UNIVERSITY OF SUNDERLAND

AND
MANAGEMENT DEVELOPMENT INSTITUTE OF SINGAPORE
__________________________________________________________________________

Course : Bachelor of Arts (Hons) Business and Management (Top- up)

BAMD5 2022A

Module : UGB321 E-Marketing Strategy

MDIS Module Tutor : Mr. Frankie Lim

Assessment : Individual Assignment

Due Date : 16 April 2020

Weighting within Module : 100%

__________________________________________________________________________

Assignment Submission
Students are required to submit their coursework through JIRA. Only assessments
submitted through JIRA will be marked. Any other submission including submission to your
study centre in hard copy will be treated as a non-submission.
If your centre supports Turnitin©, a copy of your Turnitin© originality report must be
submitted in conjunction with your assignment.

PLAGIARISM/INFRINGEMENT STATEMENT
All Assessments are subject to the University’s Policy on 'Cheating, Collusion and
Plagiarism'. Students found guilty of this are subject to severe penalties.
This is an INDIVIDUAL piece of work - If there is evidence that the work is not wholly
attributable to you, the University's policy on 'Cheating, Collusion and Plagiarism' will be
applied.
Link to University Academic Integrity and Misconduct Policy
• https://docushare.sunderland.ac.uk/docushare/dsweb/View/Collection-8155
ASSESSMENT METHOD:
100% Practical: The medium chosen for the students’ work should be co- created
between the teacher and the student.

BRIEF OUTLINE:
This practical assessment requires students to complete a set of four tasks. These
are designed to meet the module’s learning outcomes. The design of the
assessment also allows the student’s work to be presented within the ethos of
Digital Marketing.

Task One: Digital Marketing Branding

Task Two: Digital Marketing Consultancy
Task Three: Digital Marketing Environment
Task Four: Digital Marketing Analytics

The assessment provides students the opportunity to decide on an appropriate

format and medium for the delivery of their work, with the agreement of the
module tutor.

Format Medium
Video Creating a vlog channel such as YouTube
Audio Creating a podcast channel such as Buzz Sprout
Written Creating a blog site such as Blogger.com

BRIEF OUTLINE OF TASK:

Students are required to complete each of the four tasks:
Task one Co-creation of format and medium.
Task two Creation of content piece number one.
Task three Creation of content piece number two.
Task four Digital marketing analytics.

Below is an example of what a student’s assessment journey may look like:

ASSESSMENT CONTEXT:

Task One: Digital Marketing Branding

Students should decide if they would like to submit their work by either a video, audio, or
written format. This will subsequently determine if the student is to launch a vlogging (video),
podcasting (audio) or blogging (written) channel.

Students should brand their chosen medium in relation to the context of the assessment. Both
the format and medium should be agreed with the module tutor.

Task Two: Digital Marketing Consultancy (Case Study)

Create a piece of digital content [15-minute vlog or 15-minute podcast or 850-word blog
post] critically evaluating either one of the topics below:

Option 1:

Covid-19 coronavirus has created an unprecedented global pandemic, health hazards and
economic disruptions worldwide.
Every country’s government has their own strategy to confront the major threats. The crux
of Singapore's strategy is to slow down the infection rate and maintain it at as low a level for
as long as possible, Health Minister, Mr Gan Kim Yong said in Parliament (The Straits Times,
25 March 2020). This will help the country to better conduct epidemiological investigations,
contact tracing and quarantining of close contacts, to prevent further spread and to preserve
healthcare capacity to care for the more severe cases.
Singapore's 3-pronged strategy to fight Covid-19
1. Reduce importation of cases
2. Detect and isolate cases early
3. Emphasis on social responsibility and good personal hygiene
Subsequently, a ‘circuit-breaker’ was implemented for two months and later lifted with a
series of new measures under Dorscon Orange alert. Throughout, there was an emphasis of
public education, enforcement and support. Recently, there has been no local transmission
for the past days and imported transmissions contained. As such, The Prime Minister has
just announced that we will be moving into Phase 3 with more relaxation on 28 December
2020 with the availability of the vaccines from then on.

Students should critically evaluate the following aspects:

• The identification of the first imported case of Covid-19 in Singapore and how it
transmitted and eventually to the local community.
• The public education campaign on Covid-19 using integrated media strategy.
• Covid-19’s digital marketing strategies and how they continued to engage the
community through various online channels
• How supporting brands apply various digital platforms and give examples of how they
utilised social media to engage target audiences during the Covid-19 period
• What were the digital marketing objectives in relation to Charlesworth (2018)?
• How could relevant, credible academic/practitioner models (such as McGruer, 2020) be
applied to the campaign?

Task Two: (continued)

Option 2

https://www.straitstimes.com/business/ikea-turns-the-page-on-catalogue-after-seven-decades
https://www.retaildetail.eu/en/news/furniture/ikea-stop-paper-catalogue (accessed on 12 Dec 2020)

For the past seventy years, Ikea has been publishing its paper catalogue that has become
something to look forward to among certain Ikea customers. Founder Ingvar Kamprad put
together the first copy in 1951. It is now necessary to stop the paper catalogue as times
change although it is an emotional but rational decision. The decision to say goodbye to the
iconic catalogue is closely linked to the company’s digital transformation in recent years.
Both media consumption and customer behaviour have changed dramatically over the years.
It has become less and less important to continue printing millions of copies of catalogue
each year.

UGB 321
Students should critically evaluate the following aspects:
• Ikea’s new digital marketing strategy with the aim to attract the younger generation
(explore the branding, value proposition, digital channels, customer journey)
• The success and challenges of the strategy/campaign and how was it measured/KPIs
• What were the digital marketing objectives in relation to Charlesworth (2018)?
• How could relevant, credible academic/practitioner models (such as McGruer, 2020) be
applied to the campaign.

UGB 321
Task Three: The Digital Marketing Environment

Students are required to create a second piece of separate content [15-minute vlog or 15-
minute podcast or 850-word blog post], ideally focusing on their format (e.g. video) and
medium (e.g. YouTube). The content should critically examine the strategic application of
various platforms various their chosen medium (such as YouTube, Blogspot, PodBean for
example) in the digital marketing environment today.

• The identification of any industry success stories

• Any examples of brands integrating this approach
• The current digital trends in relation to the medium
• The composition of the customer avatar, targeted to engage with this medium
• Identify the search engine optimisation opportunities

Please note: Further discussion of relevant themes and analysis is also encouraged to display
the students further reading, research and understanding of the subject and themes.

Task Four: Digital Marketing Analytics

Students are required to provide an annotated screen shot of their platform’s free analytics.
This should be achieved via free analytical tools provided within the platform, or free analytical
tools such as the highly regarded Google Analytics tool. Focusing on at least one KPI (e.g.
bounce rates), students should provide analytical annotations [suggested 500 words in total]
on how this measurement is utilised within digital marketing strategy today. Students should
consider the key actions and decisions of the digital marketer in relation to this measurement.

UGB 321
Bibliography:
Students are required to provide a bibliography listing all books, journals, news sources,
YouTube videos, Podcasts etc. used throughout teaching and private study.

Further Notes:
Students are not required to make any purchases during the assessment. Students are
encouraged to build their ‘Digital Marketing Toolbox’ throughout the weeks of teaching with
many straightforward, free tools (e.g. Canva, Wix) to use at their disposal. Students are not
graded on the amount of engagements received via their platform. Task four is about the
student’s understanding of the digital marketing metrics and analytics.

Upon successful completion of the assessment students should have experience building
their own digital channel, created two pieces of content (embedding knowledge and
understanding) and provided a snapshot of digital marketing analytics. The assignment is
designed to be co-created, flexible in its approach and to encourage creativity. Skills gained
could be used in the student’s future career and the produced platform utilised as a
portfolio contribution for upcoming job interviews.

Module Learning Outcomes:

K1 - Understanding of the role of e-marketing in the contemporary business environment.
K2 - Critical understand the relevance and application of internet technology in the
marketing of both off- and online organisations K3 - Critical understand how the Internet is
located in a strategic business context K4 - Critical understand the models and theories of e-
marketing S1 - Students can analyse information and/or a situation S2 - Students can solve
problems and make decisions S3 - Students can read, synthesise, and report on current e-
marketing-related issues.

Generic Assessment Criteria:

Kindly follow the link to view the Universities’ generic assessment criteria. CLICK HERE.

UGB 321
 Generic Assessment Criteria – Undergraduate Bachelor’s degree

Categories
Grade Relevance Knowledge Analysis Argument and Structure Critical Evaluation Presentation Reference to Literature
86 – The work examined is exemplary and provides clear evidence of a complete grasp of the knowledge, understanding and skills appropriate to the Level of the qualification. There is
100% also unequivocal evidence showing that all the learning outcomes and responsibilities appropriate to that Level are fully satisfied. At this level it is expected that the work will be
exemplary in all the categories cited above. It will demonstrate a particularly compelling evaluation, originality, and elegance of argument, interpretation or discourse.

76-85% The work examined is excellent and demonstrates comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is also excellent evidence
showing that all the learning outcomes and responsibilities appropriate to that level are fully satisfied. At this level it is expected that the work will be excellent in the majority of the
categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse and there may be some evidence of originality

The work examined is of a high standard and there is evidence of comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is also
70 – clearly articulated evidence demonstrating that all the learning outcomes and responsibilities appropriate to that level are satisfied At this level it is expected that the standard of
75% the work will be high in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse.

Directly relevant to A substantial Good analysis, Generally coherent and May contain some Well written, with Critical appraisal of up-to-
60 – the requirements of knowledge of clear and orderly logically structured, using distinctive or standard spelling date and/or appropriate
Pass

69% the assessment relevant material, an appropriate mode of independent thinking; and grammar, in a literature. Recognition of
showing a clear argument and/or may begin to readable style with different perspectives.
grasp of themes, theoretical mode(s) formulate an acceptable format Very good use of source
questions and independent position material. Uses a range of
issues therein in relation to theory sources
and/or practice.
Some attempt to Adequate Some analytical Some attempt to construct a Sound work which Competently Uses a variety of literature
50 – address the knowledge of a fair treatment, but coherent argument, but may expresses a coherent written, with only which includes some recent
59% requirements of range of relevant may be prone to suffer loss of focus and position only in broad minor lapses from texts and/or appropriate
the assessment: material, with description, or to consistency, with issues at terms and in uncritical standard grammar, literature, though not
may drift away intermittent narrative, which stake stated only vaguely, or conformity to one or with acceptable necessarily including a
from this in less evidence of an lacks clear theoretical mode(s) couched more standard views of format substantive amount beyond
focused passages appreciation of its analytical in simplistic terms the topic library texts. Competent use
significance purpose of source material.
40 – Some correlation Basic Largely A basic argument is Some evidence of a A simple basic style Some up-to-date and/or
49% with the understanding of descriptive or evident, but mainly view starting to be but with significant appropriate literature used.
requirements of the subject but narrative, with supported by assertion formed but mainly deficiencies in Goes beyond the material
the assessment addressing a little evidence of and there may be a lack of derivative. expression or format tutor has provided. Limited
but there are limited range of analysis clarity and coherence that may pose use of sources to support a
instances of material obstacles for the point.
irrelevance reader
 35 – Relevance to the A limited Heavy Little evidence of coherent Almost wholly Numerous Barely adequate use of
39% requirements of the understanding of a dependence on argument: lacks derivative: the writer’s deficiencies in literature. Over reliance
assessment may be narrow range of description, development and may be contribution rarely expression and on material provided by
very intermittent, material and/or on repetitive or thin goes beyond presentation; the the tutor.
and may be paraphrase, is simplifying paraphrase writer may achieve
Fail

reduced to its common clarity (if at all) only

vaguest and least by using a simplistic
challenging terms or repetitious style
The evidence provided shows that the majority of the learning outcomes and responsibilities appropriate to that Level are satisfied – for compensation consideration.
30 – The work examined provides insufficient evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence provided shows that
34% some of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in some of the indicators.

15-29% The work examined is unacceptable and provides little evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence shows that
few of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in several of the indicators.
0-14% The work examined is unacceptable and provides almost no evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence fails
to show that any of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in the majority or all of the indicators.