DIM (on-campus) unit handbook 2016

FACULTY OF MANAGEMENT DEPARTMENT OF MARKETING BA (Hons) Business Studies BA (Hons) Business Studies with Marketing BA (Hons) Business Studies with Law

DIGITAL (INTERACTIVE) MARKETING UNIT HANDBOOK Level I/5 [2015-16] Disclaimer Information contained within this programme handbook is correct at the time of being issued to the students for the first time (Feb 2016). However, some information may change and Bournemouth University reserves the right to make changes to procedures, regulations and processes subject to maintaining equivalent standards. If you require a large print version of this unit guide, please contact your Programme Administrator or any of the unit tutors. An electronic version of the latest edition of the handbook is available via the Marketing Communications unit space on myBU.

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Unit Leader/Tutor: Name: Office: Tel: Email:

Dr Elvira Bolat C113 (Christchurch House, Talbot Campus) 01202 968755 ebolat@bournemouth.ac.uk

Other Tutors involved with the Unit: Name: Office: Tel: Email:

Dr Gelareh Roushan-Easton C121 (Christchurch House, Talbot Campus) 01202 968745 groushan@bournemouth.ac.uk

Name: Office: Email:

Sevil Yesiloglu C102 (Christchurch House, Talbot Campus) syesiloglu@bournemouth.ac.uk

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CONTENTS

PAGE

1.0

Welcome from the Teaching Team

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2.0

Unit Aim

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3.0

Learning Outcomes

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4.0

Learning Environment

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5.0

Communication Practices

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6.0

Indicative Unit Delivery Plan

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7.0

Unit Assessment Strategy and Assessment Criteria

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8.0

Brief for Assignment(s):

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9.0

Unit Resources

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1.0

WELCOME FROM THE TEACHING TEAM "Rather than seeing digital marketing as an ‘add on’, marketers need to view it as a discipline that complements the communication mix and should be used to generate leads, get registrations or drive sales, rather than simply generating awareness."

(Charisse Tabak, Vice-President of client services at Acceleration Media, 2002)

Mobile devices, social media, and specifically emergence of the Internet have transformed the way people communicate, make decisions and consume content and services. Augmented reality and gamification are reality and part of the branded entertainment that consumers are experiencing on a daily basis. This should be embraced by brands. The Internet, and all other information and communication technologies (ICT) are primarily channels for communicating the message and aim for efficiency in communication activities. As a result, the company’s communication strategies and tactics are the ones mostly affected, and these dynamic changes need to be addressed accordingly. But there is more to how technology can transform the society and business. Digital technologies are justifiably viewed as a central driver for the innovation and internationalisation of business activities. Digital technologies provide marketers with a fantastic opportunity to measure results immediately. Companies and brands increasingly have to address how best to effectively manage their business, particularly in view of greater consumer choice and interactivity, increased global competition, and dynamic and shifting digital media landscape.

Studying on this unit, Digital (Interactive) Marketing, will help you to learn how to strategically apply digital technologies to support and enable marketing activities that lead to profit generation and satisfaction of customer needs.

Digital and interactive marketing is effective, measurable, strategic and extremely creative. Analytical skills, critical and creative thinking are skills and competences you are expected to acquire and/or advance while studying on this unit. This unit will examine and apply strategic and tactical aspects of positioning, segmenting and targeting, the marketing mix and communications principles in digital marketing environments. The unit will cover the impact of social media and new digital technologies on marketing theories and practice.

The Digital (Interactive) Marketing unit is a 20-credit unit assessed through by a group based project (50%) and exam (50%). The topics covered in the lectures, seminars and lab sessions will inform and underpin the assessment.

There are a couple of key texts plus few supplementary books for this unit.

Additional readings including journal articles will be made available particularly to support the syllabus. You are strongly encouraged to conduct independent research and reading relevant to the topics covered in each teaching session.

Enjoy the unit, be creative and professional, and be brave and courageous in discovering the science and art of digital interactive marketing.

Elvira, Geli and Sevil 

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TUTORS’ BIOGRAPHIES Dr Elvira Bolat is Academic in Marketing at the Faculty of Management, Bournemouth University. In addition she is a Programme Leader for BSc Marketing degree and Global Engagement Leader for the Department of Marketing. Elvira’s teaching covers both postgraduate and undergraduate levels.

She has gained PhD with thesis titled 'Mobile Technology Capabilities and their role in service innovation practices in creative SMEs' and now is supervising other doctoral students in the fields of marketing and management with the focus on digital/interactive marketing. Elvira is Deputy Chair for the Academy of Marketing B2B SIG and has interest and expertise in researching and consulting SMEs within the creative B2B sector. Dr Bolat is external examiner for the MA in Luxury Brand Management at WSA University of Southampton. Elvira’s area of expertise includes Digital Marketing, Service Innovation Practices, Internet of Things, Marketing Communications and Luxury Branding. Elvira is Fellow of the Higher Education Academy and Member of the Institute of Direct and Digital Marketing. She has extensive consultancy experience sharing her knowledge around digital and social media marketing with companies across industries and sizes. Elvira has been invited to give talks at a number of universities both nationally and internationally. She has been involved and led various research projects within both business and consumer contexts.

Dr

Gelareh Roushan-Easton is Principal Senior Academic at the Faculty of Management, Bournemouth University. In addition she is Director of Accreditation for the Faculty of Management.

Gelareh has extensive experience in Higher Education and she had contributed in executive and leadership positions in Bournemouth University. Her roles and responsibilities have included Head of Department, Head of Undergraduate Programmes, Associate Dean for e-Learning, MBA Director and Associate Dean for Education. Gelareh’s external activities have included Chair of HE Academy’s Business Management Accounting and Finance Subject Group (e-Learning Special Interest) Group. She continues as a Board Member on the Board of UK Academy of Information Systems, and serves as External Examiner in other UK Universities, previous responsibilities included Transnational Education. Her research and teaching expertise covers performance management, technology capabilities, technology-enhanced learning, social marketing, education and pedagogies.

Sevil Yesiloglu is part-time Academic at Bournemouth University and Southampton University. Sevil holds Master in Management with Marketing degree from Bournemouth University and is currently studying a PhD which focuses on eWOM and Social Media. Her teaching and research expertise cover essential topics of digital marketing such as SEO, social media ROI, social media channels (YouTube, Instagram and Pinterest), digital marketing analytics and campaign evaluations. Her research focuses on deep Brand Equity, Social media, Online advertising, Consumer Psychology, eWOM (Electronic word of mouth), motivation factors of eWOM Communications on Social Media and potential solutions preserve and develop brand reputation through understanding eWOM communications among consumers. Sevil has 5

experience of mentoring businesses regarding their social media management.

2.0

AIM

Digitization of business and social activities has transformed marketing practice. The dynamism and ever-changing nature of such transformations require modern marketing specialists to be equipped with knowledge and understanding of the role that emerging technologies, digital and social media play in the development, implementation and presentation of marketing strategies.

The unit will examine and apply strategic and tactical aspects of positioning, segmenting and targeting, the marketing mix and communications principles in digital marketing environments. The unit will cover the impact of social media and new digital technologies on marketing theories and practice.

3.0

LEARNING OUTCOMES

Having completed this Unit, the student is expected to: 1. Develop critical understanding of ways in which marketing principles

are applied and adapted in digital marketing environments; 2. Recognise and critique a range of theoretical perspectives on

contemporary issues of digital marketing and social media; 3. Evaluate and creatively apply frameworks for researching, planning

and implementing digital marketing campaigns; 4. Demonstrate confidence and competence in the use of information

communication technologies by working effectively in the digital online environment.

4.0

LEARNING ENVIRONMENT

Indicative Content: Theories of strategic marketing, marketing communications and consumer behaviour: Strategy development, analysis of marketing mix, websites and direct marketing, social media and networks – business engineering, digitization on the ‘go’ – mobile marketing, search engine optimisation, analytics, content and creativity management.

Hours: Student Study Hours: Class contact hours:

6 hours per week 3 hours per week- 2 hr lecture + 1hr lab session

Credit points: 20 Unit delivery: A range of learning and teaching methods will be applied. Lectures will cover core concepts and theories, complemented by contemporary illustrations from 6

real world practice. Lab sessions will be used to apply theoretical knowledge to practice, learn to work individually and collectively. All lecture slides and supporting materials will be uploaded on to myBU. BYOD (Bring your own device) is an underpinning to the unit delivery; hence, the use of laptops and tablets (except mobile phones with small screen) is welcomed. In addition you are required to set up separate Gmail or use your own Gmail account. This will be used to engage in lab sessions (weeks 3336).

Internet supported activities in the form of group discussion forums will assist students in application of theoretical principles of digital marketing to practice encouraging creative solutions to tasks set by Unit Tutors. Detailed overview on communication practices used for this unit is provided in the next section, Organisation of the Unit. However, the main communication channel for this unit is the discussion board on myBU. You MUST SUBSCRIBE to the forum to allow for all posts to be automatically sent to your student e-mail box. This will ensure that you don’t miss out on any important information.

Help and Support:

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Ongoing help, support and guidance will be provided by the tutors in class and via myBU. Students may also see tutors during ‘Surgery Hours’ or by appointment.

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Students with Additional Learning Needs may contact Learning Support on www.bournemouth.ac.uk/disability_support.

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There are some excellent resources available via the ‘Academic Skills’ tab on myBU.

COMMUNICATION PRACTICES

MyBU is a principal communication platform for the unit through which you can access unit materials, reading list, assessment-related content, locate the link to Mahara (e-portfolio), submit the final assessment (via Turnitin) and see the latest announcements regarding changes and news on the DIM unit.

Moreover, to communicate questions regarding the unit use the discussion board on myBU. You MUST SUBSCRIBE to the forum to allow for all posts to be automatically sent to your student e-mail box. This will ensure that you don’t miss out on any important information.

In addition to myBU this unit has its own external blog https://dimbsbu.wordpress.com/. The unit blog contains information regarding unit materials and feeds latest trends, news around the DIM subject. Feeds are posted as individual post on the blog or come through Twitter updates.

Twitter handle for the DIM unit is @dimbsbu. In addition the unit blog has relevant materials posted for each individual programme studying on the unit, Business Studies with Marketing and International Business Management (Marketing and BIBM Tab), Business Studies with Law (Law Tab).

You are encouraged to use alternative communication channel to facilitate your group work (i.e. Facebook group), and based on your individual 7

preferences invite the unit leader (https://www.facebook.com/elvira.bolat.7) to participate and provide the feedback.

Additional channel/platform to be used in the delivery of this unit is the online MCQ (multiple-choice questions) application, Peerwise (https://peerwise.cs.auckland.ac.nz/). The Peerwise application is used to assist you in revising the content taught in the DIM unit and to prepare for the final 2 hours 30 min examination (see details in the section 7. Unit assessment strategy and assessment criteria; sub-section I. Examination).

One of the key factors for successful completion of the unit is effective communication with your tutor(s)/lecturers, programme administrators and peers. Here are some practical guidelines on how to manage this: Consider which is the MOST APPROPRIATE communication channel (i.e. face-to-face, telephone, e-mail, post to a discussion forum, social media channels) to use in the specific case, keeping in mind the urgency of your task and your recipient’s availability and preferences (if known).

When scheduling a meeting via e-mail or telephone message, allow SUFFICIENT TIME for your recipient to deal with the request and confirm the meeting with you. Some indication of your availability (non-availability) outside the suggested time and the cause/agenda for the meeting will be useful.

In communication with your tutors, USE YOUR STUDENT EMAIL ADDRESS and provide your FULL CONTACT DETAILS, i.e. name, course, seminar group/cohort, e-mail and, if preferred, a telephone number for contact. You can save some time if you include these details in the signature file automatically attached to your e-mail or forum messages.

If you haven’t heard from the tutor within a couple of days of your last e-mail, either RESEND your e-mail request, or try to contact him/her via telephone. If you can’t speak to the person, leave a message on their voice mail or in their office, providing your full contact details and the nature of the request, as specified earlier.

If your query concerns myBU or other TECHNOLOGY-RELATED ISSUES, log a job with IT Services. You can do this via telephone (+44) 01202 965515 or via the ‘Contact us’ page on the IT Support part of the Student portal (http://studentportal.bournemouth.ac.uk ). You will receive an email confirming your request. You are expected to inform relevant members of staff of your issue and, if required, provide evidence of your communication with IT Services.

KEEP A COPY of your unit-related e-mails for your records.

Most tutors provide weekly SURGERY HOURS, which are announced on MyBU and/or posted outside each tutor’s office. These are times when students can ‘drop in’ (or call the tutor’s office) to see the tutor without an appointment. There are only a few such times available per week as tutors teach more than one unit, so generally if you need to speak to your tutor you should request an appointment. When doing this, consider the following: 1. To ensure your e-mail is dealt with quickly, send it to ALL your unit tutors. You will notice that the tutor who replies has included the others.

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2. Remember that your tutors are happy to hear from you and despite a busy workload will endeavour to address any queries you have, hear your views and discuss any matters of concern.

Remember, it is YOUR responsibility to take the initiative throughout your studies: This means you must manage the process of raising problems or difficulties with the unit leader.

Vital Contact Information: Unit Tutor/Leader Dr Elvira Bolat ebolat@bournemouth.ac.uk Office phone: 01202 968755 Other Tutors Dr Gelareh Roushan-Easton groushan@bournemouth.ac.uk Office Phone: 01202 968745 Sevil Yesiloglu syesiloglu@bournemouth.ac.uk Other relevant contacts: Academic Services, Bournemouth University: Bournemouth House Library 19 Christchurch Road, Bournemouth BH1 3LH UK Library renewals, information and subject advice: Tel: +44 (0) 1202 965959.

The Sir Michael Cobham Library Talbot Campus, Fern Barrow, Poole, BH12 5BB. Additional Learning Needs Service: Tel: +44 (0) 1202 965663 Learning Support Reception Desk: Tel: +44 (0) 1202 965663 Language Centre Advice: Tel: +44 (0) 1202 965300 IT Service Desk: Tel: +44 (0) 1202 965515 The main communication channel for this unit is the discussion board on myBU. You MUST SUBSCRIBE to the forum to allow for all posts to be automatically sent to your student e-mail box. This will ensure that you don’t miss out on any important information.

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6.0

INDICATIVE UNIT DELIVERY PLAN

The following two schedules list the sessions organised by week of delivery and the tutors who have developed these including guidance on further reading and tasks you have to complete. Further guidance is provided on myBU. This timetable is provisional. The topics of the sessions may change.

For up-to-date information, check MyBU.

PROVISIONAL LECTURE PROGRAMME WEEK 30

Lecture Topic Thursday 4 Feb. 11:00-12:00 hrs 1.1. Introduction to Digital (Interactive) Marketing [DIM] Overview of the DIM scope Thursday 4 Feb. 15:00-16:00 hrs 1.2. Briefing session for the coursework/assignment

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Thursday 11 Feb. 11:00-12:00 hrs 2.1. Digital landscape: marketplace analysis and the marketing mix Thursday 11 Feb. 15:00-16:00 hrs 2.2. Digital landscape: marketplace analysis and the marketing mix (cont. of 2.1.) and exploring digital culture (through consumer behaviour perspective)

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Lecturers Elvira Bolat

Elvira Bolat Elvira Bolat Elvira Bolat

Thursday 18 Feb. 11:00-12:00 hrs 3.1. DIM Strategy: Setting

Elvira Bolat

Thursday 18 Feb. 15:00-16:00 hrs 3.2. DIM Strategy: Focus on social CRM and implementation

Elvira Bolat

Thursday 25 Feb. 11:00-12:00 hrs 4.1. Content Development and Management: Website and widgets (Apps)

Elvira Bolat Elvira Bolat

Thursday 25 Feb. 15:00-16:00 hrs 4.2. Content Development and Management: Social media and networks 34

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Thursday 3 Mar. 11:00-12:00 hrs 5.1. DIM campaign

Elvira Bolat

Thursday 3 Mar. 15:00-16:00 hrs 5.2. DIM campaign (cont. of 5.1.)

Elvira Bolat

Thursday 10 Mar. 11:00-12:00 hrs 6.1. DIM Analytics: Website and widgets (Apps)

Elvira Bolat

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Thursday 10 Mar. 15:00-16:00 hrs 6.2. DIM Analytics: Social media 36

Thursday 17 Mar. 11:00-12:00 hrs 7.1. Digital marketing communication tools

Elvira Bolat

Thursday 17 Mar. 15:00-16:00 hrs 7.2. Digital marketing communication tools (cont. of 8.1.)

Elvira Bolat

37-39 40

Elvira Bolat

EASTER BREAK Thursday 14 Apr. 11:00-12:00 hrs 8.1. Working in/with Digital

Guest Speaker: Arabella LewisSmith (Founder and Manager Director at Salad Creative and Pasture Naturals)

Thursday 14 Apr. 15:00-16:00 hrs 8.2. Legal aspects – cyber law, data protection etc

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Guest Speaker: Hayleigh Bosher (BU, copyright law)

Thursday 21 Apr. 11:00-12:00 hrs 9.1. Branding in the digital

Gelareh Roushan

Thursday 21 Apr. 15:00-16:00 hrs 9.2. Digitization on the ‘go’ – mobile marketing

Gelareh Roushan

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Formative Assessment Week – Feedback sessions on the GROUP portfolio

43

No Teaching ASSESSMENT week – GROUP portfolio

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Thursday 12 May 11:00-12:00 hrs 10.1. Business (SEO) and Social Engineering

Sevil Yesiloglu

Thursday 12 May 15:00-16:00 hrs 10.2. The Engaged Consumer

Sevil Yesiloglu

Revision Sessions

Elvira Bolat

PROVISIONAL LAB PROGRAMME* * BYOD (Bring your own device) is an underpinning to the unit delivery. Lab rooms have PCs but you are free to bring your laptops and tablets (except mobile phones with small screen) to all lab sessions. You are required to set up separate Gmail or use your own Gmail account. This will be used to engage in lab sessions (weeks 33-36).

WEEK

SUGGESTED TOPICS & ACTIVITIES (Subject to changes by individual tutors)

SUGGESTED PREPARATION

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SUGGESTED READING

30 EB1

Topic: Traditional marketing versus Digital Interactive Marketing Lab session content: Case study Arranging the coursework/assignment groups: self-assessment activity.

Students are to use this week to familiarise themselves with the Unit Guide as well as the prescribed main texts.

Case study discussion Self-assessment activity - What digital marketing personality are you?

READ BOOK CHAPTER: Chaffey and EllisChadwick, 2012. Chapter 1: Introducing digital marketing.

READ JOURNAL ARTICLE: Tiago, M. and VerĂ­ssimo, J. M. C., 2014. Digital marketing and social media: Why bother?.

Business Horizons, 57 (6), 703-708. Available from: http://www.sciencedirect.c om/science/article/pii/S00 07681314000949

Patil, R. D., Patil, M. S., & Bankar, M. V., 2015.

Digital Marketing: The 21st Century Marketing tool. International Research Journal of Multidisciplinary Studies, 1(5).

31 EB

Topic: Market analysis Lab session content: Case study (Life Sequences mobile app) macro/micro situational analysis including competitive and stakeholder analysis (with focus on SEO and social media engagement analysis)

Additional reading and interactive learning Case study discussion Macro/micro situation analysis for the brand/company from the list

READ BOOK CHAPTERs: Chaffey and Ellis-Chadwick, 2012.

Chapter 2: Online marketplace analysis: micro-environment, and Chapter 3: The Internet macro-environment.

SWOT Analysis lesson: http://www.marketingteac her.com/swot-analysismarketing-tools-frommarketing-teacher/ Weihrich, H., 1982. The TOWS matrix—a tool for situational analysis. Long range planning, 15(2), 5466.

Merrilees, B., Getz, D., & O'Brien, D., 2005.

Marketing stakeholder analysis: branding the Brisbane Goodwill Games. European Journal of Marketing, 39(9/10), 1060-1077.

Stone, M., 2015.

Competitive marketing intelligence in a digital, data-based world. Journal of Direct, Data and Digital Marketing Practice, 17(1), 20-29.

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32 EB

33 EB

Topic: Learning to set DIM and SMART objectives

Journal article reading and discussion

Lab session content: Case study (Life Sequences mobile app) and exercise to set strategy and formulate SMART objectives by linking it to strategic options.

Understanding types of Direct and Digital Marketing Strategies (i.e. customer acquisition, customer retention, creative and communication strategy, data strategy)

An exercise to set strategy and formulate SMART objectives by linking it to strategic options

Topic: Let’s focus on website

Please NOTE that in preparation to this lab session, you are asked to create Gmail account which can be used to set up website and create social media accounts required for subsequent lab sessions. If preferred, you are free to use existing Gmail account.

READ BOOK CHAPTER: Chaffey and EllisChadwick, 2012. Chapter 7: Delivering the online customer experience.

Interactive learning: Site planning, templating and building, site content, with emphasis around different platforms

Rahimnia, F., & Hassanzadeh, J. F., 2013.

The impact of website content dimension and etrust on e-marketing effectiveness: The case of Iranian commercial saffron corporations.

Information & Management, 50(5), 240247.

Lab session content: Site planning, templating and site content, with emphasis around different platforms.

Site building.

READ BOOK CHAPTER: Chaffey and EllisChadwick, 2012. Chapter 4: Digital marketing strategy. http://www.enterprisebuck s.co.uk/wpcontent/uploads/2014/09/ digital-marketing-plantemplate-smartinsights1.pdf

Wang, Q., Yang, S., Liu, M., Cao, Z., & Ma, Q., 2014. An eye-tracking study of website complexity from cognitive load perspective, Decision Support Systems, 62, 1-10.

López, I., & Ruiz, S., 2011. Explaining website effectiveness: The hedonic–utilitarian dual mediation hypothesis.

Electronic Commerce Research and Applications, 10(1), 49-58.

34 EB

Topic: Creativity with digital content (practical digital imagination and creativity) – social media engineering in action Lab session content: Real case study: Inbound

Inbound marketing – leveraging social media to drive traffic to the website (Twitter, Instagram, Pinterest, Periscope, Vine, Facebook etc.)

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Qi, S., Ip, C., Leung, R., & Law, R., 2010. A new framework on website evaluation. In E-Business and E-Government (ICEE), 2010 International Conference on (pp. 7881), May. READ BOOK CHAPTER: Chaffey and EllisChadwick, 2012. Chapter 7: Delivering the online customer experience.

Lee, M. R., & Chen, T. T., 2014. Digital creativity:

marketing (linking to Lab session, week 33 – understanding how to drive traffic to the website).

Infographics, blogging and social media social media zones mapping, analysis of the case study and developing own solutions (presenting findings via infographic and other forms of visual content) Revision Quiz

Research themes and framework. Computers in Human Behavior.

Ashley, C., & Tuten, T., 2015. Creative strategies in social media marketing: An exploratory study of branded social content and consumer engagement. Psychology & Marketing, 32(1), 15-27.

Haji Habibi, F., Hamilton, C. A., Valos, M. J., & Callaghan, M. B., 2015.

E-marketing orientation and social media implementation in B2B marketing. European business review, 27(6), 118.

35 EB

Topic: DIM Analytics

Exploring analytics

Lab session content: Exploring analytics in action (linking to weeks 33 and 34 lab sessions – understanding the traffic and analytics for the website as well for the social media engagement).

Lusch, R. F., & Vargo, S. L., 2009. Servicedominant logic—a guiding framework for inbound marketing. Marketing Review St. Gallen, 26(6), 6-10.

READ BOOK: Hemann, C. and Burbary, K., 2013.

Digital marketing analytics: making sense of consumer data in a digital world. Indianapolis, Indiana: Que 2013.

Stone, M. D., & Woodcock, N. D., 2014.

Interactive, direct and digital marketing: A future that depends on better use of business intelligence. Journal of Research in Interactive Marketing, 8(1), 4-17.

Chern, C. C., Lee, A. J., & Wei, C. P., 2014. The special issue on “Data analytics for marketing intelligence”, Information Systems and e-Business Management.

Järvinen, J., & Karjaluoto, H., 2015. The use of Web analytics for digital marketing performance measurement. Industrial Marketing Management.

36 GR2

Topic: Creativity with digital content (conceptual thinking – digital storytelling)

Video watching and tasks completion (Twitter and/or Instagram)

Lab session content: Case studies and digital

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Nilsson, M., 2010.

Developing voice in digital storytelling through creativity, narrative and multimodality. In Seminar.

Net: Media, Technology &

storytelling in action

Life-Long Learning (Vol. 6, No. 2, pp. 148-160), May. Available from: http://seminar.net/index.p hp/reviews-hovedmeny110/75-current-issue/154developing-voice-indigital-storytellingthrough-creativitynarrative-andmultimodality Gresham, P., 2014.

Fostering creativity through digital storytelling.

Metaphor, (1), 47.

Gibbs, M., Meese, J., Arnold, M., Nansen, B., & Carter, M., 2015. #Funeral and Instagram: death, social media, and platform vernacular. Information, Communication & Society, 18(3), 255-268.

37-39 EASTER BREAK 40 EB

Topic: Integrated Marketing Communications Lab session content: Case study (Life Sequences mobile app) and group discussions; exploring marketing communications tools and its effective integration in delivering the message

Looking for metrics, linking to SMART objectives http://www.kaushik.net/ avinash/digitalmarketing-andmeasurement-model/ Video workshop on Analytics: https://www.youtube.c om/watch? v=k5arCkqn_Xk

READ BOOK CHAPTERs: Chaffey and Ellis-Chadwick, 2012.

Chapter 8: Campaign planning for digital media, and Chapter 10: Campaign planning for digital media.

Schultz, D. E., 1992.

Integrated marketing communications. Journal of Promotion Management, 1(1), 99104.

Hutton, J. G., 1996.

Integrated marketing communications and the evolution of marketing thought. Journal of Business Research, 37(3), 155-162.

41 EB

Topic: Coursework Lab session content: Q&A with tutor Work-in-progress for the coursework

Focus on developing and creating ideas for the coursework

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Herhausen, D., Binder, J., SchÜgel, M., & Herrmann, A., 2015. Integrating Bricks with Clicks: Retailer-Level and Channel-Level Outcomes of Online–Offline Channel Integration. Journal of Retailing, 91(2), 309-325.

READ BOOK CHAPTERs: Chaffey and Ellis-Chadwick, 2012.

Chapter 8: Campaign planning for digital media, and Chapter 10: Campaign planning for digital media.

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Formative Assessment Week – Feedback sessions on the GROUP portfolio

43

No Teaching ASSESSMENT week – GROUP portfolio

44 SY3

Topic: Personal Branding with Digital Lab session content: Focus on building own professional identity within the digital context

Your social media footprint, and your LinkedIn profile.

Considering creative ways of integrating digital means in branding yourself

Labrecque, L. I., Markos, E., & Milne, G. R., 2011.

Online personal branding: processes, challenges, and implications. Journal of Interactive Marketing, 25(1), 37-50.

Philbrick, J. L., & Cleveland, A. D., 2015.

Personal Branding: Building Your Pathway to Professional Success.

Medical reference services quarterly, 34(2), 181-189.

45 EB

McCarthy, C., 2015. Learn how to develop your personal brand to achieve greater career success.

Disability Compliance for Higher Education, 20(9), 8-8.

REVISE MAIN TEXTs and LECTURE SLIDES

Topic: Surgery – preparation to the exam Lab session content: Revision in preparation to exam.

Q&A with tutor in preparation to final exam.

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EB stands for Elvira Bolat GR stands for Gelareh Roushan-Easton 3 SY stands for Sevil Yesiloglu 2

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7.0

UNIT ASSESSMENT STRATEGY and ASSESSMENT CRITERIA

The unit will be assessed through a combination of coursework (and/or a final examination) as follows I.

EXAMINATION:

The exam part of the Digital (Interactive) Marketing (DIM) unit assessment contributes a total of 50% towards the unit mark.

Format: Exam will take place on 2nd June 2016. It will last 2 hours 30 minutes, from 14:00 till 16:30. It is a closed-book examination. You will be provided with two sections of questions (section A and section B). Each section has set of four questions. You are required to respond to two questions from each section – four questions in total.

Exam – additional support: In helping you to prepare and revise for the exam the unit utilises the online MCQ (multiple-choice questions) application, Peerwise (https://peerwise.cs.auckland.ac.nz/). Although the final exam questions might not follow the MCQ format, through MCQs Peerwise enables students to learn how to respond to challenging open-ended questions and to understand what answers are considered the best.

Using Peerwise you are asked to participate and create MCQs on the subject of digital (interactive) marketing, around the lecture themes and topics discusses in this unit that other students can answer and to answer the questions posed by fellow students. The unit leader and lecturers involved in teaching the DIM unit will provide you with feedback on questions posted and answers proposed.

This activity aims to: • • • •

Deepen and expand your knowledge by creating questions and also to test your knowledge by answering the questions set my others; Self-assess your knowledge level; Gain immediate feedback (from the tutor and peers) when you answer a question; Understand what kind of questions will be asked during the final DIM exam and what kind of answer you are expected to write.

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In the first teaching week, the lecturer will demonstrate how it can be done and you have an opportunity to gain practice in creating MCQs. Once the skill has been gained, you are asked to create questions throughout the remaining duration of the unit.* *Please NOTE you are not restricted in your use of Peerwise and are encouraged to create more questions and to answer as many questions as you can. Your real identity is not displayed in Peerwise. This creates a climate where you can be comfortable and confident in using Peerwise.

You are asked to create challenging questions for your peers to answer. It is recommended that you go beyond simple recall type questions so that you create more difficult questions that require more thought answering them. For example, provide a case study (scenario) and ask which the best course of action in the situation is. You can embed YouTube videos and then ask questions about the video or phrase the question around the video. You can also add images. You can also categorise your questions. Please note that based on quality and difficulty, your question(s) could be part of final examination.

Having created the question, you then need to give then answer and also create suitable distractors that offer possible answers. To complete the question, some students explain why the correct answer is correct and also explain why the distractors are incorrect.

How to Start!  You need to create an account at the Peerwise site:

http://peerwise.cs.auckland.ac.nz/at/?bournemouth_uk  If you have not used PeerWise before, just click the "Registration" link

and follow the prompts. You need to choose a user name and a password for your PeerWise account.  If you have used PeerWise before, simply log in.  Next, select "Join course" from the Home menu.  To access the DIM (term 2, 2015) course, you will need to enter two

pieces of information:  

Course ID = 10398 Your BU student identifier e.g. i123433

 Only users who are studying this unit in this year will be able to access

the DIM course on Peerwise.

If you are experiencing any difficulties with accessing Peerwise, contact the unit leader Elvira Bolat at ebolat@bournemouth.ac.uk II.

COURSEWORK:

Title: “IDM Student Marketing Competition 2016” Type: Group Weighting: 50% of the overall mark for the Unit 18

Deliverables and deadlines: a) Group report: 12 noon 4th May 2016 (Turnitin, via myBU)

b) Self and Peer Assessment: 12 noon on 5th May 2016 (UGrade, via myBU)

The details of how the assessment strategy relates to the Intended Learning Outcomes for the unit are as follows: ILO’s 1. Develop critical understanding of ways in which marketing principles are applied and adapted in digital marketing environments

Assessment Exam

2. Recognise and critique a range of theoretical perspectives on contemporary issues of digital marketing and social media

Exam

3. Evaluate and creatively apply frameworks for researching, planning and implementing digital marketing campaigns

Coursework

4. Demonstrate confidence and competence in the use of information communication technologies by working effectively in the digital online environment

Coursework

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ASSESSMENT CRITERIA Both examination and coursework will be assessed using the following Generic Marketing Criteria. Further details on marking schemes for the coursework element of assessment are provided in the Assignment Brief, on myBU, under the Digital (Interactive) Marketing Unit ‘Assessment’ tab.

Very weak fail (0% - 29%) Assessment category Subject knowledge and understanding Intellectual skills - including analysis, evaluation, and critical judgement Subject-specific skills - including applications and problem solving Transferable skills - including communication and presentation

Performance criteria Little or no evidence of factual and conceptual understanding of the subject, appropriate to this level, or of relevant reading/research.

No evidence of appropriate analysis. Unsubstantiated opinions.

No evidence of ability to relate theory to practice.

Unstructured and/or incoherent. Markedly poor English and/or inappropriate style. Other presentational aspects, including citations and bibliography may be incorrect or missing. May be seriously deficient in quantity.

Variations within this mark range will generally relate to the level of error and muddle in the approach to the question, and the relative levels of lack of knowledge of the material, coupled with the paucity and weaknesses of the arguments used.

Fail (30% - 39%) Assessment category Performance criteria Subject knowledge and Shows an insufficient level of factual and conceptual understanding of understanding the subject as required at this level. Little or no evidence of reading/research beyond a partial reproduction of information gained through class contact.

Intellectual skills - including Work is entirely or virtually entirely descriptive, showing little or no analysis, evaluation, and critical evidence of analysis. Student has accepted information uncritically. judgement Unsubstantiated opinions may be common.

Subject-specific skills - including Little or no evidence of ability to relate theory to practice. applications and problem solving Transferable skills - including Structure is weak or lacking. Material is incoherent. Mistakes in communication and presentation syntax/grammar. Immature style. Other presentational aspects, including citations and bibliography may be incorrect or missing.

Variations within this mark range will generally relate to the level of understanding, the approach to the question, and the relative levels of weakness of the arguments used.

Third (40 - 49%) Assessment category Subject knowledge and understanding

Level I FD / HN Awards - Pass Performance criteria Has developed sufficient knowledge and understanding of the subject/discipline relative to the level. Reading/research is limited.

Knowledge has not been developed to any depth. Difficulties may be encountered with theoretical and conceptual aspects.

Intellectual skills - including Has demonstrated only a basic ability to analyse a range of analysis, evaluation, and critical information. A basic attempt to evaluate may be evident, with a judgement tendency towards uncritical acceptance of the data. Unsubstantiated opinions may be evident.

Subject-specific skills - including Shows little understanding in applying a range of ideas/information to applications and problem solving a given purpose. Appropriate responses may not have been formulated to a given problem.

Transferable skills - including Structure weak and/or inconsistent and lacking in sequential communication and presentation development. Mistakes in grammar or syntax. Immature style.

Citations and bibliography poorly or inconsistently presented.

Lower Second (50 - 59%) Level I FD / HN Awards - Pass Assessment category Performance criteria Subject knowledge and Better understanding than for lower classification, developed through understanding wider reading and/or research. Still dependent on limited range of sources, mainly drawn from class contact.

Intellectual skills - including Application of theory to practice is better and there is evidence of a analysis, evaluation, and critical development of analysis and evaluation of a range of information. judgement Critical skills are being demonstrated but developed only to a basic level.

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Subject-specific skills - including applications and problem solving Transferable skills - including communication and presentation

Is relatively comfortable in applying knowledge to different situations, but tends to be formulaic and lacks innovative response.

Some attempt at structure and organisation but lacks consistency.

Presentation style and grammar shows limitations.

Upper Second (60 - 69%) Assessment category Subject knowledge and understanding

Level I FD / HN Awards - Merit Performance criteria Has developed a sound understanding of the subject relative to the level, through wider reading/research. Sound conceptual understanding has been demonstrated.

Intellectual skills - including Has demonstrated analysis and evaluation of the selected analysis, evaluation, and critical information in support of the argument. Discussion logically judgement developed from sequentially established facts. Assertions well supported.

Subject-specific skills - including Has demonstrated a sound ability to apply an appropriate and applications and problem solving selective range of information to a range of problems/situations and has formulated/designed appropriate responses which may show originality.

Transferable skills - including Has presented a logical structure to an argument. Few mistakes are communication and presentation evident in grammar/syntax and the maturity in the use of the language is appropriate to the level. Presentational style is sound.

First (70 - 79%) Level I FD / HN Awards - Distinction (70% or more) Assessment category Performance criteria Subject knowledge and Has developed a detailed knowledge of the subject relative to the understanding level through extensive reading/research. Very good conceptual understanding has been demonstrated.

Intellectual skills - including Has analysed a range of information by applying main theories from analysis, evaluation, and critical the subject/discipline. Has selected appropriate techniques of judgement evaluation. Has demonstrated ability to determine relevance and to be selective to support a logical and well-structured argument/reasoning.

Subject-specific skills - including Has demonstrated competence and confidence to apply an applications and problem solving appropriate and selective range of information to problems/situations and has formulated/designed appropriate responses to resolve a given problem. Responses are likely to show innovation and creativity.

Transferable skills - including Arguments are well structured and rigorous. Syntax indicates communication and presentation increasing maturity. Presentation is well structured and shows very little evidence of mistakes.

High First (80% +) Assessment category Performance criteria Subject knowledge and Has developed a very detailed knowledge of the subject relative to understanding the level through extensive reading/research. An excellent conceptual understanding has been demonstrated.

Intellectual skills - including Has selected appropriate and effective techniques of evaluation. Has analysis, evaluation, and critical demonstrated an exceptional ability, at this level, to determine judgement relevance and to be selective to support a logical and well-structured argument/reasoning. Work is particularly cogently argued/reasoned using a body of evidence, which is very well selected, collated and presented.

Subject-specific skills - including Has demonstrated an exceptional competence and confidence to applications and problem solving apply an appropriate and selective range of information to problems/situations and has formulated/designed appropriate responses to address a given problem. Responses are likely to show considerable innovation and creativity.

Transferable skills - including Exceptionally well-organised presentation. Arguments are well communication and presentation structured and rigorous. Syntax/grammar indicate notable maturity for this level.

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8.0 ASSIGNMENT BRIEFs

Faculty of Management Assignment Brief Programmes: BA (Hons) Business Studies

Level: 5

BA (Hons) Business Studies with Marketing BA (Hons) Business Studies with Law Unit Name: Digital (Interactive) Marketing

Unit Tutors: Dr Elvira Bolat Dr Gelareh Roushan-Easton Sevil Yesiloglu

Assignment Markers:

Dr Elvira Bolat, Dr Gelareh RoushanEaston, Sevil Yesiloglu

Coursework IDM Student Marketing Competition 2016 Feedback method: Electronic (via myBU, Turnitin) You will normally receive your mark and feedback within the period specified in the University Regulations.

Detailed comments on each individual element of the assessment may not be provided, but everything submitted will be taken into consideration. A sample of work, normally including all Firsts and Fails, as well as a selection of other work, is second-marked.

Issue date: 4th Feb 2015

Submission dates: • Group Report: 12 noon* 4th May 2016 (via Turnitin •

submission box, myBU) Self and Peer Assessment: 12 noon* on 5th May 2016 (via UGrade on myBU, Appendix A)

Weighting of this assignment: (as % of total coursework assessment for the unit)

50%**

It is your responsibility to be aware of University Regulations relating to academic offences and to avoid committing them. The BU definitions and the penalties are listed in: Academic Offences: Policy & Procedure for Taught Awards If you are unable to submit your assignment on time due to medical or other mitigating circumstances you must complete a Mitigating Circumstances form PRIOR to the deadline and submit it for approval. *In accordance with University regulations if a piece of coursework is not submitted by the required deadline, the following will apply: • If coursework is submitted within 72 hours after the deadline, the maximum mark that can be awarded is 40%. If the assessment achieves a pass mark and subject to the overall performance of the unit and the student’s profile for the level, it will be accepted by the Assessment Board as the reassessment piece. The unit will count towards the reassessment allowance for the level (see 12.2); • This ruling will apply to written coursework and artefacts only; • This ruling will apply to the first attempt only (including any subsequent attempt taken as a first attempt due to mitigation); • If coursework is submitted more than 72 hours after the deadline, a mark of zero (0%) will be awarded;

•

Failure to submit/complete any other types of coursework by the required deadline will result in a mark of zero (0%) being awarded.

**Please note that the overall mark for Coursework will be moderated using Self-and-Peer assessment (SPA) - (see Appendix A for further details).

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Details of what you are expected to do: 1. Rationale Communication and promotion underpins the context of the digital interactive marketing. Strategic planning and tactical considerations needed to execute relevant digital marketing communications plans are increasingly regarded as important competencies and skills of modern business professionals.

For Coursework, in Groups you will work on the digital marketing consultancy project for Virgin Money Giving, the brief set for the the IDM (Institute of Direct and Digital Marketing) Student Marketign Competition 2016. In groups you will plan, develop and document the marketing communications plan.

Other benefits of being part of the IDM Student Marketing Competition: “ - Priceless, real-life campaign experience; - A taste of what it's like to create a marketing brief for a top brand/client; - A great boost for your CV - the competition is widely recognised and will give you the edge over other graduate candidates.�

(IDM 2016, http://www.theidm.com/employability/student-competition/)

2. The learning outcomes being assessed 3. Evaluate and creatively apply frameworks for researching, planning and implementing digital marketing campaigns; 4. Demonstrate confidence and competence in the use of information communication technologies by working effectively in the digital online environment.

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3. Overview of Coursework The IDM Student Marketing Competition is an annual event, underwritten by the Institute of Direct and Digital Marketing and sponsored by a client, Virgin Money Giving in 2016. The Institute of Direct and Digital Marketing is “the UK’s only government-approved Institute for the professional development of direct and digital marketers, offering a broad range of practitioner-taught training courses” and qualifications as well as acting as “a membership organisation, providing status, knowledge and networking opportunities to today’s” marketers (IDM 2016). Further information about the Institute of Direct and Digital Marketing can be found at http://theidm.com 2016 case study is provided by Virgin Money Giving. More information about the Virgin Money Giving can be found at http://uk.virginmoneygiving.com/giving/ The competition brief – Virgin Money Giving* Credit to the image*

*The competition brief is fully adopted from the IDM and can be accessed at http://www.theidm.com/download/The%20Institute%20of%20Direct %20and%20Digital%20Marketing_Student%20Marketing%20Competition_Comp%20brief.pdf

a. Why are we here?

This is an important question for brands to consider; what is our purpose as a business? Why do we exist and what are we here for? Do we have a Big Idea at the heart of the business that lifts and separates us from our competition?

The benefits of starting with the ‘why’ are brilliantly articulated by Simon Sinek in his Ted lecture, which is worth viewing here if you haven’t already seen it at www.ted.com The diagram below is a simple articulation of his theory.

He suggests that most brands tend to work from the outside-in; they focus on telling people what they do – and of course, what you do can be easily copied. Some brands then go on to explain how they do it, which in the short-term can give you an advantage, until the competition catches up! But very few brands explain (or even understand) why they do it. The ‘why’ is important because it helps brands to differentiate themselves from competitors, to integrate and coordinate all activities and behaviours (whether it’s marketing or NPD1) behind a single idea, and to be more consistent about what they say and how they say it.

1

NPD stands for New Product Development

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b. Start with the ‘Why’

c. Virgin Money’s ‘Why’.

At Virgin Money, we want banking to be about more than just interest rates and statements. We believe that banking’s place at the heart of modern society means that we’re automatically placed in a position of responsibility. Banks are the partners that help people secure their first home, or give advice when starting out in business or how to save for the future – the list goes on. Done properly, banking can be a force for good, helping transform people’s lives for the better.

But traditionally, the big banks have tended to prioritise their shareholders above their customers; they place shareholder returns before customer returns.

At Virgin Money we want to build a different kind of bank - one that balances the needs of all of its stakeholders – its customers, staff and shareholders, its business partners and the communities we serve.

We call this philosophy and ambition “Everyone’s better off” – always looking for the win:win in everything we do to deliver a fairer return for everyone. We believe it’s a sustainable model for the future.

"Business needs a heart. In the past business hasn't had a heart. Business has been all about making money, which is fine, but it hasn't been about being a responsible citizen.

We're better equipped I think than social workers and politicians to sort out the world's problems.”

(Sir Richard Branson 2011) d. Virgin Money Giving introduction When Virgin Money decided to sponsor the London Marathon, we didn’t just want to paint the town red for a day. We wanted to use our expertise with money to help the runners raise even more for charity, turning the world’s biggest annual single-day fundraising event into an even bigger fundraiser.

We discovered that many fundraisers use online fundraising websites, such as JustGiving, who make a profit from the service they provide, and we thought we could come up with a better alternative – and so Virgin Money Giving was born.

Virgin Money Giving doesn’t take a penny in profit and Gift Aid is passed on in full, so more of the money raised through our site goes directly to the charities themselves. This film will give you a sense of what we’re about - https://player.vimeo.com/video/93161822 Virgin Money Giving is a great example of Virgin Money’s ambition to “make everyone better off”.

Fundraisers are better off as they are able to raise more for their causes, the charities are better off as they are able to make a bigger difference, and Virgin Money is better off from becoming a bit more famous for doing it. e. Market Background and competitive context The online giving market has grown by an estimated 95% in 5 years. The table below shows the key players in the market and the donations through these services (figures quoted are in £millions). The market is dominated by JustGiving, with Virgin Money Giving the second biggest player.

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Just Giving is the automatic choice for most fundraisers – they launched first and built a significant business before Virgin Money Giving and other fundraising websites followed. As a result of their first mover advantage and being the only player in the market for quite some time - they enjoy a significant 73% market share as a result.

Virgin Money Giving has around 20% market share, and a strong proposition in our low fee offering. Our not-for-profit model means our fees are considerably lower than JustGiving‘s, meaning more of the money donated online reaches a charity through Virgin Money Giving than through JustGiving. In fact, since we launched in October 2009, we estimate that an extra £12 million has reached the charities that used us instead of JustGiving. However, awareness of this important benefit of Virgin Money Giving over JustGiving is much lower than we would like it to be f. Fundraising events Virgin Money Giving is the fundraising partner for some very large events – such as the Virgin Money London Marathon and Ride London - but JustGiving still report a healthy share of fundraising for those events. Here is a list of the key event partners we work with (assume these relationships will continue).

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g. Charities Charities play a key part in promoting online fundraising partners to their fundraisers and Just Giving have very strong relationships with many of the larger charities in particular (for whom systems are often integrated, and so prising them away can prove more challenging).

Below are some well-known charities that use Virgin Money Giving. Some of these charities will work with more than one fundraising partner. o

Scope

o

Save the Children

o

Macmillan Cancer Support

o -

British Red Cross Cancer Research UK Anthony Nolan Alzheimers Society Cystic Fibrosis Trust Mind Children with Cancer UK Tommy's Leukaemia and Lymphoma Research

The online fundraising market is continuing to grow and many charities, particularly small to medium sized charities, have yet to take full advantage. h. Latest research into the potential of online giving The 2015 Virgin Money Giving and Third Sector Digital Fundraising report shows online fundraising has the potential to enhance donations, encourage fundraising activity, showcase a charity’s work and the life stories of its beneficiaries, as well as save money in a tough financial environment.

“Online fundraising has come to the forefront as the lead way for our supporters to raise money,” says Ben Robinson, Community Fundraising Manager at Cardiac Risk in the Young (CRY). “We feel it’s been of massive benefit to us and behind much of the growth in donations we’ve experienced in recent years.”

Yet it is clear that online fundraising is a recent innovation for many charities and has yet to be positioned as a sizeable contributor to donated income, despite its ease of use and myriad of cost savings compared to traditional fundraising techniques. For close to eight out of ten charities, online fundraising accounts for less than 20% of their annual donations. Only for a little over 12% of charities, does online fundraising weigh in at 20%-40% of their fundraising total. And for less than one in twenty charities, mainly concentrated in London, does online fundraising occupy a predominant place in their overall fundraising, in the 60-80% income bracket.

A major reason for this lack of impact is that online fundraising remains in its infancy. Nearly 38% of respondents confess they have been using online methods of fundraising for no longer than two years and around one in ten charities don’t use online fundraising at all. A distinct minority - less than one in five charities - are experienced practitioners of online fundraising and have been employing it for more than five years. i. Our business challenge Our ambition is to explore ways in which we could significantly grow Virgin Money Giving over the next three years.

Specifically:  We would like to double our market share of online giving in the UK from 20% to 40% within 3 years. We estimate the market will be worth £650 million by this time.  Marketing budget of £400,000 in year 1, increasing 5% per annum in subsequent years

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Your Task Your digital agency has been given the task of creating a marketing communications plan to achieve the above business objective of the Virgin Money Giving.

It is important that you think carefully about the various ways that Virgin Money Giving could grow – there are a variety of potential ‘growth levers’ you could recommend Virgin Money Giving pulls, and it will be important to understand the potential benefits, and pitfalls, of each option and combination. For example, should Virgin Money Giving grow by targeting fundraisers? Or should Virgin Money Giving allow the Charities to target Fundraisers, while Virgin Money Giving focuses on increasing their reach amongst Charities? Or should Virgin Money Giving try a combination of the two? Remember however, Virgin Money Giving has a limited budget and it is better to do fewer things well than spread them too thinly.

Student must assign themselves to a team of 4-5 individuals and come up with the Team name by Monday 15th Feb 2016. These details should be posted on myBU. We will advise you of where to post via an announcement on myBU and the unit’s blog. You are then required to allocate a member of your team to be Team Leader who will be the main point of contact with the unit tutors and the IDM, will be responsible for submission of the deliverables on myBU as well as registration and submission of entries at http://theidm.com/studentcomp.

As a team you are required to develop a marketing communications plan and submit a report, which includes the following:

•

An Executive Summary (4 pages maximum)

•

Direct and Digital (D&D) Campaign Strategy (inc. objectives, segmentation, customer acquisition & retention strategies, and outline communication strategy – your plans should integrate both on and offline media)

•

A Data Strategy (including data maintenance and utilization and legal compliance)

•

Creative Proposals and Recommendations

Please remember Virgin Money Giving ambition is to “make everyone better off” – it’s their big idea and should inform everything they do. It’s not a creative endline, rather a positioning that should help to shape your ideas and plans.

•

A detailed D&D Activity plan for year 1 (media/channel selection, budget allocations, schedule, expected responses/returns, proposed testing)

Do think about clever creative ways of reaching Virgin Money Giving target – after all, they like to do things differently! Think about the ripple effect of your activity into other marketing channels and the potential benefit this might bring?

And do remember that Virgin Money Giving has some fantastic assets at their disposal already – not least the London Marathon! Click on this link for some interesting insight in to the power of their partnership: https://www.youtube.com/watch?v=htzzhWruF7s&feature=youtu.be

•

Your budget for Year 1 activity is £400,000. Please make recommendations for how your plan should roll out in year’s 2 and 3 to reach the required target of 40% market share by the end of year 3.

•

Word count for the report is 5000 words (excluding executive summary, tables, appendices, figures and references). Please note that the report should be no more than 22 sides of A4 for the main text (excluding contents page) plus up to 15 pages of appendices (relevant supportive information and creative ideas).

IMPORTANT: All materials presented in this brief are covered by copyright and cannot be copied or used for anything other than the educational and the IDM Student Marketing Competition 2016 purposes without the express permission of Virgin Money Giving. All the materials provided are confidential and are only for the use of academics and students in the context of the competition and for teaching purposes.

All queries regarding the competition must be made in the first instance to the unit tutors who can then contact the IDM’s Employability Department. Virgin Money Giving must not be approached about the brief.

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4. Submission details / parameters / competition schedule The following is required to produce and submit the report: •

An Executive Summary should be no more than 4 pages of A4.

•

A team report should be no more than 22 sides of A4 for the main text (excluding the contents page) plus up to 15 pages of appendices (relevant supportive information and creative ideas).

•

The title page must contain the following information (in the order listed below). i.

Name of Campaign

ii.

Team Name

•

Each report should have a contents page.

•

A report must be typed in Word format. A minimum of size 12 type should be used and text must be a minimum of 1.5 line spaced with all pages numbered.

•

Creative samples may be included in the appendices. Students may prepare their own artwork (colour or black and white). Computer graphics are acceptable if produced by a student on the team but teams will not be penalised for submitting “roughs”/sketches. Photography undertaken by team members is also permissible.

•

Reports should be named “competition-entry-team name.docx” (eg. competition-entry-student team.docx) and submitted as a single Word document containing both the main text and the appendices.

•

BU Harvard Referencing is required.

•

A Team Leader should submit an electronic copy of an individual report via Turnitin, myBU.

•

Word count for the report is 5000 words (excluding executive summary, tables, appendices, figures and references). Please note that the report should be no more than 22 sides of A4 for the main text (excluding contents page) plus up to 15 pages of appendices (relevant supportive information and creative ideas). Please note there is 10% flexibility on the word count. Reports will only be marked up to the word count (+10%); exceeded words will not be marked. Reports that exceeds the number of pages will be penalised and exceeded pages will not be marked.

As an individual you are required to take an active role in planning, developing, presenting and documenting your team’s report. Individual marks for the group based project will be moderated using Self and Peer Assessment (SPA) form (see Appendix A for further details).

•

You can access and view the IDM Student Marketing Copetition 2015 winning entry at http://www.theidm.com/download/The %20Institute%20of%20Direct%20and%20Digital%20Marketing_Student%20Marketing%20Competition_Comp_Team_Focus.pdf Please do use this as guidance to the structure and expectations rather than as prescriptive document for the creative ideas.

•

The submission date for the group report form is by 12.00 noon on Wednesday 4th May 2016.

•

The submission date for the SPA form is by 12.00 noon on Thursday 5th May 2016.

• Please be advised that the 12noon 4th May is the deadline of the submission via Turnitin, myBU, for the unit coursework assessment purpose. However, for the reports to be formally accepted for the IDM Student Marketing Competition 2016, the following schedule should be followed: Team leaders are to submit a reports via Turnitin 4th May 2016 (noon) submission boxes, myBU Unit leader (Project Supervisor) and tutors will 4th May – 5th May 2016 determine reports eligible for the entering the competition Team leaders of the eligible report are to be th 5 May 2016 notified All students to submit Self and Peer Assessment 5th May 2016 (noon) via UGrade, myBU (Appendix A) Final closing date for receipt of entries at the IDM. th 6 May 2016 (noon) Team leaders of the selected team are to register and upload entry at theidm.com/studentcomp. w/c 6 June 2016 Top five entries selected for client review. w/c 13 June 2016 Finalist teams invited to pitch. w/c 27 June 2016 Finalists pitch to the client.

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30 June 2016

Annual awards ceremony in London.

Dates/deadlines listed in red are crucial for the coursework assessment purposes.

All details about the competition including details on the prizes can be viewed at http://www.theidm.com/employability/studentcompetition/.

5. Assessment criteria/weightings and Feedback Assessment criteria/weightings are listed on the following page.

Please note that the syllabus is designed to help you work through the requirements of the competition in stages. w/c 25th April each individual will be given an opportunity to present your creative ideas to the teaching team. Use this opportunity to develop your ideas further. Please note, no teaching classes take place w/c 25th April and w/c 2nd May 2016.

Feedback and marks for the group report will be announced and provided via Turnitin, myBU. Further feedback can be obtained from the teaching team.

Please note, the unit tutors reserve the right to moderate Self and Peer Assessment marks where deemed necessary.

In your interest, a sample of work is second-marked, the sample normally including all Firsts and Fails, as well as a selection of other work.

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Disclaimer: The information provided in this assignment brief (version number: 1) is correct at time of publication.

In the unlikely event that any changes are deemed necessary, they will be communicated clearly via e-mail and/or myBU and a new version of this assignment brief will be circulated.

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MARKING CRITERIA

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Criterion Integration of theory.

Work should show a good understanding of academic theory. Relevant theoretical principles, models and frameworks need to be identified and applied to underpin the key decisions and recommendations that are made.

Level of analysis, critical judgement and reflective skills.

Work should show an appropriate application of critical judgement and analysis using different areas of knowledge.

Quality of recommendations.

Assignment with insightful and imaginative objectives, ideas, strategies and approaches will be rewarded.

Structure and presentation of work (see Appendix B for details).

Quality of supporting evidences and creative materials.

You will be penalised for spelling and grammatical errors as well as for exceeding the word count (number of pages) requirement. Failure to use the BU Harvard system for referencing will also be penalised.

First/High First (70%+) Demonstrate the use of variety of theoretical principles, models and framework with competent and confident application that is clearly evident in the key decisions and recommendations that are made.

Upper Second (60-69%) Demonstrate the use of theoretical principles, models and framework with sound application that is clearly evident in the key decisions and recommendations that are made.

Lower Second (50-59%) Demonstrate the use of theoretical models, principles and framework with a reasonable application that is evident in the key decisions and recommendations that are made.

Third – Pass (40-49%) Theoretical models, principles and framework are used with little understanding in applying academic theory to provide appropriate responses to a given problem.

Fail (0-39%) Little or no evidence of reading/research and ability to relate theory to practice.

Demonstrate very high level of critical appraisal and judgement in analysis, evaluation and synthesis of material.

Demonstrate an ability to diagnose and apply appropriate and selective conceptual knowledge to a practical problem/situation in order to produce valid, creative/original solutions which are logical, meaningful and effective.

Highly developed critical insight has informed the marketing communication plan. An excellent plan which can be clearly implemented.

Critical judgement and analysis are present. Students interrogate the literature with good application of conceptual knowledge supporting coherent arguments and informing the whole study. The conceptual knowledge is used to develop and support ideas; thus evidence of strong logic and debate is clear.

Work shows basic level of critical judgement and analysis. Work shows a reasonable understanding and application of the key conceptual knowledge that relates to the area under investigation. The conceptual knowledge is partially used to support ideas.

Work is descriptive with little evidence of debate but shows basic level of analysis. Work shows little or no understanding and application of the key conceptual knowledge that relates to the area under investigation.

Work is descriptive and shows little or no evidence of analysis.

Students provide critical insight into issues informing the marketing communication plan. The plan is realistic and implementable.

Students are able to draw conclusions from analysis informing the marketing communication plan .

The plan is well justified but may need further thought with regard to implementation.

Students demonstrate only a basic ability to analyse the information.

Appropriate responses may not have been formulated to a given problem.

The marketing communication plan seems arbitrary or abstract.

No conclusions from analysis are evident with unsupported generalisations made.

Excellent report which contains a tightly structured, rigorous argument showing flow and progression.

Presentation and organisation of work is of a very high standard, likely to be highly stimulating. Supporting evidences and creative materials are well selected, collated, presented and support decisions and recommendations that are made.

Good report with clear structure.

Introduction explains context and introduces key ideas. These are then systematically developed in a logical order. Key issues are sign-posted.

Conclusions are logical. Supporting evidences and creative materials are support well the decisions and recommendations that are made.

Report demonstrates reasonable structure. Contains introduction and develops arguments, with a summary and conclusion. Work is easy to read and has a logical order. Supporting evidences and creative materials reasonably support the decisions and recommendations that are made.

Report’s structure is inconsistent and lacking in sequential development.

Little supporting evidences and creative materials are used. Where it is, no link is evident with the decisions and recommendations that are made.

Report’s structure is weak or lacking. Materials are incoherent. Supporting evidences and creative materials are used inconsistently.

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% Weighting

20%

35%

35%

10%

Appendix A: Self- and Peer-Assessment

1. Self – you will award yourself a mark out of 10, indicating how much you feel you contributed to the preparation, organisation and delivery of the assignment, relative to other group members. You should reflect on both the quality and quantity of your input: 8 out of 10 I made an outstanding contribution to the assignment 7 out of 10 My contribution was greater than most members of the group 6 out of 10 My contribution was about the same as other members of the group 5 out of 10 I contributed a little less than most members of the group 4 out of 10 I contributed much less than most other members of the group less than 4 I contributed little, if anything, to the assignment 2. Peer - you must award a mark out of 10 to each other member of the assignment group, indicating how much you feel each person contributed to the preparation, organisation and delivery of the assignment, relative to yourself and other group members. You should reflect on both the quality and quantity of each individual’s input: 8 out of 10 Student X made an outstanding contribution to the assignment 7 out of 10 Student X’s contribution was greater than most members of the group 6 out of 10 Student X’s contribution was about the same as other members of the group 5 out of 10 Student X contributed a little less than most members of the group 4 out of 10 Student X contributed much less than most other members of the group less than 4 Student X contributed little, if anything, to the assignment PLEASE NOTE:  Marks are relative, not absolute!  Marks will be used to modify the overall group mark upwards or downwards to arrive at final individual marks. Tutors reserve the right to make appropriate and reasonable adjustments on the basis of academic judgement.  Unit tutors reserve the right to require any group or individual to justify marks.  Any student wishing to award a mark of less than 4 or more than 8 must speak to tutors.  Any student(s) suspected of abusing this system will be required to meet with tutors to explain.

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The SPA form can be found under the Assessment tab on myBU, Marketing Communications unit (as shown below):

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Appendix B: AACSB Assurance of Learning Explained

BU is in the process of gaining accreditation from the AACSB (Association of Advanced Collegiate Schools of Business) which would give BU recognition of excellence. Only 5% of the universities worldwide have earned this prestigious badge of honour.

AACSB accreditation requires our Assurance of Learning, what we expect our student to have achieved while studying at BU. These are program-level focused learning goals for each degree program, rather than detailed learning goals by course or topic.

AACSB Cross-Framework Goals and Objectives 1. Our graduates will be effective communicators. In the final year of study, our students will: a. communicate effectively by written means; b. communicate effectively by oral means.

2. Our graduates will be effective researchers. In the final year of study, our students will be able to define and critically analyse complex research questions by effectively analysing data and implementing an appropriate methodology.

3. Our graduates will be employable. In their second and final year of study, our students will: a. produce a professionally appealing Curriculum Vitae; b. be competent in simulated and real business exercises.

4. Our graduates will be globally aware. In the final year of study, our students will have an appreciation of how globalisation impacts on their area of study / profession.

The Digital Interactive Marketing unit aims for BU students to achieve Goal 1(a), in particular. As a result of completing the unit and the coursework in particular, students are expected to be competent in effective communication by written means.

On the next page you can read through what assessment traits are included in assessing Goal 1(a).

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AACSB Detailed Written Communication Rubric TRAIT

Does Not Yet Meet Expectations

Does Not Yet Meet Expectations

Does Not Yet Meet Expectations

0-39%

40-69%

70-100%

Structure and style: Document, paragraph and sentence structure, flow and layout, appropriate to audience. Use of headers/subhead ers, charts etc.

Overly repetitive or simplistic sentence structure; consistently disjointed, lack of flow; style/structure inappropriate for audience.

Insufficient use of headers/subheaders.

Charts/exhibits/attachm ents not offered

Variety of sentence construction; logical flow; style and structure appropriate for task, audience and genre. Proper use of headers/subheaders; appropriate location of charts/exhibits/attachm ents Uses engaging delivery that enhances understanding.

Development of ideas Distinction between sue of research material and own opinion, flow of points from one to the next

Most ideas unsupported, fails to distinguish between personal opinion and evidence. Inclusion of material not directly relevant to the assignment.

Not overly repetitive; some variety in sentence construction; generally flows well; some awareness of audience and genre.

Headers/subheaders are used but do not always reflect the content in sections to which they relate.Charts/exhibits/attach ments relegated to appendices/ When they would have been useful in body of text.

Most ideas are well presented and supported by evidence. Occasional lapses into opinion.

Points lead on well from one to the next.

Clarity and conciseness: Answers the question, succinct, appropriate complexity.

Main point and/or argument confused/unclear.

Irrelevant information.

May get bogged down in detail. Difficult to follow. Unclear conclusion.

Numerous spelling errors, non-existent or incorrect punctuation, and/or severe errors in grammar that interfere with understanding.

Consistently fails to structure sentences properly.

Excessively limited or inappropriate or repetitive vocabulary.

Misuses disciplinespecific terminology.

Argument reasonably clear; occasionally misses the point but answers the question; not over-elaborate or over-complicated.

Appropriate use of referencing system:

Does not attempt to use BU Harvard (or accepted alternative1) referencing system.

Generally uses BU Harvard (or accepted alternative1) referencing system.

Academic Integrity:

Work appears to be not adequately referenced or attributed.

Other sources appear to be acknowledged.

Technical writing skills: Spelling, capitalisation, punctuation, grammar, general proofreading.

Vocabulary: Originality, breadth, appropriateness, variety.

9.0

Excellent use of evidence to support a set of ideas which flow from one to the next, building towards wellsupported conclusions.

Opinion restricted to the concluding section and clearly identified as such.

Argument effectively and efficiently conveyed; highly focused on the question; easily understood.

Occasional lapses in spelling, punctuation, grammar, but not enough to seriously distract the reader.

Occasional lapses in proper sentence structure.

Very few spelling errors, correct punctuation, grammatically correct, complete sentences.

Good sentence structure.

Generally appropriate vocabulary; not overly repetitive. Generally uses correct word choice and discipline-specific terminology.

Highly appropriate, well chosen, precise and varied vocabulary.

Consistently uses correct word choice and discipline-specific terminology.

Uses BU Harvard (or accepted alternative1) referencing system consistently and correctly.

Appropriate use of others’ work, acknowledged via intext citations.

UNIT RESOURCES

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Digital (Interactive) Marketing Unit e-Reading list can be accessed via http://readinglists.bournemouth.ac.uk/lists/790C68FC-1EE7-A82E-0742D18D33B37144.html READING LIST Key Texts Chaffey, D. and Ellis-Chadwick, F., 2012. Digital marketing: Strategy, implementation and practice. Harlow: Pearson Education. Available from: http://lib.myilibrary.com?id=399626 Hemann, C. and Burbary, K., 2013. Digital marketing analytics: making sense of consumer data in a digital world. Indianapolis, Indiana: Que. Complementary Texts: Bax, S., Wilkins, N., and Meyer, K., 2013. Cambridge Marketing Handbook: Digital. Lodnon: Kogan Page. Available from: http://lib.myilibrary.com/ProductDetail.aspx?id=546652 Hundekar, S.G., Appannaiah, H.R. and Reddy, P.N., 2010. Principles of marketing. Mumbai: Himalaya Publishing House. E-book. Available from: http://site.ebrary.com/lib/bournemouth/docDetail.action?docID=10415387 Rowles, D., 2014. Digital branding: a complete step-by-step guide to strategy, tactics and measurement. London: KoganPage.

Sheldrake, P., 2011. The business of influence: Reframing marketing and PR for the digital age. Chichester: Willey.

Tapp, A., Whitten, I., and Housden, M., 2014. Principles of direct, database and digital marketing. New York: Pearson Education. Available from: http://lib.myilibrary.com/ProductDetail.aspx?id=564216 Journals* Journal of Direct, Data and Digital Marketing Practice Harvard Business Review Business Horizons Journal of Digital and Social Media Marketing Journal of Marketing Management Journal of Interactive Marketing Journal of Research in Interactive Marketing *The majority of the reading for the unit will be from within selected academic journals.

Useful trade titles to read on a regular basis: Marketing Marketing Week Campaign PR Week WEB-BASED RESOURCES Unit Handbook: Digital (Interactive) Marketing

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(with focus on Marketing aspects) www.marketresearch.com www.marketingweek.com digitalmarketingmagazine.co.uk www.theidm.com www.ted.com www.blogs.adobe.com/digitalmarketing/analytics/ www.theguardian.com/media-network/series/digital-marketing www.marketing-interactive.com (with focus on Law aspects) Copyright and Intellectual Property Guidance: www.patent.gov.uk/ Data protection Guidance: Data Protection Guide Best practice: A guide is available on the DMA website. Look for the Best Practice link under the heading 'Intelligence' Direct marketing rules British Code of Advertising, Sales Promotion and Direct Marketing, aka the CAP Code.

The CAP Code is the rule book for direct marketing communications, sales promotions including prize draws, and non-broadcast advertisements. It has sections on distance selling, database practice, children, motoring, environmental claims, health/beauty products/therapies, weight control, employment and business opportunities, financial products, betting and gaming, tobacco products, alcoholic drinks.

Copy Advisory service: Available free of charge – see info on the CAP website.

Email marketing Opt-in, soft opt-in, guidance, law: Comprehensive guidance is available from the Information Commissioner's website. (If this link sends you to an introductory page, rather than to a useful document then, from www.informationcommissioner.gov.uk, click on ‘For Tools and Resources’, then ‘Document Library’, then ‘Privacy and Electronic Communications’, then (in the middle of the screen, under 'Detailed specialist guides') PECR guidance for marketers.

Best practice: A guide is available on the DMA website. Look for the ‘Best Practice’ link under the heading 'Intelligence'.

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