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Lord Ashcroft International Business School

International Marketing [For Face to Face Students] [Distance Learning Students refer page 31] Department: Marketing, Strategy and Enterprise Module Code: MOD001194 Year: 2013/14 Semester: Academic Year: 2013/14 Semester/Trimester:

Module Guide

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Contents International Marketing .............................................................................................. 1 1. Key Information ..................................................................................................... 2 2. Introduction to the Module ..................................................................................... 2 3. Intended Learning Outcomes ................................................................................ 2 3.1 Employability skills delivered in this Module ......................................................... 4 4. Outline Delivery ..................................................................................................... 5 4.1 Attendance Requirements ................................................................................... 7 5. Assessment ........................................................................................................... 8 5.1 Submitting your work ......................................................................................... 10 5.2 Marking Rubric and Feedback ........................................................................... 10 5.3 Re-Assessment (re-sit) ...................................................................................... 11 6. How is My Work Marked? .................................................................................... 11 7. Assessment Criteria and Marking Standards ....................................................... 14 7.1 Specific Assessment Criteria and Marking Rubric.............................................. 14 7.2 University Generic Assessment Criteria ............................................................. 17 7.3 Specific Assessment Criteria ............................................................................. 19 8. Assessment Offences .......................................................................................... 22 9. Learning Resources ............................................................................................ 24 9.1. Library .............................................................................................................. 24 9.2. Other Resources .............................................................................................. 25 10. Module Evaluation ............................................................................................. 26 11. Report on Last Delivery of Module ..................................................................... 27 Appendix 1: Re-Assessment Information ................................................................. 29

Module Guide

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1. Key Information Module: International Marketing Module Leader: Samuel Asante-Nnuro London School of Marekting LS Education Group Email: [email protected] Module Tutors: Ishani Weerasinghe (Online Delivery) Gayan Jayasinghe (Online Delivery) Every module has a Module Definition Form (MDF) which is the officially validated record of the module. You can access the MDF for this module in three ways via: • the Virtual Learning Environment (VLE) • the My.Anglia Module Catalogue at www.anglia.ac.uk/modulecatalogue • Anglia Ruskin’s module search engine facility at www.anglia.ac.uk/modules All modules delivered by Anglia Ruskin University at its main campuses in the UK and at Associate Colleges throughout the UK and overseas are governed by the Academic Regulations. You can view these at www.anglia.ac.uk/academicregs. A printed extract of the Academic Regulations, known as the Assessment Regulations, is available for every student from LS London office. In the unlikely event of any discrepancy between the Academic Regulations and any other publication, including this module guide, the Academic Regulations, as the definitive document, take precedence over all other publications and will be applied in all cases.

2. Introduction to the Module This module is designed to provide students with an understanding of marketing from an international perspective. The increased access to new markets across the world means that both opportunities and threats face marketers in the global context. Overcoming cultural issues remains a key challenge, along with the ability to communicate effectively to perhaps a very different target audience. Given the huge number of multi-national firms now operating in China e.g. Siemens, Ikea, McDonalds' and BP, many employers now expect international marketers to have knowledge of more than one cultural group. The lectures will therefore enable students to analyse marketing issues in an international context by providing a range of theoretical frameworks and practical examples. The seminars will largely focus on case examples, allowing students to apply relevant theories. One of the main focuses for the design of this module has been the further development of relevant employability and professional skills. A new assessment has been incorporated into this 2013/14 module guide (Presentation 30%).

3. Intended Learning Outcomes

Anglia Ruskin modules are taught on the basis of intended learning outcomes and that, on successful completion of the module, students will be expected to be able to demonstrate they have met those outcomes.

http://www.anglia.ac.uk/modulecatalogue�

http://www.anglia.ac.uk/modules�

http://www.anglia.ac.uk/academicregs�

Module Guide

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No. Type On successful completion of this module the student will be expected to be able to:

1 Knowledge and understanding

Demonstrate a full understanding of the environmental challenges facing international marketers


Show how an international marketing mix can be applied to real case examples

3 Intellectual, practical, affective and transferable skills

Distinguish between the range of market entry methods


Construct an international marketing plan

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3.1 Employability skills delivered in this Module It is important that we help you develop employability skills throughout your course which will assist you in securing employment and supporting you in your future career. During your course you will acquire a wide range of key skills. In this module, you will develop those identified below:

SKILL Skills acquired in this module

Communication (oral) X Communication (written) X Commercial Awareness X Cultural sensitivity X Customer focus X Data Handling Decision making Enterprising Flexibility X Initiative Interpersonal Skills X Leadership/Management of others Networking Organisational adaptability Project Management Problem Solving and analytical skills X Responsibility X Team working X Time Management X Other

Module Guide

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4. Outline Delivery Wk Lecture Student activity Reading references 1

International Marketing – An Overview

In order to fully benefit from the lessons, students are expected to read the recommended Lecture notes, Practical applications and case studies, available on the IMSS.

• Ghauri and Cateora (2010) Ch.1, 2 • Cateora P.R., Graham J.L., and Salwan

P. 2011. International Marketing. 13th ed. New Delhi: McGraw Hill. – Chapter 1,2

• Onkvisit S. and Shaw J.J., 1997. International Marketing: Analysis and Strategy. 3rd ed. New Delhi: PHI Learning Private Limited. – Chapter 1,2,3

• Kotabe, M., Peloso, A., Noble, G., Macarthur, W., Neal, C., Riege, A., and Helsen, k., 2005, International Marketing: An Asia Pacific Focus. New Delhi: Wiley India (P.) Ltd. – Chapter -1

2

International Marketing Environment


• Ghauri and Cateora (2010) Ch.3, Ch.4, Ch.5, and Ch.6.

• Cateora P.R., Graham J.L., and Salwan P. 2011. International Marketing. 13th ed. New Delhi: McGraw Hill. – Chapter 3,4,5,6,7


• Kotabe, M., Peloso, A., Noble, G., Macarthur, W., Neal, C., Riege, A., and Helsen, k., 2005, International Marketing: An Asia Pacific Focus. New Delhi: Wiley India (P.) Ltd. – Chapter – 3,4,5

3

Analysing International Marketing Opportunities


• Ghauri and Cateora (2010) Ch.7 • Cateora P.R., Graham J.L., and Salwan


• Onkvisit S. and Shaw J.J., 1997. International Marketing: Analysis and Strategy. 3rd ed. New Delhi: PHI Learning Private Limited. – Chapter 8,9


4

International Marketing Mix – Part I – Product and Communications

In order to fully benefit from the lessons, students are expected to read the recommended Lecture notes, Practical applications and case studies, available on the

• Ghauri and Cateora (2010) Ch.12 & Ch.15,


• Cateora P.R., Graham J.L., and Salwan P. 2011. International Marketing. 13th ed.

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IMSS. New Delhi: McGraw Hill. – Chapter 12,13,16

• Onkvisit S. and Shaw J.J., 1997. International Marketing: Analysis and Strategy. 3rd ed. New Delhi: PHI Learning Private Limited. – Chapter 10,11,14,15

• Kotabe, M., Peloso, A., Noble, G., Macarthur, W., Neal, C., Riege, A., and Helsen, k., 2005, International Marketing: An Asia Pacific Focus. New Delhi: Wiley India (P.) Ltd. – Chapter – 9.10,11

5

International Marketing Mix – II - Marketing Channels and Pricing



• Cateora P.R., Graham J.L., and Salwan P. 2011. International Marketing. 13th ed. New Delhi: McGraw Hill. – Chapter 14,15,18


• Kotabe, M., Peloso, A., Noble, G., Macarthur, W., Neal, C., Riege, A., and Helsen, k., 2005, International Marketing: An Asia Pacific Focus. New Delhi: Wiley India (P.) Ltd. – Chapter –12,13,14

6

Global Marketing Strategy


• Ghauri and Cateora (2010) Ch.8 & Ch.9, • Ghauri and Cateora (2010) Ch.10, 11 • Ghauri and Cateora (2010) Ch.14, • Cateora P.R., Graham J.L., and Salwan

P. 2011. International Marketing. 13th ed. New Delhi: McGraw Hill. – Chapter 19

• Kotabe, M., Peloso, A., Noble, G., Macarthur, W., Neal, C., Riege, A., and Helsen, k., 2005, International Marketing: An Asia Pacific Focus. New Delhi: Wiley India (P.) Ltd. – Chapter –15, 16

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4.1 Attendance Requirements Attending all your classes is very important and one of the best ways to help you succeed in this module. Research has found a clear correlation between student attendance and overall performance. In accordance with the Student Charter, you are expected to arrive on time and take an active part in all your timetabled classes. If you are unable to attend a class for a valid reason (e.g. illness), please contact Mrs. Olga Kutsenko - [email protected] London School of Marketing will closely monitor the attendance of all students and will contact you if you have been absent without notice for two weeks. Continued absence can result in various consequences including the termination of your registration as you will be considered to have withdrawn from your studies. International students who are non-EEA nationals and in possession of entry clearance/leave to remain as a student (student visa) are required to be in regular attendance at London School of Marketing. Failure to do so is considered to be a breach of national immigration regulations. London School of Marketing, like all British Universities, is statutorily obliged to inform the UK Border Agency of the Home Office of significant unauthorised absences by any student visa holders.

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5. Assessment The assessment for this module consists of two parts. Part Type of assessment Word or

time limit Submission method Submission

dates 1 Assessment 1 - Group

Presentation (30%) 10 slides

max

In Class Submission TBA

2 *Draft - Individual Report

2 page draft

IMSS TBA

3 Assessment 2 - Individual Report (70%) Final submission

2,000 words

LSM Submission Website http://www.lsmsubmissions.com

TBA

*Requirements of the Draft: The draft SHOULD NOT

exceed 2 page limit and should consist of a skeleton of your report by covering both task one and two. The purpose of this draft is to check whether your understanding of the requirements of the report is correct. Depending on your draft, a feedback will be given on how to improve your answers against the marking criteria.

Part 1 – Assignment

Mark Learning Outcome

1. Group Presentation 30% 1,2,4 2. Individual Report 70% 1,2,3,4

TOTAL MARKS 100% Assessment details In order to pass this module, students are required to achieve an overall mark of 40%.In addition, students are required to: (a) achieve the qualifying mark for each element of fine grade assessment as specified below (b) pass any pass/fail elements. Assessment number: 010 Code: MOD001194/1 Method: Practical Details: Presentation: presentation (10-12 slides). Learning outcomes: 1.2.4 Percentage weighting: 30 Fine grade or pass/fail: Fine Grade Qualifying mark: 30 Assessment number: 011 Code: MOD001194/1 Method: Coursework Details: Assignment: 2000 words Learning outcomes: 1-4 Percentage weighting: 70

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Module Guide

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Fine grade or pass/fail: Fine Grade Qualifying mark: 30 Assignment 1: 30% Group presentation on a brand chosen from the ‘Interbrand Top 100 Brands.’ The presentation will last 8 minutes maximum on the date stated above. Instructions Choose a brand from the Interbrand Top 100 list http://www.interbrand.com/en/best-global-brands/2012/Best-Global-Brands-2012-Brand-View.aspx

Figure 1: The Building Blocks of a Brand Kevin Keller (Strategic Brand Management) describes the stages of building a brand Starting at the bottom level of the pyramid, shown how your chosen brand has achieved each of the following steps:

1. Who are you? Brand Salience (Identity) 2. What are you? Brand Performance and Brand Imagery (Meaning) 3. What about you? Consumer reactions (Responses) 4. What about you and me? Consumer Brand Resonance (Relationships)

Your task is to explain your chosen brand using this model. You are allowed a maximum of 10 slides, and a maximum of 8 minutes. Soft copy of your slides including detailed speaker notes to be submitted. Answer the 4 questions from the viewpoint of your brand using the 6 building blocks in the pyramid above.

http://www.interbrand.com/en/best-global-brands/2012/Best-Global-Brands-2012-Brand-View.aspx�


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Assignment 2: 70% Individual 2000 word report on the individual chosen brand to answer the questions in Assignment 2 below. The brand chosen for assignment 2 must be different from the brand studied in assignment 1. Instructions STEP 1 Choose ONE brand from Interbrand’s Top 100 Global Brands 2012: http://www.interbrand.com/en/best-global-brands/2012/Best-Global-Brands-2012-Brand-View.aspx This must not be the same brand as you choose in Assignment 010 You are a senior marketing consultant working for ‘Global Marketing Solutions plc.’ Your chosen global brand has commissioned you to produce a report

that answers the following questions:

Answer ALL of the following questions: STEP 2

1. Critically analyse the extent that your chosen global brand’s marketing mix is standardised and/or adapted across international markets. Conclude by providing a 2-3 paragraph summary that discusses whether you consider this to be an appropriate strategy(s). Remember to support your answer.

(65 marks)

2. Discuss which Internationalisation Process Theory (IPT) ‘best’ describes the internationalisation process that your chosen global brand has undertaken. Again, remember to support your answer.

(30 marks)

• A maximum of 5 marks are awarded for presentation -

(5 marks)

5.1 Submitting your work All student work which contributes to the eventual outcome of the module (i.e. if it determines whether you will pass or fail the module and counts towards the mark you achieve for the module) is submitted according to your institutions guidelines. Academic staff CANNOT accept work directly from you. Any late work will NOT be accepted and a mark of zero will be awarded for the assessment task in question. You are requested to keep a copy of your work.

5.2 Marking Rubric and Feedback The rubric, shown in Section 7.1 Specific Marking Criteria, will be used to mark your work. Feedback You are entitled to written feedback on your performance for all your assessed work. For all assessment tasks which are not examinations, this is provided through the completion of the assignment coversheet on which your mark and feedback will relate to the achievement of the module’s intended learning outcomes and the assessment criteria you were given for the task when it was first issued.


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Examination scripts are retained by London School of Marketing and are not returned to students. However, you are entitled to feedback on your performance in an examination and may request a meeting with the Module Leader or Tutor to see your examination script and to discuss your performance. London School of Marketing is committed to providing you with feedback on all assessed work within 20 working days

of the submission deadline or the date of an examination. This is extended to 30 days for feedback for a Major Project module (please note that working days excludes those days when LS is officially closed; e.g. between Christmas and New Year). Personal tutors will offer to read feedback from several modules and help you to address any common themes that may be emerging.

On occasion, you will receive feedback and marks for work that you completed in the earlier stages of the module. We provide you with this feedback as part of the learning experience and to help you prepare for other assessment tasks that you have still to complete. It is important to note that, in these cases, the marks for these pieces of work are unconfirmed. This means that, potentially, marks can change, in either direction!

5.3 Re-Assessment (re-sit) If you are unsuccessful with the 1st attempt of your assessment, you must complete a re-assessment. As indicated in Section 6.2.7. of the Senate Code of Practice, this is a NEW assessment, you CANNOT re-work the assessment explained in this section. The re-assessment information is given in Appendix 1.

6. How is My Work Marked? After you have submitted your work or you have completed an examination, Anglia Ruskin undertakes a series of activities to assure that our marking processes are comparable with those employed at other universities in the UK and that your work has been marked fairly, honestly and consistently. These include: • Anonymous marking – your name is not attached to your work so, at the point of marking, the

lecturer does not know whose work he/she is considering. When you undertake an assessment task where your identity is known (e.g. a presentation or Major Project), it is marked by more than one lecturer (known as double marking)

• Internal moderation – a sample of all work for each assessment task in each module is moderated

by other Anglia Ruskin staff to check the standards and consistency of the marking • External moderation – a sample of student work for all modules is moderated by external

examiners – experienced academic staff from other universities (and sometimes practitioners who represent relevant professions) - who scrutinise your work and provide Anglia Ruskin academic staff with feedback, advice and assurance that the marking of your work is comparable to that in other UK universities. Many of Anglia Ruskin’s staff act as external examiners at other universities.

• Departmental Assessment Panel (DAP) – performance by all students on all modules is discussed

and approved at the appropriate DAPs which are attended by all relevant Module Leaders and external examiners. Anglia Ruskin has over 25 DAPs to cover all the different subjects we teach.

This module falls within the remit of the Marketing Strategy and Enterprise DAP.

The following external examiners are appointed to this DAP and will oversee the assessment of this and other modules within the DAP’s remit:

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MARKETING, ENTERPRISE AND STRATEGY

External Examiner’s Name Academic Institution Position or Employer Dr Ross Brennan

University of Hertfordshire Reader in Marketing

Dr Lindsey Carey

Glasgow Caledonian University Lecturer

Prof. Dr. Jens Cordes Hochschule Harz University of Applied Sciences

Professor of Service Management and Service Marketing

Dr Margaret Fletcher

University of Glasgow Lecturer

Mr David Gibson

Queen’s University of Belfast Senior Teaching Fellow

Prof Rolf Meyer FHNW University of Applied Sciences Northwestern Switzerland

Professor of Management

Dr Chris Miller

University of Glamorgan Principal Lecturer

Mr Luiz Montanheiro

University of Sheffield Associate Lecturer

Prof Roger Palmer

Bournemouth University Dean of Business School

The above list is correct at the time of publication. However, external examiners are appointed at various points throughout the year. An up-to-date list of external examiners is available to students and staff at www.anglia.ac.uk/eeinfo. Anglia Ruskin’s marking process is represented in the flowchart below:

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Student submits work / sits

examination

Work collated and passed to Module Leader

Work is marked by Module Leader and Module Tutor(s)1. All marks collated by Module Leader

for ALL locations2

Internal moderation samples selected. Moderation undertaken

by a second academic3

Unconfirmed marks and feedback to students within 20 working

days (30 working days for Major Projects)

External moderation samples selected and moderated by

External Examiners4

Marks submitted to DAP5 for consideration and approval

Marks Approved by DAP5 and forwarded to Awards Board

Any issues?

Any issues?

Students receive initial (unconfirmed)

feedback

Confirmed marks issued to students

via e-Vision

Mar

king

Sta

ge

Inte

rnal

Mod

erat

ion

Stag

e Ex

tern

al M

oder

atio

n St

age

DAP

4 St

age

YES

YES

NO

NO

Flowchart of Anglia Ruskin’s Marking Processes

1 All work is marked anonymously or double marked where identity of the student is known (e.g.in a presentation) 2 The internal (and external) moderation process compares work from all locations where the module is delivered

(e.g.Cambridge, Chelmsford, Peterborough, Malaysia, India, Trinidad etc.) 3 The sample for the internal moderation process comprises a minimum of eight pieces of work or 10% (whichever

is the greater) for each marker and covers the full range of marks 4 Only modules at levels 5, 6 and 7 are subject to external moderation (unless required for separate reasons). The

sample for the external moderation process comprises a minimum of eight pieces of work or 10% (whichever is the greater) for the entire module and covers the full range of marks

5 DAP: Departmental Assessment Panel – Anglia Ruskin has over 25 different DAPs to reflect our subject coverage

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7. Assessment Criteria and Marking Standards

7.1 Specific Assessment Criteria and Marking Rubric Marking criteria for the Presentation Assessor

Date Time

Start Time Finish Minutes

Brand

Candidate 1 Candidate 2 Mode of study (Online/fulltime)

Mode of study (Online/fulltime)

SID No: SID No: Marks Marks CRITERIA MARKS

AVAILABLE MARKS AWARDED

Range and use of secondary sources 10

Theoretical context – how well have the group applied their analysis to the keller model?

20

Brand context – how well have the group applied their work to the selected brand?

20

Evaluation – a higher level student will identify limitations of their data, identify where assumptions are subjective, say where data is not available, evaluate their findings, critique the model, etc

10

Quality of presentation – use of the slides to analyse the brand, variety / style, timings, evidence of working together on analysis (both demonstrate awareness / understanding of contents), structure / organisation, performance in q&a

20

Communication of ideas – logical storytelling, good use of team members, professionalism, presentation skills, clarity of communication, clear ideas, body language, level of engagement / interest generated

20

TOTAL (OUT OF 100) Overall comment Marker: Date:

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Marking Criteria for the Report

MARKING CRITERIA COMMENTS MARKS % WEIGHT WEIGHTED MARKS

Critically analyse the extent that your chosen brand’s marketing mix is standardised and/or adapted across international markets. First part of the answer should include: Product – Student analyses standardisation and adaptation in relation to a number of product related issues e.g. branding, design, usage, and positioning. Price – Evidence of analysis based on standardisation and adaptation in terms of pricing strategy(s). Place – Ability to analyse distribution, including channels, POS, and market entry in terms of standardisation and adaptation. Promotion – Student analyses adaptation and standardisation in relation to advertising; PR and other marketing communications tools. Conclude by providing a 2-3 paragraph summary that discusses whether you consider this to be an appropriate strategy. Remember to support your answer. Second part of the answer should include:

0.65

Student SID Number: Brand : First Marker: Suggested Mark: %

Agreed Mark: % Second Marker: Suggested Mark: %

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• 2-3 paragraph summary that discusses whether their chosen brand has adopted an appropriate strategy(s).

• Evidence of a range of theories and case studies to support answer.

Discuss which Internationalisation Process Theory (IPT) ‘best’ describes the internationalisation process that your chosen global brand has undertaken. The answer should include: • Review of main IP theories. • Discussion which ‘best’

applies’. This may include Born Global, Uppsala, stages etc.

• Analysis of advantages and disadvantages of the best IP theory selected.

0.30

Presentation – Well structured, theory applied to the case, good range of references, Harvard Referencing System is adopted throughout.

0.05

Total weighted mark

Overall comment Marker: Date:

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7.2 University Generic Assessment Criteria ANGLIA RUSKIN UNIVERSITY GENERIC ASSESSMENT CRITERIA AND MARKING STANDARDS

LEVEL 6 Level 6 is characterised by an expectation of students’ increasing autonomy in relation to their study and developing skill sets. Students are expected to demonstrate problem solving skills, both theoretical and practical. This is supported by an understanding of appropriate theory; creativity of expression and thought based in individual judgement; and the ability to seek out, invoke, analyse and evaluate competing theories or methods of working in a critically constructive and open manner. Output is articulate, coherent and skilled in the appropriate medium, with some students producing original or innovative work in their specialism.

Mark Bands Outcome Generic Learning Outcomes (GLOs) (Academic Regulations, Section 2)

Knowledge & Understanding Intellectual (thinking), Practical, Affective and Transferable Skills

Cha

ract

eris

tics

of S

tude

nt A

chie

vem

ent b

y M

arki

ng B

and

90-100%

Achieves module outcome(s) related to GLO at this level

Exceptional information base exploring and analysing the discipline, its theory and ethical issues with extraordinary originality and autonomy. Work may be considered for publication within Anglia Ruskin University

Exceptional management of learning resources, with a higher degree of autonomy/exploration that clearly exceeds the assessment brief. Exceptional structure/accurate expression. Demonstrates intellectual originality and imagination. Exceptional team/practical/professional skills. Work may be considered for publication within Anglia Ruskin University

80-89% Outstanding information base exploring and analysing the discipline, its theory and ethical issues with clear originality and autonomy

Outstanding management of learning resources, with a degree of autonomy/exploration that clearly exceeds the assessment brief. An exemplar of structured/accurate expression. Demonstrates intellectual originality and imagination. Outstanding team/practical/professional skills

70-79% Excellent knowledge base that supports analysis, evaluation and problem-solving in theory/practice/ethics of discipline with considerable originality

Excellent management of learning resources, with degree of autonomy/research that may exceed the assessment brief. Structured and creative expression. Very good academic/ intellectual skills and practical/team/professional/problem-solving skills

60-69% Good knowledge base that supports analysis, evaluation and problem-solving in theory/ practice/ethics of discipline with some originality

Good management of learning resources, with consistent self-directed research. Structured and accurate expression. Good academic/intellectual skills and team/practical/ professional/problem solving skills

50-59% Satisfactory knowledge base that supports some analysis, evaluation and problem-solving in theory/practice/ethics of discipline

Satisfactory management of learning resources. Some autonomy in research but inconsistent. Structured and mainly accurate expression. Acceptable level of academic/ intellectual skills going beyond description at times. Satisfactory team/practical/professional/problem-solving skills

40-49% A marginal pass in module outcome(s) related to GLO at this level

Basic knowledge base with some omissions at the level of theoretical/ethical issues. Restricted ability to discuss theory and/or or solve problems in discipline

Basic use of learning resources with little autonomy. Some difficulties with academic/intellectual skills. Some difficulty with structure/accuracy in expression, but evidence of developing team/practical/professional/problem-solving skills

30-39%

A marginal fail in module outcome(s) related to GLO at this level. Possible compensation. Sat-isfies qualifying mark

Limited knowledge base. Limited understanding of discipline/ethical issues. Difficulty with theory and problem solving in discipline

Limited use of learning resources. Unable to work autonomously. Little input to teams. Weak academic/ intellectual skills. Still mainly descriptive. General difficulty with structure/accuracy in expression. Practical/professional/ problem-solving skills that are not yet secure

20-29% Fails to achieve module outcome(s) related to this GLO. Qualifying mark not satisfied. No compensation available

Little evidence of knowledge base. Little evidence of understanding of discipline/ethical issues. Significant difficulty with theory and problem solving in discipline

Little evidence of use of learning resources. Unable to work autonomously. Little input to teams. Very weak academic/ intellectual skills. Work significantly descriptive. Significant difficulty with structure/accuracy in expression. Little evidence of practical/professional/problem-solving skills

10-19% Inadequate knowledge base. Inadequate understanding of discipline/ethical issues. Major difficulty with theory and problem solving in discipline

Inadequate use of learning resources. Unable to work autonomously. Inadequate input to teams. Extremely weak academic/intellectual skills. Work significantly descriptive. Major difficulty with structure/accuracy in expression. Inadequate practical/professional/ problem-solving skills

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1-9% No evidence of knowledge base; no evidence of understanding of discipline/ethical issues. Total inability with theory and problem solving in discipline

No evidence of use of learning resources. Completely unable to work autonomously. No evidence of input to teams. No evidence of academic/intellectual skills. Work wholly descriptive. Incoherent structure/accuracy and expression. No evidence of practical/professional/ problem-solving skills

0% Awarded for: (i) non-submission; (ii) dangerous practice and; (iii) in situations where the student fails to address the assignment brief (eg: answers the wrong question) and/or related learning outcomes

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7.3 Specific Assessment Criteria

100 90 80 70 60 50 40 30 20 10 20 % - Apply theories and concepts of strategic change such as environmental pressures, organisational structure, types of change, resistance to change and leadership/ management styles to identify, and explain what the primary underlying case study organizational change problems and challenges are

Exceptional information base exploring and analysing the underlying problems which arise from the interrelationship between the case study organization and its strategic environment. Theory and concepts and examples applied with extraordinary originality and autonomy. No logical inconsistencies

Outstanding information base exploring and analysing underlying problems which arise from the interrelationship between the case study organization and its strategic environment. Theory and concepts and examples applied with extraordinary originality and autonomy. No logical inconsistencies

Excellent knowledge base that supports independent and original analysis and evaluation of the underlying problems which arise from the interrelationship between the case study organization and its strategic environment. Minor logical inconsistencies evident which merit need for further development

Good knowledge base that supports independent and some original analysis and evaluation of the underlying problems which arise from the interrelationship between the case study organization and its strategic environment. Some logical inconsistencies evident which merit need for further development

Satisfactory knowledge base that supports some independent and some original analysis and evaluation of the underlying problems which arise from the interrelationship between the case study organization and its strategic environment. Major logical inconsistencies evident which merit need for further significant development

Basic knowledge used demonstrate some analysis and explanation of the underlying problems which arise from the interrelationship between the case study organization and its strategic environment. Major and significant inconsistencies evident which merit need for further significant development

Limited knowledge used demonstrate little analysis and explanation of the underlying problems which arise from the interrelationship between the case study organization and its strategic environment. Major and significant inconsistencies evident which merit need for further significant development

Little evidence of a knowledge used demonstrate little analysis and explanation of the underlying problems which arise from the interrelationship between the case study organization and its strategic environment. Major and significant inconsistencies evident which merit need for further major development

Little evidence of a knowledge used demonstrate no analysis and explanation of the underlying problems which arise from the interrelationship between the case study organization and its strategic environment. Major and significant inconsistencies evident which merit need for further major development

No knowledge base used demonstrate no analysis and explanation of the underlying problems which arise from the interrelationship between the case study organization and its strategic environment. Widespread inconsistencies evident which merit need for further major development

25% Applying theories and concepts such as leadership/ management, metaphors/ frames, engagement and communication evaluate and explain how might these underlying problems be addressed

Exceptional information base exploring and analysing how the underlying problems can be addressed. Original Insights evident throughout demonstrate advanced evaluation and explanation where wider factors and deeper underlying factors are

Outstanding information base exploring and analysing how the underlying problems can be addressed. Original Insights evident throughout demonstrate advanced evaluation and explanation where wider factors and deeper underlying factors are

Excellent information base exploring and analysing how the underlying problems can be addressed. Original Insights evident throughout demonstrate advanced evaluation and explanation where wider factors and deeper underlying factors are

Good knowledge base exploring and analysing how the underlying problems can be addressed. Original Insights evident throughout demonstrate advanced evaluation and explanation where wider factors and deeper underlying factors are

Satisfactory knowledge base exploring and analysing how the underlying problems can be addressed. Some original insights, in addition to widespread descriptive and prescriptive insights evident throughout demonstrate some evaluation and explanation of how

Basic knowledge base exploring and analysing how the underlying problems can be addressed. Basic descriptive and prescriptive insights are evident and widespreadwhich demonstrate basic evaluation and explanation of how underlying problems can be addressed. No

Limited knowledge base exploring and analysing how the underlying problems can be addressed. Limited descriptive and prescriptive insights evident and widespread which demonstrate advanced evaluation and explanation where wider factors and

Little evidence of a knowledge base exploring and analysing how the underlying problems can be addressed. No insights evident throughout demonstrate any evaluation and explanation of how underlying problems can be addressed. No attention to complex issues and interrelationships. Widespread logical inconsistencies

Inadequate knowledge base exploring and analysing how the underlying problems can be addressed. No insights evident throughout demonstrate any evaluation and explanation of how underlying problems can be addressed. No attention to complex issues and interrelationships.

No evidence of a knowledge base exploring and analysing how the underlying problems can be addressed. Original Insights evident throughout demonstrate advanced evaluation and explanation where wider factors and deeper underlying factors are considered and engaged with. No attention to complex issues and

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considered and engaged with. Exceptional Attention to complex issues and interrelationships consistent.

considered and engaged with. Outstanding attention to complex issues and interrelationships predominantly consistent

considered and engaged with. Excellent attention to complex issues and interrelationships with some minor inconsistencies in places

considered and engaged with. Good attention to complex issues and interrelationships with a number of widespread logical inconsistencies

underlying problems can be addressed. Some Attention to complex issues and interrelationships with a number of widespread logical inconsistencies

attention to complex issues and interrelationships with a number of major widespread logical inconsistencies

deeper underlying factors are considered and engaged with. No attention to complex issues and interrelationships with a number of widespread logical inconsistencies

Widespread logical inconsistencies

interrelationships with a number of widespread logical inconsistencies

25% Applying theories and concepts such as models of change, individual change, team, change or structural change appraise and explain What and when

might the possible or potential solutions be?

Exceptional information base aids exploration of complex inks within and between issues. Original and independent specification of possible/ estimated time frames (WHEN) evident and connects effectively with interrelationship between organisational development (OD) and employee involvement (EI). Good original specification of specific change methods (WHAT).

Outstanding information base and study skills aids exploration of complex links within and between issues. Excellent original and independent specification of possible/ estimated time frames (WHEN) evident and connects effectively with interrelationship between organisational development (OD) and employee involvement (EI). Good original specification of specific change methods (WHAT).

Excellent knowledge base and study skills aids exploration of complex links within and between issues. Exceptional original and independent specification of possible/ estimated time frames (WHEN) evident and connects effectively with interrelationship between organisational development (OD) and employee involvement (EI). Good original specification of specific change methods (WHAT).

Good knowledge base and study skills aids exploration of complex links within and between issues. Good original and independent specification of possible/ estimated time frames (WHEN) evident and connects effectively with interrelationship between organisational development (OD) and employee involvement (EI). Good original specification of specific change methods (WHAT).

Satisfactory knowledge base and study skills aids satisfactory exploration of complex links within and between issues. Some original specification of possible/ estimated time frames (WHEN) evident and connects effectively with interrelationship between organisational development (OD) and employee involvement (EI). Good original specification of specific change methods (WHAT).

Basic knowledge base and study skills aids some basic exploration of issues. Insufficient specification of possible/ estimated time frames (WHEN) evident and connects effectively with interrelationship between organisational development (OD) and employee involvement (EI). Good original specification of specific change methods (WHAT).

Limited knowledge base and study skills aids limited exploration of complex links within and between issues. No clear and justified specification of possible/ estimated time frames (WHEN) evident and connects effectively with interrelationship between organisational development (OD) and employee involvement (EI). Good original specification of specific change methods (WHAT).

Little evidence of a knowledge base and developed study skills aids little exploration of complex links within and between issues. No clear and justifiable specification of possible/ estimated time frames (WHEN) which connects effectively with interrelationship between organisational development (OD) and employee involvement (EI). No clear or justifiablespecification of specific change methods (WHAT).

Inadequate knowledge base and study skills aids inadequate exploration links within and between issues. No clear and justifiable specification of possible/ estimated time frames (WHEN) evident which connects effectively with interrelationship between organisational development (OD) and employee involvement (EI). No specification of specific change methods (WHAT).

No evidence of a knowledge base and study skills to aid exploration of links within and between issues. No specification and clear justifiable specification of possible/ estimated time frames (WHEN) evident and connects effectively with interrelationship between organisational development (OD) and employee involvement (EI). No specification of specific change methods (WHAT).

15% Applying organisational development theories, concepts and perspectives identify, outline and explain How

Exceptional specification and explanation of change management practices which explain how your change management intervention can , and in

Outstanding specification and explanation of change management practices which explain how your change management intervention can

Excellent specification and explanation of change management practices which explain how your change management intervention can

Good specification and explanation of change management practices which explain how your change management intervention can

Satisfactory specification and explanation of change management practices which explain how your change management intervention can

Basic specification and explanation of change management practices which explain how your change management intervention can

Limited specification and explanation of change management practices which explain how your change management intervention can

Little evidence of specification and explanation of change management practices which explain how your change management intervention can actually be implemented. Little

Inadequate specification and explanation of change management practices which explain how your change management intervention can

No specification and explanation of change management practices which explain how your change management intervention can actually be

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what actually be implemented. Outstanding use of theory and concepts to explain and justify the different ways in which your change management intervention can be implemented.

ways might these possible solutions be implemented?

actually be implemented. Good use of theory and concepts to explain and justify the different ways in which your change management intervention can be implemented.



actually be implemented. Satisfactory use of theory and concepts to explain and justify the different ways in which your change management intervention can be implemented.

actually be implemented. Some basic use of theory and concepts to explain and justify the different ways in which your change management intervention can be implemented.

actually be implemented. Little use of theory and concepts to explain and justify the different ways in which your change management intervention can be implemented.

use of theory and concepts to explain and justify the different ways in which your change management intervention can be implemented.

actually be implemented. Inadequate use of theory and concepts to explain and justify the different ways in which your change management intervention can be implemented.

implemented. No use of theory and concepts to explain and justify the different ways in which your change management intervention can be implemented.

15% Critically reflect upon and recognise the limitations of your change management intervention and formulate possible solutions which might address and balance these limitations. This section should present a balanced conclusion to your work

Exceptional critical reflection which recognizes both the longer term implications for the case study organisation of your change management intervention.

Outstanding critical reflection which recognizes both the longer term implications for the case study organisation of your change management intervention.

Excellent critical reflection which recognizes both the longer term implications for the case study organisation of your change management intervention.

Good critical reflection which recognizes both the longer term implications for the case study organisation of your change management intervention.

Satisfactory critical reflection which recognizes some longer term and practical implications for the case study organisation of your change management intervention.

Basic critical reflection which may recognize some implications for the case study organisation of your change management intervention.

Insufficient clear critical reflection which sufficiently recognizes any implications for the case study organisation of your change management intervention.

Little evidence of any critical reflection or understanding which recognizes any implications or relevance for the case study organisation of your change management intervention.

Inadequate understanding which does not demonstrate any relevance for the case study organisation of your change management intervention.

No possible understanding which does not demonstrate any relevance for, and possibleconnections to, the case study organisation of your change management intervention.

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8. Assessment Offences As an academic community, we recognise that the principles of truth, honesty and mutual respect are central to the pursuit of knowledge. Behaviour that undermines those principles weakens the community, both individually and collectively, and diminishes our values. We are committed to ensuring that every student and member of staff is made aware of the responsibilities s/he bears in maintaining the highest standards of academic integrity and how those standards are protected. You are reminded that any work that you submit must be your own. When you are preparing your work for submission, it is important that you understand the various academic conventions that you are expected to follow in order to make sure that you do not leave yourself open to accusations of plagiarism (e.g. the correct use of referencing, citations, footnotes etc.) and that your work maintains its academic integrity.

Definitions of Assessment Offences

Plagiarism Plagiarism is theft and occurs when you present someone else’s work, words, images, ideas, opinions or discoveries, whether published or not, as your own. It is also when you take the artwork, images or computer-generated work of others, without properly acknowledging where this is from or you do this without their permission. You can commit plagiarism in examinations, but it is most likely to happen in coursework, assignments, portfolios, essays, dissertations and so on. Examples of plagiarism include: • directly copying from written work, physical work, performances, recorded work or images, without

saying where this is from; • using information from the internet or electronic media (such as DVDs and CDs) which belongs to

someone else, and presenting it as your own; • rewording someone else’s work, without referencing them; and • handing in something for assessment which has been produced by another student or person. It is important that you do not plagiarise – intentionally or unintentionally – because the work of others and their ideas are their own. There are benefits to producing original ideas in terms of awards, prizes, qualifications, reputation and so on. To use someone else’s work, words, images, ideas or discoveries is a form of theft. Collusion Collusion is similar to plagiarism as it is an attempt to present another’s work as your own. In plagiarism the original owner of the work is not aware you are using it, in collusion two or more people may be involved in trying to produce one piece of work to benefit one individual, or plagiarising another person’s work. Examples of collusion include: • agreeing with others to cheat; • getting someone else to produce part or all of your work; • copying the work of another person (with their permission); • submitting work from essay banks;

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• paying someone to produce work for you; and • allowing another student to copy your own work. Many parts of university life need students to work together. Working as a team, as directed by your tutor, and producing group work is not collusion. Collusion only happens if you produce joint work to benefit of one or more person and try to deceive another (for example the assessor). Cheating Cheating is when someone aims to get unfair advantage over others. Examples of cheating include: • taking unauthorised material into the examination room; • inventing results (including experiments, research, interviews and observations); • handing your own previously graded work back in; • getting an examination paper before it is released; • behaving in a way that means other students perform poorly; • pretending to be another student; and • trying to bribe members of staff or examiners.

Help to Avoid Assessment Offences

Most of our students are honest and want to avoid committing assessment offences. We have a variety of resources, advice and guidance available to help make sure you can develop good academic skills. We will make sure that we make available consistent statements about what we expect. You will be able to do tutorials on being honest in your work from the library and other support services and faculties, and you will be able to test your written work for plagiarism using ‘Turnitin®UK’ (a software package that detects plagiarism). You can get advice on how to use honestly the work of others in your own work from the library website (www.libweb.anglia.ac.uk/referencing/referencing.htm) and your lecturer and personal tutor. You will be able to use ‘Turnitin®UK’, a special software package which is used to detect plagiarism. Turnitin®UK will produce a report which clearly shows if passages in your work have been taken from somewhere else. You may talk about this with your personal tutor to see where you may need to improve your academic practice. We will not see these formative Turnitin®UK reports as assessment offences. All students in Cambridge and Chelmsford are also expected to submit their final work through Turnitin®UK as outlined above. If you are not sure whether the way you are working meets our requirements, you should talk to your personal tutor, module tutor or other member of academic staff. They will be able to help you and tell you about other resources which will help you develop your academic skills.

Procedures for assessment offences

An assessment offence is the general term used to define cases where a student has tried to get unfair academic advantage in an assessment for himself or herself or another student. We will fully investigate all cases of suspected assessment offences. If we prove that you have committed an assessment offence, an appropriate penalty will be imposed which, for the most serious offences, includes expulsion from Anglia Ruskin. For full details of our assessment offences policy and procedures, see Section 10 of the Academic Regulations at: www.anglia.ac.uk/academicregs.

http://www.libweb.anglia.ac.uk/referencing/referencing.htm�


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9. Learning Resources

9.1. Library Library Contacts Faculty of Arts, Law and Social Sciences [email protected] Lord Ashcroft International Business School [email protected] Faculty of Health, Social Care and Education [email protected] Faculty of Science and Technology [email protected]

Reading List Template – Anglia Ruskin University Library

Resources Notes

Key text Pervez N.Ghauri and Philip Cateora (2010) International Marketing’, 3rd edn, Maidenhead: McGraw-Hill.(ISBN-10 0-07-712285-2)

We will draw heavily on this book, including case studies which will be discussed in class. Students are advised to purchase a copy.

Secondary Text Kevin Keller Strategic Brand Management: A European Perspective, Pearson 2013

This text is available as an ebook through the library. Ch 1,2 3 are essential reading for the presentation

https://webmail.anglia.ac.uk/owa/redir.aspx?C=x4giGQeT-kKjYqEJMBK1JjuayRyTAs8IRnA71fQiSijBLG8rnExvb6C6Zs_HOuXrsplNJ7SDHtc.&URL=mailto%3alibteam.alss%40anglia.ac.uk�

https://webmail.anglia.ac.uk/owa/redir.aspx?C=x4giGQeT-kKjYqEJMBK1JjuayRyTAs8IRnA71fQiSijBLG8rnExvb6C6Zs_HOuXrsplNJ7SDHtc.&URL=mailto%3alibteam.aibs%40anglia.ac.uk�

https://webmail.anglia.ac.uk/owa/redir.aspx?C=x4giGQeT-kKjYqEJMBK1JjuayRyTAs8IRnA71fQiSijBLG8rnExvb6C6Zs_HOuXrsplNJ7SDHtc.&URL=mailto%3alibteam.fhsce%40anglia.ac.uk�

https://webmail.anglia.ac.uk/owa/redir.aspx?C=x4giGQeT-kKjYqEJMBK1JjuayRyTAs8IRnA71fQiSijBLG8rnExvb6C6Zs_HOuXrsplNJ7SDHtc.&URL=mailto%3alibteam.fst%40anglia.ac.uk�

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Books Jeannet J., and Hennessey, H.D., (2003) Global Marketing Strategies (6th edition) Houghton Mifflin. Doole, I. & Lowe, R. (2004) International Marketing Strategy, 4th edition, Thomson / ISBN: 1-84480-025-3 Bradley, F. (2002) International Marketing Strategy, 4th edition, Prentice Hall / ISBN: 0-273-65571-X Usunier, J. (2000) Marketing Across Cultures, 3rd edition, Prentice Hall / ISBN: 0-13-010668-2

There are many useful texts that have been published in the area of International Marketing. This list is not exhaustive.

Journals Harvard Business Review European Journal of Marketing Asia Pacific Journal of Marketing & Logistics European Business Review Journal of Advertising International Journal of Advertising International Marketing Review Journal of Advertising Research Journal of International Marketing Journal of Business Research Journal of Marketing Communications Journal of International Business Studies Journal of World Business Journal of Marketing Journal of Consumer Research

There are many Marketing Journals which can all be accessed through the University Library

Specific journal articles

Some articles will be posted to the VLE

Websites http://www.interbrand.com/en/Default.aspx www.cim.co.uk – The Chartered Institute of Marketing www.marketingpower.com – The American Marketing Association

The Interbrand website will be used extensively in this module CIM is the UK based home of Professional Marketers

Additional notes on this reading list Additional reading will be recommended weekly in class. Link to the University Library http://libweb.anglia.ac.uk/ Link to Harvard Referencing guide http://libweb.anglia.ac.uk/referencing/harvard.htm

9.2. Other Resources N/A

http://www.interbrand.com/en/Default.aspx�

http://www.cim.co.uk/�

http://www.marketingpower.com/�

http://libweb.anglia.ac.uk/�

http://libweb.anglia.ac.uk/referencing/harvard.htm�

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10. Module Evaluation During the second half of the delivery of this module, you will be asked to complete a module evaluation questionnaire to help us obtain your views on all aspects of the module. This is an extremely important process which helps us to continue to improve the delivery of the module in the future and to respond to issues that you bring to our attention. The module report in section 11 of this module guide includes a section which comments on the feedback we received from other students who have studied this module previously. Your questionnaire response is anonymous. Please help us to help you and other students at Anglia Ruskin by completing the Module Evaluation survey. We very much value our students’ views and it is very important to us that you provide feedback to help us make improvements. In addition to the Module Evaluation process, you can send any comment on anything related to your experience at Anglia Ruskin to [email protected] at any time.


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11. Report on Last Delivery of Module

MODULE REPORT FORM

This form should be completed by module tutors (where there is more than one delivery) and forwarded to Module Leaders who compiles the results on to one form for use at the Programme Committee and other methods of disseminating feedback to students. Module Code and Title: MOD001194 International Marketing

Anglia Ruskin Department: LAIBS

Location(s) of Delivery: Cambridge

Academic Year: 2012/13 Semester/Trimester: Sem 1

Enrolment Numbers (at each location): Cambridge 263

Module Leader: Niall Caldwell

Other Module Tutors: Nektarios Tzempelikos

Student Achievement Provide a brief overview of student achievement on the module as evidenced by the range of marks awarded. A detailed breakdown of marks will be available at the Departmental Assessment Panel. Students in Sem 1 2012/13 achieved the following results: 49 = A 41 = B 84 = C 64 = D 17 = F Feedback from Students Briefly summarise student responses, including any written comments Students enjoyed the module and were very positive in their feedback. The following are extracts from the student evaluation of the module: 1.1. Module lecturers are good at explaining things. 90% agree (average 4.3/5.0) 1.2. Module lecturers are enthusiastic about what they are teaching. 89.9% agree (average 4.3/5.0) 5.1. Overall how satisfied are you with the quality of this module? (Score 1 -10) av.=7.5 Module Leader/Tutor’s Reflection on Delivery of the Module, including Response to Feedback from Students (including resources if appropriate) This is a 3rd year module and contributes to several courses. Student engagement with the contents has been focussed on the final assignment which counted for 100% of the marks. In order to broaden and deepen the understanding of how Brands work in the International marketplace a new assessment has been introduced (wk 6-9). Students must present their analysis of a brand using a theoretical model from Kevin Keller. Developments during the current year or planned for next year (if appropriate) The development of the mid semester presentation will be monitored to see how efficiently it works from a practical point of view. 250 students in groups of 2 =125 groups x 8mins per presentation The presentations will be reviewed by teams of 2 module tutors.

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External Examiner’s Comments State whether the external examiner agreed the marks and/or commented on the module All marks were agreed by the External examiner.

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Appendix 1: Re-Assessment Information

THIS INFORMATION ONLY APPLIES TO STUDENTS WHO ARE UNSUCCESSFUL IN THEIR FIRST SUBMISSION

DRAFT VERSION – AWAITING EXTERNAL EXAMINER APPROVAL Assessment will be confirmed before the re-assessment period

The re-assessment for this module consists of two parts: Part Type of assessment Word or

time limit Submission dates

010 Presentation -New Brand must be chosen 8 mins, 10 ppt slides

TBA

011 Report –New Brand must be chosen 2000 TBA Part 010, 011 – Assignment


5 010 Presentation -New Brand must be chosen, 8 mins, 10 ppt slides By appointment with tutors 30% 1,2,4

6 011 Report –New Brand must be chosen 2000 70% 1,2,3,4 7 8 9

TOTAL MARKS 100%

Lord Ashcroft International Business School

International Marketing [For Distance Learning Students] Department: Marketing, Strategy and Enterprise Module Code: MOD001194 Year: 2013/14 Semester: 1 Academic Year: 2013/14 Semester/Trimester:

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Contents International Marketing .............................................................................................. 1 1. Key Information ..................................................................................................... 2 2. Introduction to the Module ..................................................................................... 2 3. Intended Learning Outcomes ................................................................................ 2 3.1 Employability skills delivered in this Module ......................................................... 4 4. Outline Delivery ..................................................................................................... 5 4.1 Attendance Requirements ................................................................................... 7 5. Assessment ........................................................................................................... 8 5.1 Submitting your work ......................................................................................... 10 5.2 Marking Rubric and Feedback ........................................................................... 10 5.3 Re-Assessment (re-sit) ...................................................................................... 11 6. How is My Work Marked? .................................................................................... 11 7. Assessment Criteria and Marking Standards ....................................................... 14 7.1 Specific Assessment Criteria and Marking Rubric.............................................. 14 7.2 University Generic Assessment Criteria ............................................................. 17 7.3 Specific Assessment Criteria ............................................................................. 19 8. Assessment Offences .......................................................................................... 22 9. Learning Resources ............................................................................................ 24 9.1. Library .............................................................................................................. 24 9.2. Other Resources .............................................................................................. 25 10. Module Evaluation ............................................................................................. 26 11. Report on Last Delivery of Module ..................................................................... 27 Appendix 1: Re-Assessment Information ................................................................. 29

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1. Key Information Module: International Marketing Module Leader: Samuel Asante-Nnuro London School of Marekting LS Education Group Email: [email protected] Module Tutors: Ishani Weerasinghe (Online Delivery) Gayan Jayasinghe (Online Delivery) Every module has a Module Definition Form (MDF) which is the officially validated record of the module. You can access the MDF for this module in three ways via: • the Virtual Learning Environment (VLE) • the My.Anglia Module Catalogue at www.anglia.ac.uk/modulecatalogue • Anglia Ruskin’s module search engine facility at www.anglia.ac.uk/modules All modules delivered by Anglia Ruskin University at its main campuses in the UK and at Associate Colleges throughout the UK and overseas are governed by the Academic Regulations. You can view these at www.anglia.ac.uk/academicregs. A printed extract of the Academic Regulations, known as the Assessment Regulations, is available for every student from LS London office. In the unlikely event of any discrepancy between the Academic Regulations and any other publication, including this module guide, the Academic Regulations, as the definitive document, take precedence over all other publications and will be applied in all cases.

2. Introduction to the Module This module is designed to provide students with an understanding of marketing from an international perspective. The increased access to new markets across the world means that both opportunities and threats face marketers in the global context. Overcoming cultural issues remains a key challenge, along with the ability to communicate effectively to perhaps a very different target audience. Given the huge number of multi-national firms now operating in China e.g. Siemens, Ikea, McDonalds' and BP, many employers now expect international marketers to have knowledge of more than one cultural group. The lectures will therefore enable students to analyse marketing issues in an international context by providing a range of theoretical frameworks and practical examples. The seminars will largely focus on case examples, allowing students to apply relevant theories. One of the main focuses for the design of this module has been the further development of relevant employability and professional skills. A new assessment has been incorporated into this 2013/14 module guide (Presentation 30%).

3. Intended Learning Outcomes

Anglia Ruskin modules are taught on the basis of intended learning outcomes and that, on successful completion of the module, students will be expected to be able to demonstrate they have met those outcomes.

http://www.anglia.ac.uk/modulecatalogue�

http://www.anglia.ac.uk/modules�


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No. Type On successful completion of this module the student will be expected to be able to:


Demonstrate a full understanding of the environmental challenges facing international marketers


Show how an international marketing mix can be applied to real case examples





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3.1 Employability skills delivered in this Module It is important that we help you develop employability skills throughout your course which will assist you in securing employment and supporting you in your future career. During your course you will acquire a wide range of key skills. In this module, you will develop those identified below:

SKILL Skills acquired in this module

Communication (oral) X Communication (written) X Commercial Awareness X Cultural sensitivity X Customer focus X Data Handling Decision making Enterprising Flexibility X Initiative Interpersonal Skills X Leadership/Management of others Networking Organisational adaptability Project Management Problem Solving and analytical skills X Responsibility X Team working X Time Management X Other

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4. Outline Delivery Wk Lecture Student activity Reading references 1

International Marketing – An Overview


• Ghauri and Cateora (2010) Ch.1, 2 • Cateora P.R., Graham J.L., and Salwan



• Kotabe, M., Peloso, A., Noble, G., Macarthur, W., Neal, C., Riege, A., and Helsen, k., 2005, International Marketing: An Asia Pacific Focus. New Delhi: Wiley India (P.) Ltd. – Chapter -1

2

International Marketing Environment


• Ghauri and Cateora (2010) Ch.3, Ch.4, Ch.5, and Ch.6.

• Cateora P.R., Graham J.L., and Salwan P. 2011. International Marketing. 13th ed. New Delhi: McGraw Hill. – Chapter 3,4,5,6,7



3

Analysing International Marketing Opportunities


• Ghauri and Cateora (2010) Ch.7 • Cateora P.R., Graham J.L., and Salwan


• Onkvisit S. and Shaw J.J., 1997. International Marketing: Analysis and Strategy. 3rd ed. New Delhi: PHI Learning Private Limited. – Chapter 8,9


4

International Marketing Mix – Part I – Product and Communications

In order to fully benefit from the lessons, students are expected to read the recommended Lecture notes, Practical applications and case studies, available on the



• Cateora P.R., Graham J.L., and Salwan P. 2011. International Marketing. 13th ed.

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IMSS. New Delhi: McGraw Hill. – Chapter 12,13,16

• Onkvisit S. and Shaw J.J., 1997. International Marketing: Analysis and Strategy. 3rd ed. New Delhi: PHI Learning Private Limited. – Chapter 10,11,14,15

• Kotabe, M., Peloso, A., Noble, G., Macarthur, W., Neal, C., Riege, A., and Helsen, k., 2005, International Marketing: An Asia Pacific Focus. New Delhi: Wiley India (P.) Ltd. – Chapter – 9.10,11

5

International Marketing Mix – II - Marketing Channels and Pricing



• Cateora P.R., Graham J.L., and Salwan P. 2011. International Marketing. 13th ed. New Delhi: McGraw Hill. – Chapter 14,15,18


• Kotabe, M., Peloso, A., Noble, G., Macarthur, W., Neal, C., Riege, A., and Helsen, k., 2005, International Marketing: An Asia Pacific Focus. New Delhi: Wiley India (P.) Ltd. – Chapter –12,13,14

6

Global Marketing Strategy


• Ghauri and Cateora (2010) Ch.8 & Ch.9, • Ghauri and Cateora (2010) Ch.10, 11 • Ghauri and Cateora (2010) Ch.14, • Cateora P.R., Graham J.L., and Salwan

P. 2011. International Marketing. 13th ed. New Delhi: McGraw Hill. – Chapter 19

• Kotabe, M., Peloso, A., Noble, G., Macarthur, W., Neal, C., Riege, A., and Helsen, k., 2005, International Marketing: An Asia Pacific Focus. New Delhi: Wiley India (P.) Ltd. – Chapter –15, 16

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4.1 Attendance Requirements Attending all your classes is very important and one of the best ways to help you succeed in this module. Research has found a clear correlation between student attendance and overall performance. In accordance with the Student Charter, you are expected to arrive on time and take an active part in all your timetabled classes. If you are unable to attend a class for a valid reason (e.g. illness), please contact Mrs. Olga Kutsenko - [email protected] London School of Marketing will closely monitor the attendance of all students and will contact you if you have been absent without notice for two weeks. Continued absence can result in various consequences including the termination of your registration as you will be considered to have withdrawn from your studies. International students who are non-EEA nationals and in possession of entry clearance/leave to remain as a student (student visa) are required to be in regular attendance at London School of Marketing. Failure to do so is considered to be a breach of national immigration regulations. London School of Marketing, like all British Universities, is statutorily obliged to inform the UK Border Agency of the Home Office of significant unauthorised absences by any student visa holders.


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5. Assessment The assessment for this module consists of two parts. Part Type of assessment Word or

time limit Submission method Submission

dates 1 Assessment 1 - Individual

Presentation (Soft copy submission with full speaker notes on each slide) (30%)

10 Slides Max

LSM Submission Website http://www.lsmsubmissions.com

TBA

2 *Draft - Individual Report

2 page draft IMSS TBA

3 Assessment 2 - Individual Report (70%) Final submission

2,000 words LSM Submission Website http://www.lsmsubmissions.com

TBA

* Requirements of the Draft: The draft SHOULD NOT exceed 2 page limit and should consist of a skeleton of your report by covering both task one and two. The purpose of this draft is to check whether your understanding of the requirements of the report is correct. Depending on your draft, a feedback will be given on how to improve your answers against the marking criteria. Part 1 – Assignment


1. Individual Presentation 30% 1,2,4 2. Individual Report 70% 1,2,3,4

TOTAL MARKS 100% Assessment details In order to pass this module, students are required to achieve an overall mark of 40%.In addition, students are required to: (a) achieve the qualifying mark for each element of fine grade assessment as specified below (b) pass any pass/fail elements. Assessment number: 010 Code: MOD001194/1 Method: Practical Details: Presentation: presentation (10-12 slides). Learning outcomes: 1.2.4 Percentage weighting: 30 Fine grade or pass/fail: Fine Grade Qualifying mark: 30 Assessment number: 011 Code: MOD001194/1 Method: Coursework Details: Assignment: 2000 words Learning outcomes: 1-4 Percentage weighting: 70 Fine grade or pass/fail: Fine Grade Qualifying mark: 30



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Assignment 1: 30% Individual presentation on a brand chosen from the ‘Interbrand Top 100 Brands.’ The presentation will last 8 minutes maximum on the date stated above. Instructions Choose a brand from the Interbrand Top 100 list http://www.interbrand.com/en/best-global-brands/2012/Best-Global-Brands-2012-Brand-View.aspx

Figure 1: The Building Blocks of a Brand Kevin Keller (Strategic Brand Management) describes the stages of building a brand Starting at the bottom level of the pyramid, shown how your chosen brand has achieved each of the following steps:

1. Who are you? Brand Salience (Identity) 2. What are you? Brand Performance and Brand Imagery (Meaning) 3. What about you? Consumer reactions (Responses) 4. What about you and me? Consumer Brand Resonance (Relationships)

Your task is to explain your chosen brand using this model. You are allowed a maximum of 10 slides, and a maximum of 8 minutes. Soft copy of your slides including detailed speaker notes to be submitted. Answer the 4 questions from the viewpoint of your brand using the 6 building blocks in the pyramid above.



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Assignment 2: 70% Individual 2000 word report on the individual chosen brand to answer the questions in Assignment 2 below. The brand chosen for assignment 2 must be different from the brand studied in assignment 1. Instructions STEP 1 Choose ONE brand from Interbrand’s Top 100 Global Brands 2012: http://www.interbrand.com/en/best-global-brands/2012/Best-Global-Brands-2012-Brand-View.aspx This must not be the same brand as you choose in Assignment 010 You are a senior marketing consultant working for ‘Global Marketing Solutions plc.’ Your chosen global brand has commissioned you to produce a report

that answers the following questions:

Answer ALL of the following questions: STEP 2

1. Critically analyse the extent that your chosen global brand’s marketing mix is standardised and/or adapted across international markets. Conclude by providing a 2-3 paragraph summary that discusses whether you consider this to be an appropriate strategy(s). Remember to support your answer.

(65 marks)

2. Discuss which Internationalisation Process Theory (IPT) ‘best’ describes the internationalisation process that your chosen global brand has undertaken. Again, remember to support your answer.

(30 marks)

• A maximum of 5 marks are awarded for presentation -

(5 marks)

5.1 Submitting your work All student work which contributes to the eventual outcome of the module (i.e. if it determines whether you will pass or fail the module and counts towards the mark you achieve for the module) is submitted according to your institutions guidelines. Academic staff CANNOT accept work directly from you. Any late work will NOT be accepted and a mark of zero will be awarded for the assessment task in question. You are requested to keep a copy of your work.

5.2 Marking Rubric and Feedback The rubric, shown in Section 7.1 Specific Marking Criteria, will be used to mark your work. Feedback You are entitled to written feedback on your performance for all your assessed work. For all assessment tasks which are not examinations, this is provided provided through the completion of the assignment coversheet on which your mark and feedback will relate to the achievement of the module’s intended learning outcomes and the assessment criteria you were given for the task when it was first issued.


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Examination scripts are retained by London School of Marketing and are not returned to students. However, you are entitled to feedback on your performance in an examination and may request a meeting with the Module Leader or Tutor to see your examination script and to discuss your performance. London School of Marketing is committed to providing you with feedback on all assessed work within 20 working days

of the submission deadline or the date of an examination. This is extended to 30 days for feedback for a Major Project module (please note that working days excludes those days when LS is officially closed; e.g. between Christmas and New Year). Personal tutors will offer to read feedback from several modules and help you to address any common themes that may be emerging.

On occasion, you will receive feedback and marks for work that you completed in the earlier stages of the module. We provide you with this feedback as part of the learning experience and to help you prepare for other assessment tasks that you have still to complete. It is important to note that, in these cases, the marks for these pieces of work are unconfirmed. This means that, potentially, marks can change, in either direction!

5.3 Re-Assessment (re-sit) If you are unsuccessful with the 1st attempt of your assessment, you must complete a re-assessment. As indicated in Section 6.2.7. of the Senate Code of Practice, this is a NEW assessment, you CANNOT re-work the assessment explained in this section. The re-assessment information is given in Appendix 1.

6. How is My Work Marked? After you have submitted your work or you have completed an examination, Anglia Ruskin undertakes a series of activities to assure that our marking processes are comparable with those employed at other universities in the UK and that your work has been marked fairly, honestly and consistently. These include: • Anonymous marking – your name is not attached to your work so, at the point of marking, the

lecturer does not know whose work he/she is considering. When you undertake an assessment task where your identity is known (e.g. a presentation or Major Project), it is marked by more than one lecturer (known as double marking)

• Internal moderation – a sample of all work for each assessment task in each module is moderated

by other Anglia Ruskin staff to check the standards and consistency of the marking • External moderation – a sample of student work for all modules is moderated by external

examiners – experienced academic staff from other universities (and sometimes practitioners who represent relevant professions) - who scrutinise your work and provide Anglia Ruskin academic staff with feedback, advice and assurance that the marking of your work is comparable to that in other UK universities. Many of Anglia Ruskin’s staff act as external examiners at other universities.

• Departmental Assessment Panel (DAP) – performance by all students on all modules is discussed

and approved at the appropriate DAPs which are attended by all relevant Module Leaders and external examiners. Anglia Ruskin has over 25 DAPs to cover all the different subjects we teach.

This module falls within the remit of the Marketing Strategy and Enterprise DAP.

The following external examiners are appointed to this DAP and will oversee the assessment of this and other modules within the DAP’s remit:

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MARKETING, ENTERPRISE AND STRATEGY

External Examiner’s Name Academic Institution Position or Employer Dr Ross Brennan

University of Hertfordshire Reader in Marketing

Dr Lindsey Carey

Glasgow Caledonian University Lecturer

Prof. Dr. Jens Cordes Hochschule Harz University of Applied Sciences

Professor of Service Management and Service Marketing

Dr Margaret Fletcher

University of Glasgow Lecturer

Mr David Gibson

Queen’s University of Belfast Senior Teaching Fellow

Prof Rolf Meyer FHNW University of Applied Sciences Northwestern Switzerland

Professor of Management

Dr Chris Miller

University of Glamorgan Principal Lecturer

Mr Luiz Montanheiro

University of Sheffield Associate Lecturer

Prof Roger Palmer

Bournemouth University Dean of Business School

The above list is correct at the time of publication. However, external examiners are appointed at various points throughout the year. An up-to-date list of external examiners is available to students and staff at www.anglia.ac.uk/eeinfo. Anglia Ruskin’s marking process is represented in the flowchart below:

http://www.anglia.ac.uk/eeinfo�

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Student submits work / sits

examination

Work collated and passed to Module Leader

Work is marked by Module Leader and Module Tutor(s)1. All marks collated by Module Leader

for ALL locations2

Internal moderation samples selected. Moderation undertaken

by a second academic3

Unconfirmed marks and feedback to students within 20 working

days (30 working days for Major Projects)

External moderation samples selected and moderated by

External Examiners4

Marks submitted to DAP5 for consideration and approval

Marks Approved by DAP5 and forwarded to Awards Board

Any issues?

Any issues?

Students receive initial (unconfirmed)

feedback

Confirmed marks issued to students

via e-Vision

Mar

king

Sta

ge

Inte

rnal

Mod

erat

ion

Stag

e Ex

tern

al M

oder

atio

n St

age

DAP

4 St

age

YES

YES

NO

NO

Flowchart of Anglia Ruskin’s Marking Processes

1 All work is marked anonymously or double marked where identity of the student is known (e.g.in a presentation) 2 The internal (and external) moderation process compares work from all locations where the module is delivered

(e.g.Cambridge, Chelmsford, Peterborough, Malaysia, India, Trinidad etc.) 3 The sample for the internal moderation process comprises a minimum of eight pieces of work or 10% (whichever

is the greater) for each marker and covers the full range of marks 4 Only modules at levels 5, 6 and 7 are subject to external moderation (unless required for separate reasons). The

sample for the external moderation process comprises a minimum of eight pieces of work or 10% (whichever is the greater) for the entire module and covers the full range of marks

5 DAP: Departmental Assessment Panel – Anglia Ruskin has over 25 different DAPs to reflect our subject coverage

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7. Assessment Criteria and Marking Standards

7.1 Specific Assessment Criteria and Marking Rubric Marking criteria for the Presentation Assessor

Date Time Start Time

Finish Minutes

Brand

Candidate 1 Mode of study (Online/fulltime)

SID No: Marks CRITERIA MARKS

AVAILABLE MARKS AWARDED

Range and use of secondary sources 10

Theoretical context – how well have the group applied their analysis to the keller model?

20

Brand context – how well have the group applied their work to the selected brand?

20

Evaluation – a higher level student will identify limitations of their data, identify where assumptions are subjective, say where data is not available, evaluate their findings, critique the model, etc

10

Quality of presentation – use of the slides to analyse the brand, variety / style, timings, evidence of working together on analysis (both demonstrate awareness / understanding of contents), structure / organisation, performance in q&a

20

Communication of ideas – logical storytelling, good use of team members, professionalism, presentation skills, clarity of communication, clear ideas, body language, level of engagement / interest generated

20

TOTAL (OUT OF 100) Overall comment Marker: Date:

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Marking Criteria for the Report

MARKING CRITERIA COMMENTS MARKS % WEIGHT WEIGHTED MARKS

Critically analyse the extent that your chosen brand’s marketing mix is standardised and/or adapted across international markets. First part of the answer should include: Product – Student analyses standardisation and adaptation in relation to a number of product related issues e.g. branding, design, usage, and positioning. Price – Evidence of analysis based on standardisation and adaptation in terms of pricing strategy(s). Place – Ability to analyse distribution, including channels, POS, and market entry in terms of standardisation and adaptation. Promotion – Student analyses adaptation and standardisation in relation to advertising; PR and other marketing communications tools. Conclude by providing a 2-3 paragraph summary that discusses whether you consider this to be an appropriate strategy. Remember to support your answer. Second part of the answer should include:

0.65

Student SID Number: Brand : First Marker: Suggested Mark: %

Agreed Mark: % Second Marker: Suggested Mark: %

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• 2-3 paragraph summary that discusses whether their chosen brand has adopted an appropriate strategy(s).

• Evidence of a range of theories and case studies to support answer.

Discuss which Internationalisation Process Theory (IPT) ‘best’ describes the internationalisation process that your chosen global brand has undertaken. The answer should include: • Review of main IP theories. • Discussion which ‘best’

applies’. This may include Born Global, Uppsala, stages etc.

• Analysis of advantages and disadvantages of the best IP theory selected.

0.30

Presentation – Well structured, theory applied to the case, good range of references, Harvard Referencing System is adopted throughout.

0.05

Total weighted mark

Overall comment Marker: Date:

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7.2 University Generic Assessment Criteria ANGLIA RUSKIN UNIVERSITY GENERIC ASSESSMENT CRITERIA AND MARKING STANDARDS

LEVEL 6 Level 6 is characterised by an expectation of students’ increasing autonomy in relation to their study and developing skill sets. Students are expected to demonstrate problem solving skills, both theoretical and practical. This is supported by an understanding of appropriate theory; creativity of expression and thought based in individual judgement; and the ability to seek out, invoke, analyse and evaluate competing theories or methods of working in a critically constructive and open manner. Output is articulate, coherent and skilled in the appropriate medium, with some students producing original or innovative work in their specialism.

Mark Bands Outcome Generic Learning Outcomes (GLOs) (Academic Regulations, Section 2)

Knowledge & Understanding Intellectual (thinking), Practical, Affective and Transferable Skills

Cha

ract

eris

tics

of S

tude

nt A

chie

vem

ent b

y M

arki

ng B

and

90-100%

Achieves module outcome(s) related to GLO at this level

Exceptional information base exploring and analysing the discipline, its theory and ethical issues with extraordinary originality and autonomy. Work may be considered for publication within Anglia Ruskin University

Exceptional management of learning resources, with a higher degree of autonomy/exploration that clearly exceeds the assessment brief. Exceptional structure/accurate expression. Demonstrates intellectual originality and imagination. Exceptional team/practical/professional skills. Work may be considered for publication within Anglia Ruskin University

80-89% Outstanding information base exploring and analysing the discipline, its theory and ethical issues with clear originality and autonomy

Outstanding management of learning resources, with a degree of autonomy/exploration that clearly exceeds the assessment brief. An exemplar of structured/accurate expression. Demonstrates intellectual originality and imagination. Outstanding team/practical/professional skills

70-79% Excellent knowledge base that supports analysis, evaluation and problem-solving in theory/practice/ethics of discipline with considerable originality

Excellent management of learning resources, with degree of autonomy/research that may exceed the assessment brief. Structured and creative expression. Very good academic/ intellectual skills and practical/team/professional/problem-solving skills

60-69% Good knowledge base that supports analysis, evaluation and problem-solving in theory/ practice/ethics of discipline with some originality

Good management of learning resources, with consistent self-directed research. Structured and accurate expression. Good academic/intellectual skills and team/practical/ professional/problem solving skills

50-59% Satisfactory knowledge base that supports some analysis, evaluation and problem-solving in theory/practice/ethics of discipline

Satisfactory management of learning resources. Some autonomy in research but inconsistent. Structured and mainly accurate expression. Acceptable level of academic/ intellectual skills going beyond description at times. Satisfactory team/practical/professional/problem-solving skills

40-49% A marginal pass in module outcome(s) related to GLO at this level

Basic knowledge base with some omissions at the level of theoretical/ethical issues. Restricted ability to discuss theory and/or or solve problems in discipline

Basic use of learning resources with little autonomy. Some difficulties with academic/intellectual skills. Some difficulty with structure/accuracy in expression, but evidence of developing team/practical/professional/problem-solving skills

30-39%

A marginal fail in module outcome(s) related to GLO at this level. Possible compensation. Sat-isfies qualifying mark

Limited knowledge base. Limited understanding of discipline/ethical issues. Difficulty with theory and problem solving in discipline

Limited use of learning resources. Unable to work autonomously. Little input to teams. Weak academic/ intellectual skills. Still mainly descriptive. General difficulty with structure/accuracy in expression. Practical/professional/ problem-solving skills that are not yet secure

20-29% Fails to achieve module outcome(s) related to this GLO. Qualifying mark not satisfied. No compensation available

Little evidence of knowledge base. Little evidence of understanding of discipline/ethical issues. Significant difficulty with theory and problem solving in discipline

Little evidence of use of learning resources. Unable to work autonomously. Little input to teams. Very weak academic/ intellectual skills. Work significantly descriptive. Significant difficulty with structure/accuracy in expression. Little evidence of practical/professional/problem-solving skills

10-19% Inadequate knowledge base. Inadequate understanding of discipline/ethical issues. Major difficulty with theory and problem solving in discipline

Inadequate use of learning resources. Unable to work autonomously. Inadequate input to teams. Extremely weak academic/intellectual skills. Work significantly descriptive. Major difficulty with structure/accuracy in expression. Inadequate practical/professional/ problem-solving skills

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1-9% No evidence of knowledge base; no evidence of understanding of discipline/ethical issues. Total inability with theory and problem solving in discipline

No evidence of use of learning resources. Completely unable to work autonomously. No evidence of input to teams. No evidence of academic/intellectual skills. Work wholly descriptive. Incoherent structure/accuracy and expression. No evidence of practical/professional/ problem-solving skills

0% Awarded for: (i) non-submission; (ii) dangerous practice and; (iii) in situations where the student fails to address the assignment brief (eg: answers the wrong question) and/or related learning outcomes

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7.3 Specific Assessment Criteria

100 90 80 70 60 50 40 30 20 10 20 % - Apply theories and concepts of strategic change such as environmental pressures, organisational structure, types of change, resistance to change and leadership/ management styles to identify, and explain what the primary underlying case study organizational change problems and challenges are

Exceptional information base exploring and analysing the underlying problems which arise from the interrelationship between the case study organization and its strategic environment. Theory and concepts and examples applied with extraordinary originality and autonomy. No logical inconsistencies

Outstanding information base exploring and analysing underlying problems which arise from the interrelationship between the case study organization and its strategic environment. Theory and concepts and examples applied with extraordinary originality and autonomy. No logical inconsistencies

Excellent knowledge base that supports independent and original analysis and evaluation of the underlying problems which arise from the interrelationship between the case study organization and its strategic environment. Minor logical inconsistencies evident which merit need for further development

Good knowledge base that supports independent and some original analysis and evaluation of the underlying problems which arise from the interrelationship between the case study organization and its strategic environment. Some logical inconsistencies evident which merit need for further development

Satisfactory knowledge base that supports some independent and some original analysis and evaluation of the underlying problems which arise from the interrelationship between the case study organization and its strategic environment. Major logical inconsistencies evident which merit need for further significant development

Basic knowledge used demonstrate some analysis and explanation of the underlying problems which arise from the interrelationship between the case study organization and its strategic environment. Major and significant inconsistencies evident which merit need for further significant development

Limited knowledge used demonstrate little analysis and explanation of the underlying problems which arise from the interrelationship between the case study organization and its strategic environment. Major and significant inconsistencies evident which merit need for further significant development

Little evidence of a knowledge used demonstrate little analysis and explanation of the underlying problems which arise from the interrelationship between the case study organization and its strategic environment. Major and significant inconsistencies evident which merit need for further major development

Little evidence of a knowledge used demonstrate no analysis and explanation of the underlying problems which arise from the interrelationship between the case study organization and its strategic environment. Major and significant inconsistencies evident which merit need for further major development

No knowledge base used demonstrate no analysis and explanation of the underlying problems which arise from the interrelationship between the case study organization and its strategic environment. Widespread inconsistencies evident which merit need for further major development

25% Applying theories and concepts such as leadership/ management, metaphors/ frames, engagement and communication evaluate and explain how might these underlying problems be addressed

Exceptional information base exploring and analysing how the underlying problems can be addressed. Original Insights evident throughout demonstrate advanced evaluation and explanation where wider factors and deeper underlying factors are

Outstanding information base exploring and analysing how the underlying problems can be addressed. Original Insights evident throughout demonstrate advanced evaluation and explanation where wider factors and deeper underlying factors are

Excellent information base exploring and analysing how the underlying problems can be addressed. Original Insights evident throughout demonstrate advanced evaluation and explanation where wider factors and deeper underlying factors are

Good knowledge base exploring and analysing how the underlying problems can be addressed. Original Insights evident throughout demonstrate advanced evaluation and explanation where wider factors and deeper underlying factors are

Satisfactory knowledge base exploring and analysing how the underlying problems can be addressed. Some original insights, in addition to widespread descriptive and prescriptive insights evident throughout demonstrate some evaluation and explanation of how

Basic knowledge base exploring and analysing how the underlying problems can be addressed. Basic descriptive and prescriptive insights are evident and widespreadwhich demonstrate basic evaluation and explanation of how underlying problems can be addressed. No

Limited knowledge base exploring and analysing how the underlying problems can be addressed. Limited descriptive and prescriptive insights evident and widespread which demonstrate advanced evaluation and explanation where wider factors and

Little evidence of a knowledge base exploring and analysing how the underlying problems can be addressed. No insights evident throughout demonstrate any evaluation and explanation of how underlying problems can be addressed. No attention to complex issues and interrelationships. Widespread logical inconsistencies

Inadequate knowledge base exploring and analysing how the underlying problems can be addressed. No insights evident throughout demonstrate any evaluation and explanation of how underlying problems can be addressed. No attention to complex issues and interrelationships.

No evidence of a knowledge base exploring and analysing how the underlying problems can be addressed. Original Insights evident throughout demonstrate advanced evaluation and explanation where wider factors and deeper underlying factors are considered and engaged with. No attention to complex issues and

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considered and engaged with. Exceptional Attention to complex issues and interrelationships consistent.

considered and engaged with. Outstanding attention to complex issues and interrelationships predominantly consistent

considered and engaged with. Excellent attention to complex issues and interrelationships with some minor inconsistencies in places

considered and engaged with. Good attention to complex issues and interrelationships with a number of widespread logical inconsistencies

underlying problems can be addressed. Some Attention to complex issues and interrelationships with a number of widespread logical inconsistencies

attention to complex issues and interrelationships with a number of major widespread logical inconsistencies

deeper underlying factors are considered and engaged with. No attention to complex issues and interrelationships with a number of widespread logical inconsistencies

Widespread logical inconsistencies

interrelationships with a number of widespread logical inconsistencies

25% Applying theories and concepts such as models of change, individual change, team, change or structural change appraise and explain What and when

might the possible or potential solutions be?

Exceptional information base aids exploration of complex inks within and between issues. Original and independent specification of possible/ estimated time frames (WHEN) evident and connects effectively with interrelationship between organisational development (OD) and employee involvement (EI). Good original specification of specific change methods (WHAT).

Outstanding information base and study skills aids exploration of complex links within and between issues. Excellent original and independent specification of possible/ estimated time frames (WHEN) evident and connects effectively with interrelationship between organisational development (OD) and employee involvement (EI). Good original specification of specific change methods (WHAT).

Excellent knowledge base and study skills aids exploration of complex links within and between issues. Exceptional original and independent specification of possible/ estimated time frames (WHEN) evident and connects effectively with interrelationship between organisational development (OD) and employee involvement (EI). Good original specification of specific change methods (WHAT).

Good knowledge base and study skills aids exploration of complex links within and between issues. Good original and independent specification of possible/ estimated time frames (WHEN) evident and connects effectively with interrelationship between organisational development (OD) and employee involvement (EI). Good original specification of specific change methods (WHAT).

Satisfactory knowledge base and study skills aids satisfactory exploration of complex links within and between issues. Some original specification of possible/ estimated time frames (WHEN) evident and connects effectively with interrelationship between organisational development (OD) and employee involvement (EI). Good original specification of specific change methods (WHAT).

Basic knowledge base and study skills aids some basic exploration of issues. Insufficient specification of possible/ estimated time frames (WHEN) evident and connects effectively with interrelationship between organisational development (OD) and employee involvement (EI). Good original specification of specific change methods (WHAT).

Limited knowledge base and study skills aids limited exploration of complex links within and between issues. No clear and justified specification of possible/ estimated time frames (WHEN) evident and connects effectively with interrelationship between organisational development (OD) and employee involvement (EI). Good original specification of specific change methods (WHAT).

Little evidence of a knowledge base and developed study skills aids little exploration of complex links within and between issues. No clear and justifiable specification of possible/ estimated time frames (WHEN) which connects effectively with interrelationship between organisational development (OD) and employee involvement (EI). No clear or justifiablespecification of specific change methods (WHAT).

Inadequate knowledge base and study skills aids inadequate exploration links within and between issues. No clear and justifiable specification of possible/ estimated time frames (WHEN) evident which connects effectively with interrelationship between organisational development (OD) and employee involvement (EI). No specification of specific change methods (WHAT).

No evidence of a knowledge base and study skills to aid exploration of links within and between issues. No specification and clear justifiable specification of possible/ estimated time frames (WHEN) evident and connects effectively with interrelationship between organisational development (OD) and employee involvement (EI). No specification of specific change methods (WHAT).

15% Applying organisational development theories, concepts and perspectives identify, outline and explain How

Exceptional specification and explanation of change management practices which explain how your change management intervention can , and in

Outstanding specification and explanation of change management practices which explain how your change management intervention can

Excellent specification and explanation of change management practices which explain how your change management intervention can

Good specification and explanation of change management practices which explain how your change management intervention can

Satisfactory specification and explanation of change management practices which explain how your change management intervention can

Basic specification and explanation of change management practices which explain how your change management intervention can

Limited specification and explanation of change management practices which explain how your change management intervention can

Little evidence of specification and explanation of change management practices which explain how your change management intervention can actually be implemented. Little

Inadequate specification and explanation of change management practices which explain how your change management intervention can

No specification and explanation of change management practices which explain how your change management intervention can actually be

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what actually be implemented. Outstanding use of theory and concepts to explain and justify the different ways in which your change management intervention can be implemented.

ways might these possible solutions be implemented?




actually be implemented. Satisfactory use of theory and concepts to explain and justify the different ways in which your change management intervention can be implemented.

actually be implemented. Some basic use of theory and concepts to explain and justify the different ways in which your change management intervention can be implemented.

actually be implemented. Little use of theory and concepts to explain and justify the different ways in which your change management intervention can be implemented.

use of theory and concepts to explain and justify the different ways in which your change management intervention can be implemented.

actually be implemented. Inadequate use of theory and concepts to explain and justify the different ways in which your change management intervention can be implemented.

implemented. No use of theory and concepts to explain and justify the different ways in which your change management intervention can be implemented.

15% Critically reflect upon and recognise the limitations of your change management intervention and formulate possible solutions which might address and balance these limitations. This section should present a balanced conclusion to your work

Exceptional critical reflection which recognizes both the longer term implications for the case study organisation of your change management intervention.

Outstanding critical reflection which recognizes both the longer term implications for the case study organisation of your change management intervention.

Excellent critical reflection which recognizes both the longer term implications for the case study organisation of your change management intervention.

Good critical reflection which recognizes both the longer term implications for the case study organisation of your change management intervention.

Satisfactory critical reflection which recognizes some longer term and practical implications for the case study organisation of your change management intervention.

Basic critical reflection which may recognize some implications for the case study organisation of your change management intervention.

Insufficient clear critical reflection which sufficiently recognizes any implications for the case study organisation of your change management intervention.

Little evidence of any critical reflection or understanding which recognizes any implications or relevance for the case study organisation of your change management intervention.

Inadequate understanding which does not demonstrate any relevance for the case study organisation of your change management intervention.

No possible understanding which does not demonstrate any relevance for, and possibleconnections to, the case study organisation of your change management intervention.