MMS702 – Fan & Participant Engagement - Trimester 1 2023

Assessment Task 2 – FPE Industry Issue Business Report – Individual

DUE DATE AND TIME: Friday, 26th May, by 8:00pm (AEST)

PERCENTAGE OF FINAL GRADE: 60%
WORD COUNT: 3500 words

Description
Fan and Participant Engagement (FPE) explores the use of relationship marketing and communication
strategies to create meaningful dialog with consumers. This dialog (engagement) leads to a number of
consumer attitudes and behaviours which can be leveraged by organisations to provide positive
outcomes. In this task students will synthesise main themes covered in this unit, analysis data sets
provided, and carry out external research to create a business report, written for organisation
executives, to provide strategies to address common FPE issues.

Specific Requirements
Individually, you will research and develop a 3500 word business report (case study) on one of the topics
listed.

• This assessment will provide you the opportunity to create a business report of a case study on a specific
Fan and Participant Engagement related organisational issue from the following examples you might find in
industry:

1. Participation
2. Professional Team
3. Stadiums
4. Facilities
5. Recreational / Aquatic Centra
6. Events
7. Charity

Specific to this unit, the case studies you need to choose from for AT2 are provided below:

Case Study 1

If you choose this case you are tasked with developing a range of potential strategies to support the
lead character, Michael Battersby (you), in implementing live streaming within a social media
strategy. This is a fictional case based on the actual management of a social media strategy that
occurred in a professional sport organization in Queensland, Australia. The intention of the case is to
explore a range of social media management themes such as live streaming, audience reach, fan
 engagement, and decision making as they apply to a sport organization. The case primarily focuses
on social media live streaming (specifically Facebook Live) and aims to provide an understanding of
live video posts in comparison with other post types (i.e., photo, video, text, and links).

Case Study 2

The Premier Rugby 7s case challenges you to consider and develop a digital marketing strategy for a
start-up professional sport league. Unlike many major sports in the American marketplace, the case
presents Rugby 7s—a relative newcomer to the sporting marketplace—as the newest professional
sport. In this case, marketing consultants (you) are faced with the challenge of designing a digital
marketing strategy for a “new generation” of sport fans. Drawing upon the tenets of traditional
marketing, you will explore the development of target markets, the challenges in introducing a new
sport to fans, how to capitalize on new media trends, and how to differentiate their product in a
crowded marketplace.

How do I create a Case study?

Although the output for this task is a business report communicated to peers and superiors in
industry, it is in essence a case study where you will explore and research an issue and develop an
evidence based opinion.
• A case study is a “story” that is built on the back of evidence.

• You can look at the examples on the Cloud site for formatting/structure ideas. There are also shorter
examples in your textbook (your assignment will be far more detailed than these).

• This case study should analyse a specific social marketing issue, drawing on a practical sport example
(action being taken in sport to address a specific social issue).

• Students should draw on marketing principles to ‘unpack’ what is occurring in their chosen case.

• In addition to the questions provided in your chosen case, the following can provide further guidance:

o What action is being taken by the chosen sport organisation(s)?

o Why is this action being taken?

o What motivates the sport(s) to engage with this issue?

o How does the organisation approach the issue and engaging their fan/participant base in the issue?

o What are the outcomes?

To build your case study, the following will need to be included:

1. Sufficient background details or evidence related to the marketing issue and information to lead the
reader to engage and interact with the data.

2. Provision of case data (e.g., timeline, data, statistics, quotes, etc.) to provide strong support for your
analysis.

3. Discussion of the specific issue to assist the case reader to answer case questions (e.g., what are the
issues, who are the relevant players, etc.).

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4. Implications for the individuals/organisations involved with your case issue/question.

5. Case study questions will be posed at the end of the case. Make sure you draw on FAN and PARTICIPANT
ENGAGEMENT and MARKETING PRINCIPLES in preparing and answering these questions within the main
body of your submission.

The following structure should be considered:

Executive Summary and Scope (not included in word count): • Provide a summary of the case, its main
marketing issue(s) and alternative solutions/paths.

Main Case: • Background information to the case to lead into the presentation of the issues related to the
marketing problem.

• This is where the main substance of the case should be presented. All the major relevant details to
describe the case should be discussed. These details should be sufficient for the reader to answer critical
case study questions.

In addition to answering the questions posed in the case study chosen you also need to discuss the following
points within your main case:

o What action is being taken by the chosen sport organisation(s)?

o Why is this action being taken?

o What motivates the sport(s) to engage with this issue?

o How does the organisation approach the issue and engaging their fan/participant base in the issue?

o What are the outcomes?

Ensure that questions posed in the case study are addressed in this section and help shape your closing
paragraph.

Closing Paragraph:

• Restate the major, relevant marketing issues considered in the case and consider potential implications.

• Use APA style (see CloudDeakin for resources regarding referencing).

Appendices (not included in word count):

• Supportive data can be included here (e.g., charts, graphs, financial information, and outside research
relevant to the case).

Learning Outcomes
This task allows you to demonstrate achievement towards the unit learning outcomes. The ULOs are aligned
with specific graduate learning outcomes – that is, the skills and knowledge graduates are expected to have
upon completion of their studies – and this assessment task is an important tool in determining achievement
of those outcomes.
If you do not demonstrate achievement of the unit learning outcomes, you will not be successful in this unit.

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It is good practice to familiarise yourself with the ULOs and GLOs as they provide guidance on the
knowledge, understanding and skills you’re expected to demonstrate upon completion of the unit. In this
way they can be used to guide your study.
Table for learning outcomes that are aligned to this task goes here

Unit Learning Outcomes (ULO) Graduate Learning Outcomes (GLO)

ULO 1: Identify, analyse and synthesise the range of GLO1, GLO2, GLO3, GLO5
sport consumer motivations and purchasing
patterns that impact sport organisation marketing
and management strategies.

ULO 2: Explain the role of various digital

communication platforms as tools in
developing integrated marketing communications
within the context of broader strategic marketing
plans in sport organisations.

ULO 3: Analyse and evaluate consumer behaviour

information to create effective
marketing and communication strategies to
engage sport fans and
participants.

Submission
You are to submit your assignment in the individual Assignment Dropbox in the MMS702 CloudDeakin unit
site on or before the due date.

When uploading your assignment, name your document using the following syntax: <your surname_your
first name_your Deakin student ID number_[unitcode].doc (or ‘.docx’). For example,
‘Jones_Barry_123456789_ABC123.doc’.

If the task is a group assignment, you will need to provide explicit instructions for how you want the task to
be submitted. Example 1: The group must submit one document into a group assignment drop box with all
student names and IDs on the front page of the submission. Example 2: Each member of the group is to
submit an individual copy of the assignment, perhaps indicating which part/s they worked on.

Submitting a hard copy of this assignment is not required.

You must keep a backup copy of every assignment you submit, until the marked assignment has been
returned to you. In the unlikely event that one of your assignments is misplaced, you will need to submit
your backup copy.

Any work you submit may be checked by electronic or other means for the purposes of detecting collusion
and/or plagiarism.

When you submit an assignment through your CloudDeakin unit site, you will receive an email to your
Deakin email address confirming that it has been submitted. You should check that you can see your
assignment in the Submissions view of the Assignment Dropbox folder after upload, and check for, and
keep, the email receipt for the submission.

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Marking and feedback
The marking rubric for this task is below and also available in the MMS702 CloudDeakin unit site - in the
Assessment folder (under Assessment Resources).

It is always a useful exercise to familiarise yourself with the criteria before completing any assessment
task. Criteria act as a boundary around the task and help identify what assessors are looking for
specifically in your submission. The criteria are drawn from the unit’s learning outcomes ensuring they
align with appropriate graduate attribute/s.

Identifying the standard you aim to achieve is also a useful strategy for success and to that end,
familiarising yourself with the descriptor for that standard is highly recommended.

Students who submit their work by the due date will receive their marks and feedback on CloudDeakin
15 working days after the submission date.

Extensions
Extensions will only be granted for exceptional and/or unavoidable circumstances outside the student’s
control.

Students seeking an extension for an assignment prior to the due date should apply directly to the Unit
Chair by completing the Assignment and Online Test Extension Application Form. Requests for extensions
will not be considered after 12 noon, Thursday 25th May. Applications for special consideration after the due
date must be submitted via StudentConnect.

Late submission
The following marking penalties will apply if you submit an assessment task after the due date without an
approved extension: 5% will be deducted from available marks for each day up to five days, and work that is
submitted more than five days after the due date will not be marked and will receive 0% for the task.

'Day' means working day for paper submissions and calendar day for electronic submissions. The Unit Chair
may refuse to accept a late submission where it is unreasonable or impracticable to assess the task after the
due date.

Calculation of the late penalty is as follows: this is based on the assignment being due on a Thursday at
8:00pm
 1 day late: submitted after Thursday 11:59pm and before Friday 11:59pm– 5% penalty.
 2 days late: submitted after Friday 11:59pm and before Saturday 11:59pm – 10% penalty.
 3 days late: submitted after Saturday 11:59pm and before Sunday 11:59pm – 15% penalty.
 4 days late: submitted after Sunday 11:59pm and before Monday 11:59pm – 20% penalty.
 5 days late: submitted after Monday 11:59pm and before Tuesday 11:59pm – 25% penalty.

Dropbox closes the Tuesday after 11:59pm AEST time.

Support
The Division of Student Life (see link below) provides all students with editing assistance. Students who wish
to take advantage of this service must be organized and plan ahead and contact the Division of Student Life
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in order to schedule a booking, well in advance of the due date of this assignment.
http://www.deakin.edu.au/about-deakin/administrative-divisions/student-life

Referencing
Any material used in this assignment that is not your original work must be acknowledged as such and
appropriately referenced. You can find information about plagiarism and other study support resources at
the following website: http://www.deakin.edu.au/students/study-support

Academic misconduct
For information about academic misconduct, special consideration, extensions, and assessment feedback,
please refer to the document Your rights and responsibilities as a student in this Unit in the first folder next
to the Unit Guide in the Resources area of the CloudDeakin unit site.

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RUBRIC MMS702 AT2

Poor/Not Attempted Needs Improvement Satisfactory Good Very Good Excellent

The Presents no relevant Presents a few Presents and Presents and Insightfully discusses Insightfully and
context and supported relevant and discusses some succinctly discusses relevant and succinctly discusses
(Total information related supported relevant and relevant and supported in detail relevant and
marks: to the context/case information related supported supported information to set supported
10) of the story. to the context/case information to set information to set the scene a clear information to set a
of the story. the scene of the the scene of the understanding of the clear understanding
(0 - 2.9 points) context/case of the context/case of the context/case of the of the scene of the
(3 - 4.9 points) story. story. story. context/case of the
story.
(5 - 5.9 points) (6 - 6.9 points) (7 - 7.9 points)
(8 - 10 points)
Content Always uses Mostly uses Moderately uses Mostly uses Consistently uses Consistently and
(Total inappropriate and/or inappropriate and/or appropriate, appropriate, appropriate, effectively uses
marks: irrelevant content to irrelevant content to relevant, and relevant, and relevant, and appropriate,
10) develop and explore develop and explore compelling content compelling content compelling content relevant, and
basic ideas and basic ideas and to illustrate mastery to illustrate mastery to illustrate a compelling content
presents an presents an unclear of the subject or of the subject or mastery of the to illustrate a
unacceptable and incoherent topic and presents a topic and presents a subject or topic and mastery of the
exposition of exposition of clear, coherent, clear, coherent, generates original subject or topic and
complex knowledge complex knowledge independent and independent and knowledge and generates original
and ideas. and ideas. professional professional understanding, knowledge and
exposition of exposition of making a substantial understanding,
(0 - 2.9 points) (3 - 4.9 points) complex knowledge complex knowledge contribution to a making a very
and ideas. and ideas. discipline or area of substantial
professional contribution to a
(5 - 6 points) (6 - 6.9 points) practice. discipline or area of
professional
(7 - 7.9 points) practice.

(8 - 10 points)
Evidence: Always presents Often presents Presents information Presents complex Synthesises Synthesises complex
Existing complex information complex information from relevant information from information and information and
Knowledg from inappropriate from inappropriate sources representing relevant sources knowledge from a knowledge from a
e, sources representing sources representing various points of representing various range of relevant broad range of
Research, very limited points of limited points of view view or approaches, points of view or sources representing relevant sources
and/or view or approaches. or approaches. Does consolidating and approaches, various points of representing various
Views Does not synthesise not synthesise synthesising consolidating and view, approaches or points of view,
(Total information and/or information and/or information and synthesising cultural contexts, approaches or
marks: demonstrate an demonstrate an demonstrating a information and demonstrating a cultural contexts,
20) advanced and advanced and mastery of demonstrating a high level of mastery demonstrating a
integrated integrated theoretical mastery of of theoretical high level of mastery
understanding in any understanding in any knowledge and theoretical knowledge and of theoretical
area. Unable to area. Limited ability advanced and knowledge and expert knowledge and
demonstrate mastery to demonstrate integrated advanced and understanding of expert
of theoretical mastery of understanding of integrated recent understanding of
knowledge and is not theoretical recent understanding of developments in the recent
current with respect knowledge and is not developments in the recent discipline and/or developments in the
to understanding of current with respect discipline and/or developments in the area of professional discipline and/or
recent developments to understanding of area of professional discipline and/or practice. Generates area of professional
in the discipline recent developments practice. area of professional novel information or practice. Generates
and/or area of in the discipline practice. theories, making a novel information or
professional practice. and/or area of (10 - 11.9 points) substantial theories, making a
professional practice. (12 - 13.9 points) contribution to a substantial
(0 - 5.9 points) discipline or area of contribution to a
professional discipline or area of
(6 - 9.9 points) practice. professional
practice.
(14 - 15.9 points)
(16 - 20 points)
Analysis: Always conflates or Often conflates or Discriminates Discriminates Systematically Systematically and
Evaluatio confuses assertion confuses assertion between assertion between assertion discriminates methodically
n of and personal opinion and personal opinion or personal opinion or personal opinion between assertion discriminates
Informati with information with information and information and information or personal opinion between assertion
on (Total substantiated by substantiated by substantiated by substantiated by and information or personal opinion
marks: evidence. Always evidence. Often evidence. Identifies robust evidence. substantiated by and information
20) confuses logic with confuses logic with logical flaws. Identifies logical robust evidence. substantiated by
emotion. Information emotion. Information Information is taken flaws. Information is Identifies and robust evidence.
is taken from is taken from from source(s) with taken from source(s) rectifies logical Identifies and
source(s) with no or source(s) with some appropriate with appropriate flaws. Information is rectifies logical
little interpretation/evalua interpretation/evalu interpretation/evalu taken from source(s) flaws. Information is

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 interpretation/evalua tion, but not enough ation to develop a ation to develop a with a high level of taken from source(s)
tion, but not enough to develop a comprehensive comprehensive interpretation/evalu with a high level of
to develop a coherent analysis or critical analysis or critical analysis or ation to develop a interpretation/evalu
coherent analysis or synthesis. Viewpoints synthesis. synthesis. comprehensive ation to develop a
synthesis. Viewpoints of experts are taken Viewpoints of Viewpoints of critical analysis or comprehensive
of experts are taken as mostly fact, with experts are subject experts are subject synthesis. critical analysis or
as mostly fact, with little questioning. to questioning. to thorough Viewpoints of synthesis.
little questioning. Analyses and Critically analyses, questioning. experts are Viewpoints of
Analyses and evaluates reflects on, Critically analyses, questioned very experts are
evaluates information to synthesises and reflects on, thoroughly. Critically questioned very
information to complete a limited evaluates synthesises and analyses, reflects on, thoroughly. Critically
complete a very range of activities. information to evaluates synthesises and analyses, reflects on,
limited range of Analysis and complete a range of information to evaluates synthesises and
activities. Analysis evaluation do not activities. Analysis complete a wide information and evaluates
and evaluation do reflect expert and evaluation range of activities. identifies gaps in information and
not reflect expert judgement, reflect expert Analysis and knowledge. . identifies gaps in
judgement, intellectual judgement, evaluation reflect Analysis and knowledge. .
intellectual independence, rigour intellectual expert judgement, evaluation reflect a Analysis and
independence, rigour and adaptability. independence, intellectual consistently good evaluation reflect a
and adaptability. rigour and independence, level of intellectual consistently very
(6 - 9.9 points) adaptability. rigour and independence, high level of
(0 - 5.9 points) adaptability. (12 - rigour, authoritative intellectual
(10 - 11.9 points) 13.9 points) judgement and independence,
adaptability. rigour, authoritative
judgement and
(14 - 15.9 points) adaptability.

(16 - 20 points)
Use and Unable to organise Rarely able to Organises and Organises and Organises and Organises and
value of and synthesise organise and synthesises complex synthesises complex synthesises evidence synthesises evidence
data complex evidence synthesise complex evidence to reveal evidence to reveal to reveal patterns, to reveal insightful
(Total and identify subtle evidence and identify some subtle obvious subtle differences or patterns, differences
marks: patterns, differences subtle patterns, patterns, differences patterns, differences similarities. or similarities.
15) or similarities differences or or similarities. or similarities. Authoritatively Reflects deeply on
similarities. interprets and advanced theory,
(0 - 4.4 points) (7.5 - 8.9 points) (9 - 10.4 points) justifies professional practice
(4.5 - 7.4 points) methodologies, and/or scholarship.
conclusions and Authoritatively and

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 professional succinctly interprets
decisions. and justifies data,
methodologies,
(10.5 - 11.9 points) conclusions and
professional
decisions.

(12 - 15 points)
Case Provides no Is missing one or Provides case Provides all case Provides thought Provides
Study Q & answers to case two case study study answers to study answers to provoking case outstanding
A (Total study questions question answers questions posed in questions posed in study answers to thought provoking
marks: posed within main posed in main body main body of main body of questions posed in case study answers
15)
body of work. of work. work, but not work, although main body of to questions
addressed well. could have work, with posed, with
(0 - 4.4 points) (4.5 - 7.4 points) improved on one questions answers
(7.5 - 8.9 points) or more. addressed demonstrating a
satisfactorily. high level of
(9 - 10.4 points) understanding.
(10.5 - 11.9 points)
(12 - 15 points)
Presentati Does not use page Uses few of the Uses some of the Uses most of the Uses most if not all Uses all of the
on of numbers, sub- following: page following: page following: page of the following: following: page
Informati headings, clear numbers, sub- numbers, sub- numbers, sub- page numbers, sub- numbers, sub-
on (Total labelling, nor adheres headings, clear headings, clear headings, clear headings, clear headings, clear
marks: to APA referencing. labelling. Does not labelling. Does not labelling. Fair labelling. labelling and
10) Abhorrent spelling adhere consistently adhere consistently demonstration of Consistently uses exceeds
and grammar. to APA referencing. to APA referencing. APA referencing use. APA referencing. expectations for
Major spelling and Consistent spelling Some spelling and Little evidence of clarity in
(0 - 2.9 points) grammar issues. and grammar issues. grammar issues. spelling and presentation. APA
grammar issues. referencing
(3 - 4.9 points) (5 - 5.9 points) (6 - 6.9 points) appropriately used
(7 - 7.9 points) throughout. No
spelling nor
grammar issues-
mastery in
communication.

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 (8 - 10 points)

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