communication as a key part of strategic corporate marketing

communication allows organisations to meet their goals, and to take advantage of the
MK7040 6
opportunities introduced by digitalisation rather than being restricted by
technological challenges and unethical practices, such as sharing fake and misleading
information via social media.

Cause-related marketing has been used regularly to encourage positive change in the
public behaviours like anti-smoking, anti-drink-driving, and other healthy lifestyle
campaigns.

Covid-19 pandemic created a challenging situation where the public and government
bodies had to change their behaviours and many aspects of their operating systems.
Such change in behaviours needed intensive communication campaigns many of
which utilized digital and social media platforms.

Task

1. Identify briefly the challenges the UK government faced in their campaign to

change peoples’ behaviours during the Covid-19 pandemic (e.g., social
distancing, self-isolation, and waring face-cover) and to enhance people trust
in the vaccine. (500 words)

2. Evaluate the effectiveness of the British government’s digital, cause-related

marketing, communications strategy regarding Covid-19 and the vaccine. You
may conduct a comparison with another country’s Covid-19 digital
communications strategy of your choice (to do so, identify the comparison
criteria and conduct your systematic comparison based on these criteria).
Make sure that you highlight which strategy or parts of it were more effective
and why. (1200 words, you can use tables or graphs)

3. Offer recommendations for digital marketing communications strategy to

promote a potential third booster dose of the vaccine in the UK. (500 words,
you may use table or graph)

4. Covid-19 created a great business opportunity for mega MNCs in the

pharmaceutical industry such as Pfizer, AstraZeneca, and Johnson & Johnson.
Select one of these corporations and examine how, if at all, Covid-19
informed/changed the corporation’s CSR policy, practice and
communications since February 2020. (1300words)

Write a 3500-words report (10±) responding to the above discussion points.

Your answers should be supported by evidence from the data you collect through
your research. Your answers should also show how you analysed the data you
collected using the marketing theories and concepts, and corporate social
responsibility concepts you are learning in this module.

Recommended report structure:

- Title page with student number and module code, plus word count
- Each point followed by the relevant response. You may have sub-sections in each
response.

MK7040 7
Report’s Presentation instructions
Your work should be word-processed as per the following:
 Font style, Calibri, font size 12
 1.5 line spacing
 The page orientation should be ‘portrait’
 Margins on both sides of the page should be no less than 2.5 cm
 Pages should be numbered
 Your name should not appear on the script
 Your student number should be included on every page

Word Count
Your word count should not include your table of contents, reference list or appendices. You
should provide your word count at the front cover you create for your report.
Exceeding the word count may result in a penalty of 5% of your mark. If your work is
significantly shorter, then you probably did not provide the level of detail required.

The formative individual presentation (Not assessed)

This is an invaluable opportunity for you to get feedback from your tutor that will be
exceptionally helpful when you are writing your individual report, so don’t miss it.

Read the case study. Conduct market and company research and analysis. Answer the case
study questions. Prepare a few slides to present to the class and be ready to engage in a
discussion and question and answer activity. Remember that “none of us is as smart as all of
us”, so learn from each other, before you go and write your report. All of you will be winners
here as each of you will write better after studying and discussing the case in class.

- Simply try to have a slide or two for each question/point. The first slide will have your
name, and the last one will have your references.
- Presentation time is 10 minutes followed by 5 minutes discussion and tutor feedback,
which will be invaluable for your individual report

Slides Presentation instructions (text should be presented in a legible format)

Your work should be word-processed as per the following:
 Font style, Calibri, font size not less than 24
 1.5 line spacing
 Margins on both sides of the slide should be no less than 2 cm
 Slides should be numbered
 Your name and ID number should appear on your slides and the front slide

Skills Advice
Refer to your material provided in your skills modules to make sure that you have conformed
to academic conventions. Pay attention to:
 The use of sub-headings inside the questions
 Paragraph structure
Do refer to Info skills at https://moodle.uel.ac.uk/mod/page/view.php?id=802139

MK7040 8
The Marking Scheme

Items Criteria Grade %

1. Comprehensive research, use of journal articles/academic 45
materials, market research, business report and news; and
Critical analysis of the ideas
Comprehensively researched,
Identify the relevant concepts,
Demonstrate a good understanding of the main academic
theories and their applications.
Provide evidence of critical thought.
2. Quality of discussion: Ability to express ideas and present an 45
argument with clarity
Depth of the discussion: Ability to critically examine practical
applications and implications of the relevant concepts, and offer
problem-solving and creative marketing solutions
3. Structuring, citation and referencing technique 10
Logical structure
Consistency with the prescribed presentation format
Correct in-text citation
Harvard referencing
Writing quality
Professionalism
TOTAL 100

REASSESSMENT INFORMATION

If you are not successful in achieving a total mark of 50/100 or above, you will not be able to
pass the module. You, however, can re-submit your assessment. The resubmission deadline is
to be confirmed. The online submission needs to be completed before 16:00. Submission
will be through Turnitin via the relevant link on the Module’s Moodle page.

The resubmission mark of the assessment will be capped at 50 out of 100.

You will need to read the feedback provided on your previous submission carefully and seek
further feedback from your tutor if needed. Then consider how you can rewrite your
submission considering the tutor feedback to achieve the required standards and give
satisfactory answers to the questions of the case study.

Submission

We strongly suggest that you try to submit all coursework by the deadline set as
meeting deadlines is expected in employment. However, in our regulations, UEL has
permitted students to be able to submit their coursework up to 24 hours after the
deadline. Coursework which is submitted late, but within 24 hours of the deadline,
will be assessed but subject to a fixed penalty.

The impact of the fixed penalty on your result will depend on what level of study you
are in and when you began your course at UEL. For full details, see Part 3, Manual of

MK7040 9
General Regulations at https://www.uel.ac.uk/about/about-
uel/governance/policies-regulations-corporate-documents/student-
policies/manual-of-general-regulations .

Coursework submitted up to 24 hours late will be accepted, but the component

mark will be subject to a deduction of 5% of the assessment mark.

Please note that if you submit twice, once before the deadline and once during the
24-hour late period, then the second submission will be marked and the fixed
penalty is applied.

This rule only applies to coursework. It does not apply to examinations,

presentations, performances, practical assessments or viva voce examinations. If you
miss these for a genuine reason, then you will need to apply for extenuating
circumstances or accept that you will receive a zero mark.

Extenuating Circumstances

Extenuating Circumstances are circumstances which:

 impair your examination performance in assessment or reassessment,

or
 prevent you from attending for assessment or reassessment, or
 prevent you from submitting assessed or reassessed work by the
scheduled date

If you need to apply for extenuating circumstances, please find the relevant
information at:
Manual of General Regulations at https://www.uel.ac.uk/about/about-
uel/governance/policies-regulations-corporate-documents/student-
policies/manual-of-general-regulations

https://www.uel.ac.uk/discover/governance/policies-regulations-corporate-
documents/student-policies/extenuation-procedures

Student Appeals

Students who wish to appeal against Field and Award Boards decisions can find the
relevant information at:
https://www.uel.ac.uk/about/about-uel/governance/policies-regulations-
corporate-documents/student-policies

Guidance on referencing

As a student, you will be taught how to write correctly referenced essays using UEL's
standard Harvard referencing system from Cite Them Right. Cite Them Right is the

MK7040 10
standard Harvard referencing style at UEL for all Schools apart from the School of
Psychology which uses the APA system.

The electronic version of Cite Them Right: The Essential Referencing Guide (11th
edition), can be accessed whilst on or off-campus via UEL the link below and will teach
you all you need to know about Harvard referencing, plagiarism and collusion. The
book can only be read online and no part of it can be printed nor downloaded.

Further information is available at:

Cite Them Right

http://www.citethemrightonline.com/

If you are accessing off campus:

 Click Login
 Select University of East London from the list of institutions
 Click Log In at University of East London
 Enter your UEL email address and password
 

Harvard referencing:
https://uelac.sharepoint.com/LibraryandLearningServices/Pages/Harvard-
Referencing-.aspx

Academic Integrity:
https://uelac.sharepoint.com/LibraryandLearningServices/Pages/Academic-
integrity.aspx

TURNITIN SUBMISSION

Our policy on the use of Turnitin recognises the educational desirability that all of our
students should enjoy that is the opportunity to self-submit their work to Turnitin
(before submitting for assessment). We also recognise that Turnitin Originality
Reports will sometimes assist in the identification of plagiarised work submitted for
assessment.

Therefore, the work that is submitted to Turnitin generates a Turnitin originality

report, showing which parts of it have been reproduced from which sources. The
system compares submissions to material that is to be found: on the world-wide web;
in its database of previous submissions; and in its growing number of databases of
published articles. You should not assume that a Turnitin originality report with a low
similarity index is evidence that the piece of work concerned is free from plagiarism.

Our policy provides that a Module Leader may decide, in accordance with the policy
of the School of Business and Law, that all student submissions for a particular
component of assessment should be submitted to Turnitin, provided that the relevant
Module Guide includes a notice to that effect.

Notice is hereby given that all components of the assessment are to be submitted
online unless the tutor indicates otherwise. All components’ submitted documents

MK7040 11
should be submitted to the relevant TURNITIN link provided on the module’s page on
Moodle. If you fail to submit your assessment to Turnitin, in accordance with the
guidance provided on the Virtual Learning Environment (Moodle), a mark of 0 will be
awarded.

Submitting Assessments Using Turnitin:

Turnitin is required for coursework assessments, such as report/research papers
or projects in Microsoft Word, PowerPoint, and in PDF format. There are two
main reasons we want you to use Turnitin:
 Turnitin can help you avoid academic breaches and plagiarism. When you use
Turnitin before a submission deadline, you can use the Originality Report
feature to compare your work to thousands of other sources (like websites,
Wikipedia, and even other student papers). Anything in your work that
identically matches another source is highlighted for you to see. When you
use this feature before the deadline, you will have time to revise your work to
avoid an instance of academic breach/plagiarism.
 Turnitin saves paper. When using Turnitin to electronically submit your work,
you will almost never have to submit a paper copy.

Late Submissions Using Turnitin

UEL has permitted students to be able to submit their coursework up to 24 hours
after the deadline. Assessments that are submitted up to 24 hours late are still
marked, but with a deduction in marks (see above). However, you have to be
very careful when you are submitting your assessment. If you submit your work
twice, once using the original deadline link and then again using the late
submission link on Turnitin, your assignment will be graded as late.

Turnitin System Failure

Best advice: Don’t wait until the last minute to submit your assessments
electronically. If you experience a problem submitting your work with Turnitin,
you should notify your lecturer/tutor by email immediately. However, deadlines
are not extended unless there is a significant systems problem with Turnitin. UEL
has specific plans in place to address these issues. If UEL finds that the issue with
the system was significant, you will receive an email notifying you of the issue
and that you have been given a 24-hour extension. If you don’t receive any
email that specifically states you have been given an extension, then the
original deadline has not been changed.

Return of Work and Feedback

Tutor feedback regarding students’ performance and knowledge is shared as

follows:

- In-class verbal feedback is offered to individual and group students. This is a

reflection on current student engagement activities and discussions, and may
include lessons learned from former students’ experiences.

MK7040 12
- In-class verbal feedback during interactive lectures, debates and discussions, or
talks.
- Verbal feedback on students’ presentations, videos, role play, and quiz
performance.
- Verbal feedback during peer assessment exercises in-class, and through
discussions.
- Feedback during feedback clinic on students’ ideas, outlines and structure of
drafts, and through question and answer sessions.
- Written feedback on online submissions including Rubric and customised general
and specific comments
- And finally, through the grade awarded in provisional marks and final marks. This
is to be shared within 15 working days of formal online submission.

See Appendix C for more information.

STUDENT FEEDBACK

UEL values student feedback and there are lots of channels for gathering your views.
Module evaluation is your opportunity to provide feedback on your learning and
teaching experience of studying on your modules. All undergraduate and taught
postgraduate students are provided with the opportunity to contribute feedback on
their experience for each module that they study.

APPENDIX A: MODULE SPECIFICATION

Module Title: Module Code: MK7040 Module Leader:

Marketing in a Digital Age and Level:

Corporate Social Responsibility
Credit: 30

ECTS credit: 14
Pre-requisite: none Pre-cursor: none

Co-requisite: none Excluded combinations: No

Location of delivery: UEL/ Other/ By distance learning

If ‘Other’ please insert location here: Overseas collaborative partnerships

Summary of module for applicants:

This module is designed to introduce you to contemporary principles and practices in marketing, in a customer
focused and market-oriented organisation. Relationship marketing is the recent marketing approach that
develops around the buying and consumption experience. As such the module aims to develop your in depth
understanding of the strategic role of marketing in business, and its impact on the market and society in the
digital age.
Main topics of study:

MK7040 13
  Understanding marketing in the digital era, customer-brand-relationship orientation.
 Market segmentation, targeting and positioning, brand management and value creation.
 Creating market offerings for global markets, and the marketing programme/mix.
 Integrated marketing communications mix: online, offline, mobile and interactive communication.
 Digital marketing, social media and e-commerce.
 Corporate reputation and brand, and future marketing challenges: society, technology, and ethics.
 The role of corporations in our society; accountability and responsibility in the corporate environment.
 Corporate social responsibility; and the most relevant mandatory corporate social responsibility
interventions.

This module will be able to demonstrate at least one of the following examples/ exposures

Live, applied project ☒

Company/engagement visits ☒

Company/industry sector endorsement/badging/sponsorship/award ☐

Learning Outcomes for the module

The following codes identify where a learning outcome meets one of the UEL core competencies:

 Digital Proficiency - Code = (DP)

 Industry Connections - Code = (IC)
 Emotional Intelligence Development - Code = (EID)
 Social Intelligence Development - Code = (SID)
 Physical Intelligence Development - Code = (PID)
 Cultural Intelligence Development - Code = (CID)
 Community Connections - Code = (CC)
 UEL Give-Back - Code = (UGB)
 Cognitive Intelligence – Code = (COI)

At the end of this module, students will be able to:

Knowledge
9. Develop a critical understanding of major concepts, frameworks, and methods in marketing and
corporate social responsibility, and assess their application in the business environment, including brand
value. (IC) (SID) (EID)
10. Examine the role digital marketing and media play in contemporary marketing and business practice, and
the social impact of these practices. (IC) (DP) (SID) (CID) (EID)
11. Identify key issues and problems related to the lack of responsibility in the approach to corporate
business operations, and the risk that unethical corporate conducts poses for our society. (IC) (SID) (CID)
(CC) (UGB)

Thinking skills
12. Critically evaluate marketing strategies, including digital marketing solutions - in different business
contexts, and address their implications including ethical issues, and reflect on the significance of key
historical events. (IC) (DP) (SID) (CID) (CC)

Subject-based practical skills

13. Make strategic marketing decisions based on facts and market research; and to commission marketing
communication campaigns, including digital marketing solutions. (IC) (SID) (DP)
14. Critically assess currently implemented corporate social responsibility solutions and recognise the links
between the adoption of certain solutions and the performance of business operations. (IC) (SID) (CID)
(CC)

MK7040 14
Skills for life and work (general skills)
15. Adopt a persuasive argumentation; and present it in verbal or written communication. (UGB) (EID)
16. Collect, analyse and synthesise data; and take a problem-solving approach to strategic thinking, and
creativity. (UGB) (IC)

Teaching/ learning methods/strategies used to enable the achievement of learning outcomes:

For on campus students:

The learning philosophy is designed to encourage students develop appropriate analytical, evaluative and critical
patterns of thought. To achieve this, a variety of teaching and learning methods are used in order to offer a
diversity of approach and to meet the differing needs and expectations of students. These include mixture of
tutor-directed lectures and seminars, case studies/video illustrations, as well as student-directed seminars and
workshops, group work and shared learning, practitioner-led sessions, and potential use of virtual learning
environment such quizzes, self-test or discussion board.

Assessment methods which enable students to demonstrate the Weighting: Learning Outcomes
learning outcomes for the module; demonstrated:

Project (up to 4000 words) 100% 1-10

Reading and resources for the module:

Core

Baines, P., Fill, C., Rosengren, S. and Antonetti, P. (2017) Fundamentals of marketing, UK: Oxford University Press.

Recommended
Altschuller, S., Feldman, D. and Blecher, L. (2008) “Corporate social responsibility”, The International Lawyer, 42:
489.
Carroll, A.B. (2009) A History of Corporate Social Responsibility, in Cran et al. (eds) Oxford: The Oxford Handbook
of Corporate Social Responsibility, Oxford University Press.
Hanlon, A. (2019) Digital Marketing: strategic planning and integration. 4th edn. London: SAGE.
Kotler, P. and Lee, N.R. (2009) Up and out of poverty: the social marketing solution. Horlow: Financial Times/
Prentice Hall.
Laudon, K and Traver, C (2015) E-commerce 2015: Business. Technology. Society, Harlow: Pearson.
Masterson, R., Philips, N. and Pickton, D. (2017) Marketing an introduction, London: SAGE.
Ozuem, W and Bowen, G (2016) Competitive social media marketing strategies. Hershey: IGI.
Rowles, D. (2014) Digital branding: A complete step-by-step guide to strategy, tactics and measurement. London:
Kogan Page.
Tuten, T and Solomon, M (2015) Social media marketing, London: Sage
Visser, W. (2009) CSR in Developing Countries, in Andrew Cran et al. (eds) The Oxford handbook of corporate
social responsibility, Oxford: Oxford Univeristy Press.
Provide evidence of how this module will be able to demonstrate at least one of the following examples/
exposures

Live, applied project

Live business challenges and applied socially responsible business and marketing solutions

Company/engagement visits
Potential guest Speakers

Company/industry sector endorsement/badging/sponsorship/award

MK7040 15
Indicative learning and Activity
teaching time
(10 hrs per credit):
1. Student/tutor Activity and hours (Defined as lectures, seminars, tutorials, project supervision,
interaction: demonstrations, practical classes and workshops, supervised time in studio/workshop,
fieldwork, external visits, work based learning (not placements), formative
assessment) See further descriptions in guidance
http://www.uel.ac.uk/qa/Moduleindicativelearningandteachingtime.docx

48 hours

2. Student learning Activity (e.g. seminar reading and preparation/assignment preparation/ background
time: reading/ on-line activities/group work/portfolio/diary preparation, unsupervised
studio work etc.):

264 hours

Total hours (1 and 2): 300 hours

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 APPENDIX B: GRADING CRITERIA
Postgraduate Programmes
% KNOWLEDGE
Comprehensive in depth
and breadth. Current and
relevant. Ability to engage
with and interrogate the
70-100 subject at research cutting
edge. Extensive
referencing
Substantial in depth and
breadth. Current and
relevant. Evidence of
60-69 knowledge of subject at
research cutting edge.
Generous referencing
Accurate, up- to- date and
relevant in acceptable
depth and breadth.
50-59
References limited to key
texts and sources
MK7040
UNDERSTANDING SKILLS
Ability to extrapolate High degree of literacy
and interrelate theory and fluency of
and practice. Critical expression. High levels
understanding of of competence in
research approach and research skills.
research context of the Demonstrates a highly
subject. High level of contextualised ability to
evaluation and diagnosis apply professional
practice skills
Ability to extrapolate Familiarity with research
and interrelate theory skills in the subject and
and practice. Substantial demonstration of their
understanding or use. Demonstrates
research skills and ability to apply
research context of the professional practice
subject skills
Clear grasp of concepts Ability to communicate
and ability to relate clearly in the relevant
theory to practice. discipline at a
professional level. Ability
to construct and sustain
argument.
CRITICAL ANALYSIS
High order of originally,
inspiration, perception
and critical though.
Outstanding ability to
analyse contradictions and
synthesise concepts.
Work demonstrates
critical thought and
reflects originality, often
demonstrating inspiration
and perception. Capability
of analysing contradictions
and synthesising concepts
Demonstrates an ability to
analyse and synthesise
independently. Some
originality of thought.
17
APPENDIX C: ASSESSMENT FEEDBACK

FEEDBACK - This aims to answer a few questions you may have about feedback.
1. What is FEEDBACK?
2. Why is FEEDBACK important to students?
3. What forms does FEEDBACK come in?
4. The FEEDBACK Loop

1. What is FEEDBACK?
Feedback is crucial for your learning and it is an important part of the academic cycle. It tells
you what the strengths are of your work, what its weaknesses are and how it can be
improved.

2. Why is FEEDBACK important to students?

Its purpose is to help you: understand how questions, essays or problems should be
answered. This will help you produce better work for the future.

It might suggest alternative sources of assistance such as support available from the Centre
for Student Success in order to help you produce work which is better expressed or
structured. It may also signpost you to online resources which provide assistance in this area.

It might tell you that you need to change the content of your work e.g. in law you do not
provide sufficient cases or analysis. In all disciplines within the School you might be told that
you need to reference correctly, use more source materials or ensure that you answer the
question set.

If you pay attention to feedback, particularly where the same comment is made in several
modules you can use the information to improve.

3. What forms does FEEDBACK come in? 4. THE FEEDBACK LOOP

 When a tutor comments on your answers in Feedback Feed forward
seminars/lectures/workshops
 General comment on assesment performance in
lectures and seminars Preparation

 General comment on questions prepared for seminars

 When another student makes comments on your
presentation
 When you produce practice questions for a tutor who Reflection Assessment

gives comments
 When you receive written comments on your work
submitted either as coursework or exam
 When you look at general feedback on module Feedback

performance on UEL Direct.

 When you see your Academic Adviser with all your
assessment feedback for general advice. You should Instead of thinking about
always do this after each assessment period. FEEDBACK as the end of a
process, think of it as the start
of another one.

MK7040 18